Plumsted Township Public SchoolsLanguage Arts Literacy Program

English IV – Grade 12

PHILOSOPHY

The Language Arts curriculum fosters a child centered learning environment, which allows students to use knowledge and methods of reading, writing, speaking and listening. Its primary goal is to address the developmental nature of each learner, promote critical thinking skills, foster communication and make connections across the curriculum while infusing real life applications to develop students who are lifelong learners. We believe that the building blocks of a successful adult are critical thinking skills, research, writing and cultural appreciation. The district offers courses that provide the student with a variety of activities that will enable him/her to understand and appreciate Language Arts as a part of the overall human experience. Our goal is for students to achieve skills as careful readers, insightful writers and eloquent speakers.

DEPARTMENT OBJECTIVES:

The learner will be able to:

read a variety of text with comprehension and analysis

speak in clear, concise, organized language that varies in content and form for different audiences and purposes

listen actively to information from a variety of sources and a variety of situations

write in clear, concise, organized language that varies in content and form for different audiences and purposes

integrate technology and media to enhance the learners’ understanding and application of these skills

relate literature to various cultures, societies and time periods

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumPlumsted Township Public Schools

Mission StatementThe educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong

learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.

Plumsted Township Board of EducationHerbert Marinari, President

Karen Amburgey, Vice PresidentKatherine McCaughey

Albert Petroni, IIIKathleen Sandford

District AdministrationDr. Gerald Woehr, Superintendent

2Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Jim Edwards CPA, Business AdministratorLisa Harper, Human Resources

Matt Jennings, Director of Special ServicesDr. Christopher Tienken, Director of Curriculum and InstructionThomas Tramaglini, Supervisor of Curriculum and Instruction

Gerald North, Principal New Egypt High SchoolToni Pennell, Assistant Principal New Egypt High School

Christine Carlson, Principal New Egypt Middle SchoolJean Morgan, Principal New Egypt Elementary School

Lynne Meara, Principal New Egypt Primary School

Lead Curriculum WriterAlessandra Montoya

Program Review CommitteeAlessandra Montoya

Sam PalumboApril Priest

Rebekah TerritoMark Dyba

Donna Westby-GibsonTracy VanDuyn

Jean PetersenDiane Carr

Sena Siegler

Theresa RussellPatricia FrazierKeith McEvoy

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

New Jersey Core Content Curriculum Standards3.1 Reading

A. Concepts About PrintB. Phonological AwarenessC. Decoding and Word Recognition D. FluencyE. Reading Strategies (before, during, and after reading)F. Vocabulary and Concept DevelopmentG. Comprehension Skills and Response to TextH. Inquiry and Research

3.2 WritingA. Writing as a ProcessB. Writing as a ProductC. Mechanics, Spelling, and HandwritingD. Writing Forms, Audiences, and Purposes

3.3 SpeakingA. DiscussionB. Questioning (Inquiry) and ContributingC. Word ChoiceD. Oral Presentation

3.4 ListeningA. Active ListeningB. Listening Comprehension

3.5 Viewing and Media LiteracyA. Constructing Meaning B. Visual and Verbal MessagesC. Living with Media

Scope and Sequence

a. Journeysi. The Alchemist

ii. Siddharthaiii. House on Mango Street

b. Africa and Imperialismi. Things Fall Apart

ii. Heart of Darkness

c. Greek Dramai. Oedipus Rex

d. Poetryi. Poetic Forms

ii. Elements of Poetry

e. Supplemental Literaturei. Magical Realism

ii. Short Storyiii. Satire

f. Research

5Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

6Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Journeys

Enduring Understanding: The Learner Will Be Able To:1. Understand that wisdom, knowledge, and teachers can be found in all their life experiences.2. Evaluate how their own personal experiences have created meaning and directions in their lives.3. Create a personal narrative exploring their own personal journeys toward understanding themselves underscoring their personal experiences.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)

5 days

1. The AlchemistEssential Question (s): How does someone acquire

wisdom? What are the geographical

locations used in the novel? How does the setting affect

meaning? How does religion play a role

in Santiago’s journey and yours?

How does belief in destiny or fate affect your choices?

What keeps people from achieving their dreams?

The Learner Will: Illustrate the geographical

locations in the novel Research aspects of religion,

cultural, or regions and make connections to the novel and its plot and themes.

