TOWNSHIP OF UNION PUBLIC SCHOOLS

Grade 12 English Honors

Curriculum Guide

Curriculum Guide Approved June 2014 ndash Readopted 2015

Board Members

Francis ldquoRayrdquo Perkins President

Versie McNeil Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart

Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante

World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee English

Grade 12 Honors

Jennifer DeSousa Moira Porter

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Board Members

Francis ldquoRayrdquo Perkins President

Versie McNeil Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart

Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante

World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee English

Grade 12 Honors

Jennifer DeSousa Moira Porter

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

TOWNSHIP OF UNION PUBLIC SCHOOLS

Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart

Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante

World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee English

Grade 12 Honors

Jennifer DeSousa Moira Porter

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante

World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee English

Grade 12 Honors

Jennifer DeSousa Moira Porter

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee English

Grade 12 Honors

Jennifer DeSousa Moira Porter

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Table of Contents

Title Pagehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1 Board Membershelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip2 Administrationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3 Department Supervisorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Curriculum Committeehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip4 Table of Contentshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip6 District MissionPhilosophy Statementhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip7 District Goalshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip8 Course Descriptionhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip9 Recommended Textshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Course Proficiencieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip10 Curriculum Unitshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip12 Appendix New Jersey Core Curriculum Content Standardshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip39

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Mission Statement The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self

discipline Acquire and use the skills and habits involved in critical and constructive

thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological

sciences Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work Appreciate and understand literature art music and other cultural

activities Develop an understanding of the historical and cultural heritage

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Develop a concern for the proper use andor preservation of natural resources

Develop basic skills in sports and other forms of recreation

Course Description

Honors British Literature and Tradition will strengthen the intense study of literature literary history writing and research The goals of the course are broad enough to embrace the core reading and writing skills high school and college teachers agree should be taught Students learn to read comprehend and appreciate some of the finest poetry plays novels short stories and essays written from the Middle Ages through the modern era The class will also prepare students for the eventual start of college the following year by reinforcing the research process and its skills while completing several research papers and document based essays that cover topics in British literature and current events Students will also develop skills for evaluation methods utilized in the college setting such as cooperative projects and oral presentations

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Recommended Textbooks

Prentice Hall Literature British Literature Houghton Mifflin English Novels Frankenstein

Course Proficiencies Students will be able tohellip FULL YEAR

1 demonstrate an independent and responsible attitude towards completing classroom and home assignments by handing in all collected assignments consistently and on-time

2 choose appropriate and effective note taking skills and study methods in preparation for assessments 3 demonstrate knowledge of different essay styles (ex controversial causeeffect expository literary reaction

persuasive etc) by writing independently 4 proofread edit revise and rewrite written work in an attempt to improve writing skills 5 write sentences and paragraphs that utilize proper grammar usage and mechanics 6 create an appropriate thesis statement for a documented essay 7 utilize a variety of note taking skills in preparation for writing documented essays 8 identify different types of plagiarism and explain how to avoid plagiarism 9 write a documented essay using a variety of sources 10 compose a works cited page for a documented essay while using proper MLA format 11 orally present information effectively using eye contact gestures and effective pacing

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

MP 1

1 Utilize outside documented research to support or refute a position on something read in class 2 Recognize and describe heroic qualities of an epic character (Beowulf) 3 Recognize the importance of Anglo-Saxon culture on the literature of the time 4 Understand what a frame story is 5 Recognize the historical importance of the medieval period and its relevance to the erarsquos literature (Caucer) 6 Understand what an allegory is (ldquoThe Pardonerrsquos Talerdquo)

MP 2

1 Recognize dramatic elements in a play (Macbeth) 2 Understand and recognize recent themes in one piece of literature and within others already read

MP 3

1 Understandrecognize the purpose of satires (Gulliverrsquos Travels and ldquoA Modest Proposalrdquo) 2 Recognize the historical importance of the Restoration period

3 Recognize what makes something romantic (The Rime of the Ancient Mariner and poetry) 4 Recognize the historical importance of Frankenstein and what makes it Romantic MP 4 1Read and analyze A Clockwork Orange and connect modern British Literature to past time periods

