edge c: intensive reading instructional focus calendar

2011-2012 School Year: Updated: August 8, 2011 Produced by Core Curriculum, Secondary Reading Copyright 2011 The School Board of Broward County, Florida

EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 1: Double Take (Cluster 1) of 3

Week/Dates: Wks 1-2/Aug 22-Sept 2

ESSENTIAL QUESTION: When Do You Really Know Someone?

GENRE FOCUS: Short Stories

READING STRATEGY: Plan And Monitor

CORE TEXTS & RESOURCES

UNIT 1 CLUSTER 1 PACING GUIDE

SSS CONTENT SPECIFIC OBJECTIVE: SSS BENCHMARK FOCUS: ASSESSMENTS

EDGE C. Unit 1, Cluster 1 BEEP Edge C.1 # 01 – 10 • Each cluster takes about 2

weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data.

• Reteaching Prescriptions, Edge projects, Edge online and other resources provide differentiated instruction based on informal and formative assessments.

• Literature/genre study is woven in as time allows for building motivation, stamina and engagement with varying genres, types, lengths, and themes in text.

• The Comprehension Instructional Sequence should be incorporated at various points during the year to provide scaffolded instruction to promote deep comprehension.

• FCAT Connections Unit 1

• EDGE C TE & SE • EDGE C Practice Book (pp

6-17) • EDGE C Assessment

Handbook (1b-1e) • Reading Transparency #1:

Conflict • EDGE C Audio CD (as

available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lesson 3 Prepare to Read Edge Lesson 4 Before Reading and Read: “The Moustache” Edge Lesson 5 Before Reading and Read: “Grandmother” and “Who We Really Are” Edge Lesson 6 “Reflect and Assess; and Differentiated Instruction Edge Lesson 7 & 8 Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lesson 9 Workplace Workshop Edge Lesson 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.

• Context Clues • Analyze word structure (e.g.

affixes, root words) • Analyze words derived from

Latin, Greek, Other Languages)

• Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Cause and effect • Text Structures/Organizational

Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)

• Theme • Character Development (e.g.,

protagonist/antagonist) • Character Point of View • Setting • Plot Development • Conflict (e.g., internal or

external) • Resolution • Text Features (e.g., headings,

subheadings, sections, titles, subtitles, charts, tables, maps, diagrams, captions, illustrations, graphs, italicized text, text boxes)

Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

Reporting Category 2: Reading Application LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.4: The student will identify cause-and-effect relationships in text. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Reporting Category 3: Literary Analysis LA.910.2.1.5 The student will analyze and develop an interpretation of a literary work by describing an author’s use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery).

Reporting Category 4:Informational Text/Research Process LA.910.6.1.1: The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.

FORMAL: • Progress Monitoring using

the FAIR or FORF (3x yr) • Ongoing Progress

Monitoring (as needed) • FAIR Toolkit • BATs (district schedule) • BAT minis (school

schedule) • FCAT Practice/Release

Tests (school schedule) • Edge Placement/Gains Test

(as needed) • FCAT (and other

district/state assessments) CONTENT SPECIFIC • Reader Reflections • Cluster 1, 2, 3 Tests • Oral Reading Fluency • Unit Reading and Literary

Analysis Test • Unit Project Rubric • Unit Self Assessment • Reteaching Prescriptions • Learning Logs • Edge Benchmark

Assessment Tests for Clusters 1, 2, 3

• FCAT Connections

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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE

Unit 1: Double Take (Cluster 1) of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING

SCIENTICALLY BASED READING RESEARCH WORD STUDY DIRECT, EXPLICIT

INSTRUCTION (I Do) GUIDED (We Do)

COMPREHENSION CHECK (You Do)

• Activate Prior Knowledge • Anticipation Guides • Before, During and After

Reading Strategies • Comprehension

Monitoring/Metacognition • Cooperative Learning • Do Now • Engage and Connect • Essential Questions • Explicit Instruction • Graphic Organizers • Make and Confirm Predictions • Modeling • Paraphrasing • Personal Connections • Preview and Predict • Read Aloud • Reading to learn, to solve

problems, for completing life tasks, for pleasure,

• Rigorous Bell-to-Bell Instruction • Set Purposes for Reading • Students Ask and Answer Their

Own Questions • Student Inquiry/ Discussions • Oral Language/ Using

Discussions to Learn • Text Connections (Self, World,

Text) • Think Aloud • Text Pattern/Structure • Summarizing • Word Study • Writing to Learn

Content Specific Vocabulary: • Characterize • Intensity • Lucid • Obscure • Pathetic • Perspective • Pretense • Stigmatize • Humor (multiple meanings) Academic Vocabulary: • External • Internal • Monitor • Predict • Conflict • Setting Word Study • Structural analysis: Word parts

(Prefixes, root words, suffixes) • Definition Map/Frayer Model Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: When do you really know

someone? • Team Word Webbing • Anticipation Guide Preview and Predict: • Determine what’s important • Clarify vocabulary (word parts,

prior knowledge, context clues) • Set purposes for reading • Preview (titles, illustrations, text

features) and set a purpose • Read first few paragraphs. Make

and confirm predictions • Monitor comprehension • Compare Across Texts Anticipation Guide Before reading, engage students with the topic and encourage them to explore their own thoughts and opinions using statements related to themes in the reading. Literary Analysis Genre Focus: How to read short stories: conflict, characters, theme • Short story • Poem • News feature Literary Analysis Focus: Conflict • Analyze conflict in short stories • Identify author’s perspective • Interpret and evaluate literature • Analyze News Features • Analyze setting in short stories Reading Strategies Focus: Plan and Monitor: Preview, predict, set a purpose

Comprehension Monitoring: • Structural analysis (prefix, suffix,

root) to determine meanings of unknown words

• Contextual analysis (context clues, signal words, punctuation clues, multiple meanings) to determine meanings of unknown words

• Confirm and make new predictions

• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread and read on • Compare across texts Graphic Organizers: • Cause - Effect • 5 Ws • Problem - Solution Text Connections: • “Text-to-self” - students connect

what they read to their own lives. • “Text-to-world” – students

connect their reading to other people and events.

