Web viewUNIT NAME: Speaking and Listening. Grade level: 9-12 ... Word Bank: Literary evidence, infer, uncertain; content-based, grade-level vocabulary. Standard

UNIT NAME: Speaking and Listening

Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning

Unit : 5

Stage 1 – Desired ResultsEnduring Understanding:

Comprehension is enhanced through a collaborative process of sharing and evaluating.

Essential Questions:

What makes collaboration meaningful? Making meaning from a variety of sources: What will help

ESL Supports:

Make decision Graphic Organizer: T-Chart, graphs, tables, websites ,speeches Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative,

question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary,transition, point of view, plot line, transition, discrepancy

Modals (would, could, might), compound tenses (would have been), elements of quotations Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Modeling: Teacher created mentor text (Presentation); Document Reader/Overhead Projector

Word Bank: Literary evidence, infer, uncertain; content-based, grade-level vocabulary

TBOE Approved 8/26/2013 Page 1

Standard Student Learning Objectives(SLO)

Content Objective (CO)Language Objective (LO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

SuggestedResources

CCSS

RL.11.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

WIDA: 2-5ReadingSpeaking

SLO: 1CO: Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

LO: Read to cite and distinguish explicit, inferential and uncertain evidence using adapted text, T-Charts.

ELD1: Read to cite and distinguish explicit, inferential and uncertain evidence and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain

ELD2: Read to cite and distinguish explicit, inferential and uncertain evidence and/or by matching phrase and sentence citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

ELD3: Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature.

ELD4: Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

ELD5: Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

Formative

Read-Aloud Choral Reading Oral Summaries Teacher

Observations Graphic Organizers Response Journals

Summative

Quizzes Cluster Tests State assessments District Benchmarks

Projects

Role Play/skits Choral Recitation of

Poems

http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative

http://www.thewritesource.com/studentmodels/

http://www.lepnet.sparcc.org/hck/data/krobinson/files/Personal_Narratvie_Example_2.pdf

http://www.mybookezz.org/short-personal-narrative-examples-for-kids-1103/














Stage 2 – Assessment EvidenceSuggested Performance Tasks:

I can recognize when the text I am reading is too easy or too difficult for me.

I can analyze the information presented in diverse media and formats.

I can determine multiple pieces of textual evidence that strongly support explicit and inferential questions (right there answers).

I can review and/or research materials(s) to be discussed and determine key points and/or central ideas.

I can analyze an author’s words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions.

I can distinguish between literal language (it means exactly.

Other Evidence:

Exit/Admit Slips: Phrase and sentences citations

Reflective Journal Logs

Teacher Observations

Peer-Self Assessments




Unit : 5


Comprehension is enhanced through a collaborative process of sharing and evaluating


What makes collaboration meaningful? Making meaning from a variety of sources: What will help?

ESL Supports:

Activate prior knowledge Graphic Organizers: Story Map, T-Chart, graphs, tables, websites ,speeches Word Detective, Fryer Model Cooperative whole group/paired reading: Guided Reading, Anticipation Guide

Word Bank: Interact, complex, build on, central idea, textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, transition, point of view, plot line, subject-verb agreement, clauses

Standard Student Learning Objectives Suggested Instructional Suggested Suggested


(SLO)Content Objective (CO)

Language Objective (LO)

Scaffold Skills Assessments Resources

CCSS

RL. 11.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text.


SLO: 2CO: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

LO: Read to determine and summarize how themes develop to produce a complex account using adapted text, Cornell Notes, visual representations.

ELD1: Read to determine how themes develop and summarize the text and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame, using selected vocabulary words.

ELD2: Read to determine how themes develop and summarize the text and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.

ELD3: Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences.

ELP4: Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity.

ELD5: Read to determine how themes develop in grade level literature and summarize of the text using precise vocabulary in multiple, complex sentences.

Formative

Read- Aloud Independent

Reading Choral Reading Jigsaw Literature/

Discussion Circles Graphic Organizers Write a summary Journals Socratic Seminars Interactive Practice Inquiry Board

Summative

Quizzes Cluster Tests State assessments District

Benchmarks

Projects

Role Play/skits Exhibitions( present

ations)

EDGE 9-12Writer’s Workout Practice Book

www.BreakingNewsEnglish.com/

www.Bergen.edu/library/learning/English/index.aspwww.hbedge.net

www.clta.on.ca/EAOnline/index.htlm

www.The New York Times

Learning Network.com


















http://www.Bergen.edu/library/learning/English/index.asp


http://www.BreakingNewsEnglish.com/



I can define theme (a central idea or lesson the author is revealing- Honesty is the best policy).

I can analyze plot (the events that happen) to determine two or more themes (author’s overall messages).

I can determine how multiple themes in a text develop and interact to build on one another and produce a complex account (e.g., The Old Man and The sea, Wuthering Heights, Jane Eyre).

I can define Summary ( a shortened version of the text that states key points.)

I can compose an objective summary stating the key points of the text without adding my own opinions or feelings.

Other Evidence:








Unit : 5


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e. g. a section, chapter, scene or stanza)

relate to each other and the whole.


Author’s choice: Why does it matter? What makes a story a “great story?

ESL Supports:

Activate prior knowledge Cause and effect graphic organizers Problem/solution graphic organizer Venn Diagram graphic organizer Clarify ideas Gather and synthesize information Literary device: Plot, theme, foreshadow Analyze importance in sequential and chronological order Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc. Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases, exposition or argument, transitional words, warranted, justify, theme, summary, objective, informational, cause and effect, problem and solution, compare and contrast.




SuggestedResources



CCSS

RL.11.3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


SLO: 3

CO: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

LO: Read and analyze the impact of the author’s choices on the development of a drama using Cause and Effect Graphic Organizers, adapted text.

ELD1: Read and analyze the impact of the author’s choices on the development of the story elements and/or using a leveled text, use a word or phrase to complete a Graphic Organizers.

ELD2: Read and analyze the impact of the author’s choices on the development of the story elements and/or using a leveled text, use a phrase to complete a Graphic Organizers.

ELD3: Read and analyze the impact of the author’s choices on the development of the story elements in an adapted drama using key vocabulary in simple, related sentences.

ELD4: Read and analyze the impact of the author’s choices on the development of the story elements in a drama within grade-level band using key vocabulary in expanded sentences with emerging complexity.

