How does the way in which information is presented to us affect our understanding of that information? Unit Learning Goals Be able to use evidence from the text to support a claim about the literature Determine the theme of a text and evaluate its development over the course of a story Be able to identify thematic and structural relationships among 2 or more pieces of literature Evaluate how complex characters develop over the course of a story and how their traits and motivation affect the plot Analyze how a story or key scene from a story changes when presented in a different context Analyze how a cultural experience is reflected in a work of literature Analyze how an author draws on source material in a specific work Targeted Skills Be able to develop written responses to questions by using evidence from the text to support an answer. Be able to write a literary analysis paper. Be able to write a comparative analysis using two or more stories. Students will use textual evidence from multiple stories to support their claims. Be able to evaluate and respond to literary criticism. Be able to sustain literary-based discussion in both small group and whole group settings and elaborate on discussion by making specific reference to the text Be able to learn new words and determine their meanings in context Conduct a character analysis by evaluating what a character says, does and what other characters say about him or her Demonstrate a command of Standard English in writing and discussion Respond constructively to advance a discussion and build on the input of others Evaluate another student’s response in discussion by evaluating their rhetoric and evidence Be able to use narrative writing skills to continue or change the ending of a story OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Conferencing individual/small group Cooperative groups
throughout the course of the drama Be able to evaluate and analyze the structure of a drama to determine the effectiveness of the choices made by the author in representing the material Be able to use evidence in order to support a claim about the literature Evaluate how characterization affects components of a drama Analyze historical elements and culture influences the content of a drama Analyze how an author draws on source material to develop a drama Determine the meaning of words and phrases used in the text and analyze the word choice both small group and whole group settings and elaborate on discussion by making specific reference to the text Demonstrate a command of Standard English in writing and discussion Respond constructively to advance a discussion and build on the input of others Evaluate another student’s response in discussion by evaluating their rhetoric and evidence Be able to use narrative writing skills to continue or change the ending of a drama or write from a specific character’s point of view OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Conferencing individual/small group Open-ended questions Games Graphic Organizers Kinesthetic assessment Practice Presentations Quizzes Cooperative groups Writer’s Notebook Visual Assessment Learning/response logs Think-pair-share Observations Summative Assessments Final drafts Oral presentations Unit/Novel assessments Interim assessments Computer Adaptive Tests Published works / Portfolios Performance Tasks
Using a working knowledge of history and culture from other academic courses, can help a reader make connections to universal concerns of humanity in literature. An author’s use of theme in a work of literature is a means for a reader to connect to his or her own experiences or understandings. We can learn about interpersonal relationships from reading literature. A reader can look at patterns to reveal structure, and the structure imparts meaning. A reader must understand point of view in order to best understand tone and meaning. Other interpretations of a work of literature (such as a representation) can impart meaning to the reader. A visual representation of a theme, conflict, image, etc. can enrich the reader’s understanding of a work of literature. We can use context clues to determine the meaning of words. Unit Learning Goals Be able to understand what poetry is and what makes it different from prose Be able to evaluate the structure and content of several different forms of poetry (ex. cinquain, tanka, sonnet, haiku, concrete) Be able to recognize the poetic devices used by different authors to craft their poetry and evaluate how their choices affect their poetry Be able to learn new words in context and understand their connotation and denotation as well as evaluate the author’s language choices Targeted Skills Be able to participate in structured discussion about poetry by responding to claims by others and advancing the discussion by using evidence from the poetry Be able to write a written analysis by making a claim about a poem and supporting it with evidence from that poem Be able to write a paper using evidence from two or more poems to support a claim Be able to sustain literary-based discussion in both small group and whole group settings and elaborate on discussion by making specific reference to the text Be able to demonstrate understanding of the content and structure of specific poetic forms by writing poetry in those formats Be able to recite a poem orally Be able to give and receive criticism on