Why Does a Writer Choose a Particular Form of Writing? (3.2.D)

Grade 12 English Curriculum

Pre-assessment: English 12 Reading Comprehension: Multiple choice and open ended Writing: Accuplacer essay sample, goal setting for writing, concept and development of writing folders as connected to real life (3.1.12.H.2) (3.2.12.B.12) (3.3.12.B.9) (3.4.12.B.5) Vocabulary: Demo how to begin and maintain a Notebook Vocabulary Log Grammar: Pre-assessment can take place within each unit

Unit 1: Common Reading Unit 1: Personal Writing Unit 2: Literature Circles September-Mid October September-Mid October Mid October-November

Memoir College Essay Literature Circles (3.1.12.G.19) (3.2.12.D.6) (3.1.12.D.1) Essential Questions: Essential Questions: Essential Questions: How do readers construct meaning through text? (3.1.G) Why does a writer choose a particular How can discussion increase our form of writing? (3.2.D) knowledge and understanding of How does understanding a text’s ideas? (3.3.A) structure help me better understand its How do writers develop a well-written meaning? (3.1.A) product? (3.2 B) When is it appropriate to ask questions? (3.3.B) Why do readers need to pay attention to a writer’s choice of words? (3.1.F) How do speakers express their thoughts and feelings? (3.3.B) Teacher’s Choice How do speakers communicate so Teacher Man others will listen and understand the Frank McCourt message? (3.3.D)

The Pact Can one hear but not listen? (3.4.A) Sampson Davis, George Jenkins, Rameck Hunt How does a listener understand a message? (3.4.B)

Students choose from: Dreams from My Father Barack Obama

Falling Leaves Adeline Yen Mah

Hamlet’s Dresser Bob Smith

I Know Why The Caged Bird Sings Maya Angelou

Always Running: La Vida Loca: Gang Days in LA Luis J. Rodriguez

My Lobotomy Howard Dully and Charles Fleming Word Study: Word Study: Word Study:

Shared: Shared: Independent: From Memoir Denotation/Connotation Vocabulary Log (3.1.12.C.1) (3.1.12.C.3) (3.1.12.F.3)

Grammar Study:

Syntactical analysis for personal reflection (3.2.12.C.2) Performance Assessment: Write a book review (of literature circle choice or another approved by the teacher) that rates the value of the book as memoir based on the author’s use of personal writing techniques.

1 Grade 12 English Curriculum

Unit 3: Common Reading Unit 4: Writing an Argument Unit 5: Choice Reading November – December December December-January

Essential Questions: Essential Questions: Essential Questions:

How does understanding a text’s How do rules of language affect How does understanding a text’s structure help me better communication? (3.2.C) structure help me better understand its meaning? (3.1.A) understand its meaning? (3.1.A) How do writers develop a well- How do readers construct written product? (3.2.B) How do I figure out a word I do not meaning from a text? (3.1.G) know? (3.1.C) How does process shape a writer’s product? (3.2.A) How does fluency affect Reading Through the Lens of comprehension? (3.1.D) FORM: Satire Argument I: Close Reading of a Why do readers need to pay Teacher’s Choice Student-Chosen Text through the attention to a writer’s choice of Lens of Marxism, Feminism, New words? (3.1.F) Canturbury Tales, Geoffrey Historicism, or Psychoanalytic Chaucer Theory How do speakers express their thoughts and feelings? (3.3.B) Brave New World, Aldous Huxley (3.1.12.A.1) (3.1.12.G.1) (3.1.12.G.8) How do speakers communicate so Alice’s Adventures in Wonderland others will listen and understand Lewis Carroll Teacher Models the message? (3.3.D)

(3.1.12.E.2) Fairy Tale: Can one hear but not listen? (3.1.12.G.3) (3.1.12.G.6) (3.4.A) “How Come the Pigs Can See the Wind”(North Carolina, USA). How does a listener understand a Marxism Theory message? (3.4.B)