• “Text-to-text” – students make connections of current text with other reading.

The Writer and His Work T10 News Feature T26

Speaking/Writing to Learn: • Reflect & Assess • Summarize/Connect/Extend from

graphic organizers • Express ideas and opinions • Make a judgment • Write an opinion RAFT: Identify characteristic traits of each character in the story. Identify actions, emotions and or references of the characters. Choose a role, audience, format and topic. Summarize from that perspective. Literacy Learning Logs • Summarize. Paraphrase, predict,

interpret, analyze, compare, speculate, and imagine as responses to text/reading

• Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading.

Vocabulary Notebooks Begin a cumulative vocabulary words list. Add graphic organizers, use in sentences, and summarize strategies used during this unit to analyze words and to learn and remember new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments Edge Benchmark Assessment Test for Cluster 1

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Unit 1: Double Take (Cluster 1) of 3 HIGHER ORDER QUESTION

STEMS DIFFERENTIATED

INSTRUCTION BASED ON DATA LITERATURE CIRCLES/

GENRE STUDY SUPPLEMENTAL

DIGITAL TOOLS & RESOURCES The Moustache/Grandmother 1. How might a teen boy’s self-esteem be

affected by wearing a moustache? 2. Read pp. 12-13. Predict whether or not

Mike’s grandmother will recognize him with his moustache?

3. What did the writer mean by this statement: “You can build a way of life on postponement,” (page 13)?

4. How does the illustration on p. 20 relate to the story?

5. Why do you think Mike shaved off his mustache?

Who We Really Are 1. Why is the title “Who We Are” effective

in conveying the topic of the article? 2. Explain the correlation between foster

youth and the general population in high school completion rates in the graph on p. 29.

3. Why do you think the program A Home Within was a success for foster children?

4. What is the author’s purpose in writing this article?

Item Specifications Question Stems 1. Read the sentence from the passage.

What does the word ___ mean as used in the sentence above? (Context clues)

2. Which statement best summarizes the article? (Main idea)

3. According to the article, what is one reason for (element from the text) (answer stem is an effect)?

4. Based on the main heading and subheadings, the reader can determine that the main organizational structure of the article is __? (Text structures/Organizational patterns)

5. What is the central conflict in this passage? (Conflict)

6. What is the strongest evidence in support of ___? (Determine Validity and Reliability of Information)

Teacher Directed Re-teaching: • Explicit and systematic re-teaching • Re-teaching Prescriptions (Edge Online) • Teacher monitoring fluency • Teacher conferences/guided instruction

with literature circles • Teacher conferences/guided instruction

with collaborative groups and individuals • Teacher progress monitoring (3x year per

district schedule) • Teacher Ongoing Progress Monitoring

(Fair Tool Kit) Collaborative Groups/Independent Centers: • Literature/Genre Study • FCAT Connections • Unit Projects • Literacy Learning Logs • Fluency Focus/Routines • Before/ During/After Reading Activities

Fluency Focus: • Expression • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Stuck in Neutral, (820L) The Metamorphosis, Graphic novel (670L) Farewell to Manzanar (1040L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for

print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis

• Responses and analysis within and across genres (i.e. news article to song lyric)

• Multimedia analysis and response (Comic Life, iMovie, etc.)

• Literary analysis (character, setting, plot, theme, etc.)

• Text Structure/ Organization • Book talks, reviews, presentations, and

recommendations, including posting to FL DOE By Teens, For Teens.

See novel/genre study guide for more strategies for implementation.

Topics from the Restless Impact Book 3 FAIR Tool kit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com

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Unit 1: Double Take (Cluster 2) Page 1 of 3 Week/Dates:

Wks 3-4/Sept 6-16 ESSENTIAL QUESTION:

When Do You Really Know Someone? GENRE FOCUS:

Short Stories READING STRATEGY:

Plan And Monitor CORE TEXTS & RESOURCES



EDGE C. Unit 1, Cluster 2 BEEP Edge C.1 # 11-17 • Each cluster takes about 2





• FCAT Connections Unit 1 • EDGE C TE & SE • EDGE Practice Book (pg’s

18-26) • EDGE Assessment

Handbook (1f-1i) • Reading Transparency • #2 Definition Map and #3

Protagonist and Antagonist • Edge Audio CD (as


Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: Two Kinds” and “Why the Violin is Better” Edge Lesson 13 Before Reading and Read “Novel Musician” Edge Lesson 14 “Reflect and Assess; and Differentiated Instruction Edge Lesson 15 & 16 Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.