ELD5: Read and analyze the impact of the author’s choices on the development of the story elements in a grade- level drama using precise vocabulary in multiple, complex sentences.

Formative Read- Aloud Independent


Discussion Circles Graphic Organizer Write a summary Journals Socratic Seminars Interactive Practice Inquiry Board

Summative


Benchmarks

Projects


Poems



www.Bergen.edu/library/learning/English/index.asp

www.hbedge.net


























I can identify element of a story or drama (e. g., setting, events characters).

I can analyze how elements of a story or drama are developed and/or interrelated.

I can analyze the impact of an author’s in presenting elements of a story or drama.

Other Evidence:








Unit : 5


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e. g. a section, chapter, scene or

stanza) relate to each other and the whole.


Author’s choice: Why does it matter? What makes a story a “great story?

ESL Supports:

Adapted Text with Visuals Graphic Organizer: Story Map, T-Chart Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Figurative Language Chart

Word Bank: Textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary, transition, point of view, plot line, similes, metaphors, hyperboles; content-based, grade-level vocabulary






SuggestedResources

CCSS

RL.11.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors).

WIDA 2-5ReadingSpeaking

SLO:4

CO: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

LO: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

ELD1: .Read to understand word and phrase meaning and analyze the impact of word choice ; and/or using leveled text, match words and phrases with their visual representations.

ELD2: Read to understand word and phrase meaning and analyze the impact of word choice ; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations.

ELD3: Read to understand word and phrase meaning and analyze the impact of word choices in adapted literature using key vocabulary in a series of simple, related sentences.

ELD4: Read to understand word and phrase meaning and analyze the impact of word choice in literature within grade-level band using key vocabulary in expanded and some complex sentences.

ELD5: Read to understand word and phrase meaning and analyze the impact of word

Formative



Discussion Circles Graphic Organizer Write a summary Journals Socratic Seminars Interactive

Practice Inquiry Board

Summative

Quizzes Cluster Tests State

assessments District

Benchmarks

Projects

Role Play Choral Recitation

of Poems




www.hbedge.net


www.The New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice




















choice in grade level literature using precise vocabulary in multiple, complex sentences.


I can define and identify various forms of figurative language (e. g, simile, metaphor, hyperbole, personification, alliteration, onomatopoeia).

I can distinguish between literal language ( it means exactly what you mean) and figurative language (sometimes what you say is not exactly what you mean).

I can recognize the differences denotative meanings ( all words have a dictionary definition) and connotative meaning (some words carry feelings).

I can recognize words that have technical meaning and understand their purpose in a specific text (e.g., “stem” in an article about flowers versus “stem” in an article about cell research).

I can analyze how a key term or terms are used and refined over the course of a text.

Other Evidence:





Feedback



Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning Unit : 5


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and

technology


What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?

ESL Support:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Clarify ideas, audience Introduce precise , knowledgeable claims, gather information Organize information from multiple sources Online Resources Thesaurus, Bilingual Dictionary, Translators Student Model

Writing Mode:

Define Explain Graphic Organizers: Development of ideas; Traits, Persuasion map Writing Process: Prewrite; draft; Revise for development of ideas, Edit, proofread, Publish and Present Cloze sentences


Word Bank: Claim, counterclaim, syntax, plan, revise, edit, purpose, audience; content-based, grade-level vocabularyStandard Student Learning Objectives





SuggestedResources

CCSS

W.11.4,11.5, 11.6Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WIDA ELDS: 2.5Writing

SLO: 11

CO: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

LO: Write to develop writing through editing using a Checklist for editing.

SLO: 12CO: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments or information.

LO: Write to edit and publish individual and collaborative writing pieces using a checklist of steps.

ELD1: Write to develop writing through editing and/or by producing selected single words in key phrase patterns.

ELD2: Write to develop writing through editing and/or by producing selected single words in key phrase patterns, using selected vocabulary.

ELD3: Write to develop writing through editing by producing key vocabulary in a series of simple, related sentences.

ELD4: Write to develop writing through editing by producing key vocabulary in expanded and some complex sentences.

ELD5: Write to develop writing through editing and by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Formative

Constructive Quizzes

Student Conferences

One Minute Essay Learning Log Anecdotal Note

Cards/Notes Journals

Summative

Write an argumentative essay

Argumentative Rubric

End-of-Unit Test District Benchmarks

or Interim Assessments

State Assessments Writer’s Checklist

Writer’s Workout Practice Book

http://www.iss.k12.nc.us/writing/prompts_p.htm

http://www.creative-writing-now.com/creative-writing-prompts.htmlChecklist for editing

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

Technology and Technological ResourcesVisuals

Stage 2 – Assessment Evidence


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistforEditing.pdf

http://www.creative-writing-now.com/creative-writing-prompts.html





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/WordBank.pdf

Suggested Performance Tasks:

I can analyze substantive (influential) topic or texts to determine an argument that causes or has caused a debate in society.

I can choose a side of the argument, identify precise, knowledgeable claims, and establish the significance of the claims.

I can identify alternate or opposing claims that counter my argument.

I can organize claims, counterclaims, reasons, and evidence into a logical sequence.

I can anticipate my audience my audience’s knowledge level, concern, values, and possible biases and develop my claims and counterclaims by pointing out the most relevant strengthen and limitations of both.

I can present my argument in a formal style and objective tone.

I can create cohesion and clarity relationships among claims and counterclaims using transitions as well as varied syntax.

I can provide a concluding statement/section that supports my argument.

I can use technology, Internet resources, to write individual and collaborative writing pieces using a checklist of steps.

Other Evidence:

Individual/Peer

Conferencing

Evaluation

Journal Entries

Write summaries


Stage 1 – Desired Results



Unit : 5

Enduring Understanding:

Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in

diverse formats.


• What will help me make meaning from a variety of sources?• In what ways does creative choice impact an audience?• Whose story is it, and why does it matter?

ESL Supports:

• Activate prior knowledge• Graphic organizer: Cause and E, Problem/Solution,, Venn Diagram• Figurative Language Chart• Draw Conclusion• Clarify ideas• Think-Pair-Share• Gather information, identify/organize multiple sources of information• Interpret and Evaluate information• Analyze evidence• Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board• Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector


Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language (satire, sarcasm, irony, understatement) , literal language, denotation meaning, connotation, technical, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases. cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.