Poetry: Reading Print and Film Through the Lens of FORM: Tragedy “Daddy” New Historicism Theory Teacher Choice “Sick Rose” Psychoanalytic Theory Macbeth (Basic/CP) by William Shakespeare Short-Story: Hamlet (CP/Honors) “The Yellow Wallpaper,” Charlotte by William Shakespeare Perkins Gilman. Feminist Theory Supplemental Choices Student Essay Choices “Tragedy and the Common Man” Basic: Students will argue a by Arthur Miller theoretical perspective of a self- chosen fairy tale “The Poetics” by Aristotle

College Prep: Students will argue (3.1.12.D.2) (3.1.12.C.1) a theoretical perspective of a self- (3.1.12.E.3) (3.1.12.G.6) chosen fairy tale or short-story

Honors: Students will argue a theoretical perspective of a self- chosen poem or short-story.

(3.1.12.A.1) (3.1.12.A.2) (3.1.12.E.2) (3.1.12.G.1)

Word Study: Word Study: Word Study:

Shared: Shared: Shared: Diction & Figurative Language Study of “ism” suffix Word Parts Irony, Paradox, Metaphor, Definitions, Usage, Application, • Compound words—two words Hyperbole and Contexts that combine to form a new word; (3.1.12.G.5) (3.1.12.C.1) (3.1.12.F.1) must have the meaning and (3.1.12.F.2) (3.1.12.F.5) pronunciation of both words (e.g., baseball)

• Onsets—all consonants that precede the vowel in a syllable or word (e.g., str in street)

• Rimes—the vowel and all consonants after it in a syllable or word until the next vowel

• Prefixes—any syllable attached to the beginning of a word that changes the meaning of that word Reading 3-5 Workshop

• Suffixes—any syllable with meaning attached to the end of a word that changes the meaning of that word

• Inflectional endings—a special set of suffixes that change the number, case, or gender when added to nouns or tense when added to verbs

(3.1.12.C.1) (3.1.12.D.2) (3.1.12.D.3)

Grammar Study:

Transitive/Intransitive Verbs Understanding the usage of verbs with and without direct objects (3.2.12.B.13) Performance Assessment: Students (1) create a “text” for which they determine both FORM and CONTENT and formally present it to their peers, and peers comment in writing on the text then choose one annotated presentation to further develop a written piece using the literary theory of their choice. (3.3.12.B.4, B.7, B.8) (3.3.12.D.6) (3.4.12.A.1.A.3, B.6-7)

Unit 6 Inquiry and Research Problem-Based Reading: Problem-Based Reading: Fiction Nonfiction Midterm-March Midterm-March Midterm-March

How does understanding a text’s How does understanding a text’s How does understanding a text’s structure help me better structure help me better structure help me better understand its meaning? (3.1.A) understand its meaning? (3.1.A) understand its meaning? (3.1.A)

How do readers construct How do readers construct How do readers construct meaning from text? (3.1.G) meaning from text? (3.1.G) meaning from text? (3.1.G)

Why conduct research? (3.1.H) Why conduct research? (3.1.H) Why conduct research? (3.1.H)

How can discussion increase our How can discussion increase our How can discussion increase our knowledge and understanding of knowledge and understanding of knowledge and understanding of ideas? (3.3.A) ideas? (3.3.A) ideas? (3.3.A)

When is it appropriate to ask When is it appropriate to ask When is it appropriate to ask questions? (3.3.B) questions? (3.3.B) questions? (3.3.B)

Students work individually or in Literary Sources (novel, poem, Nonfiction sources (electronic groups begin with a social short story, essay) pertinent to media, print media, consultation problem that interests them. research are chosen and read. with experts) accessed and read to answer their inquiry questions. Students explore the problem by Students determine how to journaling in order to develop a demonstrate that they have read; penetrating, focused inquiry however, they must use question. information from this reading to answer their inquiry questions. Next, students create additional questions to drive their reading of source materials.

