Unit 1

Standards Primary Texts Summative Assessments Academic

VocabularyDuration of Unit: 22 days

New Jersey Student Learning Standards: NJSLS.R

L.10.1 NJSLS

RL.10.2 NJSLS

RL.10.3 NJSLS

RL.10.4- NJSLS

RL.10.9 NJSLS

RL.10.10 NJSLS

RI.10.1. NJSLS

RI.10.9 W.10.1 W.10.4 W.9-10.5 W.10.9 W.10.10 SL.10.1 L.10 6.

Anchor Text: To Kill a Mockingbird by

Harper Lee (special focus on Chapters 3, Chapter 9, Chapter 10, Atticus’s closing argument, and the reading of the verdict verdict)

Supplemental Texts:

“The Psychology of Mob Mentality and Violence” by Dr. Wendy James, PhD. (article)

Courtroom Testimonies ONLY – To Kill a Mockingbird (video)

Strange Fruit – Billie Holiday (song)

Well-known Trial Informational Excerpts: The People of the State of California vs. Defendant A, Lizzie Borden vs. State of Massachusetts, Sleepy Lagoon Murder Case, The Trial of Galileo, State of Florida vs. Defendant E

Depression era photos

Summative Assessment • Literary Analysis - Given To Kill a Mockingbird and The Sneetches, I will create and compose a well-written, organized essay in which I support an original thesis on the given topic using two sources from two different textual mediums.

Thematic Essay Topics - You will choose only one. See unit.

To Kill a Mockingbird Digital Flip Chart -

Prompt: Over the course of the last few weeks, we have been exploring the Big Idea that “Society shapes and influences individuals.” We have also read and discussed Harper Lee’s To Kill a Mockingbird, which is her response to the society in which she grew up. See unit for details.

PARCC-Based Mini-Assessment – This assessment will consist of at least 5, 2-part multiple choice questions regarding one of the texts at hand in this unit. See question stems in appendix.

outstanding, definitive, contempt, circumstantial evidence, deliberations, misdemeanor, era, pardon, defendant, intermarriage, pertness, implications, obscene, ambidextrous, chiffarobe, miscarriage, veneer, analysis, concluding

statement, topic sentence, evidence, paraphraseTitle of Unit: Doing What is Right is Not Always Easy

Content Area: English

Grade Level: 10

Big Idea: Society influences and shapes individuals.

Student Outcomes Analyze literature closely for meaning Utilize multiple sources to evaluate literature Determine the meaning of words and phrases Analyze how an author draws on and transforms source

material in a specific work. Cite strong and thorough textual evidence Analyze U.S. documents of historical significance Write arguments to support claims in an analysis of

substantive topics or texts Produce clear and coherent writing Develop and strengthen writing as needed Draw evidence from texts to support analysis Initiate and participate effectively in a range of

collaborative discussions Acquire and use accurately domain-specific words Examine complex characters Create writing that envelopes multiple sources Support arguments with textual evidence Explore how a historical time period impacts behavior

and text

Unit 2

Standards (Focus standards

are bold.)

Primary Texts Summative Assessments Academic Vocabulary

Duration of Unit: 22 days

New Jersey Student Learning Standards: NJSLS.9-

10.R.L.6 NJSLS.9-

10.R.L.3 NJSLS.9-

10.R.L.7 NJSLS..RI.9-

10.1 NJSLS..RI.9-

10.2 NJSLS..RI.9-

10.3 NJSLS. RI.9-

10.4 NJSLS..RL.9-

10.5 NJSLS..W.9-

10.4 NJSLS.W.9-

10.5 NJSLS.W.9-

10.9 NJSLS. W.9-

10.10 NJSLS.SL.9-

10.1..a. and c. NJSLS.SL.9-

10.3

Anchor Text: Fences by August

Wilson

Supplemental Texts: NY Times article,

“Dodgers Purchase Robinson, First Negro in Modern Major League Baseball, ”Friday, April 16, 1947 (article)

"One Hundred Percent Wrong Club" by Branch Rickey for the banquet, Atlanta, Georgia, January 20, 1956. Broadcast on WERD 860 AM radio (speech)

“How Come You Ain’t Never Liked Me?” (video)