Standard Student Learning Objectives





SuggestedResources

CCSS

RL.11.6Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

WIDA EDLS: 2-5ReadingSpeaking

SLO: 6

CO: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

LO: Read and analyze literature that requires the reader to distinguish what is directly stated from what is really meant using a Reference Sheet and visual representations of the text.

ELD1. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected, high-frequency words or phrases denoting satire, sarcasm, etc

ELD2. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected phrases denoting satire, sarcasm, etc.

ELD3. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in adapted literature using key vocabulary

Formative



Discussion Circles

Graphic Organizer

Write a summary Journals Socratic

Seminars Interactive

Practice Inquiry Board

Summative

Quizzes Cluster Tests State

assessments District

Benchmarks




www.hbedge.net




TOEFL 4 Me

TOEFL Practice

Discover Online












in a series of simple, related sentences.

ELD4. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within grade-level band using key vocabulary in expanded and some complex sentences.

ELD5. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature using precise vocabulary in multiple, complex sentences.

Projects

Role Play

Choral Recitation of Poems




I can identify an author’s point of view in a text.

I can analyze words stated directly in a text and determine when an author is requiring the reader to make an inference as to what is really meant( e.g., reading between the lines).

I can recognize when authors use literary techniques( e.g., satire, sarcasm, irony, or understatement) to shape the content and style of a text.

Other Evidence:

Feedback

Conference


Reflective Journal logs











Unit : 5

Stage 1 – Desired ResultsEnduring Understandings/Goals:


diverse formats.


What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Activate prior knowledge, Figurative Language Chart Word Wall, Phrase Citations, Visuals Graphic organizer: Cause and Effect, Problem/Solution, Venn Diagram Draw Conclusion Clarify ideas Think-Pair-Share Gather information Identify/organize multiple sources of information Interpret and Evaluate information


Analyze evidence Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases, cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.





SuggestedResources

CCSS

RL.11.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

WIDA EDLS: 2-5ReadingSpeaking

SLO: 7

CO: Analyze multiple interpretations of a story, drama, or poem (e.g., Recorded or Live Production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

LO: Compare and contrast multiple interpretations of a literary work using a Graphic Organizers (i.e. 3 rings Venn Diagram) support and/or adapted text.

ELD1: Compare and contrast multiple interpretations of a grade level literary work; and/or use selected words from leveled texts to complete a Graphic Organizers or cloze sentences.

ELD2: Compare and contrast multiple interpretations of a grade level literary work; and/or use short phrases from leveled texts to complete a Graphic Organizers or Sentence Frame.

ELD3: Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.

ELD4: Compare and contrast multiple interpretations of a literary work within grade-level band using key vocabulary in expanded sentences with

Formative


Reading Choral Reading Jigsaw Questioning Think-Pair-Share Teacher

Observation Literature/

Discussion Circles Graphic Organizer Outline Write a summary Journals Socratic Seminars Interactive

notebook

Summative




www.hbedge.net

www.inspiration.com/


www. The New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice


http://www.hbedge.net/






emerging complexity.

ELD5: Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences.

Quizzes Cluster Test Reflection Wrap-up unit District

Benchmarks State

assessments

Projects

Write a character analysis

Rubric for character analysis

Discover Online

Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)

Recorded or Live Production


I can compare and contrast multiple interpretations of a literary work within adapted and/or grade-level text.

I can use selected words from leveled texts to complete a Graphic Organizers or cloze sentences.

I can compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.

Other Evidence:

Feedback

Conferencing





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/Recordedorliveproduction.pdf




Unit : 5



diverse formats.


What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Activate prior knowledge Graphic Organizers: Cause and Effect, Problem/Solution, Venn Diagram Figurative Language Chart Word Wall Phrase Citations Visuals Draw Conclusion, Cloze Sentences Clarify ideas Think-Pair-Share


Gather information, Identify/organize multiple sources of information Interpret and Evaluate information Analyze evidence Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, specific to text;, multiple meanings of a key terms, idioms, collocations, noun phrases, cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.





SuggestedResources

CCSS

RL.11.8By the end of grade 11, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range

WIDA ELDS: 2-5ReadingSpeaking

SLO: 8

CO: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

LO: Read to comprehend a variety of literature in the grade 9-11 text complexity band using Graphic Organizers support and online resources.

ELP1: Read to comprehend a variety of literature and/or selected words and phrases from excerpts of grade-level literature read-aloud.

ELP2: Read to comprehend a variety of literature and/or selected phrase and sentence excerpts from grade-level literature read.

ELP3: Read to comprehend a variety of adapted literature.

ELP4: Read to comprehend a variety of literature within grade 9-11 text complexity band.

ELP5: Read to comprehend a variety of grade-level literature.

Formative Read- Aloud Independent

Reading Choral Reading Jigsaw Questioning Think-Pair-Share Teacher

Observation Literature/

Discussion Circles Graphic Organizer Outline Write a summary Journals Socratic Seminars Interactive

notebook




www.hbedge.net



www.The New York

Times Learning








Summative Quizzes Cluster Test Reflection Wrap-up unit District

Benchmarks State assessments

Projects Write a character

sketch Rubric for character

sketch

Network.com

TOEFL 4 Me

TOEFL Practice

Discover Online


Recorded or Live Production


I can define point of view as how the author feels about the situation/topic of a text.

I can determine an author’s point of view (What do I know about the author’s opinions, values, and/or belief?) and explain his/her purpose for writing the text.

I can define rhetoric ( a technique an author uses to persuade a reader to consider a topic from a different perspective).

I can analyze how the author’s style and content contribute to

Other Evidence:

Feedback

Conference







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/FigurativeLanguageChart.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/FigurativeLanguageChart.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/OnlineResources.pdf

power, persuasiveness, or beauty of the text.



Unit : 5



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation

Word Bank: Transitional words, word choice; content-based, grade-level vocabulary






SuggestedResources

CCSS

W. 11.3.d, 11.9Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

WIDA ELDS: 1-5Writing

SLO: 10

CO: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

LO: Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using a Template, multiple reference materials and Shared Writing

ELD1: Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative and/or integrate sensory language by writing word- level captions for pictures and by matching words to pictures.

ELD2: Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative and/or write to integrate sensory language into a sentence level narrative by matching descriptive phrases to appropriate pictures.