Explain how the Alchemist’s terms/philosophy connect to their own personal journeys

Recognize internal conflicts that deter Santiago from his goal.

Create a map of geographical locations and explain their importance to the novel

Choose one of the following: 1.Write Santiago’s “How-To Find Your Treasure” Handbook 2. “Personal Legends for Dummies”, 3. Create a scrapbook (with explanatory notes) of Santiago’s travels featuring pictures and items which he accumulates as he learns about life

Two page reaction paper: Compare and contrast your life with the characters in the book. Who are you most like and why?

3.1.12.G.53.1.12.G.73.2.12.D.13.2.12.D.2

10 days 2. SiddharthaEssential Question (s): What is wisdom and how does

one attain wisdom? How is the novel part of a

global literary tradition? How does the natural

The Learner Will: Discuss the three-part

development of the plot and correlate the lessons learned to the three stages of Siddhartha’s journey.

Correlate the natural landscapes to

Body Biographies- students will chose a character and create a visual and written portrait illustrating several aspects of the characters life and significance. Must use textual evidence for support

Movie Review: Write a two-page response about how the movie helped

3.1.12.G.33.1.12.G.53.1.12.G.73.2.12.D.23.2.12.D.33.5.12.A.2

7Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculumlandscape correlate to Siddhartha’s journey?

How does symbolism affect the novel?

Why does Hesse foil Siddhartha and Govinda?

How do the different relationships we have affect our lives and choices?

the stages of Siddhartha’s journey. Recognize the hidden meaning of

novel’s symbolism Interpret the main components one

needs to be successful in the search for truth or wisdom.

Foil the characters of Siddhartha and Govinda

Explain the importance of the novel’s characters and how they are used to advance the themes of the story.

bring India to life for a foreign reader. What did you learn about India that the novel did not teach you?

Expository paper- Students will write a three to five page paper answering one of the following topics:

As portrayed in the novel, what are Herman Hesse’s feelings about teachers and learning?

Foil the characters of Siddhartha and Govinda at each stage of the journey. How does the juxtaposition of these two characters further the theme and plot of the story?

10 days

3. House on Mango StreetEssential Question (s): What makes a successful

personal narrative? What is the difference between

showing and telling? What universal experiences

does Esperanza go through?

The Learner Will: Understand the difference between

Showing and Telling. Construct showing paragraphs Compare and contrast themselves

to Esperanza Identify, analyze, and use

compositional risks Create own personal narrative

using vignettes using compositional risk

Outline Esperanza’s journey and make connections to their own lives

Showing verse Telling Paragraphs- rewrite one of the given paragraphs and create a full-fledged scene capturing that moment in time. Include the five senses, compositional risk, and vivid adjectives and verbs to SHOW the character you have created without TELLING us. Notice by changing some of the detail you can make many different types of characters.

Write personal narrative (10 vignettes) to help you explore incidents in your life that have shaped you in your quest for self knowledge as well as SHOW others who you are without telling them.

3.1.12.G.113.2.12.D.23.2.12.D.7

8Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Africa and Imperialism

Enduring Understanding: The Learner Will Be Able To:1. Recognize that literature is both subject to and a dominant force in society and contributes to our perceptions of the world.2. Understand the pros and cons of imperialism.3. Examine societal components and assess if they are culturally rich.4. Compare and contrast other societies and realize that cultures are different. 5. Use tolerance when analyzing other cultures.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)10 days 1. Things Fall Apart

Essential Question (s): What makes a society

culturally rich? How does oral tradition affect

of lives? What are the affects of

imperialism on the occupied country?

How does Chinua Achebe create a culturally rich society and battle the predominant stereotype about Africa and Africans?

How is the novel a response to Heart of Darkness?

The Learner Will: Research the African Igbo culture

and identify its presence in the novel

Understand the importance of oral tradition

Analyze how imperialism/colonization affected the Igbo society.

Compare and contrast the novel to Conrad’s Heart of Darkness

Create a power point presentation on a selected aspect of the Igbo culture explaining its importance and portrayal in the novel.

Carousel activity exploring what a society needs to be considered culturally rich.

Create a book of proverbs containing 15 proverbs from the novel and 15 additional proverbs from outside sources. The book should have a cover, back cover, pictures, and explanations of the proverbs.

Outline the elements of a rich society and compare those to the one found in the novel.