NY Times Review - Denzel Washington and Viola Davis (review)

No Fences – No Fear - The final written assignment for this unit will be entitled No Fences No Fear and will ask students to further identify and break down their personal FEARS as to allow them to become the people they are meant to be using the primary and secondary sources studied throughout this unit. Students will write three different pieces, each speaking to a different aspect of FEAR: an explanatory piece illuminating the psychology behind fear, a reflective piece explaining their own personal fears, and a narrative piece clarifying how they intend to conquer their FEARS and live the lives they are meant to live in the future. These pieces will be edited, revised, and finalized. All such written pieces are to include an analysis of the literature, photos, and informational text studied in the unit. WebPage Project: You are going to be composing a web page usinghttp://www.wix.com. You are will follow all directions as they are presented on this site. You will essentially be asked to search the list provided in order to assemble a "resource bank" of texts, photos, video clips, and music that reflect the period, background, and social situation of either the playwright, August Wilson, the characters in his play, or any of the baseball players discussed in the unit. Wherever possible, you will connect the resources from the unit within the creation of your Webpage. You must have: 8 photographic images, a minimum of 2 headlines, a minimum of 2 poems, a minimum of 2 sound clips, one video clip, and all 3 written pieces from your No Fences – No Fear assignment. PARCC-Based Mini-Assessment – This assessment will consist of at least 5, 2-part multiple choice questions regarding one of the texts at hand in this unit. See question stems in appendix.

specious, prodigious, congruence, dubious, destitute, guile, turbulent, provocative, emulate, integral, vigilance, scrutiny, rogue, hellhounds, atavistic, tenacious, vengeful,

eloquenceTitle of Unit: How Fences Are Built

Student Outcomes use primary sources to become

acquainted with the color barrier in baseball and the historical context in which this barrier existed

analyze internal conflicts facing the main character Troy Maxson

understand theatre artist’s use primary sources to realize conceptual

interpretations of dramatic text identify the classic tragic elements in this Twentieth Century play

identify issues that are universally tragic, not just ones related to race

explain the baseball metaphors Wilson incorporates in the dialogue

understand theatre artist’s use primary sources to realize conceptual interpretations of

dramatic text

Content Area: English Grade Level: 10 Big Idea: Literature, both the themes and language, often reflects history.

Unit 3

Standards

(Focus standards are bold.)

Primary Texts Summative Assessments Academic Vocabulary

Duration of Unit: 23 days

New Jersey Student Learning Standards: NJSLS.9-10.R.L.6 NJSLS.9-10.R.L.3 NJSLS.9-10.R.L.7 NJSLS.ELA-RI.9-

10.1 NJSLS.ELA-

.RI.9-10.2 NJSLS.ELA-

.RI.9-10.3 NJSLS.ELA-

LITERACY.RI.9-10.4

NJSLS.ELA-.RL.9-10.5.

NJSLS.ELA-.W.9-10.

NJSLS.ELA-.W.9-10.5

NJSLS.ELA-.W.9-10.9:

NJSLS.ELA-.W.9-10.10

NJSLS.SL.9-10.1 b. and d

NJSLS.SL.9-10.3

Anchor Text:

Night by Elie Wiesel Supplemental Texts:

“And Then They Came For Me” by Martin Niemoller (poem)

“The Man He Killed” by Thomas Hardy (poem)

“To the Little Polish Boy Standing With His Arms Up” by Peter L. Fischl (poem)

Oprah Winfrey interview of Elie Wiesel (video)

Schindler’s List - Scenes 11-14 (video)

Memorial Written Piece - The Holocaust Memorial, which serves as the Authentic Assessment for this unit and is mentioned below, will be accompanied by a professional, edited, publishable written piece that will detail the rationale, materials, historical basis, and purpose for the self-created, abstract Memorial. This piece will essentially put into the written word the mental, artistic, and more personal thoughts, planning, and inspiration behind the creation of the Memorial. Museum Curator - You have just been given a job at the Museum of Modern History in New York City. Your boss has asked you to create a Memorial meant to pay tribute to the Holocaust. This Memorial must be abstract in nature, use various materials, be 3-D (preferably) and pay homage to the people lost in the Holocaust [see handout for assignment]. Your Abstract Memorial will be submitted to the Brookdale Holocaust Museum for review and consideration. PARCC-Based Mini-Assessment – This assessment will consist of at least 5, 2-part multiple choice questions regarding one of the texts at hand in this unit. See question stems in appendix.