Independent: Independent: Independent: Vocabulary Log Vocabulary Log Vocabulary Log (3.1.12.F.3) (3.1.12.F.3) (3.1.12.F.3)

Grammar Study:

Research Structure (3.2.12.D.5)

Performance Assessment: Students use the source material they have read in order to answer the question: How can you answer your inquiry question now that you have looked at your problem from multiple perspectives? (This response will be in the form of an annotated bibliography).

Unit 7: Synthesis Unit 8: Extended Action Unit 8: Presentation Project April-first week in May May June

How do readers construct How does understanding a text’s Why conduct research? (3.1.H) meaning from text? (3.1.G) structure help me better understand its meaning? (3.1.A) How do rules of language affect Why conduct research? (3.1.H) communication? (3.2.C) How do readers construct How do good writers express meaning from text? (3.1.G) How can discussion increase our themselves? How does process knowledge and understanding of shape the writer’s product? (3.2.A) Why conduct research? (3.1.H) an idea(s)? (3.3.A)

How do writers develop a well- How can discussion increase our How do speakers express their written product? (3.2.B) knowledge and understanding of thoughts and feelings? (3.3.B2) ideas? (3.3.A) How does the choice of words Writers’ Workshop: When is it appropriate to ask affect the message? (3.3.C) Students synthesize their findings questions? (3.3.B) into an informed problem-solution How does a speaker communicate paper that cites both literary and so others will listen and nonfiction sources. (3.2.12.B.6) Working alone or in teams, understand the message? (3.3.D) (3.1.12.G.15) implement extended action projects. (3.5.12.C.4) How does a listener understand a The writing of the paper includes message? (3.4.B) discussion of the problems. Use presentation skills and choice of digital media to communicate information to others. (3.3.12.D.1)

Word-Choice Inductive versus Deductive Words that generate perspective (3.3.12.C.1) Arguments (3.4.12.A.5) (3.2.12.D.8)

Grammar Study:

Rhetorical Devices (3.3.12.C.2)

Performance Assessment: Extended Action Project

Grade 12 / Unit 1

Exploring Narrative Voice Through Memoir and Personal Writing

Essential Questions

How do readers construct meaning through text? (3.1.G) How does understanding a text’s structure help me better understand its meaning? (3.1.A) Why do readers need to pay attention to a writer’s choice of words? (3.1.F) Why does a writer choose a particular form of writing? (3.2.D) How do writers develop a well-written product? (3.2 B)

NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

September- Mid October

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . the characteristics of . identify effective . Student annotation of effective personal personal writing teacher selected writing techniques techniques(3.2.12.B.1) memoir excerpts (3.2.12.B.1) . identify genre . Open-ended . the characteristics of (3.1.12.D.3) assessment: What is memoir as a genre . decode new words memoir? (3.1.12.D.3) using structural . Vocabulary Log . analyzing word parts analysis (3.1.12.G.9) notebook-check contributes to word . write for audience and . Drafting and peer comprehension purpose including editing conferring to (3.1.12.G.9) variation of assess development . writers choose an form and style Draft 1: Audience and audience and (3.2.12.D.1) Purpose Purpose (3.2.12.D.1) (3.1.12.H.2) Draft 2: Form and . writers vary form and (3.2.12.D.7) Style style to meet the . use diction to create tone Draft 3: Voice and needs of their (3.2.12.C.2) Diction audience (3.2.12.D.7) (3.1.12.H.7) . words and word (3.2.12.B.3) combinations create (3.2.12.B.5) tone (3.2.12.C.2) (3.2.12.A.5-8) (3.2.12.C.1) (3.2.12.C.4-7) . College Essay -overarching assessment FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 12 / Unit 2