Essay: How does Chinua Achebe create a culturally rich society and battle the predominant stereotype about Africa

3.1.12.G.53.2.12.D.23.2.12.D.33.3.12.D.13.3.12.D.3

9Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculumand Africans?

10 days

2. Heart of DarknessEssential Question (s): What drives imperialism? Is Joseph Conrad a racist? Does Joseph Conrad

perpetuate the subjugation of women?

How does this novella affect our beliefs about Africa?

What would happen if this novel was the only book we read about Africa?

The Learner Will: Recognize patterns for the use of

black and white symbolism Use feminist criticism to evaluate

the portrayal of female characters. Recognize and support the

possible answers to the questions “What is the heart of darkness?”

Analyze the impact of imperialism on both Africans and Europeans.

Picture Book: Create a pictorial representation of the novel containing a minimum of 20 pictures, one key quote per page, and small caption summarizing the action.

Socratic seminar: students will examine a small section of the novel.

View the movie Heart of Darkness and write a movie review discussing one of the following topics: portrayal of the female, black and white imagery, the portrayal of Africa and Africans and its impact on viewers.

3.1.12.G.23.1.12.G.53.1.12.G.73.3.12.B.13.3.12.B.23.3.12.B.43.3.12.B.53.3.12.B.63.2.12.D.23.2.12.D.33.5.12.A.1

10Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Poetry

Enduring Understanding: The Learner Will Be Able To:1. Understand how poetic form creates meaning.2. Analyze poetry for meaning.3. Create poems using poetic elements and forms for meaning.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)

5 days

1. Poetic FormsEssential Question (s): What are villanelles, terza

rimas, and dramatic monologues?

What are the differences between an Italian and English sonnet?

How does form create meaning?

The Learner Will: Identify the parts of a villanelle Identify the parts of a sonnets Identify the parts of terza rima Identify the parts of a dramatic

monologue Explain how form creates meaning

Choosing two of the poems studied model/rewrite the poem from your perspective. Provide a summary comparing your poem to the original.

Students will read and answer questions or create visual images for the following poems: “En Media Res”, “My Last Duchess”, “The Eyes That Drew Me”, “If Thou Must Love Me”, “London”, “Douglas”, “Acquainted with the Night”, “Do Not Go Gentle”, “ Mad Girl’s Love Song”

3.1.12.G.83.1.12.G.113.1.12.G.73.2.12.D.2

5 days 2. Elements of PoetryEssential Question (s): How does a poet manipulate

language to create meaning?

The Learner Will: Define the elements of poetry

including: tone, diction, connotation, denotation, caesura, feminine rhyme, masculine rhyme, enjambment, imagery, symbolism, allusion, simile, metaphor, etc.

Evaluate poetry for figurative elements

Use TDIDLS (Tone, Diction, Image,

Write a three to five page expository paper. Choose from a list of selected poems and use TDIDLS to evaluate and analyze the use of poetic devices in connection to the poems tone and meaning.

Students will read and answer selected questions or create visual images about the following poems: “The Lost Baby”, “The Abortion”, “Tip Toe”, “My Papa’s

3.1.12.G.83.1.12.G.113.1.12.G.73.2.12.D.3

11Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumDetails, Language, Structure) to evaluate and analyze poetry

Waltz”, “The Whipping”, “Cross”, “Fire and Ice”, “The Guitarist”, “The Hound”, “In Just"

12Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Greek Drama

Enduring Understanding: The Learner Will Be Able To:1. Understand the elements of drama and their evolution through history.2. Evaluate how personal belief in fate affects the choices people make3. Understand the influence the Greek Gods had on everyday Greek life and literature.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)

13 days

1. Oedipus RexEssential Question (s): How is Greek drama part of

global literary tradition? How does the motif of

blindness affect the play? Can you change or escape your

fate? What role do the Gods play in

Greek life? How do the allusions to

various Greek Gods create meaning in the play?

How was Oedipus a tragic hero?

The Learner Will: Identify the elements of Greek

Drama; hamartia, hubris, role of the chorus, dramatic irony, catharsis, parts of an amphitheater

Breakdown the motif of blindness verses the ability to see.

Relate historical information about Greek theater and place Greek theater in the larger picture of the evolution of drama.

Identify the realms, names, and powers of various Greek Gods and explain the importance of Greek Gods to Greek life and the drama.

Evaluate how Oedipus was a tragic hero.

