Philosophy, Mission and Vision
Philosophy:
We foster a love of literature through close reading that encourages all students to read, write, speak, listen
and think critically. The function of the study of literature in the Toms River high schools is to help create
better human beings who understand the relevance of literature to our lives and to connect students to our
humanity so that they may become more empathetic human beings who are connected to their communities.
Vision:
Our instruction goes beyond the text and aligns literature with all the other disciplines. Students go beyond
simply reading a text and are able to analyze literature through a variety of literary lenses (including literary
criticism and reader response theory).
Students become confident, and ethical readers, writers, speakers and listeners who achieve at their highest
potential.
Mission:
...to instill inALLstudents a desire to read and an understanding of the importance of literature, to instill in
ALLstudents the necessary skills for success and the understanding of their worth, to instill in Allstudents
an understanding of the value of all human lives and a respect for differences, through safe, intellectually
rigorous spaces that cultivate a mindset that questions everything, and develops a curiosity about the world.
Course description and/or program overview: The Toms River Regional High School’s English Department
is designed to encourage all students to reach their fullest potential in their English classes. We hope to develop
all students in their ability to read, write, think, speak and listen critically, not just in English class but in life.
Our courses focus on developing a love of reading in our students and their own authentic voice in their writing.
We also work to develop information literacy so our students are able to navigate the constant influx of news
and information in their daily lives. Courses approach all students as researchers and research opportunities are
woven into all units of study. Finally, we foster the mindset that research is something we pursue regularly in
every course of study. Students are given the opportunity for regular independent reading, journaling in their
reader’s and writer’s notebook, as well as talking about texts with their teachers and peers. Students read
regularly and deeply across all genres so that they can achieve the highest levels of fluency, stamina and
comprehension in their reading. All of our English classrooms with redesigned curricula have in-class libraries
to support growing our students as readers and communicators. Our courses use a common language for close
reading, which is developed over the course of their experience in our program. We offer Advanced Placement,
Honors, CP, and General Studies English courses in grade 12.
, UNITS PACING GUIDE
Unit 1: British Literature 45 days
Foundations: Corruption and
Heroism Throughout the Ages
Unit 2: Representations of Women 45 days
in British and World Literature
Unit 3: Humanity and Human 45 days
Nature in British Literature
Unit 4: Literature and Beyond: The 45 days
Changing Face of Discourse in
Society
, Unit 1 Overview: British Literature Foundations
Corruption and Heroism Throughout the Ages
Unit Summary:
From the beginning of the oral tradition to modern times, people have used stories as a tool to both process
and reveal the evils which they are surrounded by, while at the same time seeking heroes to combat the
corruption they endure. In doing so, people have sought to define heroism and corruption and their role in
society and the self. The idea of a hero has changed shape throughout history, beginning with the premise that
a hero is all good and evolving into the idea that a hero is one who first attempts to overcome his or her own
inner darkness, in order to then battle darkness within the world around them. Maya Angelou once said, “I
think a hero is any person really intent on making this a better place for all people.” Part of differentiating
between a hero and a villain is determining what, exactly, makes the world a better place, and from whose
perspective.
Enduring Understandings:
Societal, political, and religious corruption mold the perception of the hero in British Literature.
The changing role of women in society seen through the literature.
As culture evolves and changes, so, too, do the ideas and ideals of a hero.
The representation of heroes within a culture’s literature reveals the perceived weaknesses and needs in that
culture.
Essential Questions:
How does British literature reveal societal, political, and religious corruption throughout history?
What are the roles of women in the Anglo-Saxon society and Medieval society?
How does the presence of corruption create the need for heroism?
How does the portrayal of heroes in literature reflect the values of the culture it represents? (Marvel/ modern
heroes)
How has the concept of the hero changed throughout history?
How does the literary canon reveal a lack of heroic representations for marginalized people within a culture?