ELD3: Write a narrative by developing real or imagined experiences using sensory language and key vocabulary in a series of simple, related sentences.

ELD4: Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and key vocabulary in expanded


Student Conferences

One Minute Essay

Anecdotal Note Cards/Notes

Summative

Write a personal narrative essay

Write aPoem (s)

End-of-Unit Test













sentences with emerging complexity.

ELD5: Write a multi-paragraph narrative bydeveloping real or imagined experiences using sensory language and precise vocabulary in multiple, complex sentences.


I can use narrative techniques (e.g. dialogue, pacing, description, reflection and/or multiple plot lines) to develop experiences, events, and/or characters where one event logically leads to another.

I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure (ties up all loose ends and leaves the reader satisfied).

Other Evidence:

Individual/Peer conferencing and Evaluation

Journal Entries

Summaries




Unit : 5



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Story Map Online Resources Thesaurus, Bilingual Dictionary, Translation Charts/Posters Cloze Sentences Word/Picture Bank Visuals Native Language Support

Word Bank: Task, purpose, audience; content-based, grade-level vocabulary


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf

Standard Student Learning Objectives





SuggestedResources

CCSS

W.11.3a, W 11.10When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters, by writing extensively over extended time frames.


SLO: 12, 23

CO: When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

LO: Compose well-structured, detailed, and engaging narratives using a Story Map and a word/picture bank.

ELD1: Compose well-structured, detailed, and engaging narratives and/or by producing selected single words in key phrase patterns.

ELD2: Compose well-structured, detailed, and engaging narratives and/or by producing selected vocabulary in key phrases and short sentences.

ELD3: Compose well-structured, detailed, and engaging narratives by producing key vocabulary in a series of simple, related sentences.

ELD4: Compose well-structured, detailed, and engaging narratives by producing key vocabulary in expanded and some complex sentences.

ELD5: Compose well-structured, detailed, and engaging narratives by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Formative


Student Conferences

One Minute Essay


Summative


Write a

Poem (s)

End-of-Unit Test
















Other Evidence:


Journal Entries

Summaries




Unit : 5



technology.

Essential Question:


ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation Elements of plot; content-based, grade-level vocabulary

Word Bank: Task, purpose, audience; content-based, grade-level vocabulary

Standard: Student Learning Objectives(SLO)




SuggestedResources

CCSS

W.11-12.1,

SLO: 1 3

CO: When writing narratives,

ELD1: Compose a narrative with a smooth progression of events and/or by producing

Formative

Constructive http://www.iss.k12.nc.us/writing/prompts_p.htm




W11.3aWhen writing narratives, create a smooth progression of experiences or events.


create a smooth progression of experiences or events.

LO: Compose a narrative with a smooth progression of events using a Timeline, Story Map and a word/picture bank.

drawings and selected words in key phrase patterns.

ELD2: Compose a narrative with a smooth progression of events and/or by producing illustrations and selected vocabulary in key phrases and short sentences.

ELD3: Compose a narrative with a smooth progression of events by producing key vocabulary in a series of simple, related sentences

ELD4: Compose a narrative with a smooth progression of events by producing key vocabulary in expanded and some complex sentences.

ELD5: Compose a narrative with a smooth progression of events by producing precise vocabulary in multiple, complex sentences.

Quizzes Student

Conferences One Minute Essay Anecdotal Note

Cards/Notes

Summative


Write a

Poem (s)

End-of-Unit Test





I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure (ties up

Other Evidence:


Journal Entries

Summaries








all loose ends and leaves the reader satisfied).



Unit : 5



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Story Map Online Resources Thesaurus, Bilingual Dictionary, Translation Literary Techniques Reference Sheet Charts/Posters Cloze Sentences Word/Picture Bank Visuals

Word Bank: Dialogue, pacing, description, reflection; content-based, grade-level vocabulary






SuggestedResources

CCSS

W.11.2, W12.3cWhen writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

WIDA ELDS: 2 – 5Writing

SLO: 9

CO: When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

LO2; Develop experiences, events, and or characters by implementing narrative techniques using a Literary Techniques Reference Sheet Reference Sheet and Charts

ELD1: Develop experiences, events, and or characters by implementing narrative techniques and/or use pictures and selected single words in key phrase patterns.

ELD2 Develop experiences, events, and or characters by implementing narrative techniques and/or use pictures and selected vocabulary in key phrases and short sentences.

ELD3: Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.

ELD4: Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.

ELD5: Develop experiences, events, and or characters by implementing narrative techniques using precise vocabulary in multiple,

Formative


Student Conferences

One Minute Essay Anecdotal Note

Cards/Notes

Summative


Write a

Poem (s)

End-of-Unit Test


http://www.creative-writing-now.com/creative-writing-prompts.htm








complex sentences.




Other Evidence:


Journal Entries

Summaries




Unit : 5



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation

Word Bank: Dialogue, pacing, description, reflection; concluding statement, content-based, grade-level vocabulary






SuggestedResources

CCSS

W.11.3.When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

WIDA 2 – 5WritingSpeaking

SLO: 27CO: When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrativeLO: Write to conclude a narrative in an effective manner using a think aloud and Shared Writing.

ELD1: Write to conclude a narrative in an effective manner and/or use pictures and selected single words in key phrase patterns.

ELD2. Write to conclude a narrative in an effective manner and/or use pictures and selected vocabulary in key phrases and short sentences.

ELD3: Write to conclude a narrative in an effective manner using key vocabulary in a series of simple, related sentences.

ELD4: Write to conclude a narrative in an effective manner using key vocabulary in expanded and some complex sentences.

ELD5: Write to conclude a narrative in an effective manner using precise vocabulary in multiple, complex sentences.

Formative Constructive

Quizzes Student

Conferences One Minute Essay


Summative

Write a personal narrative /persuasive essay

Write aPoem (s)

End-of-Unit Test


http://www.creative-writing-now.com/creative-writing-prompts.htmlhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdfLiterary Techniques Reference SheetStory MapCharts/PostersCloze SentencesWord/Picture Bank

Visuals

Native Language Support


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/LiteraryTechniquesReferenceSheet.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/LiteraryTechniquesReferenceSheet.pdf











I can use descriptive words and phrases that reveal details, appeal to the senses, and help convey a vivid picture of the experiences, events, setting, and or characters (create mind pictures).I can sequence events and signal changes in time and place by using transition words, phrases, and clauses to show the relationships among experiences and events.