• Analyze word structure (e.g. affixes, root words)

• Analyze words derived from Latin, Greek, Other Languages)

• Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Compare (similarities

within/across texts) • Contrast (differences • Theme • Character Development

(e.g., protagonist/antagonist) • Character Point of View • Setting • Plot Development • Conflict (e.g., internal or

external) • Resolution • Text Features (e.g.,

headings, subheadings, sections, titles, subtitles, charts, tables, maps, diagrams, captions, illustrations, graphs, italicized text, text boxes)

Reporting Category 1: Vocabulary LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

Reporting Category 2: Reading Application LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts.













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Unit 1: Double Take (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING

SCIENTICALLY BASED READING RESEARCH WORD STUDY DIRECT, EXPLICIT INSTRUCTION

(I Do) GUIDED (We Do)










Content Specific Vocabulary: • Accusation • Ambitious • Assert • Discordant • Expectation • Inevitable • Prodigy • Reproach Academic Vocabulary: • External • Internal • Monitor • Predict • Protagonist • Antagonist • Profile • Character • Plot

Word Study • Structural analysis: Prefixes,

base words, suffixes • Concept of Definition Map Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Preview and Predict: • Activate prior knowledge/ Make a

connection: Quick Write • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions • Monitor comprehension Literary Analysis Genre Focus: How to read short stories: conflict, characters, and theme • Short story • Poem • Profile Literary Analysis Focus: Protagonist and Antagonist • Analyze a Profile • Interpret and evaluate literature • Analyze characters and plot in

short stories Reading Strategies Focus: Plan and Monitor: Clarify ideas Word Study: • Concept of Definition Maps Quick Write: Students respond to a question or prompt related to the text by writing down whatever comes to their minds. Examples: 1) Summarize, 2) Connect to background information or personal lives, 3) Explain content concepts or vocabulary, 4) Make predictions, inferences, or hypotheses; 5) Pose a question that addresses a key point.

Comprehension Monitoring: • Structural analysis (prefix,

suffix, root) to determine meanings of unknown words



• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Anticipation Guide: During reading, ask students to find evidence that supports or rejects each statement. Graphic Organizers: • Compare/Contrast • Protagonist/Antagonist • Plot Diagram • Detail – Conclusion Chart • Intensity Scale Mark the Story: Margin Notes: Students use symbols to note passages that are particularly important, interesting, confusing, surprising, etc. The Writer and Her Experiences T38 Nonfiction: Profile T58 Rock n’ Roll T59

Speaking/Writing to Learn: • Reflect & Assess • Summarize/Connect/Extend

from graphic organizers • Opinion statement • Narrative paragraph Mark the Story: Margin Notes: Students revisit passage to confirm understanding, clarify questions, etc. Students modify statements based on the story and identify the solution. Literacy Learning Logs • Summarize. Paraphrase,

predict, interpret, analyze, compare, speculate, and imagine as responses to text/reading


Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments Edge Benchmark Assessment test for Cluster 2

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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 1: Double Take (Cluster 2) Page 3 of 3

HIGHER ORDER QUESTION STEMS

DIFFERENTIATED INSTRUCTION BASED ON DATA

LITERATURE CIRCLES/ GENRE STUDY

SUPPLEMENTAL DIGITAL TOOLS & RESOURCES

Two Kinds 1. Read the first paragraphs in the

passage. 2. What caused Amy’s mother to push her

by giving her tests and training? 3. How did Amy respond to her mother’s

tutoring in the beginning? How did that change?

4. How was Amy able to trick the piano teacher?

5. Why did Mother tell Amy about the Two Daughters?

6. Write a different title for this story. Why the Violin is Better/Novel Musician 1. What did the poet’s mother believe

would happen in their relationship if he learned to play the violin?

2. How does the sub-title for Novel Musician “What you don’t know about Amy Tan” indicate the purpose of this article?

3. Compare and contrast the two kinds of storytelling described on pg. 61

4. What facts in this article parallel those in the preceding story?

Item Specification Questions 1. How does the author support the idea

that ___? (Synthesize Information) 2. Based on the passage, which action will

the narrator/character most likely take in the future?

3. How does the narrator’s impression of ___ (Character/event) change throughout the passage? (Contrast)

4. According to the article, what do ___ (two or more elements from the passage) have in common? (Compare)


6. From the pictures and sub-headings of this article, the reader can conclude that ___? (Text Features)





(Fair Tool Kit) Collaborative Groups/Independent Centers: • Literature/Genre Study • FCAT Connections • Unit Projects • Literacy Learning Logs • Fluency Focus/Routines • Collaborative Assignments Before/

During/After Reading


Edge Novels: Stuck in Neutral, (820L) The Metamorphosis, Graphic novel (670L) Farewell to Manzanar (1040L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for








Topics from the Restless Impact Book 3 FAIR Toolkit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com

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Unit 1: Double Take (Cluster 3) Page 1 of 3 Week/Dates:

Wks 5-6/Sept 19-30 ESSENTIAL QUESTION:

When Do You Really Know Someone? GENRE FOCUS:


Plan And Monitor CORE TEXTS & RESOURCES








• FCAT Connections Unit 1 • EDGE C TE & SE • EDGE C Practice Book (pg’s


Handbook (1j-1m) • Reading Transparency #4 &

5: Expanded Meaning Map & Character/Theme

• Edge C Audio CD (as available)

Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lesson 18 Prepare to Read Edge Lesson 19-21 Before Reading and Read “Skins” and “One” Before Reading and Read “Nicole” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lesson 22-23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test and Differentiated Instruction Reading and Literary Analysis Test Writing Project: Reflective Essay (opt) Unit Project: Video or Sound Recording (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.



• Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Theme • Character Development (e.g.,


external) • Resolution • Synthesize information

(within/across texts) • Analyze and evaluate

information (within/across texts)

• Determine the validity and reliability of information (within/across texts)

Reporting Category 1: Vocabulary LA.910.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP).

Reporting Category 2: Reading Application LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.


Reporting Category 4:Informational Text/Research Process LA.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly using standardized citations.





Tests (school schedule) • Edge Placement/Gains

Test (as needed) • FCAT (and other





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DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING


INSTRUCTION (I Do) GUIDED (We Do) COMPREHENSION CHECK (You Do)









Content Specific Vocabulary: • Authenticity • Compel • Discriminate • Eliminate • Potential • Predominate • Racism • Tension Academic Vocabulary: • External • Internal • Monitor • Predict • Protagonist • Antagonist • Profile • Character • Plot Word Study: • Structural analysis: Word parts • Greek and Latin Roots • Contextual analysis:

relationships between sentences

• Expanded Meaning Maps • Semantic Feature Analysis

(affix + root words) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Preview and Predict: • Activate prior knowledge/Make a

connection: Brainstorm and discuss

• Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read short stories: plot, characterization and setting • Short story • Poem • Oral History Literary Analysis Focus: Character and theme • Personal narrative • Characters (static and dynamic) Reading Strategies Focus: Plan and Monitor: Clarify vocabulary





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Preview and Predict: Use illustrations and text features to confirm comprehension. Continue to confirm predictions and make new predictions during reading using plot structure. Graphic Organizers: • 2 Column Notes • Inside/Outside Map

(Compare/contrast) Mark the Text: Margin Notes: Students use sticky-notes to note passages that are particularly important, interesting, confusing, surprising, etc. Make a Connection: Brainstorm and Discuss T68 The Writer and His Life T70 Personal Narrative T92


graphic organizers • Oral interpretation of literature • Personal statements • Reflective Essay Literacy Learning Logs • Summarize. Paraphrase, predict,



Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, and/or centers Unit Project (Opt): Video or Sound Recording Writing Project (Opt): Reflective Essay Cluster and Unit Assessments Edge Benchmark Assessment for Cluster 3

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Skins 1. The narrator hints of bad blood between

Jimmy T and Randolph. What do you think caused it? What do you predict will happen?

2. What does “accessorizing” mean on p. 78?

3. Why did Jimmy T avoid Mitchell? 4. How did the advice of Uncle Tommy

help Mitchell in dealing with the situation at half time in the locker room?

5. What is the theme of this story? 6. How did the subheadings serve as

transitions in the story? One/Nicole 1. Choose one stanza in “One” and tell

how it applies to you. 2. In “Nicole,” the author says her position

in life is like “having to work for a job I didn’t apply for.” What does she mean?

3. What part of the passage does the picture on p.94 symbolize?

4. If the author were giving advice to others on how to deal with racism, which do you think is her best advice?

Item Specification Questions 1. According to the article, ___ (Statement

of fact)? (Relevant details) 2. Which sentence from the passage

(quoted in the answer stems) most closely expresses its theme? (Theme)

3. Which sentence from the passage best explains ___? (Determine Validity and Reliability of Information)

4. Based on the main heading and subheadings, the reader can determine that the main organizational structure of the article is __? (Text structures)

5. What is the strongest evidence in support of ___? (Determine Validity and Reliability of Information)








Edge Novels: Stuck in Neutral, (820L) The Metamorphosis, Graphic novel (670L) Farewell to Manzanar (1040L) Literature Circles/Genre Study provides opportunities for students to self-select texts select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









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Unit 2: Against the Odds (Cluster 1) Page 1 of 3 Week/Dates:

Weeks 7-8/Oct 3-14 ESSENTIAL QUESTION:

How Do People Challenge Expectations? GENRE FOCUS:

Nonfiction READING STRATEGY: Determine Importance




EDGE C. Unit 2 Cluster 1 BEEP Edge C.2 # 01 – 10 • Each cluster takes about 2





• FCAT Connections Unit 2 • EDGE C TE & SE • EDGE C Practice Book (pp


Handbook (15b-15e) • Reading Transparency #6:

Nonfiction Text Features • Edge C Audio CD (as


Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lessons 3 Prepare to Read Edge Lessons 4 Before Reading and Read: “ La Vida Robot” Edge Lessons 5 Before Reading and Read: “Reading Writing, and … Recreation” Edge Lessons 6 “Reflect and Assess; and Differentiated Instruction Edge Lessons 7 & 8 Differentiated Instruction and Cluster One Test Edge Lessons 9 Workplace Workshop Edge Lessons 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.

• Context Clues • Analyze word structure (e.g.



• Author’s purpose (within/across texts)

• Author’s perspective (within/across texts)

• Author’s bias (within/across texts)


within/across texts) • Contrast (differences • Text Features (e.g., titles,

subtitles, headings, subheadings, sections, charts, tables, graphs, illustrations, maps, diagrams, captions, italicized text, text boxes)

Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts. Reporting Category 4:Informational Text/Research Process LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g. transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings).











