CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM English 12 Honors .

News articles regarding college essay writing Pearson additional resources Various media center resources 8.1 – Computer Science 8.1.12.DA.5 8.2 – Design Thinking 8.2.12.ITH.1 Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and Student Learning Objective NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Suggested Instructional Activities Suggested Student Output Formative Assessments (Portfolios, Projects, Tasks, Evaluations, & Rubrics) - Class Discussion Teach how to properly respond to a writing prompt Student will complete writing prompts that cite from text Provide a variety of different writing prompts Students will research and analyze various text for research Provide examples (print and/or electronic) of memoirs/narratives which utilize valid reasoning, logical arguments and relevant and sufficient support Students will brainstorm, plan, draft, and edit College Application Essays - Writer’s Workshop Students will participate in writer’s workshop peer/revision and edition - College Application Essay - Writing Prompt -Exit Ticket - Peer Evaluations Provide examples of personal essay NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Teach rhetorical techniques to improve student writing Revision and editing of College Application Essays - Rough and Final Drafts of College Application Essays Teach review and editing process Participate in writer’s workshop peer/revision and edition - Exit Ticket NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Guide students through the Students will use laptops/computers writing process and using Google and Google Docs to brainstorm, Docs to draft their essays plan, draft, and edit College Application Essays 8 - Final Draft of College Application Essays - Graphic Organizer

Make constructive comments on Google Doc to help students with Students will use laptops/computers the editing process to search topics for research NJSLSA.W10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Review student obligation and expectation to write frequently in and out of class Review Socratic Seminar model and facilitate class discussions Students will brainstorm, plan, draft, and edit College Application Essays - Research Topic - Daily Warm Ups - Final Drafts of College Application Essays Students will complete daily warm ups on various topics - Exit Tickets Participate in class discussions - Socratic Seminars Participate in Teacher/Student meetings - Student/teacher meetings - Peer editing Participate in peer reviews Unit 2 Overview At-a-Glance Unit #2 – Defining One’s Legacy- Reading Literature/Writing Narrative and Expository Essays Unit Description: In this unit students will learn what it means to define legacy and how one’s legacy impacts generations. Through the use of authentic literature, students will be exposed to rich informational text, poetry, and media that will stimulate their development of language through the engagement of reading, writing, speaking, and listening activities. Students will build their conceptual knowledge and use of academic and content vocabulary in order to communicate ideas and information on this topic with their peers. The scaffolding within the unit will enable students to engage in discourse while using higher order thinking skills. This interdisciplinary unit uses informational text, poetry, and technology as a means of summarizing, analyzing, and synthesizing information in order to develop critical reading and writing skills. Students will demonstrate their understanding of the readings by completing listening, speaking, reading, and writing activities related to the theme of this unit. Essential Questions: What is a legacy and how do we define one’s legacy? What is the legacy you want to leave? What reading skills are necessary to analyze and evaluate informational text and poetry? What reading and writing skills are necessary to summarize an informational text? 9

Standards Addressed within this Unit Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities aligned learning goals aligned with the following standards: with the following standards: https://www.nj.gov/education/cccs/2020/ https://www.nj.gov/education/cccs/2020/ Standards: Standards: NJSLSA.R10., NJSLSA.W5., NJSLSA.W6., RL.11-12.1., RL.11-12.7., RL.11-12.9., RI.11-12.10., W.11-12.3., NJSLSA.W10., NJSLSA.SL1., NJSLSA.SL2., W.11-12.4., W.11-12.5., W.11-12.6., W.11-12.10., SL.11-12.1., NJSLSA.SL4., NJSLSA.SL5., NJSLSA.SL6. SL.11-12.4. Visual and Performing Arts Standards- (K5-5) This unit Holocaust/Amistad Commission Standards Integration- This unit will also will also include activities aligned with the following include activities aligned with the following standards (where applicable): standards: -18a/section-18a-4a-2/ and e-52/chapter-16a/section-52VPA.pdf 16a-88/ Standard 1.1 Dance Holocaust Education: Standard 1.2 Media Arts Examine individual stories of people who worked to protect and help Jewish people during the Holocaust.(6.2.12.HistoryUP.4.c) Standard 1.3A-E Music Standard 1.4 Theater Amistad Education Commission: Students will view the Ted Talk “The Danger of a Single Story” and Standard 1.5 Visual discuss the importance of looking at literature from various cultural points of view. (6.2.12.CivicsHR.5.a) Integration of Contributions of Persons with Disabilities - This unit will also include age-appropriate instruction for grades 5 – 12 on the political, economic, and social contributions of persons with disabilities with the following content/activities https://www.njleg.state.nj.us/2018/Bills/PL19/6 .HTM (where applicable): Read various superhero stories that focus on fictional heroes with disabilities and then research and create a story focusing on an everyday superhero that has or has overcome a disability. Integration of Contributions of LGBTQ People - This unit will also include age-appropriate instruction for grades 5 – 12 on the political, economic, and social contributions of LGBTQ people with the following content/activities https://www.njleg.state.nj.us/2018/Bills/PL19/6 .HTM (where applicable): 10