I can create coherent whole and build toward a particular tone and outcome using a variety of techniques (e.g., repetition, vivid description, point of view).


Other Evidence:


Journal Entries

Summaries

Shared WritingSentence Starter


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/SharedWriting.pdf



Unit : 5



technology.


Writing clearly: What makes a difference? Final product: What does it take?

ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository Define Explain Trait: Development of ideas Process: Prewrite; draft; Revise for development of ideas Edit and Proofread Publish and present Graphic Organizers – partially completed by teacher (appropriate to task Figurative Language Chart Word Wall Phrase Citations Online resources (dictionaries, Visuals, Figurative Language Chart)

Word Bank: Author’s purpose, audience, writing tasks, style, cloze sentences (e.g., narrative, argument, informative, persuasive, researchetc ).






CCSS

W.11.4.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience


SLO: 12

CO: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LO: Produce clear and coherent writing, suitable for task, purpose, and audience using a Graphic Organizers (specific to task and purpose) and Visuals

ELD1: Produce clear and coherent writing; and/or use pictures and selected single words in key phrase patterns.

ELD2: Produce clear and coherent writing; and/or produce an emerging expression of ideas using pictures and selected vocabulary in repetitive phrasal and sentence patterns.

ELD3: Produce emerging expression of multiple related ideas using key vocabulary in a series of simple sentences.

ELD4: Produce organized expression of ideas with emerging cohesion using key vocabulary in expanded and some complex sentences.

ELD5: Produce clear and coherent writing using precise vocabulary in multiple, complex sentences matched to the purpose and task.

Formative


Student Conferences

One Minute Essay


Summative

Write argument \narrative /persuasive/expository essay

Write a

Poem (s)

End-of-Unit Test



www.Bergen.edu/library/learning/English/index.aspwww.hbedge.net




TOEFL 4 Me

TOEFL Practice

Discover OnlineOnline resources (dictionaries, Visuals, Figurative Language Chart, bilingual)

Stage 2 – Assessment Evidence







Suggested Performance Tasks:


I can use descriptive words and phrases that reveal details, appeal to the senses, and help convey a vivid picture of the experiences, events, setting, and or characters (create mind pictures).

I can sequence events and signal changes in time and place by using transition words, phrases, and clauses to show the relationships among experiences and events.

I can create coherent whole and build toward a particular tone and outcome using a variety of techniques (e.g., repetition, vivid description, point of view).


Other Evidence:


Journal Entries

Summaries







Unit : 5



technology.



ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository Define and Explain Process: Prewrite; Draft; Revise for Development of ideas Edit, Proofread, Publish and Present Graphic Organizers – partially completed by teacher (appropriate to task), Figurative Language Chart, Trait Chart Purpose and Audience Planning Chart (partially completed) Checklist for Editing Word/Picture Bank Figurative Language Chart Word Wall Phrase Citations Visuals

Word Bank: Plan, revise, edit, purpose, audience, author’s purpose, audience, writing tasks, style, cloze sentences (e.g., narrative, argument, informative, persuasive, research, etc).






CCSS

W.11.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WIDA ELDS: 2 – 5ReadingWriting

SLO:13

CO: .Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LO: Write to develop writing through editing and addressing purpose and audience using a Checklist for editing and a Purpose and Audience Planning Chart.

ELD1: Write to develop writing through editing and addressing purpose and audience and/or use drawings and selected single words in key phrase patterns.

ELD2: Write to develop writing through editing and addressing purpose and audience and/or use pictures and selected vocabulary in phrases and short sentences using selected text.

ELD3: Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.

ELD4: Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.

ELD5: Write to develop writing through editing and addressing purpose and audience using precise vocabulary in multiple, complex sentences.


Quizzes Student

Conferences Write essay Read essay aloud Check for

understanding


Summative

Write argument \narrative /persuasive/expository essay

Revise and edit writing

End-of-Unit Test




www.hbedge.net




TOEFL 4 Me

TOEFL Practice










I can use prewriting strategies to formulate ideas (e.g., graphic organizers. Brainstorming, list).

I can recognize that a well-developed piece of writing requires more than one draft.

I can apply revision strategies (e.g., reading aloud, checking for understandings, adding and deleting details) with the help of others.

I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc.

I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary.

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.

Other Evidence:


Journal Entries

Summaries







Unit : 5



technology.



ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository, narrative, argument, persuasive, informative, research. Define Explain Trait: Development of ideas Process: Prewrite; Draft; Revise for Development of ideas Edit , Proofread, Publish and Present Online resources (dictionaries, Visuals, Figurative Language Chart, Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart

(partially completed) Checklist for editing Word/Picture Bank/ Phrase Citations Figurative Language Chart Word Wall

Word Bank: Author’s purpose, audience, plan, revise, edit, purpose, writing tasks, style, cloze sentences (e.g., narrative, argument, informative, persuasive, research etc).

Standard Student Learning Suggested Instructional Suggested Suggested


Objectives(SLO)Content Objective (CO)



CCSS

W.11.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products.

WIDA ELDS: 2 – 5ReadingWriting

SLO: 14

CO: Use Technology and Technological Resources, including the Internet, to produce, publish, and update individual or shared writing products.

LO: Write to edit and publish individual and collaborative writing pieces using a checklist of steps and a Partner work.

ELD1: Write to edit and publish individual and collaborative multi-paragraph writing pieces ; and/or edit and publish individual and collaborative writing pieces using selected single words in key phrase patterns.

ELD2: Write to edit and publish individual and collaborative multi-paragraph writing pieces ; and/or edit and publish individual and collaborative pieces using selected vocabulary in repetitive phrasal and sentence patterns.

ELD3: Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using key vocabulary in simple sentences.

ELD4: Write to edit and publish individual and collaborative multi-paragraph writing pieces using key vocabulary in expanded and some complex sentences.

ELD5: Write to edit and publish individual and collaborative multi-paragraph writing pieces using precise vocabulary in multiple, complex sentences.

Formative


Student Conferences

Write research paper

Read essay aloud Check for

understanding Anecdotal Note

Cards/Notes

Summative



End-of-Unit Test




www.hbedge.net




TOEFL 4 MeTOEFL Practice










I can identify technology (e.g., Word, Publisher, PowerPoint, wiki, blog) that will help me produce, publish and update my individual or shared writing products.

