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/
TBOE Approved 8/26/2013 Page 2
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
TBOE Approved 8/26/2013 Page 3
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:
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
TBOE Approved 8/26/2013 Page 4
(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.
WIDA: 2-5ReadingSpeaking
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.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/
TBOE Approved 8/26/2013 Page 5
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Exit/Admit Slips: Phrase and sentences citations
Reflective Journal Logs
Teacher Observations
Peer-Self Assessments
UNIT NAME: Speaking and Listening
TBOE Approved 8/26/2013 Page 6
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
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.
Standard Student Learning Objectives(SLO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
SuggestedResources
TBOE Approved 8/26/2013 Page 7
Content Objective (CO)Language Objective (LO)
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).
WIDA: 2-5ReadingSpeaking
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
Reading Choral Reading Jigsaw Literature/
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/skits Choral Recitation of
Poems
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times
Learning Network.com
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/
TBOE Approved 8/26/2013 Page 8
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Exit/Admit Slips: Phrase and sentences citations
Reflective Journal Logs
Teacher Observations
Peer-Self Assessments
TBOE Approved 8/26/2013 Page 9
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
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
TBOE Approved 8/26/2013 Page 10
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Read- Aloud Independent
Reading Choral Reading Jigsaw Literature/
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
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
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/
TBOE Approved 8/26/2013 Page 11
choice in grade level literature using precise vocabulary in multiple, complex sentences.
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Exit/Admit Slips: Phrase and sentences citations
Reflective Journal Logs
Teacher Observations
Peer-Self Assessments
Feedback
TBOE Approved 8/26/2013 Page 12
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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
Essential Questions:
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
TBOE Approved 8/26/2013 Page 13
Word Bank: Claim, counterclaim, syntax, plan, revise, edit, purpose, audience; content-based, grade-level vocabularyStandard Student Learning Objectives
(SLO)Content Objective (CO)
Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
TBOE Approved 8/26/2013 Page 14
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
TBOE Approved 8/26/2013 Page 15
Stage 1 – Desired Results
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
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.
Essential Questions:
• 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
TBOE Approved 8/26/2013 Page 16
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
(SLO)Content Objective (CO)
Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Read- Aloud Independent
Reading Choral Reading Jigsaw Literature/
Discussion Circles
Graphic Organizer
Write a summary Journals Socratic
Seminars Interactive
Practice Inquiry Board
Summative
Quizzes Cluster Tests State
assessments District
Benchmarks
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
http://www.thewritesource.com/studentmodels/
TBOE Approved 8/26/2013 Page 17
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
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 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
Peer-Self Assessments
Reflective Journal logs
Teacher Observations
TBOE Approved 8/26/2013 Page 18
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understandings/Goals:
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.
Essential Questions:
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
TBOE Approved 8/26/2013 Page 19
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.
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
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
Summative
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www. The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
TBOE Approved 8/26/2013 Page 20
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
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
Peer-Self Assessments
Reflective Journal logs
Teacher Observations
TBOE Approved 8/26/2013 Page 21
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring 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.
Essential Questions:
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
TBOE Approved 8/26/2013 Page 22
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.
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www.The New York
Times Learning
TBOE Approved 8/26/2013 Page 23
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
Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
Recorded or Live Production
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
Peer-Self Assessments
Reflective Journal logs
Teacher Observations
TBOE Approved 8/26/2013 Page 24
power, persuasiveness, or beauty of the text.
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?
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
TBOE Approved 8/26/2013 Page 25
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Constructive Quizzes
Student Conferences
One Minute Essay
Anecdotal Note Cards/Notes
Summative
Write a personal narrative essay
Write aPoem (s)
End-of-Unit Test
http://www.iss.k12.nc.us/writing/prompts_p.htm
http://www.creative-writing-now.com/creative-writing-prompts.html
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
TBOE Approved 8/26/2013 Page 26
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.
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
TBOE Approved 8/26/2013 Page 27
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?
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
TBOE Approved 8/26/2013 Page 28
Standard Student Learning Objectives
(SLO)Content Objective (CO)
Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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.
WIDA ELDS: 2-5Writing
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
Constructive Quizzes
Student Conferences
One Minute Essay
Anecdotal Note Cards/Notes
Summative
Write a personal narrative essay
Write a
Poem (s)
End-of-Unit Test
http://www.iss.k12.nc.us/writing/prompts_p.htm
http://www.creative-writing-now.com/creative-writing-prompts.html
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
TBOE Approved 8/26/2013 Page 29
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
TBOE Approved 8/26/2013 Page 30
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Question:
What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?
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)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
TBOE Approved 8/26/2013 Page 31
W11.3aWhen writing narratives, create a smooth progression of experiences or events.