Literature Circles

Essential Questions How can discussion increase our knowledge and understanding of ideas? (3.3.A) When is it appropriate to ask questions? (3.3.B) How do speakers express their thoughts and feelings? (3.3.B) How do speakers communicate so others will listen and understand the message? (3.3.D) Can one hear but not listen? (3.4.A) How does a listener understand a message? (3.4.B) NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

Mid October – November

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . the characteristics of . assess and apply . students within close reading reading strategies literature circle groups (3.1.12.E.1) (previewing, will receive rotating . the characteristics of annotating, generating “jobs” that places them literature circle questions, visualizing, as the expert (5 choices of memoir as monitoring) students to a group) a genre (3.1.12.E.1) (3.1.12.E.1) . the ability to support a . analyze the ways in Literature Circle position integrating which a text’s Experts: multiple perspectives structure supports or (3.1.12.E.3) confounds its meaning Quote Finder-find . analyze, evaluate, and or purpose quotes that are modify group (3.1.12.E.3) significant and need processes (3.3.12.B.3) . assume leadership further discussion . literary analysis roles in student- beyond the author’s directed discussions Question Generator- written word (3.3.12.A.3) formulate questions (3.3.12.A.4) . respond to group based upon the (3.1.12.G.22) discussions and reading to further . pay attention to questions to build group knowledge writer’s choice of upon group words perspectives Literary Scholar-make (3.1.12.F.5) (3.3.12.A.1, B.6) connections to other . summarize and literature read in class evaluate tentative and beyond conclusions and take initiative in moving Media Master-connect discussion to the next concepts in reading to stage (3.3.12.A.4) forms of contemporary (3.1.12.G.22) media

. define words, Real Life Connector- including nuances in make connections to meanings, using the real world from the context such as readings to explore definition, example, the value of the restatement, or literature contrast (3.1.12.F.5) Logs will be completed and turned in at the end of each literature circle meeting

. use a variety of graphic organizers to assess literature circle choices as exemplars of the genre . group participation rubrics will be used throughout each week of the unit . extend peer contributions by written elaboration journal free-writes and illustrations (3.3.12.B.2) . teacher chosen quote quizzes that require students to react, synthesize, and infer knowledge based upon literature and group discussions (responses in open ended format) . complete vocabulary logs in notebooks that follow attached format . formal performance book review as overarching assessment FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 12 / Unit 3

Satire (3.1.12.D.3)

Essential Questions

How does understanding a text’s structure help me better understand its meaning? (3.1.A) How do readers construct meaning from a text? (3.1.G)

November-December

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . differences between . identify the . Analyze satire and parody characteristics of Contemporary TV (3.1.12.G.16) satire versus parody show clips and film to . types of satire (3.1.12.G.16) assess parody versus (3.1.12.G.16) . identify types of satire satire . targets of satire such as direct and . Analysis of Political (3.5.12.B.1) indirect (Horation and Cartoons as models of . the characteristics of Juvenalian for honors) satire satirical writing (3.1.12.G.16) . Student annotation of techniques . identify society and/or teacher selected The (3.5.12.B.2-4) institutions, type of Onion articles and (3.1.12.G.6-9) person, person, or teacher generated . vehicles for satire place as a target of quiz (3.5.12.A.1-4, C.1-3) satire (3.5.12.B.1) . Multiple intelligence . identify effective projects detailing type, satirical techniques target, and techniques such as of short stories understatement, . Student internet lampoon, invective, search of satirical diatribe, caricature, roots of teacher irony, sarcasm, chosen common parody, burlesque reading and question (3.5.12.B.2-4) reflection (3.1.12.G.6-9) . Visual Representation . identify prose, poetry, (drawing or graphic music, art, films, critical organizer) of satirical reviews, comic strips, techniques in teacher cartoons as vehicles for chosen common satire reading (3.5.12.A.1-4, C.1-3) . Teacher generated satirical novel exams

FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 12 / Unit 4

Literary Theory Essential Questions How does process shape a writer’s product? (3.2.A) How do writers develop a well-written product? (3.2.B) How do rules of language affect communication? (3.2.C)

December TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . various perspectives used . identify the characteristics . Students will receive an to analyze literature of the varying literary introduction to the literary (Marxism, Feminism, New theories theories and must explore Historicism, (3.1.12.G.1) theories via poems, short- Psychoanalytic) (3.2.12.D.3) stories, and fairy tales. (3.1.12.G.1) (3.2.12.D.3) . use literary theory terms . Students will complete a . jargon of theories within argument essay teacher-generated quiz to (3.1.12.G.5) (3.1.12.G.5) begin to focus their . understand author’s . question the position of an assignment. viewpoint (3.3.12.B.5) author (3.3.12.B.5) . Students will pre-write via . how readers and writers . create an argument based journals, prompts, free- make meaning using upon specific lens writes, and graphic lenses (3.1.12.G.14, 21) (3.1.12.G.14, 21) organizers individually as . how to construct a formal . create an effective well as in literary theory essay of argument argument essay including groups (3.2.12.B.9) thesis, claims, introduction, . Basic/CP students will . importance of MLA body, conclusion, support choose a fairy tale from citations (3.2.12.B.9) across the world or short- (3.2.12.C.7, D.2, D.4) . effectively incorporate story to explore through the . how suffixes can adjust the quotes into essay including lens of a chosen critical meaning of a root word insertion phrases, theory. (Annotated (3.1.12.G.4) parenthetical citations, and analysis) . object/verb relationship and valid information . CP/Honors students will its effect on comprehension (3.2.12.C.7, D.2, D.4) choose a short-story or (3.2.12.B.13) . identify how an “ism” turns a poem to explore through the root word into a philosophy lens of a chosen critical (3.1.12.G.4) theory. (Annotated . use both transitive and analysis) intransitive verbs effectively . All students will create an (3.2.12.B.13) essay of argument . multiple drafts Draft 1 Draft 2 Final Draft (3.1.12.H.7) (3.2.12.B.3) (3.2.12.B.5) (3.2.12.A.5-8) (3.2.12.C.1) (3.2.12.C.4-7) FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 12 / Unit 5

Tragedy

Essential Questions How does understanding a text’s structure help me better understand its meaning? (3.1.A) How do I figure out a word I do not know? (3.1.C) How does fluency affect comprehension? (3.1.D) Why do readers need to pay attention to a writer’s choice of words? (3.1.F) How do speakers express their thoughts and feelings? (3.3.B) How do speakers communicate so others will listen and understand the message? (3.3.D) Can one hear but not listen? (3.4.A) How does a listener understand a message? (3.4.B) NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

December-January

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . words can be broken into . break down the structure . completed word structure parts for increased of words to improve the worksheets and writing fluency and fluency and sample demonstrating comprehension comprehension of their fluency (3.1.12.D.1, F.4, G.10) writing (3.1.12.D.1, F.4, . teacher generated test (3.4.12.A.4) G.10) (3.4.12.A.4) identifying . tragedy is a form . identify the differences characteristics of available to an between tragedy and tragedy author/creator that can other forms . create their own text in be presented in various (3.1.12.G.2-3, G.11) which they identify form ways (3.1.12.G.2-3, . identify various genres and content (3.3.12.B.4, G.11) used to present tragedy B.7, B.8) (3.3.12.D.6) . concept of the tragic (3.1.12.G.2-3, G.11) (3.4.12.A.1, A.3, B.6, hero (3.1.12.G.12-13) . identify tragic hero B.7) . the process and (3.1.12.G.12-13) . text presentation significance of creating a . identify form and content (3.3.12.B.4, B.7, B.8) text (3.3.12.B.4, B.7, within their own created (3.3.12.D.6) (3.4.12.A.1, B.8) (3.3.12.D.6) text A.3, B.6, B.7) (3.4.12.A.1, A.3, B.6, (3.3.12.B.4, B.7, B.8) . written responses to peer B.7) (3.3.12.D.6) (3.4.12.A.1, text presentations . the process and A.3, B.6, B.7) (3.3.12.B.4, B.7, B.8) significance of . prepare a formal (3.3.12.D.6) (3.4.12.A.1, presenting a text presentation of their own A.3, B.6, B.7) (3.3.12.B.4, B.7, B.8) created text (3.3.12.B.4, (3.3.12.D.6) (3.4.12.A.1, B.7, B.8) (3.3.12.D.6) A.3, B.6, B.7) (3.4.12.A.1, A.3, B.6, . the significance of B.7) responding to peer . respond in writing to a presentation peer’s text presentation (3.3.12.B.4.7.8, D.2.3.6) (3.3.12.B.4, B.7, B.8) (3.3.12.D.6) (3.4.12.A.1, A.3, B.6, B.7)