Standards
Unit 1 Grade 12
Unit 1 Reading Standards Unit 1 Reading Critical Knowledge and Skills
· Make personal connections, connections to other
RL.11.12.1. Cite strong RI.11-12.1. Accurately texts, and/or global/historical connections when relevant
and thorough textual cite strong and · Analyze the text and identify explicit and implicit
evidence and make thorough textual textual evidence
, relevant connections to evidence, (e.g., via · Determine the difference between strong and
support analysis of what discussion, written insufficient (unreliable) details
the text says explicitly as response, etc.), to · Cite evidence and use direct quotes, paraphrase,
well as inferences drawn support analysis of objectively summarize (free of personal bias)
from the text, including what the text says · Draw inferences using implicit and explicit text
determining where the text explicitly as well as evidence
leaves matters uncertain. inferences drawn from
the text, including · Draw conclusions/make logical judgments about the
determining where the information within the text on the basis of evidence and prior
text leaves matters conclusions/prior experience
uncertain. · Support inference using several examples from the
text
· Evaluate the relationship between explicit and
implicit details and how they contribute to the meaning
of the text
· Identify the moments where the author is
inconclusive or uncertain and allows the reader to draw
conclusions based on textual evidence
· Determine two or more themes or central ideas in a
RL.11-12.2. Determine RI.11-12.2. Determine text
two or more themes or two or more central · Recognize supporting details for themes/central
central ideas of a text and ideas of a text and ideas
analyze their development analyze their · Analyze themes/central ideas as it develops over the
over the course of the text, development and how course of the text
including how they interact they interact to provide · Make inferences through the use of details, word
and build on one another to a complex analysis; choice, and literary elements regarding the thematic
produce a complex provide an objective development
account, and provide an summary of the text. · Use the text to draw conclusions
objective summary of the · Examine how the interaction of themes/central
text. ideas create the overall meaning of the text ( and
provides depth and dimension)
· Construct an objective summary of the textExamine
how the interaction of themes creates the overall
meaning of the text ( and provides depth and dimension
and complexity)
RL.11-12.3. Analyze the RI.11-12.3. Analyze a RL.11-12.3:
impact of the author’s complex set of ideas or · Identify and analyze the choices made by the author
choices regarding how to sequence of events and including the choice of setting, plot organization and
develop and relate explain how specific development, characterization and character interaction
elements of a story or individuals, ideas, or · Explain how the order in which each is presented in
drama (e.g., where a story events interact and the text impacts the overall text
is set, how the action is develop over the · Analyze those choices as they pertain to the overall
ordered, how the course of the text. story
characters are introduced
and developed).
RI.11-12.3:
· Identify and analyze the structure and sequence
(chronological, spatial, compare/contrast, etc) of the text
· Explain why the structure of the text is ordered as it
is
Philosophy:
We foster a love of literature through close reading that encourages all students to read, write, speak, listen
and think critically. The function of the study of literature in the Toms River high schools is to help create
better human beings who understand the relevance of literature to our lives and to connect students to our
humanity so that they may become more empathetic human beings who are connected to their communities.
Vision:
Our instruction goes beyond the text and aligns literature with all the other disciplines. Students go beyond
simply reading a text and are able to analyze literature through a variety of literary lenses (including literary
criticism and reader response theory).
Students become confident, and ethical readers, writers, speakers and listeners who achieve at their highest
potential.
Mission:
...to instill inALLstudents a desire to read and an understanding of the importance of literature, to instill in
ALLstudents the necessary skills for success and the understanding of their worth, to instill in Allstudents
an understanding of the value of all human lives and a respect for differences, through safe, intellectually
rigorous spaces that cultivate a mindset that questions everything, and develops a curiosity about the world.
Course description and/or program overview: The Toms River Regional High School’s English Department
is designed to encourage all students to reach their fullest potential in their English classes. We hope to develop
all students in their ability to read, write, think, speak and listen critically, not just in English class but in life.
Our courses focus on developing a love of reading in our students and their own authentic voice in their writing.
We also work to develop information literacy so our students are able to navigate the constant influx of news
and information in their daily lives. Courses approach all students as researchers and research opportunities are
woven into all units of study. Finally, we foster the mindset that research is something we pursue regularly in
every course of study. Students are given the opportunity for regular independent reading, journaling in their
reader’s and writer’s notebook, as well as talking about texts with their teachers and peers. Students read
regularly and deeply across all genres so that they can achieve the highest levels of fluency, stamina and
comprehension in their reading. All of our English classrooms with redesigned curricula have in-class libraries
to support growing our students as readers and communicators. Our courses use a common language for close
reading, which is developed over the course of their experience in our program. We offer Advanced Placement,
Honors, CP, and General Studies English courses in grade 12.