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Curriculum Units Unit 1 From Legend to History Old English and Medieval Periods Unit 2 Celebrating Humanity The English Renaissance Period Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries Unit 4 Rebels and Dreamers The Romantic Period Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

Unit 1 From Legend to History Old English and Medieval Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Draw inferences from the text including determining where the

text leaves matters uncertain

A B RL121

2 Determine how themes or central ideas interact and build on one

another to produce a complex account

A B RL122

3 Provide an objective summary of the text A B RL122

4

Analyze the impact of the authorrsquos choices regarding how to

develop and relate elements of a story or drama (eg where a

story is set how the action is ordered how the characters are

introduced and developed)

A B RL123

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

5 Determine the meaning of words and phrases as they are used

in the text including figurative and connotative meanings

A B RL124

6

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)

A B

RL124

7

Analyze how an authorrsquos choices concerning how to structure

specific parts of a text (eg 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

A B

RL125

8

Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (eg satire sarcasm irony or understatement)

A B

RL126

9

When writing narratives 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 (eg a

sense of mystery suspense growth or resolution)

A B

W123c

10

Use precise words and phrases telling details and sensory

language to convey a vivid picture of the experiences events

setting andor characters when writing narratives

A B

W123d

11 Write narratives to develop real or imagined experiences or A B W123d

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

events using effective well-chosen details use precise words

and phrases telling details and sensory language to convey a

vivid picture of the experiences events setting andor

characters

12

Produce clear and coherent writing in which the development

organization and style are appropriate to task purpose and

audience

A B

W124

13

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

A B

W125

14

Use technology including the Internet to produce publish and

update individual or shared writing products in response to

ongoing feedback

A B

W126

15

Draw evidence from literary texts to support analysis reflection and research a Apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-

twentieth-century foundational works of American literature

including how two or more texts from the same period treat

similar themes or topicsrdquo)

A B

W129a

16 Write routinely over extended time frames (time for research

reflection and revision) and shorter time frames (a single sitting

A B W1210

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

or a day or two) for a range of tasks purposes and audiences

17

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

A B

SL121a

18

Work with peers to promote civil democratic discussions and

decision making set clear goals and deadlines and establish

individual roles as needed

A B

SL121b

19 Propel conversations by posing and responding to questions that

probe reasoning and evidence

A B SL121c

20

When taking part in collaborative conversations ensure a

hearing for a full range of positions on a topic or issue clarify

verify or challenge ideas and conclusions

A B

SL121c

21 Promote divergent and creative perspectives when speaking A B SL121c

22 Resolve contradictions when possible when speaking A B SL121d

23 Determine what additional information or research is required to

deepen the investigation or complete the task

A B SL121d

24 Adapt speech to a variety of contexts and tasks demonstrating a

command of formal English when indicated or appropriate

A B SL126

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

25 Apply the understanding that usage is a matter of convention

can change over time and is sometimes contested

A B L121a

26

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking resolve issues of

complex or contested usage consulting references (eg

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos

Modern American Usage) as needed

A B

L121b

27

Demonstrate command of the conventions of standard English

capitalization and punctuation observe hyphenation

conventions

A B

L122a

28 Demonstrate command of the conventions of standard English

and spell correctly when writing

A B L122b

29 Apply an understanding of syntax to the study of complex texts

when reading

A B L123a

30

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies use context

(eg the overall meaning of a sentence paragraph or text a

wordrsquos position or function in a sentence) as a clue to the

meaning of a word or phrase identify and correctly use patterns

of word changes that indicate different meanings or parts of

speech (eg conceive conception conceivable)

A B

L124ab

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

31

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 12 reading and

content choosing flexibly from a range of strategies consult

general and specialized reference materials (eg 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

A B

L124c

32

Verify the preliminary determination of the meaning of a word or

phrase (eg by checking the inferred meaning in context or in a

dictionary)

A B

L124d

33

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

A B

L126

34

Demonstrate independence in gathering vocabulary knowledge

when considering a word or phrase important to comprehension

or expression

A B

L126

Unit 2 Celebrating Humanity The English Renaissance Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

C D RI121

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

text including determining where the text leaves matters uncertain

2 Determine two or more 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 provide a complex analysis

C D RI122

3 When writing informativeexplanatory text provide an objective summary of the text

C D K RI122

4 Analyze a complex set of ideas or sequence of events and explain how specific individuals ideas or events interact and develop over the course of the text