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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 2: Against the Odds (Cluster 1) Page 2 of 3













Content Specific Vocabulary: • Contemplate • Designate • Disciplined • Implement • Innovative • Perpetually • Procrastinate • Spontaneously Academic Vocabulary: • Communicate • Emphasize • Highlight • Primary • Research • Analogy • Allusion Word Study • Contextual analysis: Definitions,

context clues • Expanded Meaning Map

Word Maps • Make Words Your Own • Identify synonyms and antonyms • Sentence frames Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • How do people challenge

expectations? • Three Step interview • Anticipation Guide Preview and Predict: • Activate prior knowledge • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction • Magazine article • News feature Literary Analysis Focus: Text features • Analyze nonfiction text features • Analyze news features • Analyze analogy and allusion

Reading Strategies Focus: Determine Importance: Relate main ideas and details





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Two column notes: Text features

and what they show • Cause-Effect Map: Conflict and

its effect • Timeline • Acronyms: What they mean • T-Charts: Compare and contrast • Detail/Main Idea Sequence

Chart • 5 Ws: Relate main ideas and

details Determine Importance T115 Study the Photograph T118 Make A Connection T124 Nonfiction Text Features T125 News Feature T149


graphic organizers • Opinion statement • News Feature RAFT: Students creatively analyze and synthesize information from a text by taking on a unique role or perspective (Role), defining the target audience (Audience), and choosing an appropriate written format (Format) to convey their understanding (Task). Literacy Learning Logs • Summarize. Paraphrase, predict,



Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments

Version 8/14/11 11



Unit 2: Against the Odds (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION


INSTRUCTION LITERATURE CIRCLES/


DIGITAL TOOLS & RESOURCES La Vida Robot 1. Why do you think the author began this

narrative with details about the setting? 2. Identify the text features used in this

article and explain their impact on the meaning in the text.

3. What is the author’s point of view about each boy’s contribution to the team? Cite information to support your opinion.

4. After reading p. 134, predict how well you think the boys will do in the competition.

5. How do the graphics on pp. 140-141 clarify the characteristics of each robot?

6. Why did the author use an epilogue? 7. What is the theme of this narrative?

Reading, Writing, and Recreation… 1. What is the author’s point of view about

participation in extracurricular activities? Cite statements that support her argument.

2. Why did the author feature the activities of actual students in the news article?

3. What is the meaning of “access” in the third paragraph on p. 151?

4. How does it differ from the meaning of “excess”?

5. How does the main idea of this article support the theme of “LaVida Robot”?

6. Based on this article what advice would you give someone who is considering participating in extracurricular activities?

Item Specifications Questions 1. Read the sentence from the passage.

What does the word ___ mean as used in the sentence above? (Context clues)

2. In the excerpt above, the author uses the comparison to ___? (Author’s purpose)


4. The use of bold face words (or other text feature) throughout the ___ (name of text) helps the reader to ___? (Text Features)



with collaborative groups and individuals • Teacher progress monitoring (3x year

per district schedule) • Teacher Ongoing Progress Monitoring




Edge Novels: Necessary Roughness (750L) And the Earth Did Not Devour Him (690L) Spike Lee: By Any Means Necessary (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for








Topics from the Restless Impact Book 3 FAIR Toolkit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project http://www.freerice.com

Version 8/14/11 12




Weeks 9-10/Oct 17-28 ESSENTIAL QUESTION:





SSS CONTENT SPECIFIC OBJECTIVE: ASSESSMENTS ASSESSMENTS






• FCAT Connections Unit 2 • EDGE C TE & SE • Edge C Practice Book (pp

56-66) • Edge C Assessment

Handbook (15f-15i) • Reading Transparency 7 &

8: Definition Map and Autobiography



Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: “My Left Foot ” Edge Lesson 13 Before Reading and Read “Success Is a Mind-Set” Edge Lesson 14 “Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.

Within/Across Texts • Context Clues • Multiple meanings • Main Idea (stated or implied) • Relevant Details • Conclusions/Inferences • Synthesize Information

(within/across texts) • Analyze and Evaluate • Information (within/across

texts) • Text

Structures/Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)

• Determine the Validity and Reliability of Information (within/across texts)

• Text Features (e.g., headings, subheadings, titles, subtitles, charts, maps, diagrams, captions, illustrations, graphs, bold or italicized text, text boxes.)

Reporting Category I: Vocabulary LA.A. 910.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA. 9101.6.9 The student will determine the correct meaning of words with multiple meanings in context Reporting Category 2: Reading Application LA.A. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Reporting Category 4: Informational and Research Text LA.A.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly uses standardized citations. Reporting Category 4: Informational and Research Text LA.A. 910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the readers’ understanding











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Unit 2: Against the Odds (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING

SCIENTICALLY BASED READING RESEARCH WORD STUDY DIRECT, EXPLICIT INSTRUCTION

(I Do) GUIDED (We Do)










Content Specific Vocabulary: • Consequence • Contend • Conviction • Dictate • Endeavor • Momentous • Profound • Transition Academic Vocabulary: • Communicate • Emphasize • Highlight • Primary • Research • Analogy • Allusion

Word Study • Concept of Definition

Maps/Frayer Models • Context clues for multiple

meaning words Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: • Activate prior knowledge/Make a

connection: Think Pair Share Determine what’s important to you

• Clarify vocabulary (word parts, prior knowledge, context clues)

• Set purposes for reading • Preview (titles, illustrations, text


and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction • Autobiography • Online interview Literary Analysis Focus: Narrative nonfiction • Analyze information • Author’s purpose • Text Structure • Point of view Reading Strategies Focus: Determine Importance: Summarize Admit Slips: At the beginning of class students are given a slip of paper or card with a specific prompt. Students may keep the admit slips throughout class to refer to and add to as they read.





