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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT ...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

    ENGLISH & ELL DEPARTMENT

    TRANSITIONAL ENGLISH II

    COURSE PHILOSOPHY

    The goal of the Freehold Regional High School District is to prepare students for the literacy demands of the world at large. The greatest responsibility for English and ELL teachers is to strengthen each student’s ability to process and communicate information.

    As stated by the National Council of Teachers of English, the priority of English instruction is to ensure that all students are offered the opportunities, the encouragement, and the vision to develop the language skills they need to pursue life goals.

    COURSE DESCRIPTION

Grade Level: 10 Department: English/ELL

Course Title: Transitional English II Credits: 5

Course Code: 013100

    BOARD OF EDUCATION INITIAL ADOPTION DATE: AUGUST 25, 2008

    FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

    Board of Education

    Mrs. Patricia E. Horvath, President

    Ms. Diana J Cappiello, Vice President

    Mr. Tom Caiazza

    Mrs. Katie Goon

    Mrs. Bunny Hammer

    Mrs. Kathie Lavin

    Mr. Ronald G. Lawson

    Mrs. Joan Leimbach

    Mr. Christopher Placitella

    Dr. James Wasser, Superintendent

    Dr. Donna Evangelista, Assistant Superintendent for Curriculum and Instruction

    Curriculum Writing Committee

    Stephanie Mechmann

    Caia Schlessinger

    English Supervisors

    John Fenimore

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    Course Philosophy

    The goal of the Freehold Regional High School District is to prepare students for the literacy demands of the world at large. The greatest responsibility for English and ELL teachers is to strengthen each student‘s ability to process and communicate information. As stated by the National Council of Teachers of English, the priority of English instruction is to ensure that all students are offered the opportunities, the encouragement, and the vision to develop the language skills they need to pursue life goals.

    In order to prepare students more effectively to pursue life goals, the English and ELL programs’ learning objectives are based upon the New Jersey Core Curriculum Content Standards for Language Arts Literacy. The ultimate purpose is to make ELL students literate readers, writers, and speakers in Standard American English as well as astute listeners and viewers.

    To this end, the curriculum has been designed to make it more relevant and accessible to the students by focusing each literary unit around essential questions or overarching or enduring understandings. The essential questions are the starting points to the curriculum model utilized for this guide and espoused by Grant Wiggins and Jay McTighe. Each unit is based upon the facets of learning, which are a logical progression of thinking strategies employed to teach the learning objectives and the New Jersey Core Curriculum Content Standards. They are developed to enable the students to gain a deeper understanding of the material. Rather than teach a series of lessons that solely address the content of a literary piece, all the activities in this guide are developed to foster an enduring understanding of a lesson that will allow the students to make connections to other disciplines, their lives, or the world in general. The curriculum establishes definite essential questions and guiding and topical questions for each unit and activities that promulgate reading, writing, speaking, listening and viewing. Teachers are invited to write and/or revise them to suit the needs of their students. It is one of the goals of this curriculum model to exchange ideas regarding the teaching of the content standards through the core literature. This guide will be on the Freehold Regional High School District website so that teachers can cut and paste activities directly into their lesson plans. However, if an individual teacher designs a unit plan that he or she feels will enrich the curriculum guide, he or she should feel free to share it with his or her colleagues via the FRHSD website.

    Course Description

    Transitional English II models itself after the Academic English II curriculum in that it explores literature from the early Colonial American era to modern American literature. It provides valuable insight into American history and culture through its changing literature. Each unit focuses on a multitude of Core Curriculum Content Standards in reading, writing, speaking, and listening. Literature read includes The Scarlet Letter by

    Nathaniel Hawthorne, the short stories of Edgar Allan Poe, The Call of the Wild by Jack London, and various

    shorter non-fiction passages.

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    Freehold Regional High School District

    Curriculum Map

    Transitional English II

    Relevant Assessments

    Enduring 1Diagnostic Formative Summative Standards Essential Questions

    Understandings (before) (during) (after)

    3.1C, 3.1F Language has structure. How does the structure of American English compare/contrast to Pre-test Reflective piece Short answer 3.2C the student’s own native language(s)? Writing sample on short open-ended

     ACCESS for answer open-responses

    How do writers use the structure of American English to convey ELLs ended response

    their message? NJ ASK8 Multi-paragraph

     Reflection on a essay/responses

    How do word relationships and word origins aid students in deriving multi-

    meaning? paragraph essay

     or response

    How do context clues help a reader derive meaning?