Read first-hand accounts of LGBTQ people who have overcome adversity to make a difference in the world. Modifications for Special Education Students, English Language Learners (ELLs), Students at Risk of Failure, 504 Students and Gifted Students- Modify instructional approach and/or assignments and evaluations as needed for students with IEPs, ELLs, students at risk of failure 504s, and gifted and talented students including but not limited to: Special Education/504 Students Work with Special Education Teacher Rephrase questions, directions and explanations Allow extended time to answer questions Additional graphic organizers and outlines for crafting writing assignments Consult with Case Managers and follow IEP accommodations/modifications English Language Learners (ELLs) Bilingual Dictionary Rephrase questions, directions, and explanations Allow extended time to answer questions Accept participation at any level Students at Risk of Failure Provide extended time to complete tasks Follow I&RS procedure/action plan Weekly check-ins 504 Students Teach/study organizational skills Use behavioral management techniques consistently within a classroom and across classes Vary the method of lesson presentation using multisensory techniques Gifted and Talented Students Provide extension activities Build on students’ intrinsic motivations Unit Details Integration of Career Readiness, Life Literacies, and Key Skills (21st Century Skills through NJSLS 9 and Career Education): S-CLKS.pdf 9.4 – Life Literacies and Key Skills Students will collaborate in groups to reflect, analyze and use creative skills and ideas in order to create an alternate ending for Beowulf (9.4.12.CI.1) The reading and writing portions of this unit will prepare students to write professionally and personally, using sound arguments to defend claims. (9.4.12.CT.1) Evaluate media sources for point of view, bias, and motivations. (9.4.12.IML.8) 11

Assessments- including benchmarks, formative, summative, and alternative assessments First 4 Chapters of the Senior Memory Book Rough Drafts Final Drafts Rhetorical Analysis Literature Review Graphic Organizers Heroe Project Mock #Disrupt Text Project Research Topics Exit tickets Suggested Interdisciplinary Activities for this Unit Career Education: Students will evaluate the skills and careers of various characters throughout the unit and discuss how they compare to today. (9.2.12.CAP.4) Science: Complete a close read of the article “Breaking down Beowulf, Researchers use statistical technique to find evidence that Old English poem had a single author.” (RST.9-10.7) Social Studies: Students will explore the controversial issue of slavery during the writing of the Declaration of Independence (6.1 U.S. History) Technical Subjects: Create a mock twitter feed based on the #disrupttexts site. Literature from the unit will be the focus of the mock feed. (8.2.12.ITH.3) World Languages: Students will learn Old/Middle English words and try to infer meaning (7.1.NM.IPRET.1) Visual and Performing Arts: Students will learn a traditional Medieval dance and analyze and discuss the role of dance in a global society. (1.1.12prof.Cn11a) Amistad Commission Education: Students will analyze contributions and perspectives of African Americans, Native Americans, and women in various literature throughout the unit. (6.1.12.D.2.a) Unit Resources Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for all students. Leveled Supplemental Materials and Media/School Integration of Computer Science and Design Thinking (Technology Library Resources Standard 8) The poem “What Will be Your Legacy?” by Dr. 0NJSLS-CSDT.pdf Margaret Burroughs “Who Lives, Who Dies, Who Tells Your Story” by 8.1 – Computer Science Lin-Manuel Miranda 8.1.12.DA. Beowulf Beowulf film- 2007 8.2 – Design Thinking The Canterbury Tales 8.2.12.ITH.1 Pearson additional resources 8.2.12.ITH.3 Various media center resources 12

Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and Student Learning Objective Suggested Instructional Activities NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. Provide exposure to a variety of complex texts NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Model the writing process Suggested Student Output Students will annotate text to determine similarities to companion text - Exit/Entrance Tickets Review how to perform a close read and annotate text Students will answer text dependent - Close Read questions - Think Pair Share Students will participate in class discussions of text Students will begin Senior Memory Book Project Facilitate the Senior Memory Book Project - Essay - Open-Ended Responses Students will draft, revise and edit an original narrative NJSLSA.W6. Use technology, Facilitate class projects including the Internet, to produce and publish writing and Model project expectations to interact and collaborate with others. Provide Google Classroom class questions/discussions - Daily Warm Ups Students will respond to writing prompts regularly - Senior Memory Book Students will complete a Hero Project based on literature from the unit and research on everyday heroes - Hero Project Students will complete Canterbury Tales Pilgrim Project Facilitate research for selection of research project NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and Formative Assessments (Portfolios, Projects, Tasks, Evaluations, & Rubrics) - Written reflection - Canterbury Pilgrim Project - Research Project Topic Selection - Exit Ticket Students will research and select a project topic Facilitate the Senior Memory Book Project, written reflections, essays and open-ended responses, and Students will work on their Senior Memory Book Project - Essay - Open-Ended Responses 13

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. any/all other forms of writing produced in and outside of class Students will complete drafts, revise and edit an original narrative/memoir Provide opportunities for students to write in and out of class -Text Dependent Responses -Written Reflection Students will complete literature analysis Create opportunities for students to compare a text in different formats such as video or audio recordings of the text Students will compare and contrast how various accounts of a subject are told in two different mediums such as the overly sexualized depiction of Grendel’s Mother in the 2007 film vs. how Grendel’s Mother is explained in the original text Model and discuss with students how to find textual evidence to chart and apply between various mediums - Exit/Entrance Tickets - Class Discussion - Written Reflection - Exit/Entrance Tickets - Graphic Organizer Participation in class discussion(s) using evidence from the text NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Facilitate class discussion and review correct etiquette for peer conversations NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Provide students with expectations for their Canterbury Character Feast Participating in Socratic seminars, debates and/or writing arguments -Beowulf projects Facilitate and model expectations for class projects -Canterbury Tales Pilgrim Project Students will prepare for their Canterbury Character Feast Presentations Set expectations for class discussions Students will participate in class discussion(s) using evidence from the text 14 -Class discussion -Written reflection -Exit/Admit Slips -Peer/Self Assessments -Think Pair Share -Independent/group projects - Class discussion - Canterbury Character Feast Presentations - Socratic Seminars

Unit 3 Overview At-a-Glance Unit #3 – Examining the “Reckless Libertines,” Self-Identity, and Personal Reflection through Literature Unit Description: In Shakespeare's Hamlet, Polonius tells his son, "to thine own self be true." What does it mean to be true to yourself? How can we use language to own our stories, memories, lessons and successes? In this unit, students will explore concepts of self-identity, overall mental health, and social norms as experienced in fiction, non-fiction, and multimedia sources. Students will be able to evaluate the importance of self-identity in a literary context, investigate individual personal identity, and recognize themselves in literary characters. This course deals with characters who run counter to the norms and expectations of their communities. Through our readings and discussions, we will aim to better understand the basis of social expectations, the nature of individuality and freedom within these constraints, and the human experience of those involved. Non-fiction texts will also be explored in order for the students to arrive at their own view of morality through character analysis, evaluate the literary applications of universal truth and subjective morality, and identify and evaluate stages of an individual’s grieving process. Essential Questions: What does it mean to be true to yourself? How can we use language to own our stories, memories, lessons and successes? How does the author create identity within his/her characters? How does a character’s/individual’s past contribute to present self-identity? How much do our morals and ethics affect the decisions we make? Standards Addressed within this Unit Central Unit Standards- This unit will focus primarily on Supporting Unit Standards- This unit will also include activities aligned learning goals aligned with the following standards: with the following standards: https://www.nj.gov/education/cccs/2020/ https://www.nj.gov/education/cccs/2020/ Standards: Standards: NJSLSA.R1., NJSLSA.R7., NJSLSA.R9., RL.11-12.1., RL.11-12.7., RI.11-12.3., RI.11-12.7., RI.11-12.8., NJSLSA.SL1., NJSLSA.W3., NJSLSA.W5., RI.11-12.9., W.11-12.1., W.11-12.6., W.11-12.9., W.11-12.10., L.11NJSLSA.W10., NJSLSA.L1. 12.1., SL.11-12.4, SL.11-12.5. Visual and Performing Arts Standards- (K5-5) This unit Holocaust/Amistad Commission Standards Integration- This unit will also will also includ

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM English 12 Honors . Submitted by: Allison Stone . 2 Table of Contents: English 12 Course Overview 3 Pacing Chart 4 Unit 1: Overview At-a-Glance 5 Unit 1: Targeted Instructional Planning to Address Central Unit Standards 8 . meet high expectations during class discussions and while .