I can determine the most efficient technology medium to complete my writing task.

I can respond to ongoing feedback and /or new arguments or information to produce, publish, and update my writing projects.

Other Evidence:


Journal Entries

Project







Unit : 5


Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.


What do good researchers do? “Cut and Paste:” What is the problem?

ESL Supports:

Distinguish how research differs Research around a problem Choose several sources Synthesize information Determine if inquiry needs to be narrowed or broadened Online resources (dictionaries, Visuals, Figurative Language Chart, Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/Picture Bank

Word Bank: Research, central question, synthesize




SuggestedResources



CCSS

W.11.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

WIDA ELDS: 2 – 5WritingSpeaking

SLO: 21

CO: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LO: Write answers that solve problems based on research using a Template, Question Stem Bank and online resources.

ELD1: Write answers that solve problems based on research and/or use pictures, drawings and selected single words in key phrase patterns.

ELD2: Write answers that solve problems based on research and/or use pictures, diagrams and selected vocabulary in key phrases and short sentences.

ELD3: Write answers that solve problems based on research using key vocabulary in a series of simple, related sentences.

ELD4: Write answers that solve problems based on research using key vocabulary in expanded and some complex sentences.

ELD5: Write answers that solve problems based on research using precise vocabulary in multiple, complex sentences.

Formative


Student Conferences


Read essay aloud Check for


Cards/Notes

Summative



End-of-Unit Test

Create research paper/project




www.hbedge.net



www. Thehe New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice

Discover Online


Stage 2 – Assessment EvidenceSuggested Performance Tasks: Other Evidence:








I can define research and distinguish how research differs from other types of writing.

I can focus my research around a problem to be solved, a central question that is provided, or self-generated question I have determine (e.g., How did Edgar Allan Poe’s life experiences influence his writing style?

I can choose several sources (e.g., biographies, non-fiction texts, online encyclopedia) and synthesize information to answer my research inquiry.

I can determine if I need to narrow or broaden my inquiry based on the information gathered.

I can create a research paper/project to demonstrate understanding of the subject under investigation.


Journal Entries

Project







Unit : 5





ESL Supports:

Determine credibility of a source Assess the strengths and limitation of my sources Determine appropriate task, purpose, and audience Advanced searches and digital sources Gather information Determine when to quote information Follow standard format for citation; Phrase citations Figurative Language Chart word wall Word/Picture Bank/Visuals Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart (partially completed) Checklist for editing

Word Bank: Research central question, synthesize, credibility, overreliance, advanced search, plagiarism paraphrase, authoritative print,transitional words, word choice; content-based, grade-level vocabulary, textual evidence, analysis, reflection.





SuggestedResources

CCSS SLO: 15ELD1: Write to cite evidence from literary texts to support analysis


EDGE 9-12Writer’s Workout


W.11.9.aDraw evidence from literary texts to support analysis, reflection, and research; apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

WIDA ELDS: 2, 4-5

WritingReading

CO: Draw evidence from literary texts to support analysis, reflection, and research; apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

LO: Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, Marking the Text, peer.

and reflection from nonfiction literature and/or use selected single words or phrase patterns in grade-level text to demonstrate understanding.

ELD2: Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature and/or use selected vocabulary in phrases and short sentences from specific excerpts in grade-level text to demonstrate understanding.

ELD3: Write to cite evidence from literary texts to support analysis and reflection from adapted nonfiction literature using key vocabulary in a series of simple, related sentences.

ELD4: Write to cite evidence from literary texts to support analysis and reflection from text within the grade-level band using key vocabulary in expanded and some complex sentences.

ELD5: Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using precise vocabulary in multiple, complex sentences.

Quizzes Student

Conferences Write research

paper Read essay aloud Marking the Text Check for


Cards/Notes

Summative



End-of-Unit Test

Practice Book



www.hbedge.net




TOEFL 4 Me

TOEFL Practice



I can determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written.

Other Evidence:









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/MarkingtheText.pdf

I can assess the strengths and limitations of my sources to determine those that are most appropriate for my task, purpose, and audience avoiding overreliance on any one source.

I can use advanced searches with multiple authoritative print and/or digital sources effectively to gather information needed to support my research.

I can define plagiarism (using someone else’s words/idea as my own).

I can avoid plagiarism by paraphrasing ( putting in my own words) and /or summarizing my research findings.

I can determine my research data or facts must be quoted (directly stated ‘word for word”) and integrate the information into my text to maintain the flow of ideas.

I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quote in my writing.

I can determine textual evidence that supports my analysis, reflection, and/or research.

I can compose written responses and include textual evidence to strengthen my analysis, reflection and/or research.

Journal Entries

Project




Unit : 5








ESL Supports:

Determine credibility of a source Assess the strengths and limitation of my sources Determine appropriate task, purpose, and audience Advanced searches and digital sources Gather information Determine when to quote information Follow standard format for citation Online resources (dictionaries, Visuals, Figurative Language Chart, Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart

(partially completed) Checklist for editing Word/Picture Bank

Word Bank: Research central question, synthesize, credibility, overreliance, advanced search, plagiarism paraphrase, authoritative print, transitional words, word choice; content-based, grade-level vocabulary, textual evidence, analysis, reflection, writing style, task, purpose, audience





SuggestedResources

CCSS SLO:16 ELD1: Write routinely for specific time frames and for various

Formative

Constructive



W.11.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

WIDA ELDS: 2 – 5WritingSpeaking

CO: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LO: Write routinely for specific time frames and for various purposes, tasks and audiences using a Purpose and Audience Planning Chart and Essay Templates specific to task.

purposes, tasks and audiences and/or use visuals and selected single words in key phrases.

ELD2: Write routinely for specific time frames and for various purposes, tasks and audiences and/or use visuals and selected vocabulary in key phrases and short sentences.

ELD3: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in a series of simple, related sentences.

ELD4: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in expanded and some complex sentences.

ELD5: Write routinely for specific time frames and for various purposes, tasks and audiences using precise vocabulary in multiple, complex sentences

Quizzes Student

Conferences Write research

paper Read essay aloud Marking the Text Check for


Cards/Notes

Summative



End-of-Unit Test



www.hbedge.net




TOEFL 4 Me

TOEFL Practice

Discover Online

Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)Figurative Language Chart word wallPhrase Citations


I can determine a writing format/style to fit my task, purpose, and/or audience.