C D K

RI123

5 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

C D RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition including whether the structure makes points clear convincing and engaging

C D K L M

RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

C D

RI126

8

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content

C D K

W122

9

When writing informativeexplanatory text introduce a topic organize complex ideas concepts and information so that each new element builds on that which precedes it to create a unified whole include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

C D K

W122a

10 Develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations

C D K W122b

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

or other information and examples appropriate to the audiencersquos knowledge of the topic

11 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

C D K

W122f

12 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

C D K

W124

13 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

C D K

W125

14 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new information

C D W126

15

Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal US texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises and purposes in works of public advocacy [eg The Federalist presidential addresses]rdquo)

C D W129b

16 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

C D K W1210

17

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

C D L SL121

18 Come to discussions prepared having read material under study C D L M SL121a

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

explicitly draw on that preparation by referring to evidence from texts on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

19 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

C D L M SL121b

20 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

C D L M SL123

21 Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning

C D K L M SL124

22 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

C D L SL126

23 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

C D K L M L121

24 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

C D K L M

L121b

25 Demonstrate command of the conventions of standard English capitalization and punctuation observe hyphenation conventions

C D K L122a

26 Demonstrate command of the conventions of standard English and spell correctly when writing

C D K L122b

27 Apply an understanding of syntax to the study of complex texts when reading

C D K L123a

28

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning

C D K

L124ab

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

of a word or phrase identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

29

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify and clarify its precise meaning its part of speech its etymology or its standard usage

C D K

L124cd

30 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

C D K

L126

31 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

C D K

L126

Unit 3 A Turbulent Time The Seventeenth and Eighteenth Centuries

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

F K L M RI121

2 Cite strong and thorough textual evidence to support inferences drawn from the text including determining where the text leaves matters uncertain

F K L M RI121

3 Determine two or more central ideas of a text and analyze their development over the course of the text

F RI122

4 Analyze a complex set of ideas or sequence of events and F RI123

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

explain how specific individuals ideas or events interact and develop over the course of the text

5

Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings analyze how an author uses and refines the meaning of a key term or terms over the course of a text

F RI124

6 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument including whether the structure makes points clear convincing and engaging

F RI125

7

Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text

F

RI126

8 Delineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning

F RI128

9 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

F K L M W121

10 When writing arguments introduce precise knowledgeable claim(s) and establish the significance of the claim(s)

F K W121a

11 When writing arguments introduce precise knowledgeable claim(s) and distinguish the claim(s) from alternate or opposing claims

F K W121a

12 When writing arguments introduce precise knowledgeable claim(s) and create an organization that logically sequences claim(s) counterclaims reasons and evidence

F K W121a

13 When writing arguments develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a

F K W121b

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

manner that anticipates the audiencersquos knowledge level concerns values and possible biases

14

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and reasons

F K

W121c

15

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between reasons and evidence

F K

W121c

16

When writing arguments use words phrases and clauses as well as varied syntax to link the major sections of the text create cohesion and clarify the relationships between claim(s) and counterclaims

F K

W121c

17

When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing and determine what additional information or research is required to deepen the investigation or complete the task

F K

W121d

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

F K W121e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

F K W124

20 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

F K W125

21 Use technology including the Internet to produce publish and update individual or shared writing products in response to ongoing feedback including new arguments

F K W126

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

22

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively assess the strengths and limitations of each source in terms of the task purpose and audience

F K

W128

23 Draw evidence from informational texts to support analysis reflection and research apply grade 12 Reading standards to literary nonfiction

F K L M

W129b

24 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

F K W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

F L M SL121

26 Come to discussions prepared having read and researched material under study

F L M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

F L M SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

F L M SL121b

29

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

F L M SL121c

30 Respond thoughtfully to diverse perspectives synthesize comments claims and evidence made on all sides of an issue resolve contradictions when possible