GRADE 12 / Unit 6

Inquiry

Essential Questions How does understanding a text’s structure help me better understand its meaning? (3.1.A) How do readers construct meaning from text? (3.1.G) Why conduct research? (3.1.H) How can discussion increase our knowledge and understanding of ideas? (3.3.A) When is it appropriate to ask questions? (3.3.B) NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

Midterm - March

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . characteristics of macro . identify a social issue . brainstorming via think, and micro social issues (3.3.12.A.2) pair, share, group (3.3.12.A.2) . to create and answer discussions, pre-writing . characteristics of an inquiry questions prompts effective research (3.2.12.A.2) (3.1.12.H.3) . inquiry questions will be question (3.2.12.A.2) . to create follow-up explored via journaling (3.1.12.H.3) questions to original . Annotated Bibliography- . importance of varying inquiry question overarching assessment perspectives (3.1.12.H.1) (3.2.12.A.2) (3.1.12.H.3) . student selected reading (3.3.12.B.1) . access and utilize strategies to . print and electronic sources to answer demonstrate close resources available research questions reading such as post-its, within the Paramus High (3.1.12.G.17) graphic organizers, School library and . recognize validity in annotated passages, Paramus Public Library varying genres as source notes, double-entry (3.1.12.G.17) material (3.1.12.G.16, journals . determine how to use 24) (3.2.12.B.2) . transcript of interview reading strategies to . demonstrate that they . peer editing checklist aide in self search have read using self- (3.1.12.H.4) chosen reading . the importance of strategies (3.1.12.H.4) credible sources . create interview (3.1.12.G.16, 24) questions and conduct (3.2.12.B.2) interview (3.1.12.H.1) . the value of (3.3.12.B.1) positive/constructive . provide feedback and feedback and collaborate with peers on collaboration with peers their social issues . Government’s position . use government on issues (3.1.12.G.25) documents to support . the difference between position (3.1.12.G.25) fact and opinion . differentiate fact and (3.1.12.G.18) opinion (3.1.12.G.18)