, UNITS PACING GUIDE
Unit 1: British Literature 45 days
Foundations: Corruption and
Heroism Throughout the Ages
Unit 2: Representations of Women 45 days
in British and World Literature
Unit 3: Humanity and Human 45 days
Nature in British Literature
Unit 4: Literature and Beyond: The 45 days
Changing Face of Discourse in
Society
, Unit 1 Overview: British Literature Foundations
Corruption and Heroism Throughout the Ages
Unit Summary:
From the beginning of the oral tradition to modern times, people have used stories as a tool to both process
and reveal the evils which they are surrounded by, while at the same time seeking heroes to combat the
corruption they endure. In doing so, people have sought to define heroism and corruption and their role in
society and the self. The idea of a hero has changed shape throughout history, beginning with the premise that
a hero is all good and evolving into the idea that a hero is one who first attempts to overcome his or her own
inner darkness, in order to then battle darkness within the world around them. Maya Angelou once said, “I
think a hero is any person really intent on making this a better place for all people.” Part of differentiating
between a hero and a villain is determining what, exactly, makes the world a better place, and from whose
perspective.
Enduring Understandings:
Societal, political, and religious corruption mold the perception of the hero in British Literature.
The changing role of women in society seen through the literature.
As culture evolves and changes, so, too, do the ideas and ideals of a hero.
The representation of heroes within a culture’s literature reveals the perceived weaknesses and needs in that
culture.
Essential Questions:
How does British literature reveal societal, political, and religious corruption throughout history?
What are the roles of women in the Anglo-Saxon society and Medieval society?
How does the presence of corruption create the need for heroism?
How does the portrayal of heroes in literature reflect the values of the culture it represents? (Marvel/ modern
heroes)
How has the concept of the hero changed throughout history?
How does the literary canon reveal a lack of heroic representations for marginalized people within a culture?
Standards
Unit 1 Grade 12
Unit 1 Reading Standards Unit 1 Reading Critical Knowledge and Skills
· Make personal connections, connections to other
RL.11.12.1. Cite strong RI.11-12.1. Accurately texts, and/or global/historical connections when relevant
and thorough textual cite strong and · Analyze the text and identify explicit and implicit
evidence and make thorough textual textual evidence
, relevant connections to evidence, (e.g., via · Determine the difference between strong and
support analysis of what discussion, written insufficient (unreliable) details
the text says explicitly as response, etc.), to · Cite evidence and use direct quotes, paraphrase,
well as inferences drawn support analysis of objectively summarize (free of personal bias)
from the text, including what the text says · Draw inferences using implicit and explicit text
determining where the text explicitly as well as evidence
leaves matters uncertain. inferences drawn from
the text, including · Draw conclusions/make logical judgments about the
determining where the information within the text on the basis of evidence and prior
text leaves matters conclusions/prior experience
uncertain. · Support inference using several examples from the
text
· Evaluate the relationship between explicit and
implicit details and how they contribute to the meaning
of the text
· Identify the moments where the author is
inconclusive or uncertain and allows the reader to draw
conclusions based on textual evidence
· Determine two or more themes or central ideas in a
RL.11-12.2. Determine RI.11-12.2. Determine text
two or more themes or two or more central · Recognize supporting details for themes/central
central ideas of a text and ideas of a text and ideas
analyze their development analyze their · Analyze themes/central ideas as it develops over the
over the course of the text, development and how course of the text
including how they interact they interact to provide · Make inferences through the use of details, word
and build on one another to a complex analysis; choice, and literary elements regarding the thematic
produce a complex provide an objective development
account, and provide an summary of the text. · Use the text to draw conclusions
objective summary of the · Examine how the interaction of themes/central
text. ideas create the overall meaning of the text ( and
provides depth and dimension)
· Construct an objective summary of the textExamine
how the interaction of themes creates the overall
meaning of the text ( and provides depth and dimension
and complexity)
RL.11-12.3. Analyze the RI.11-12.3. Analyze a RL.11-12.3:
impact of the author’s complex set of ideas or · Identify and analyze the choices made by the author
choices regarding how to sequence of events and including the choice of setting, plot organization and
develop and relate explain how specific development, characterization and character interaction
elements of a story or individuals, ideas, or · Explain how the order in which each is presented in
drama (e.g., where a story events interact and the text impacts the overall text
is set, how the action is develop over the · Analyze those choices as they pertain to the overall
ordered, how the course of the text. story
characters are introduced
and developed).
RI.11-12.3:
· Identify and analyze the structure and sequence
(chronological, spatial, compare/contrast, etc) of the text
· Explain why the structure of the text is ordered as it
is