F L M SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

F L M SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

F L M SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

F L M SL124

34 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

F L M SL126

35 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

F K L M L121

36 Apply the understanding that usage is a matter of convention can change over time and is sometimes contested

F L M L121a

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

F K L M L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

F K L M L122

39 Observe hyphenation conventions F K L122a

40 Spell correctly F K L122b

41 Apply knowledge of language to understand how language functions in different contexts to make effective choices for

F K L123

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

meaning or style and to comprehend more fully when reading or listening

42 Vary syntax for effect consulting references (eg Tuftersquos Artful Sentences) for guidance as needed

F K L123a

43 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

F K L124

44 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

F K L114a

45 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable)

F K L114b

46

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech its etymology or its standard usage

F K

L114c

47 Demonstrate understanding of figurative language word relationships and nuances in word meanings

F K L125

48 Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text

F K 125a

49 Analyze nuances in the meaning of words with similar denotations

F K L125b

50

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

F K

L126

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Unit 4 Rebels and Dreamers The Romantic Period

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSSNJCCCS

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly

E G H K RL121

2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text

E G H RL122

3 Provide an objective summary of the text E G H RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed)

E G H RL123

5 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

E G H RL124

6 Determine the meaning of words and phrases as they are used in the text

E G H RL124

7 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

E G H K RL125

8 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement)

E G H

RL126

9 Analyze multiple interpretations of a story drama or poem (eg recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text

E G H

RL127

10 Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works of British literature including how two or more texts from the same period treat similar themes

E G H

RL129

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

or topics

11

By the end of grade 12 read and comprehend literature including stories dramas and poems in the grade 12ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range

E G H

RL1210

12 Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

E G H K

W123

13

When writing narratives 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 andor characters

E G H K

W123a

14 When writing narratives create a smooth progression of experiences or events

E G H K W123a

15 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

E G H K

W123b

16

When writing narratives 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 (eg a sense of mystery suspense growth or resolution)

E G H K

W123c

17 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

E G H K

W123d

18

When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

E G H K

W123e

19 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

E G H K

W124

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

20

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

E G H K

W125

21 Use technology including the Internet to produce publish and update individual or shared writing products

E G H K W126

22

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

E G H K

W127

23 Draw evidence from literary texts to support analysis reflection and research apply grade 12 Reading standards to literature

E G H K W129a

24 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

E G H K

W1210

25

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

E G H M

SL121

26 Come to discussions prepared having read and researched material under study

E G H M SL121a

27 Explicitly refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful well- reasoned exchange of ideas

E G H M

SL121a

28 Work with peers to promote civil democratic discussions and decision making set clear goals and deadlines and establish individual roles as needed

E G H M

SL121b

29 Propel conversations by posing and responding to questions that probe reasoning and evidence ensure a hearing for a full range

E G H M SL121c

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

of positions on a topic or issue clarify verify or challenge ideas and conclusions and promote divergent and creative perspectives

30

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

E G H M

SL121d

31

Integrate multiple sources of information presented in diverse formats and media (eg visually quantitatively orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data

E G H M

SL122

32 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis and tone used

E G H M

SL123

33

Present information findings and supporting evidence conveying a clear and distinct perspective such that listeners can follow the line of reasoning alternative or opposing perspectives are addressed and the organization development substance and style are appropriate to purpose audience and a range of formal and informal tasks

E G H M

SL124

34

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

E G H

SL125

35 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

E G H K L M SL126

36 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking apply the

E G H K L M L121 L121a

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

understanding that usage is a matter of convention can change over time and is sometimes contested

37 Resolve issues of complex or contested usage consulting references (eg Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern American Usage) as needed

E G H K L M

L121b

38 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing observe hyphenation conventions when writing

E G H

L122 L122a

39 Spell correctly when writing narratives E G H L122b

40

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

E G H

L123

41 Vary syntax for effect consulting references E G H L123a

42 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content choosing flexibly from a range of strategies

E G H

L124

43 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

E G H

L124a

44 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) when writing and speaking

E G H

L124b

45

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

E G H

L124cd

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

46 Demonstrate understanding of figurative language interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text when writing and speaking

E G H

L125a

47 Demonstrate understanding word relationships and nuances in word meanings analyze nuances in the meaning of words with similar denotations

E G H

L125b

48 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

E G H

L126

49 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

E G H

L126

Unit 5 Progress and Decline The Victorian PeriodA Rapid Time of Change The Modern and Postmodern Periods