Tableau Project- Students will recreate a given scene in Oedipus. Actors will pose as statues to the narrator’s summary and cues. Students will create masks in the Greek style and costumes that represent the characters.

Poster Project- The Evolution of Drama: Greek, Shakespearian, and Modern containing written explanations of similarities, differences, and changes through time.

3.1.12.D.33.1.12.G.53.3.12.D.13.3.12.D.3

13Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Supplemental Literature

Enduring Understanding: The Learner Will Be Able To:1. Understand the genre of magical realism as it pertains to literature, society, and themselves.2. Make connections between the author’s style and use of the elements of fiction to creating meaning.3. Identify and use satire in everyday life.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)

5 days

1. Magical RealismEssential Question (s): What is magical realism? Is magical realism a real

genre? How is magical realism a

Spanish genre? What events could not happen

in real life? How are the stories also social

commentaries? How do the stories compare to

your life?

The Learner Will: Define magical realism Differentiate between magical

realism and fantasy Recognize aspects of the Spanish

culture reflected in the plot Evaluate the stories for social

commentary Create a poster comparing three or

more stories examining theme, social commentary, characters, relationships, or Spanish culture and make a connection to their lives

Students will read and answer selected reading guide questions for the following short stories: “ A Very Old Man with Enormous Wings”, “The Youngest Doll”, “The Little Heidelberg”, “Like Water for Chocolate”

View movie “Like Water for Chocolate” and write a two page movie review

Poster project exploring the similarities within three stories and their life on one of the following topics: social commentary, characters, relationships, love, Spanish culture, or themes

3.1.12.G.43.1.12.G.83.2.12.D.23.5.12.A.2

5 days 2. Short StoryEssential Question (s): How do the different elements

of fiction affect the plot? How is “Young Goodman

Brown” an allegory”? How is irony and

existentialism used in “the

The Learner Will: Define existentialism, allegory,

irony, symbolism, flashback Discuss and interpret the elements

of allegory in “Young Goodman Brown”.

Discuss and interpret existential philosophy and irony in “The

Students will read and answer selected reading guide questions regarding for the following short stories: “Young Goodman Brown”, ”The Guest”, “Hills Like White Elephants”, “A Rose for Emily”.

Expository essay comparing and contrasting two short stories on one of

3.1.12.G.73.2.12.D.23.2.12.D.3

14Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumGuest”?

How is dialog and symbolism used in “Hills Like White Elephants”?

How does style affect meaning in “A Rose for Emily”?

Guest”. Discuss the use of dialog and

symbolism in “Hills Like White Elephants”

Discuss and interpret flashback and structure in “A Rose for Emily”

the following topics: the use of dialog, the effects of irony, existential philosophy, symbolism and meaning.

5 days

3. SatireEssential Question (s): What is satire? What basic human elements

are the authors satirizing? How are their points true

today?

The Learner Will: Define and explain the genre of

satire Differentiate between parody,

farce, and satire. Summarize the satirized events in

both reading examples Explain the cold war/nuclear arms

race and compare it to today Debate the strengths and weakness

of the genre of satire.

Read and answer selected questions about the Butter Battle Book and “A Modest Proposal”

Create a satirical cartoon about war or over population

Create a parody of Butter Battle Book or “A Modest Proposal”.

3.1.12.G.103.2.12.D.2

15Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

Topic: Research

Enduring Understanding: The Learner Will Be Able To:1. Write a research paper that synthesizes and cites data using researched information and the novels themselves to support a thesis statement.

SuggestedTime Concepts Objectives Core Activities NJCCCS

(CPI)

5 days

1. ResearchEssential Question (s): How do you successfully

incorporate reading into research?

What are the parts of a research paper?

The Learner Will: Research an author that they have

read in the last two years. Compare and contrast two or more

works by the same author. Review the aspects of a research.

Students will write a seven-page research paper comparing and contrasting two or more works by the same author. The students will explain how the author’s life affected his/her work.