WIDA ELDS: 1-5Writing
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 personal narrative essay
Write a
Poem (s)
End-of-Unit Test
http://www.creative-writing-now.com/creative-writing-prompts.html
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
Other Evidence:
Individual/Peer conferencing and Evaluation
Journal Entries
Summaries
TBOE Approved 8/26/2013 Page 32
all loose ends and leaves the reader satisfied).
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?
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
TBOE Approved 8/26/2013 Page 33
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Constructive Quizzes
Student Conferences
One Minute Essay Anecdotal Note
Cards/Notes
Summative
Write a personal narrative essay
Write a
Poem (s)
End-of-Unit Test
http://www.iss.k12.nc.us/writing/prompts_p.htm
http://www.creative-writing-now.com/creative-writing-prompts.htm
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf
TBOE Approved 8/26/2013 Page 34
complex sentences.
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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
TBOE Approved 8/26/2013 Page 35
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?
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
TBOE Approved 8/26/2013 Page 36
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Anecdotal Note Cards/Notes
Summative
Write a personal narrative /persuasive essay
Write aPoem (s)
End-of-Unit Test
http://www.iss.k12.nc.us/writing/prompts_p.htm
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
TBOE Approved 8/26/2013 Page 37
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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 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).
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
Shared WritingSentence Starter
TBOE Approved 8/26/2013 Page 38
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
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 ).
Standard Student Learning Objectives Suggested Instructional Suggested Suggested
TBOE Approved 8/26/2013 Page 39
(SLO)Content Objective (CO)
Language Objective (LO)
Scaffold Skills Assessments Resources
CCSS
W.11.4.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WIDA ELDS: 2-5Writing
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
Constructive Quizzes
Student Conferences
One Minute Essay
Anecdotal Note Cards/Notes
Summative
Write argument \narrative /persuasive/expository essay
Write a
Poem (s)
End-of-Unit Test
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.aspwww.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www. The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover OnlineOnline resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
Stage 2 – Assessment Evidence
TBOE Approved 8/26/2013 Page 40
Suggested Performance Tasks:
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 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).
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
Shared WritingSentence Starter
UNIT NAME: Speaking and Listening
TBOE Approved 8/26/2013 Page 41
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
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 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).
Standard Student Learning Objectives Suggested Instructional Suggested Suggested
TBOE Approved 8/26/2013 Page 42
(SLO)Content Objective (CO)
Language Objective (LO)
Scaffold Skills Assessments Resources
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.
Formative Constructive
Quizzes Student
Conferences Write essay Read essay aloud Check for
understanding
Anecdotal Note Cards/Notes
Summative
Write argument \narrative /persuasive/expository essay
Revise and edit writing
End-of-Unit Test
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover OnlineOnline resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
TBOE Approved 8/26/2013 Page 43
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Individual/Peer conferencing and Evaluation
Journal Entries
Summaries
Shared WritingSentence Starter
TBOE Approved 8/26/2013 Page 44
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
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.
Essential Questions:
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, 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
TBOE Approved 8/26/2013 Page 45
Objectives(SLO)Content Objective (CO)
Language Objective (LO)
Scaffold Skills Assessments Resources
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
Constructive Quizzes
Student Conferences
Write research paper
Read essay aloud Check for
understanding Anecdotal Note
Cards/Notes
Summative
Write research paper
Revise and edit writing
End-of-Unit Test
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www. The New York Times Learning Network.com
TOEFL 4 MeTOEFL Practice
Discover OnlineOnline resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
TBOE Approved 8/26/2013 Page 46
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Individual/Peer conferencing and Evaluation
Journal Entries
Project
Shared WritingSentence Starter
TBOE Approved 8/26/2013 Page 47
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.
Essential Questions:
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
Standard Student Learning Objectives(SLO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
SuggestedResources
TBOE Approved 8/26/2013 Page 48
Content Objective (CO)Language Objective (LO)
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
Constructive Quizzes
Student Conferences
Write research paper
Read essay aloud Check for
understanding Anecdotal Note
Cards/Notes
Summative
Write research paper
Revise and edit writing
End-of-Unit Test
Create research paper/project
EDGE 9-12Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www. Thehe New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
Stage 2 – Assessment EvidenceSuggested Performance Tasks: Other Evidence:
TBOE Approved 8/26/2013 Page 49
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.
Individual/Peer conferencing and Evaluation
Journal Entries
Project
Shared WritingSentence Starter
UNIT NAME: Speaking and Listening
TBOE Approved 8/26/2013 Page 50
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.
Essential Questions:
What do good researchers do? “Cut and Paste:” What is the problem?
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.