    3.2A, 3.2B, 3.2D Writing allows people to Writing samples Reflective Persuasive essay How does word choice affect the meaning of writing? express themselves. pieces on writing samples Narrative story How do writers use language to achieve their purpose? Expository essay How does the writing process assist a student in producing a well crafted piece of writing? Short answer open-ended How do literary and stylistic devices affect a writer’s message? responses 3.1A, 3.1D, 3.1E, Reading helps people What reading strategies can help a person understand a specific type Comprehension Reflective Persuasive essay 3.1G understand the world around of text? pre-tests pieces on 3.5A, 3.5B, 3.5C them. student writing Narrative story

    How do writers give insight into the human experience through their

    writing? Expository essay

    Short answer

    open-ended

    responses 3.1B Effective communication How does word choice and tone affect spoken communication? Question-and-Think-Pair-Formal class 3.3A, 3.3B, 3.3C requires certain rules to be answer sessions Shares discussions 3.4A, 3.4B followed. How do nonverbal clues affect communication? 8.1A, 8.1B Class Debates

    How do you combine effective listening and speaking to participate Discussion

    in a discussion?

    How does the use of technology affect a person’s communication?

     1Including computer / information literacy, cross content work place readiness standards, and other relevant content area standards

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    Freehold Regional High School District

    Course Proficiencies and Pacing

    Transitional English II

    Recommended Unit Title Unit Understandings Duration Unit # 1: Edgar Allan Poe Language has structure. 9 weeks

     Writing allows people to express themselves.

    Reading helps people understand the world around them.

    Effective communication requires certain rules to be followed.

    1. Students will develop their understanding of American English in various reading, writing and

    communicative activities while exploring the short stories of Edgar Allan Poe.

    Unit # 2: The Scarlet Letter Language has structure. 9 weeks

     Writing allows people to express themselves.

    Reading helps people understand the world around them.

    Effective communication requires certain rules to be followed.

    1. Students will develop their understanding of American English in various reading, writing and

    communicative activities while exploring Nathaniel Hawthorne’s The Scarlet Letter.

    Unit # 3: The Call of the Wild Language has structure. 8 weeks

     Writing allows people to express themselves.

    Reading helps people understand the world around them.

    Effective communication requires certain rules to be followed.

    1. Students will develop their understanding of American English in various reading, writing and

    communicative activities while exploring Jack London’s Call of the Wild.

    Unit # 4: Narrative and Language has structure. 8 weeks Persuasive Texts Writing allows people to express themselves.

     Reading helps people understand the world around them.

    Effective communication requires certain rules to be followed.

    1. Students will develop their understanding of American English in various reading, writing and

    communicative activities while exploring narrative and persuasive texts.

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     Freehold Regional High School District

    Transitional English II

    Unit #1: Edgar Allan Poe

Enduring Understandings: Language has structure.

     Writing allows people to express themselves.

     Reading helps people understand the world around them.

     Effective communication requires certain rules to be followed. Essential Questions: How does the structure of American English compare/contrast to the students’ own native languages?

     How does word choice affect the meaning of writing?

     How do writers give insight into the human experience through their writing?

     How does word choice and tone affect spoken communication? Unit Goal: Students will develop their understanding of American English in various reading, writing and communicative activities while exploring the short stories of Edgar

     Allan Poe.

    Duration of Unit: 1 Marking Period (9 weeks)

    NJCCCS: 3.1 Reading: D1; E1, 2; F1, 4, 5; G6, 9, 12, 13, 14

     3.2 Writing: A3, 4, 6, 7, 8, 9; B3, 4, 5, 8, 13; C1, 2, 4, 5, 6, 7; D2, 5

     3.3 Speaking: A2; B1, 2, 4, 6, 8, 9; C1; D1, 2, 3, 5

     3.4 Listening: A1, 3, 4, 5; B1, 5, 6

     3.5 Viewing & Media Literacy: C1, 4

     Guiding / Topical Content, Themes, Instructional Resources and Teaching Strategies Assessment Strategies Questions Concepts, and Skills Materials How does the American style Basic background in horror and Tales from Edgar Allan Poe (Pearson Persuasive Essay Topics: Pre-Test: KWL chart on of persuasive writing Gothic genre. Learning Pacemaker Classic) Is murder ever justified? When? cultural horror stories/genre. compare/contrast with a ISBN-13: 9780835910699 Why?

    student’s native style of Basic psychoanalysis, Think-Pair-Share persuasive writing? psychological terms [Suggested stories: “The Cask of Are Poe’s characters admirable or

     the Amontillado,” “The Black revolting? Why? Individual & group oral reading How does an author’s word Themes: self love/hate, duality Cat,” “The Tell Tale Heart,” and

    choice help convey the of human nature, dark side of “The Fall of the House of Usher”] Open-ended, textual analysis Persuasive essays meaning of a text? humanity, line between life and questions: What language does

     death Study Guide (ISBN-13: Poe use to portray love and hate? Open-ended textual analysis How does an author’s narrative Speculative writing 9780835910682) responses convey a universal truth about How does the strength of the

    humankind? Open-ended & textual analysis Cassette: (ISBN-13: characters’ memories affect the Do Nows

     responses 9780835910675) outcome of the stories?