3.1.12.H.43.1.12.H.53.2.12.B.63.2.12.D.23.2.12.D.4

16Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumSpeaking Skills Matrix

Speaking Skill K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IVUse listening, writing, reading, and viewing to assist with speaking X X X X X X X

Speak for different purposes and audiences X X X X X X X

Speak to influence the behavior of others X X X X X X X

Modify speaking in response to the reactions of others X X X X X X

Participate in choral reading, plays and reciting of poems X X X X X X X

Alternate the roles of speaker and listener X X X X X X X

Talk to others to identify, explore and solve problems X X X X X X

Speak before a group to express ideas and opinion, present information, and tell a story

X X X X X X X

Use grammar and forms of address appropriately X X X X X X X

Read aloud with meaning X X X X X X XGive directions and/or instructions X X X X X X XTell, retell, summarize and paraphrase ideas X X X X X X X

Use visual aids to support oral communication X X X X X X

Use clear, concise, organized language when speaking X X X X X X X

Speak before a group to defend an opinion X X X X X X

Recognize when audience does not understand message and make

X X X X

17Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculumadjustments Conduct an informational interview X X X X X XUse constructive feedback to improve speaking X X X X X X

Grammar and Usage MatrixGrammar & Usage K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IV

Identify common and proper nouns X X X X X

Form and identify plural nouns X X X X X

Form and identify possessive nouns X X X X X

Identify verbs X X X X XUse verb forms to express time X X X X

Use correct subject verb agreement X X X X X

Use pronouns as subjects X X X X XUse pronouns as objects X X X XUse possessive pronouns X X X XIdentify and use adverbs X X X XUse conjunctions to connect equal elements X X X

Develop declarative, interrogative, imperative and exclamatory sentences

X X X X

Identify and use proposition and prepositional phrases

X X X X

18Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumIdentify subject and predicate X X X

Form complete sentences X X X XUse direct and indirect objects X X X X X

Compose compound sentences and predicates X X X X

Combine sentences X X X X X

19Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumListening Skills Matrix

Listening Skill K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IVUse speaking, writing, reading and viewing to assist learning X X X X X X X

Demonstrate comprehension of a story, interview, or oral report X X X X X X X

Listen for a variety of purposes X X X X X X XUnderstand meaning through sounds X X X X X X X

Listen attentively and critically to a variety of speakers X X X X X X

Develop listening strategies by asking questions, taking notes, and making predictions

X X X X X X

Follow oral directions X X X X X X XShow comprehension of an oral report, discussion or interview X X X X X X X

Give feedback to a variety of speakers X X X X X X X

Recognize persuasive techniques in speaking X X X X X X X

Mechanics MatrixMechanics K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IV

Apply rules for capitalization and nouns X X X X

Capitalize first word in a sentence X X X MUse end marks X X X XUse quotation marks X X X X X XUse commas in a series and direct address X X X X X X

Use colon and semi-colon X X X X X

20Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumUse apostrophe to show possession X X X X XUse apostrophe to form contradictions X X X X X

Knows various strategies for spelling X X X X X X

21Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumReading Forms Matrix

Text K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IV

Biography/Autobiography X X X X X

Reference/Research X X X X X X X

Historical Fiction X X X X X X XMystery X X X X

Science Fiction X X X

Fantasy X X X X X X

Realistic Fiction X X X X X XFairy Tales X X X Folk Tales X X X XMyth X X X

Play X X X X X X

Poetry X X X X X X X

Short Story X X X X X X X

Picture Book X X X

Novels X X X X X X XHow To/Technical X X X

General Non-Fiction X X X X X X

News Articles/Informational Text X X X X X

22Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumViewing Matrix

Viewing Skill K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IVEstablishing a purpose X X X X X X XDetermining creator's purpose X X X X X X XConsidering the audience X X X X X X X

Recognizing a central idea or topic X X X X X X

Developing central idea or topic X X X X X X XRecognizing supporting details X X X X X XDetermining an appropriate medium X X X

Evaluating appropriateness of medium X X X

Developing supporting ideas X X X X X XRecognizing organizational structure of text X X X X X X

Developing an organizational structure X X X X X X X

Selecting, using, and adjusting the elements and conventions of the medium

X X X \

Connecting with prior knowledge X X X X X XConveying conclusions/opinions/stance linked to the central idea or topic.