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
SuggestedResources
CCSS SLO: 15ELD1: Write to cite evidence from literary texts to support analysis
Formative Constructive
EDGE 9-12Writer’s Workout
TBOE Approved 8/26/2013 Page 51
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
understanding Anecdotal Note
Cards/Notes
Summative
Write research paper
Revise and edit writing
End-of-Unit Test
Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover OnlineOnline resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
I can determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written.
Other Evidence:
Individual/Peer conferencing and Evaluation
TBOE Approved 8/26/2013 Page 52
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
Shared WritingSentence Starter
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
TBOE Approved 8/26/2013 Page 53
Stage 1 – Desired ResultsEnduring Understanding:
Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.
Essential Questions:
What do good researchers do? “Cut and Paste:” What is the problem?
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
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
SuggestedResources
CCSS SLO:16 ELD1: Write routinely for specific time frames and for various
Formative
Constructive
EDGE 9-12Writer’s Workout Practice Book
TBOE Approved 8/26/2013 Page 54
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
understanding Anecdotal Note
Cards/Notes
Summative
Write research paper
Revise and edit writing
End-of-Unit Test
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.htlm
www.The New York Times Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)Figurative Language Chart word wallPhrase Citations
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Individual/Peer conferencing and Evaluation
Journal Entries
TBOE Approved 8/26/2013 Page 55
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
Shared WritingSentence Starter
UNIT NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
TBOE Approved 8/26/2013 Page 56
Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.
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 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
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
TBOE Approved 8/26/2013 Page 57
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
Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation of
Poems Exhibitions
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 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:
Individual/Peer conferencing and Evaluation
Journal Entries
TBOE Approved 8/26/2013 Page 58
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 NAME: Speaking and Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding:
TBOE Approved 8/26/2013 Page 59
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.
Essential Questions:
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
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
TBOE Approved 8/26/2013 Page 60
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
Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation
of Poems Exhibitions
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 presentation information, finding, and/or supporting evidence clearly, concisely, and logically to convey a clear and distinct perspective.
Other Evidence:
Individual/Peer conferencing and Evaluation
TBOE Approved 8/26/2013 Page 61
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
Literature/Discussion Circles
Exhibitions
UNIT NAME: Speaking/Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired ResultsEnduring Understanding/Goals:
TBOE Approved 8/26/2013 Page 62
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.
Essential Questions:
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.
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
Observations Graphic
Organizers
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/
TBOE Approved 8/26/2013 Page 63
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
Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation
of Poems Exhibitions
Personal_Narratvie_Example_2.pdf
http://www.mybookezz.org/short-personal-narrative-examples-for-kids-1103/
Stage 2 – Assessment EvidenceSuggested Performance Tasks:
I can identify how language functions in different contexts.
Other Evidence:
Individual/Peer conferencing and Evaluation
TBOE Approved 8/26/2013 Page 64
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
Literature/Discussion Circles
Exhibitions
UNIT NAME: Speaking/Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired Results
TBOE Approved 8/26/2013 Page 65
Enduring Understanding:
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.
Essential Questions:
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 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
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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
http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
TBOE Approved 8/26/2013 Page 66
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
Observations Graphic
Organizers Response Journal
Summative Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation
of Poems Exhibitions
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 identify the parts of my presentation, including finding, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest.
Other Evidence:
Individual/Peer conferencing and Evaluation
Journal Entries
TBOE Approved 8/26/2013 Page 67
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
Literature/Discussion Circles
Exhibitions
UNIT NAME: Speaking/Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
Unit : 5
Stage 1 – Desired Results
TBOE Approved 8/26/2013 Page 68
Enduring Understanding/Goals:
Effective readers and writers use knowledge of the structure and content of language to acquire, clarify, and appropriate use vocabulary.
Essential Questions:
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
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
SuggestedResources
TBOE Approved 8/26/2013 Page 69
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
Observations Graphic
Organizers Response Journal
Summative
Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation
of Poems Exhibitions
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/
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Stage 2 – Assessment EvidenceSuggested Performance Tasks:
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:
Individual/Peer conferencing and Evaluation
Journal Entries
Literature/Discussion Circles
Exhibitions
UNIT NAME: Speaking/Listening
Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning
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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.
Essential Questions:
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.
Standard Student Learning Objectives(SLO)
Content Objective (CO)Language Objective (LO)
Suggested Instructional Scaffold Skills
SuggestedAssessments
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://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
http://www.thewritesource.com/studentmodels/
http://
TBOE Approved 8/26/2013 Page 72
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.
Observations Graphic
Organizers Response Journal
Summative
Quizzes Cluster Tests State assessments District
Benchmarks
Projects
Role Play/skits Choral Recitation
of Poems Exhibitions
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: Other Evidence:
TBOE Approved 8/26/2013 Page 73
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).
Individual/Peer conferencing and Evaluation
Journal Entries
Literature/Discussion Circles
Exhibitions
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