    How does a person choose the Literary graphic organizers: Class discussions right words to express http://www.educationoasis.com/

    themselves in spoken language? curriculum/graphic_organizers.htm Informal debates

     New Jersey Language Arts HSPA Student-generated test

     Workbook by Prentice Hall, ISBN questions

     0132006324

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Suggestions on how to differentiate in this unit:

    ; Use teacher generated writing formulas and frameworks such as CWETES, FEAA, BFFAT to assist students with writing and reading comprehension

    during diagnostic, formative, and summative assessments.

    ; Use group generated writing responses.

    ; Assign different writing topics to groups based on ability level.

    ; Assign more advanced versions of literature (when available) to more proficient readers.

    ; Assign varying length expectations of written works as per ability level.

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    Freehold Regional High School District

    Transitional English II

    Unit #2: The Scarlet Letter

Enduring Understandings: Language has structure.

     Writing allows people to express themselves.

     Reading helps people understand the world around them.

     Effective communication requires certain rules to be followed.

    Essential Questions: How do writers use the structure of American English to convey their message?

     How do writers use language to achieve their purpose?

     How do writers give insight into the human experience through their writing?

     How do non-verbal clues affect communication?

    Unit Goal: Students will develop their understanding of American English in various reading, writing and communicative activities while exploring Nathaniel Hawthorne’s The

     Scarlet Letter.

    Duration of Unit: 1 Marking Period (9 weeks)

    NJCCCS: 3.1 Reading: D1; E1, 2; F1, 4, 5; G6, 9, 12, 13, 14

     3.2 Writing: A3, 4, 6, 7, 8, 9; B3, 4, 5, 8, 13; C1, 2, 4, 5, 6, 7; D2, 5

     3.3 Speaking: A2; B1, 2, 4, 6, 8, 9; C1; D1, 2, 3, 5

     3.4 Listening: A1, 3, 4, 5; B1, 5, 6

     3.5 Viewing & Media Literacy: C1, 4

    Guiding / Topical Content, Themes, Instructional Resources and Teaching Strategies Assessment Strategies Questions Concepts, and Skills Materials

    How do you use Reading skills and strategies for The Scarlet Letter from Pearson Persuasive Writing Topics: Pre-Test: KWL chart on Puritan New Standard American a novel: speculating about Learning (Pacemaker Classic), Is an extramarital affair ever England, courtship/marriage, English to persuade a illustrations, skimming chapter ISBN-13: 9780822493525. justified? Why or why not? Puritanism. Revisit at end of unit for reader? titles, using a plot map students to assess knowledge gained.

     organizer, etc. Study Guide: ISBN-13: How much should one conform

    How does the intended 9780822494447. to the expectations of society? Think-Pair-Share

    audience and writing Accepted social norms during

    format affect the Puritanical New England: role Audio Cassette, ISBN-13: Should the authority of a religious Individual & group oral reading

    language used in a piece of religion, gender roles, class 9780822476085 organization ever be questioned?

    of writing? structure, courtship & marriage Why or why not? Persuasive essays

     rituals. Clips from various period movies to

    How does an author’s demonstrate gender roles, religion, Open-ended, textual analysis Open-ended textual analysis responses

    narrative convey a Advantages and disadvantages courtship & marriage rituals: The questions: What are the

    universal truth about of romantic love, conformity. Scarlet Letter, The Crucible, Three consequences of Hester & Do Nows

    humankind? Sovereigns for Sarah Dimmsdale’s affair?

     Persuasive writing Class discussions

    How does a character’s Graphic organizers: How do Hester & Dimmsdale’s

    use of non-verbal Speculative writing http://www.educationoasis.com/ actions affect other people in Informal debates

    communication help curriculum/graphic_organizers.htm their community?

    convey the message of a Open-ended & textual analysis Student-generated test questions

    text? responses New Jersey Language Arts HSPA What statement is Hawthorne

     Workbook by Prentice Hall, ISBN making about religion through the Dramatic readings and reenactments

    0132006324 actions of the main characters? of selected scenes

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Suggestions on how to differentiate in this unit:

    ; Use teacher generated writing formulas and frameworks such as CWETES, FEAA, BFFAT to assist students with writing and reading comprehension

    during diagnostic, formative, and summative assessments.

    ; Use group generated writing responses.

    ; Assign different writing topics to groups based on ability level.

    ; Assign more advanced versions of literature (when available) to more proficient readers.

    ; Assign varying length expectations of written works as per ability level.

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