X X X X X X

Evaluating the effectiveness of the text X X X X X X X

Evaluating conclusion/opinion/stance X X X X X X X

Analyzing his/her viewing strategies, content, and composition of text

X X X X X X

23Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumEvaluating use of the elements and conventions X X X X X X X

Analyzing his/her viewing strategies and responses to text X X X X X X X

Writing Forms MatrixForm K 1 2 3 4 5 6 7 8 9/I 10/II 11/III 12/IV

Letter X X X X X

Free writing exploration X X X X X X X

Report X X X X XJournal X X X X X X X

Essay X X X X X X X

Play/Skit X X X X X

Editorial X X X XStory X X X X X X XPoem X X X X X X XAdvertisement X X X X X

Review/Critique X X X X X

Article X X

Speech X X X X X X

How to Sequence X X X X X X

24Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV CurriculumNarrative X X X X X XExpository X X X X X X XPersuasive X X X X X X X

25Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

4/14/2005

Honors College Prep Academic

12 The AlchemistSiddharthaHouse on Mango StreetGrapes of WrathThings Fall ApartThe Great GatsbyThe StrangerHeart of Darkness (movie)AwakeningOedipusHamlet/OthelloStreetcarMagical RealismPoetry

The AlchemistSiddharthaThings Fall ApartHouse on Mango StreetAwakeningThe Great GatsbyOedipusHeart of Darkness (movie)Magical RealismPoetryShort Story

The AlchemistSiddhartha (movie)House on Mango St.Magical RealismThe Great GatsbyThe StrangerHeart of Darkness (movie)Things Fall Apart

11 BeowulfGrendelCanterbury TalesMacbethWar of the WorldsFrankenstein/Dracula

BeowulfGrendelCanterbury TalesMacbethWar of the Worlds

Beowulf

Canterbury TalesMacbethWar of the Worlds

26Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum10 Crucible

Scarlet LetterTo Kill a MockingbirdHuck FinnCatcher in the RyeOf Mice and MenDolls House/ Glass MenagerieShort Story Pit and PendulumPoetry

CrucibleScarlet LetterTo Kill a MockingbirdHuck FinnCatcher in the RyeOf Mice and Men

Crucible

Huck Finn

Of Mice and Men

Honors CP Academic9 Romeo and Juliet

Animal Farm1984Odyssey (excerpts)Lord of the FliesShort StoryPoetryTheir Eyes WereThe Natural

Romeo and JulietAnimal Farm

Odyssey (excerpts)Lord of the FliesShort StoryPoetry

The Natural

Romeo and JulietAnimal Farm

Lord of the FliesShort StoryPoetry

27Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum8 My Brother Sam is Dead

(summer)The ContenderInherit the WindA Separate PeaceFahrenheit 451

My Brother Sam is Dead (summer)The ContenderInherit the WindThe PigmanThe HobbitThe OutsidersFahrenheit 451Short Stories: The Third Wish War Party The Hitch HikerThe Miracle Worker

Short Stories Cont: Charles Checks Outs Raymond’s Run Mother in Manville Ransom of Red Chief Flowers for Algernon The Bet Rules of the Game The Mustache Rain, Rain, Go Away The Dinner Party The Lady or the TigerThe King of Mazy MaeStop the Sun

28Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum7

Greek MythologyThe GiverThe WaveView From SaturdayHomecomingThe Mid-Wife’s ApprenticeCatherine Called BirdyJonathan Livingston SeagullNightWhen Zachary Beaver Comes to TownDiary of Anne FrankThe Egypt GameSwiss Family Robinson

Poetry Sylvia Stout Ode to an Artichoke Jabberwocky

Fiction/Nonfiction Eleanor Roosevelt The Monsters are Due on Maple Street Homeless Zebra Offerings at the Wall O’Henry stories – After Twenty Years A Retrieved Reformation Long Walk to Freedom Malcolm X The White Umbrella Casey at the Bat Out of the Ballpark The Noble Experiment

Fiction/Nonfiction The Serial Garden Thank You, M’am Seventh Grade Names/Nombres A crush Rikki-tikki-tavi What Do Fish Have to Do with Anything? A Crown of Wild Olive

Plays Legend of Sleepy Hollow The Necklace Jumping Frog of Calaveras The Tell Tale Heart The Monkey’s Paw Christmas Carol

29Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.

Plumsted Township Public SchoolsLanguage Arts Program

Grade 12 - English IV Curriculum

6 The Lion, Witch, and the WardrobeIsland of the Blue DolphinsThe CayEsperanza RisingNothing but the TruthThe CrossingThe Phantom TollboothMrs. Frisby and the Rats of NimhCRUSHThe Turtle WatchersA Wrinkle in TimeFrozen FireIncredible JourneyDear Mr. HenshawSummer: Homeless Bird

30Last Revised: Aug 2005*All concepts and objectives are mastery learning objectives aligned to the 2004 New Jersey State Core Content Curriculum Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.