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Preview and Predict: Use illustrations and text features to confirm comprehension. Continue to confirm predictions and make new predictions during reading using plot structure. Graphic Organizers: • Main idea – detail maps • Plot sequence/ Timelines/

Sequence Flow Chart QAR: Students answer three types of questions: Text explicit, text implicit, and script implicit. Make A Connection T158 Online Magazine Interview T173


from graphic organizers • Narrative presentation • Opinion statement • Summary statement Admit Slips: Students revise their responses after reading. Teacher may ask for volunteers to read their admit slips to the class or the students may turn them in so the teacher can read some of them aloud anonymously and respond to them. Literacy Learning Logs • Summarize. Paraphrase,




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Unit 2: Against the Odds (Cluster 2) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES My Left Foot 1. Read the title and examine the photograph

on p. 161. Construct two questions about what you want to learn as you read about the author Christy Brown.

2. What does the word “inevitable” mean in the context of the second paragraph on p. 163?

3. How do Christy’s parents’ reaction to the advice they were getting from family and friends reflect their strength of character?

4. What is the relationship between the article about cerebral palsy and Mr. Brown’s autobiography?

5. How does Christy exemplify the essential question?

Success is a Mind-Set 1. What is the theme of this interview with

Ben Carson? 2. Why did the magazine include a diagram

about neurosurgery with this interview? 3. What relationship is Dr. Carson describing

when he uses the analogy at the bottom of P. 131? Illustrate this analogy with a drawing or sketch.

4. Describe what Dr. Carson meant when he said, “If they prepare, they’ll have fifty years to reap the benefits. If they don’t, they’ll have fifty years to suffer the consequences.”

5. What characteristics do Dr. Carson and Christy Brown in “My Left Foot” have in common?

Item Specifications Questions: 1. Explain how ___ (the text) persuades

readers to __? (Author’s purpose) 2. What was the author’s purpose in writing

this passage? (Author’s purpose) 3. The author would most likely make the

statement next that ___? (Author’s perspective)

4. How does (the author) organize the article? (Text structures/Organizational patterns)







Fluency Focus: • Expression Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Necessary Roughness (750L) And the Earth Did Not Devour Him (690L) Spike Lee: By Any Means Necessary (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









Version 8/14/11 15




Wks 11-12/Oct 31-Nov 10 ESSENTIAL QUESTION:











• FCAT Connections Unit 2 • EDGE C TE & SE • EDGE C Practice Book • (Pp 70-76) • EDGE C Assessment

Handbook (15j-15m) • Reading Transparency #9 &

#10:Word Square & Diary • Edge C Audio CD (as


Edge Lessons 18-21 Prepare to Read Before Reading and Read “The Freedom Writers Diary” and “Dreams” Before Reading and Read “Strength, Courage, and Wisdom” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lesson 22-23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test and Differentiated Instruction Reading and Literary Analysis Test Writing Project: Autobiography (opt) Unit Project: Press Conference (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.

• Context Clues • Multiple meanings • Main Idea (stated or

implied) • Relevant Details • Conclusions/Inferences • Synthesize Information

(within/across texts) • Analyze and Evaluate • Information (within/across

texts) • Text

Structures/Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)

• Determine the Validity and Reliability of Information (within/across texts) Text Features (e.g., headings, subheadings, titles, subtitles, charts, maps, diagrams, captions, illustrations, graphs, bold or italicized text, text boxes.)

Reporting Category I: Vocabulary LA.A. 910.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA. 9101.6.9 The student will determine the correct meaning of words with multiple meanings in context Reporting Category 2: Reading Application LA.A. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Reporting Category 4: Informational and Research Text LA.A.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly uses standardized citations. Reporting Category 4: Informational and Research Text LA.A. 910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the readers’ understanding








Analysis Test • Unit Project Rubric • Unit Self Assessment • Re-teaching Prescriptions • Learning Logs • Edge Benchmark



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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 2: Against the Odds (Cluster 3) Page 2 of 3

DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH WORD STUDY DIRECT, EXPLICIT










Content Specific Vocabulary: • Alienation • Commiserate • Empathize • Ethnicity • Integrate • Perception • Segregation • Tolerance Academic Vocabulary: • Communicate • Emphasize • Highlight • Primary • Research • Analogy • Allusion Word Study: • Contextual Analysis:

(definitions, synonyms, and examples)

• Context clues for multiple meaning words

• Word Square/Frayer Models • Link to essential questions Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: Quick write • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction • Diary • Poem • Song Lyrics

Literary Analysis Focus: Narrative nonfiction • Text features of a diary • Social Context • Historic Criticism • Compare across texts • Analyze, interpret, compare,

speculate, draw conclusions Reading Strategies Focus: Determine Importance: Determine what’s important to you





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Detail/Main Idea Sequence

Chart • Determine What’s importance • Two column notes: Idiomatic

expressions and meanings • Two column notes: Song Lyric

(Text)/Personal Response • Venn Diagram (compare

settings, characters, text to self) • T-Chart/Circle Chart: Compare Mark the Text: Margin Notes: Students use sticky-notes to note passages that are particularly important, interesting, confusing, surprising, etc. Make A Connection T184 The Writer and Her Experiences T186 Song Lyrics T204


graphic organizers • Elaborate a description • Advice letter • Writing on demand (test practice) Literacy Learning Logs • Summarize. Paraphrase, predict,



Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Unit Project (Opt): Press Conference Writing Project (Opt): Autobiographical Narrative Cluster and Unit Assessments

Version 8/14/11 17



Unit 2: Against All Odds (Cluster 3) Page 3 of 3 HIGHER ORDER

QUESTION STEMS DIFFERENTIATED



DIGITAL TOOLS & RESOURCES Skins 1. The narrator hints of bad blood between

Jimmy T and Randolph. What do you think caused it? What do you predict will happen?