memoir, concentration camps, propaganda, Nuremburg Laws, Holocaust, prejudice, Genocide, Anti-Semitism, irony, motif, Connotation, theme, Aryan, displacement, Euthanasia

Title of Unit: History, Tragedy and Language Student Outcomes

Produce clear and coherent writing Analyze a point of view or cultural

experience Analyze how complex characters develop

over the course of a text, Analyze the representation of a subject or a

key scene in two different artistic mediums Analyze how the author unfolds an

analysis or series of ideas or events Determine the meaning of words and

phrases Analyze how an author's choices effect

text read, understand, analyze, discuss, and

write about Night by Elie Wiesel and Holocaust poetry.

show understanding and application of historical information of the era surrounding the Holocaust.

demonstrate knowledge, identification, and application of a variety of vocabulary words that impact the study of Holocaust

recognize, understand, and apply a variety of literary elements that pertain to the readings on the Holocaust

Content Area: English Grade Level: 10

Big Idea:

Reading survivors’ memoirs of horrific tragedies, like the Holocaust, help us to better understand not only these historical calamities, but it also helps us to see the power beneath a deep analysis of the written word.

Unit 4

Standards

Primary Texts Summative Assessments

Academic Vocabulary

Duration of Unit: 23 days

New Jersey Student Learning Standards: RL.10.1 RL.10.2 RL.10.3 RL.10.4 RL.10.9 RL.10.10 W.9-10.1.

a.b.c.d.e W.10.4 W.9-10.5 W.10.9 W.10.10 - SL.10.1

Primary Text: Julius Caesar by

William Shakespeare

Supplemental Texts:

Queen Elizabeth Speech at Tilbury

“Easter” by WB Yeats Magazine, internet and

print ads Julius Caesar Movie

Clip (Marc Antony’s Speech ONLY)

Mean Girls Clip

Argument Task: See unit for specifics. Choice A - The Great Debate - In groups of four, two students will choose to debate one side of an argument while the other two will take the opposite viewpoint. They will choose to debate over one of the following topics below: Choice B- Create a Campaign - You may work individually or with a partner. Choose one major character from the play: Caesar, Brutus, Cassius, or Antony. He is running for president of your class! It is your job to create an advertisement campaign that advocates for your candidate. In order to do this, you need to think about what traits make a strong leader and reasons why your candidate really embodies these specific traits. You may use Powerpoint or Photostory to create your visual. PARCC-Based Mini-Assessment – This assessment will consist of at least 5, 2-part multiple choice questions regarding one of the texts at hand in this unit. See question

construe, countenance, portentous, vexed, wherefore, chide, expound, imminent, whet, whit, enfranchisement, interred, prostrate, puissant, rend, rant, corporal, exigent, proscription, tenor, vaunt, disconsolate, legion, parley, flourish, tarry Title of Unit:

Power of Persuasion

Student Outcomes Create a thesis or standpoint on a topic Defend or challenge an idea using ethos, logos, and pathos Evaluate the success of an argument based on persuasive

techniques Work collaboratively in groups Speak to an audience using effective verbal and nonverbal

skills Create persuasive advertisements, speeches, and arguments Read and understand a Shakespearean drama Distinguish between the denotative and connotative meanings

of words Understand, make inferences, and draw conclusions about the

structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays.

Analyze isolated scenes and their contribution to the success of the plot as a whole

Analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures

Use elements of the writing process (planning, drafting, revising, editing, etc.)

Write to express their ideas and feelings about imagined people, events, and ideas

Write persuasive texts to influence the attitudes or actions of a specific audience on specific issues

Content Area: English Grade Level: 10

Big Idea: In order to influence a person or group, a speaker must understand his or her audience and realize that certain decisions that are made can be influenced by our own conscience or outside factors, but we are personally accountable for the decisions that are made.

stems in appendix.