12 Grade 12 English Curriculum GRADE 12 / Unit 7 Synthesis Essential Questions How do readers construct meaning from text? (3.1.G) Why conduct research? (3.1.H) How do good writers express themselves? How does process shape the writer’s product? (3.2.A) How do writers develop a well-written product? (3.2.B) NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME April-first week in May TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . importance of daily . engage in full writing . brainstorming, prewriting, writing (3.2.12.A.1) process (3.2.12.A.1) and drafting (3.2.12.A.4) . strategies for drafting . use strategies to plan . multiple drafts (3.2.12.A.3) and write drafts Draft 1 . significance of precise according to the Draft 2 language, specific intended message Final Draft details, definitions, (3.2.12.A.3) (3.1.12.H.7) descriptions, examples . forsee reader’s needs (3.2.12.B.3) to advance a position and devleop interset (3.2.12.B.5) (3.2.12.B.8) through precise (3.2.12.A.5-8) . importance of self language, specific (3.2.12.C.1) reflection (3.2.12.A.9) details, definitions, (3.2.12.C.4-7) . point of view will descriptions, examples influence outcome of to advance a position piece (3.1.12.H.9) (3.2.12.B.8) . process of synthesis and . reflect on writing and implementation establish goals for (3.2.12.B.6) growth (3.2.12.A.9) (3.1.12.G.15) . read and compare works . characteristics of a relating to topic to complex multi-paragraph determine how to reach essay conclusions (3.1.12.H.9) (3.2.12.B.4) . synthesize and cite data . importance of muliple using research and sources (3.1.12.H.5) technology (3.2.12.B.6) . importance of MLA . write across the citations curriculum using a (3.2.12.C.7, D.2, D.4) variety of strategies to (3.2.12.B.7) develop a central idea such as problem/solution, hypothesis/result, rhetorical questions, parallelism (3.2.12.B.4) . effectively incorporate quotes from multiple sources into essay including insertion phrases, parenthetical citations, and valid information (3.2.12.C.7, D.2, D.4) 3.2.12.B.7) (3.1.12.H.5) FORMAL (PERFORMANCE) ASSESSMENT indicated on curriculum map

GRADE 12 / Unit 8

Extended Action Project

Essential Questions How does understanding a text’s structure help me better understand its meaning? (3.1.A) How do readers construct meaning from text? (3.1.G) Why conduct research? (3.1.H) How can discussion increase our knowledge and understanding of ideas? (3.3.A) When is it appropriate to ask questions? (3.3.B) Why conduct research? (3.1.H) How do rules of language affect communication? (3.2.C) How can discussion increase our knowledge and understanding of an idea(s)? (3.3.A) How do speakers express their thoughts and feelings? (3.3.B2) How does the choice of words affect the message? (3.3.C) How does a speaker communicate so others will listen and understand the message? (3.3.D) How does a listener understand a message? (3.4.B) NJCCCS (keyed throughout Curriculum Map, Teaching Points & Assessments) TIMEFRAME

May-June

TEACHING POINTS At the end of this unit… Students will know… Students will be able to… As evidenced by… . importance of previously . sythesize materials from . peer collaboration, obtained material as essay to form editing, and production of support presentations presentations and take presentation and and take action action eventual action . importance of . read, comprehend, and . create media informational manuals be able to follow verbal presentations and written (3.1.12.G.20) and visual information reports to present a . value of evidence from gained from technical distinctive point of view informational and and instructional on a topic (3.5.12.C.4) technical texts manuals (3.1.12.G.20, . teacher presentation (3.1.12.H.8) 23) model and peer sample . value of peer feedback . produce written and oral written and oral as essential work demonstarting responses “how to be an (3.2.12.B.11) critical thinking and active audience member” . visuals as effective synthesis (3.1.12.H.8) . explore and discuss support for position . use the responses of action projects from (3.2.B.10) others to review content, Tenafly High School as . purposes of oral organization, and usage models via pbwiki.com communication for final product . taking action- (3.3.12.D.1) (3.2.B.10) performance assessment . value of editing . Employ relevenat speeches prior to graphics to support presenting to a group central ideas during (3.2.12.D.4) presentations such as . need to read one’s charts, pictures, graphic audience (3.3.12.D.5) organizers (3.2.B.10)

. Speak for a variety of . importance of being and purposes such as active and engaged persuasion, information, audience (3.4.12.A.2, or personal expression. B.1-4) (3.3.12.D.1)

. inquiry can lead to real . Edit drafts of speeches world action independently and with peers (3.2.12.D.4) . Modify oral communication through understanding audience such as impromptu summarizing, restating, adding details (3.3.12.D.5) . Evaluate content of delivery, credibility of speaker, listen and respond appropriately (3.4.12.A.2, B.1-4) . Put their research into action