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RL121

2 Determine two or more themes or central ideas of a text and analyze their

development over the course of the text

H I J RL122

3 Provide an objective summary of the text H I J RL122

4

Analyze the impact of the authorrsquos choices regarding how to develop and

relate elements of a story or drama (eg where a story is set how the

action is ordered how the characters are introduced and developed)

H I J RL123

5 Determine the meaning of words and phrases as they are used in the text

including figurative and connotative meanings

H I J RL124

6 Analyze multiple interpretations of a story drama or poem (eg H I J RL127

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

recorded or live production of a play or recorded novel or poetry)

evaluating how each version interprets the source text

7

Demonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of American literature including how two or

more texts from the same period treat similar themes or topics

H I J

RL129

8

By the end of grade 12 read and comprehend literature including stories

dramas and poems in the grade 12 CCR text complexity band

proficiently with scaffolding as needed at the high end of the range

H I J

RL1210

9 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly

H I J RI121

10

Cite strong and thorough textual evidence to support inferences drawn

from the text including determining where the text leaves matters

uncertain

H I J RI121

11 Determine two or more central ideas of a text and analyze their

development over the course of the text

H I J RI122

12

Analyze a complex set of ideas or sequence of events and explain how

specific individuals ideas or events interact and develop over the course

of the text

H I J RI123

13 Determine the meaning of words and phrases as they are used in a text

including figurative connotative and technical meanings

H I J RI124

14

Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument including whether the structure makes

points clear convincing and engaging

H I J

RI125

15

Integrate and evaluate multiple sources of information presented in

different media or formats (eg visually quantitatively) as well as in

words in order to address a question or solve a problem

H I J

RI127

16

By the end of grade 12 read and comprehend literary nonfiction in the

grade 12 CCR text complexity band proficiently with scaffolding as

needed at the high end of the range

H I J

RI1210

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

17

Write narratives to develop real or imagined experiences or events using

effective technique well-chosen details and well-structured event

sequences

H I J

W123

18

When writing narratives 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 andor characters

H I J

W123a

19 When writing narratives create a smooth progression of experiences or

events

H I J W123a

20

Write narratives to develop real or imagined experiences or events using

effective technique use narrative techniques such as dialogue pacing

description reflection and multiple plot lines to develop experiences

events andor characters

H I J

W123b

21

When writing narratives 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

H I J

W123c

22

When writing narratives use precise words and phrases telling details

and sensory language to convey a vivid picture of the experiences events

setting andor characters

H I J

W123d

23

When writing narratives provide a conclusion that follows from and

reflects on what is experienced observed or resolved over the course of

the narrative

H I J

W123e

24 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence

H I J W121

25 When writing arguments introduce precise knowledgeable claim(s) and

establish the significance of the claim(s)

H I J W121a

26 When writing arguments introduce precise knowledgeable claim(s) and

distinguish the claim(s) from alternate or opposing claims

H I J W121a

27

When writing arguments introduce precise knowledgeable claim(s) and

create an organization that logically sequences claim(s) counterclaims

reasons and evidence

H I J

W121a

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

28

When writing arguments develop claim(s) and counterclaims fairly and

thoroughly supplying the most relevant evidence for each while pointing

out the strengths and limitations of both in a manner that anticipates the

audiencersquos knowledge level concerns values and possible biases

H I J

W121b

29

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between claim(s) and reasons

H I J

W121c

30

When writing arguments use words phrases and clauses as well as

varied syntax to link the major sections of the text create cohesion and

clarify the relationships between reasons and evidence

H I J

W121c

31

When writing arguments establish and maintain a formal style and

objective tone while attending to the norms and conventions of the

discipline in which they are writing

H I J

W121d

32 When writing arguments provide a concluding statement or section that

follows from and supports the argument presented

H I J W121e

33

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

H I J

W127

34

Gather relevant information from multiple authoritative print and digital

sources using advanced searches effectively assess the strengths and

limitations of each source in terms of the task purpose and audience

H I J

W128

35

Draw evidence from literary texts to support analysis reflection and

research apply grade 12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-

century foundational works of British literature including how two or

more texts from the same period treat similar themes or topicsrdquo)