I can recognize that different writing tasks(e.g., journal, reflection,

Other Evidence:


Journal Entries








http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/MarkingtheText.pdf

research) require varied time frames to complete.

I can write for a variety of reasons (e. g., to inform, to describe, to persuade, to entertain/convey an experience.)

Project



Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning Unit : 5




Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.


What makes collaboration meaningful? Making meaning from a variety of sources: What will help?

ESL Supports:

Make decision Graphic Organizer: T-Chart, graphs, tables, websites ,speeches Modals (would, could, might), compound tenses (would have been), elements of quotations Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Modeling: Teacher created mentor text (Presentation); Document Reader/Overhead Projector

Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary,transition, point of view, plot line, transition, discrepancy





SuggestedResources

CCSS

SL.11.3

SLO: 31

CO: Evaluate a speaker’s point

ELD1: Speak and listen to develop an understanding of assessing strengths and limitation of a speaker’s point of view,

Formative

Read-Aloud






Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

WIDA ELDS:1-5SpeakingListening

of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

LO: Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric by using Graphic Organizers along with peer.

reasoning and use of evidence and rhetoric and/or using pictures and selected single words that represent key ideas.

ELD2: Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric and/or use selected vocabulary in Phrase Citations and short sentences.

ELD3: Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in simple, related sentences.

ELD4: Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in expanded and some complex sentences.

ELD5: Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric specific using precise vocabulary in multiple, complex sentences.

Choral Reading Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher

Observations Graphic Organizers Response Journal

Summative


Benchmarks

Projects


Poems Exhibitions





I can define point of view as how the speaker feels about the situation.

I can determine a speaker’s point of view and explain his/her

Other Evidence:


Journal Entries











reasoning.

I can define rhetoric (a technique used to persuade a listener to consider a topic from a different perspective.

I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.

I can assess the stance, premises, links among ideas, word choice, point of emphasis, and tone used by the speaker.

Literature/Discussion Circles

Exhibition



Unit : 5



Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.


What makes a presentation ”great”? What I say “versus ‘how I say it, does it really matter?

ESL Supports:

Make decision Graphic Organizer: T-Chart, graphs, tables, websites ,speeches Modals (would, could, might), compound tenses (would have been), elements of quotations Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Modeling: Teacher created mentor text (Presentation); Document Reader/Overhead Projector

Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary,transition, point of view, plot line, transition, discrepancy





SuggestedResources

CCSS

SL.11.4Present information,

SLO: 32

CO. Present information, findings, and supporting evidence, conveying a clear and

ELP1: Present information in a concise formal or informal oral report; and/or use pictures and single words that represent key ideas.

Formative

Read-Aloud Choral Reading






findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

WIDA ELDS: 1-5ReadingSpeakingListening

distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

LO:. Present information in a concise formal or informal oral report that has a distinct perspective and addresses opposing perspectives using technology, notes and props

ELP2: Present information in a concise formal or informal oral report; and/or use selected vocabulary in Phrase Citations and short sentences.

ELP3 :Present information in a concise formal or informal oral report about multiple related ideas using key vocabulary in simple, related sentences.

ELP4: Present information in a concise formal or informal oral report using key vocabulary in expanded and some complex sentences.

ELP5: Present information in a concise formal or informal oral report using precise vocabulary in multiple, complex sentence.

Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher

Observations Graphic

Organizers Response Journal

Summative


Benchmarks

Projects

Role Play/skits Choral Recitation

of Poems Exhibitions





I can presentation information, finding, and/or supporting evidence clearly, concisely, and logically to convey a clear and distinct perspective.

Other Evidence:












I can present my information in a sequence that allows the listener to follow my line of reasoning.

I can address alternative or opposing perspective in my presentation.

I can prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, audience, and a range of formal and informal tasks.

Journal Entries


Exhibitions

UNIT NAME: Speaking/Listening


Unit : 5

Stage 1 – Desired ResultsEnduring Understanding/Goals:


Effective readers and writers, and listener use knowledge of language to make appropriate choices when presenting information and to clarify meaning when reading or listening.


How does situation affect meaning? How does author’s choice impact an audience?

ESL Supports:

Identify how language function Analyze context of various text Determine how language choice affects meaning, style and comprehension. Identify basic pattern of subject, verb, object, irregular/varied syntax

Word Bank: syntax, content-based, grade level vocabulary.





SuggestedResources

CCSS

L.11.3.aApply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more

SLO: 29

CO: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.LO.: Explain how syntax

ELD1: Identify how syntax impacts meaning, tone and style in simple Phrase Citations and oral discourse at the phrasal level.Apply knowledge of syntax when speaking and writing at the level of phrasal level of grammatical structures.

ELD2 : Identify how syntax impacts meaning, tone and style in simple text and oral discourse at the phrasal level.Apply knowledge of syntax

Formative Read-Aloud Choral Reading Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher


Organizers



http://www.lepnet.sparcc.org/hck/data/krobinson/files/










fully when reading or listening; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

WIDA ELDS:2 – 5ReadingWriting

impacts meaning, tone and style in text and oral lectures or discourse using think aloud.Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.

when speaking and writing at the level of repetitive phrasal and sentence patterns.

ELD3: Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.Apply knowledge of syntax when speaking and writing at the level of repetitive grammatical structures with occasional variation.

ELD4: Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.Apply knowledge of syntax when speaking and writing at the level of expanded and some complex sentences.

ELD5: Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse.Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.

Response Journal

Summative


Benchmarks

Projects



Personal_Narratvie_Example_2.pdf



I can identify how language functions in different contexts.

Other Evidence:








I can analyze the context of various texts and determine how language choice affects meaning, style, and comprehension.

I can explain that syntax refers to how words are arranged to form sentences.

I can identify regular/normal syntax ( a basic pattern of subject, verb, object).

I can identify irregular/varied syntax (placing words in varying order).

I can write using syntax and consult references for guidance as needed.

I can recognize that writers creatively use irregular/varied syntax to convey imagery, to create rhyme scheme, to emphasize ideas, etc.

Journal Entries


Exhibitions



Unit : 5



Enduring Understanding:


technology.



ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository Define Explain Graphic Organizer: Trait, Development of ideas Process: Prewrite; draft; Revise for Development of ideas Edit , Proofread, Publish and Present Cloze sentences (e.g., narrative, argument, informative, persuasive, research).

Word Bank: Author’s purpose, audience, writing tasks, style, plan, revise, edit, purpose, audience





SuggestedResources

CCSS

L.11.1.b

SLO: 26

CO: Resolve issues of complex

ELP1: Write and speak to demonstrate command of standard English grammar at

Formative Read-Aloud Choral Reading






Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed

WIDA ELDS:2-5ReadingSpeakingWriting

or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

LO. Write and speak todemonstrate command of standard English grammar and usage when writing or speaking at the respective ELP level by using multiple resources (i.e., dictionaries, grammar reference books).

ELP level 1, using pictures and selected single words that represent key ideas.

ELP2: Write and speak to demonstrate command of standard English grammar at ELP level 2, by using selected vocabulary in phrasal and sentence patterns.

ELP3: Write and speak to demonstrate command of standard English grammar at ELP level 3, using key vocabulary in simple, related sentences.

ELP4: Write and speak to demonstrate command of standard English grammar at ELP level 4, using key vocabulary in expanded and some complex sentences.

ELP5: Write and speak to demonstrate command of standard English grammar using precise vocabulary in multiple, complex sentences.

Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher



Summative Quizzes Cluster Tests State assessments District

Benchmarks

Projects







I can identify the parts of my presentation, including finding, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest.

Other Evidence:


Journal Entries











I can presentation information, finding, and/or supporting evidence clearly, concisely, and logically to convey a clear and distinct perspective.

I can present my information in a sequence that allows the listener to follow my line of reasoning.

I can address alternative or opposing perspective in my presentation.

I can prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, audience, and a range of formal and informal tasks


Exhibitions



Unit : 5



Enduring Understanding/Goals:

Effective readers and writers use knowledge of the structure and content of language to acquire, clarify, and appropriate use vocabulary.


When a word doesn’t make sense, what can I do? How do I use what I know to figure out what I don’t know?

ESL Supports:

Use context as a clue to the meaning of a word or phrase. Define common affixes and roots Identify and correctly use patterns of word changes that indicate different meaning or parts of speech. Consul general and specialized reference materials (e.g., dictionaries, glossaries, thesaurus. Determine or clarify its precise meaning, its parts of speech, its etymology, or its standard usage. Verify the preliminary determination of the meaning of a word or phrase (e.g., checking the inferred meaning in context or in a

dictionary).

Word Bank: Multiple-meaning words, phrases, strategies





SuggestedResources


CCSS

L.11.4.aDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

WIDA ELDS:2 – 5Reading and listening

SLO: 30

CO: Determine or clarify the meaning of unknown and multiple-meaning words and Phrase Citations based on grade 11 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or Phrase Citations.

LO. Read and listen to clarify the meaning of unknown words and Phrase Citations using Cognates, a bilingual dictionary, and a Reference Sheet for context clues

ELD1: Read and listen to clarify the meaning of unknown words and Phrase Citations and/or by matching words from leveled text to visual representations of the text.

ELD2: Read and listen to clarify the meaning of unknown words and Phrase Citations and/or by matching words/phrases from leveled text to visual representations of the text.

ELD3: Read and listen to clarify the meaning of unknown words and Phrase Citations more fully from adapted text and presentations.

ELD4:.Read and listen to clarify the meaning of unknown words and Phrase Citations more fully from text and presentations within the grade-level band.

ELD5: Read and listen to clarify the meaning of unknown words and Phrase Citations from grade level text and presentations.

Formative Read-Aloud Choral Reading Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher



Summative


Benchmarks

Projects





















I can infer the meaning of unknown words using context clues( e.g., definitions, synonyms/antonyms, restatement, examples found in surrounding text).

I can recognize and define common affixes and roots (unit of meaning).

I can break down unknown words into units of meaning to infer the definitions of the unknown word.

Can use pattern of word changes to determine a word’s meaning or part of speech.

I can verify my inferred meaning of an unknown word, its part of speech, its etymology, and/or its standard usage by consulting general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses).

Other Evidence:


Journal Entries


Exhibitions




Unit : 5

Stage 1 – Desired ResultsEnduring Understanding/Goals:

Effective readers and writers use knowledge of the structure and content of language to acquire, clarify, and appropriate use vocabulary.


When a word doesn’t make sense, what can I do? How do I use what I know to figure out what I don’t know?

ESL Supports:

Identify figure language, word relationships, and nuances in the test. Interpret figures of speech Analyze nuances in the meaning of words with similar denotation.

Word Bank: figure of speech, word relationships, denotation, nuances, connotation, hyperbole, paradox.





SuggestedResources

CCSS

L.11.5aDemonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and

SLO: 45

CO: Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.

LO: Read to determine the

ELD1: Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in leveled texts.

ELD2: Read to determine the meaning of common figures of speech and nuances in general vocabulary words

Formative

Read-Aloud Choral Reading Oral Summaries Jigsaw Individual/partner

Seminars Reciprocal

Teaching Teacher



http://









analyze their role in the text when writing and speaking.

WIDA ELDS:2 – 5Reading

meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials

with different shades of meaning in leveled texts.

ELD3: Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in adapted texts.

ELD4: Read to determine the meaning of figures of speech and nuances in words with different shades of meaning within the grade level band.

ELD5: Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.



Summative


Benchmarks

Projects



www.lepnet.sparcc.org/hck/data/krobinson/files/Personal_Narratvie_Example_2.pdf


Stage 2 – Assessment EvidenceSuggested Performance Tasks: Other Evidence:







I can define and identify various forms of figurative language.(e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia ) .

I can interpret figures of speech(sometimes what you say is not exactly what you mean) and analyze their overall role in the text.

I can recognize word relationships and use the relationships to further understand multiple words (e.g., sympathetic/apathetic).

I can recognize the difference between denotation meanings ( all words have a dictionary definition) and connotation meaning ( some words carry feeling).

I can analyze how certain words and phrases that have similar denotations (definitions) can carry different nuances (subtle shades of meaning, feeling, or tone).


Journal Entries


Exhibitions


Documents

Web viewUNIT NAME: Speaking and Listening. Grade level: 9-12 ... Word Bank: Literary evidence, infer, uncertain; content-based, grade-level vocabulary. Standard