2. What does “accessorizing” mean on p. 78?

3. Why did Jimmy T avoid Mitchell? 4. How did the advice of Uncle Tommy

help Mitchell in dealing with the situation at half time in the locker room?

5. What is the theme of this story? 6. How did the subheadings serve as

transitions in the story? One/Nicole 1. Choose one stanza in “One” and tell

how it applies to you. 2. In “Nicole,” the author says her position

in life is like “having to work for a job I didn’t apply for.” What does she mean?

3. What part of the passage does the picture on p.94 symbolize?

4. If the author were giving advice to others on how to deal with racism, which do you think is her best advice?

Item Specification Questions 1. Based on the rest of the passage, which

sentence best restates the meaning of the lines/quotation above? (Analyze words/text)

2. Which pair of words from the article best describes __ conveyed in the pictures on page? (Word relationships)


4. According to the article, what is one reason for __ (element from the text)? (Answer stem is an effect). (Cause-Effect)

5. Based on the passage, which caption would be most appropriate for the picture on page __? (Text Features)





(Fair Tool Kit) Cooperative Learning/Collaboration Collaborative Groups/Independent Centers: • Literature/Genre Study • FCAT Connections • Unit Projects • Literacy Learning Logs • Fluency Focus/Routines • Collaborative Assignments Before/


Fluency Focus: • Intonation

Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Stuck in Neutral, (820L) The Metamorphosis, Graphic novel (670L) Farewell to Manzanar (1040L) Literature Circles/Genre Study provides opportunities for students to self-select texts select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









Version 8/14/11 18



Unit 3: The Ties that Bind (Cluster 1) Page 1 of 3 Week/Dates:

Wks 13-14/Nov 14-22 ESSENTIAL QUESTION:

What Tests a Person’s Loyalty? GENRE FOCUS:


Make Inferences CORE TEXTS & RESOURCES








• FCAT Connections Unit 3 • EDGE C TE & SE • Edge C Practice Book (pp.

82-90) • Edge C Assessment

Handbook (30b-30e) • Reading Transparency 11:

Style/Language • EDGE C Audio CD (as


Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lesson 3 Prepare to Read Edge Lesson 4 Before Reading and Read: “ Amigo Brothers.” Edge Lesson 5 Before Reading and Read: “Lean on Me.” Edge Lesson 6 Reflect and Assess; and Differentiated Instruction Edge Lesson 7-8 Cluster One Test) Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lesson 9 Workplace workshop Edge Lesson 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Analyze word structure (e.g.







within/across texts) • Contrast (differences • Theme • Character Development (e.g.,




Reporting Category 1: Vocabulary LA.910.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP). Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts.













Version 8/14/11 19



Unit 3: The Ties that Bind (Cluster 1) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Acknowledgement • Devastating • Dispel • Evade • Improvise • Opponent • Pensively • Surge Academic Vocabulary: • Evaluate • Infer • Feinted Word Study Structural Analysis • Word families (root words) • Word sorts • True Sentences • Slang terms • Word pyramid • Word Family Round Robin Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: What tests a person’s

loyalty? • Inside Outside Circle • Anticipation Guide Preview and Predict: • Determine what’s important

Clarify vocabulary (word parts, prior knowledge, context clues)

• Set purposes for reading • Preview (titles, illustrations, text


and confirm predictions. • Monitor comprehension. Anticipation Guide Before reading, engage students with the topic and encourage them to explore their own thoughts and opinions using statements related to themes in the reading. Literary Analysis Genre Focus: How to read short stories: Style • Short story • Song Lyrics Literary Analysis Focus: Language • Analyze style: language • Analyze rhyme • Analyze word choice in

description • Compare themes in literature Reading Strategies: Make Inferences





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Venn Diagram – compare

authors • 3 Column Inference Chart: • Two Column Notes: Descriptive

language • Two Column Notes: Informal

language/meaning Text Connections: Connect to Music • “Text-to-self” - students connect

what they read to their own lives. • “Text-to-world” – students

connect their reading to other people and events.

• “Text-to-text” – students make connections of current text with other reading.

Make A Connection T234 The Writer and His Experiences T236 Song Lyrics T253


graphic organizers • Comparison Essay • Debate • Journal from the point of view of a

character Literacy Learning Logs • Summarize. Paraphrase, predict,




Version 8/14/11 20


EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 3: The Ties that Bind (Cluster 1) Page 3 of 3





Amigo Brothers 1. The suffix “ment” can change a verb

into a noun: acknowledge, acknowledgement. Write five other words that follow this pattern.

2. What can you infer about the character of each boy based on the description on p. 238?

3. Why do you think the author used the painting on p. 239 to contrast with his description of the setting?

4. What does the description of how each boy prepared for the fight tell about the tension each was feeling?

5. How would you change the end of the story?

Lean on Me 1. As you listen to/read the lyrics of the

song, what do you infer was the author’s purpose?