H I J

W129a

36 Apply grade 12 Reading standards to literary nonfiction H I J W129b

37 Initiate and participate effectively in a range of collaborative discussions H I J L M SL121

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

(one-on-one in groups and teacher-led) with diverse partners on grade

12 topics texts and issues building on othersrsquo ideas and expressing their

own clearly and persuasively

38

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

H I J L M

SL121a

39

Work with peers to promote civil democratic discussions and decision

making set clear goals and deadlines and establish individual roles as

needed

H I J L M

SL121b

40

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

H I J L M

SL121c

41

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

H I J L M

SL121d

42

Integrate multiple sources of information presented in diverse formats and

media (eg visually quantitatively orally) in order to make informed

decisions and solve problems evaluating the credibility and accuracy of

each source and noting any discrepancies among the data

H I J L M

SL122

43

Evaluate a speakerrsquos point of view reasoning and use of evidence and

rhetoric assessing the stance premises links among ideas word choice

points of emphasis and tone used

H I J L M

SL123

44

Present information findings and supporting evidence conveying a clear

and distinct perspective such that listeners can follow the line of

reasoning alternative or opposing perspectives are addressed and the

organization development substance and style are appropriate to

purpose audience and a range of formal and informal tasks

H I J L M

SL124

45 Resolve issues of complex or contested usage consulting references (eg H I J L121b

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Merriam-Websterrsquos Dictionary of English Usage Garnerrsquos Modern

American Usage) as needed

46 Observe hyphenation conventions H I J L122a

47 Spell correctly when writing narrative and argument texts H I J L122bc

48

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 vary syntax for effect

consulting references (eg Tuftersquos Artful Sentences) for guidance as

needed

H I J

L123a

49

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies use context (eg the overall meaning

of a sentence paragraph or text a wordrsquos position or function in a

sentence) as a clue to the meaning of a word or phrase

H I J

L124a

50 Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech

H I J L124b

51

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 12 reading and content choosing

flexibly from a range of strategies consult general and specialized

reference materials (eg 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

H I J

L124c

52 Verify the preliminary determination of the meaning of a word or phrase

(eg by checking the inferred meaning in context or in a dictionary)

H I J L124d

53

Demonstrate understanding of figurative language interpret figures of

speech in context and analyze their role in the text when writing and

speaking

H I J L125a

Objectives achieved through reading and analysis of the following texts and assessments

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

ABeowulf HSelected poetry

BThe Canterbury Tales ISelected Short Stories

CShakespearean Sonnets JResearch and Writing

DMacbeth

ErdquoRime of the Ancient Marinerrdquo KSpeechesPresentation

FrdquoA Modest Proposalrdquo and Gulliverrsquos Travels LSmall and large group speaking and discussions

GFrankenstein

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

New Jersey Scoring Rubric

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage No apparent control

Severe numerous errors Numerous errors Errors patterns of errors

may be evident Some errors that do not interfere with meaning Few errors Very few if any errors

Sentence Construction Assortment of incomplete and or incorrect sentences

Excessive monotony same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few errors

Precision andor sophistication

Very few if any errors

Non-Scorable Reponses

NR No Response Student wrote too little to allow a reliable judgement of hisher writing

OT Off TopicOff Task Student did not write on the assigned topic task or the student attempted to copy the prompt

NE Not English Student wrote in a language other than English

WF Wrong Format Student refused to write on the topic or the writing task folder was blank

Content Organization Usage Sentence Construction Mechanics

Communicates intended message to intended audience

Relates to topic Opening and closing Focused Logical progression of ideas Transitions Appropriate details and information

Tense formation Subject- verb agreement Pronouns usage agreement Word choice meaning Proper Modifiers

Variety of type structure and length Correct construction

Spelling Capitalization Punctuation

Language Arts Literacy Open-Ended Scoring Rubric

Points Criteria

4 A 4-point response clearly demonstrates understanding of the task completes all requirements and provides an insightful explanationopinion that links to or extends aspects of the text

3

A 3-point response demonstrates an understanding of the task completes all requirements and provides some explanationopinion using situations or ideas from the text as support

2

A 2-point response may address all of the requirements but demonstrates a partial understanding of the task and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation

1

A 1-point response demonstrates minimal understanding of the task does not complete the requirements and provides only a vague reference to or no use of the text

0

A 0-point response is irrelevant or off-topic