2. What is the effect of using the repeating four lines in the song?

3. Explain the problems and the solutions this song defines.

4. How is “Lean on Me” a reciprocal relationship?

5. How does this song reflect the relationship between Antonio and Felix in “Amigo Brothers”?

Item Specifications Question Stems 1. Which phrase best describes both the

___ and the ___ in the passage? (Word relationships)

2. Explain how ___ (the text) persuades readers to __? (Author’s purpose)


4. From reading the article, the reader can infer that ___. (Conclusions/inferences)

5. Which line from __ (title of poem) most clearly reveals its theme? (Theme)






Fluency Focus: • Intonation Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: The Wave, Todd Strasser (770L) Two Badges, Mona Ruiz (940L) Things Fall Apart, Chinaua Achebe (890L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









Version 8/14/11 21




Wks 15-16/Nov 28-Dec 9 ESSENTIAL QUESTION:











• FCAT Connections Unit 3 • EDGE C TE & SE • Edge C Practice Book (94-

102) • Edge C Assessment

Handbook (30f-30i) • Reading Transparency #12

& 13: Word Square/Sentence Structure



Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: “My Brother’s Keeper.” Edge Lesson 13 Before Reading and Read “What Price Loyalty?” Edge Lesson 14 Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.







within/across texts) • Contrast (differences • Theme • Character Development

(e.g., protagonist/antagonist) • Character Point of View • Setting • Plot Development • Conflict (e.g., internal or

external) • Resolution • Text Features (e.g.,

headings, subheadings, sections, titles, subtitles, charts, tables, maps, diagrams, captions, illustrations, graphs, italicized text, text boxes)














Version 8/14/11 22



Unit 3: The Ties that Bind (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Abstract • Adhere • Advocate • Deliberately • Desolately • Dilemma • Ethical • Reinforce Academic Vocabulary: • Evaluate • Infer • Antonym • Synonym Word Study Structural Analysis/Word families • Word Square/Frayer Model • Close Sentences • Pantomime • Synonym/Antonyms • Word Families (root words) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: Quickwrite • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read short stories: Style • Short story • Poem • News Commentary Literary Analysis Focus: Sentence Structure • Analyze Style • Analyze Theme • Literary History and Aesthetic

Criticism • Analyze a news commentary • Analyze style - sentence structure Reading Strategy Focus: Make Inferences





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Sentence Structure • Inference Charts:

a) When I Read/I Know; b) Character/What Character Does/What This Shows c) Quote from Text/Opinion or Fact? /Agree or Disagree?

• Timeline Cooperative Learning: • Group Discussion • Think-Pair-Share Make A Connection T262 The Writer and His Ideas T264 News Commentary T285


from graphic organizers • Make comparisons • Advice email Literacy Learning Logs • Summarize. Paraphrase,




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Unit 3: The Ties that Bind (Cluster 2) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES My Brother’s Keeper 1. Why do you think the painting on P. 265

was used with this title? 2. Why did the author inject the phrase:

“What is the truth?” Line 4, P. 266 3. What judgment would you make about

Ted and the decisions he made? 4. Why do you think Jamie told the lawyer,

“You can count on me”? 5. How would the outcome have been

different if Jamie had decided to lie in court for Ted?

6. Look back at the paintings on P. 265 and P. 280. What is the significance of the caution tape to the rising action of the story?

Little Sister/What Price Loyalty? 1. What is the main idea of the poem, “Little

Sister”? 2. How do the sub-headings in the News

Commentary aid the reader in understanding the text that follows?

3. What do you believe is the writer’s view on loyalty?

4. Do you agree with the author that you can determine someone’s loyalty by the way that person acts? Explain your reasoning.

5. Do you believe Jamie would agree with the premise of this article? Explain.

Item Specifications Questions 1. Based on the rest of the

article/poem/passage, which sentence best restates the meaning of the lines/quotation above? (Analyze words/text)

2. Which sentence from the passage (quoted in the answer stems) most closely expresses its theme? (Theme)


4. What literary device does the author/writer use in the sentence (quote from text) above? (Descriptive language)







Fluency Focus: • Expression • Phrasing Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: The Wave, Todd Strasser (770L) Two Badges, Mona Ruiz (940L) Things Fall Apart, Chinaua Achebe (890L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









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Wks 17/ Dec 12-16 ESSENTIAL QUESTION:











• FCAT Connections Unit 3 • EDGE C TE & SE • Edge C Practice Book (106-

114) • Edge C Assessment

Handbook (30j-30m) • Reading Transparency #14

& #15: Definition Map & Tone



Edge Lesson 18-21 Prepare to Read Before Reading and Read “The Hand of Fatima.” Before Reading and Read “Old Ways New World” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lesson 22 - 23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test Reading and Literary Analysis Test Unit Project: Reality TV Show (opt) Writing Project: Position Paper (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.





















Analysis Test • Unit Project Rubric • Unit Self Assessment • Re-teaching Prescriptions • Learning Logs • Edge Benchmark



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Unit 3: The Ties that Bind (Cluster 3) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH WORD STUDY DIRECT, EXPLICIT










Content Specific Vocabulary: • Abolish • Admonish coherent • Conscientious • Controversial • Naïve • Pursue • Subdued Academic Vocabulary: • Evaluate • Infer Word Study Structural Analysis/Word families • Word maps • Word Square/Frayer Model • Word Families chart (root

words) • Synonym/Antonym/Neither? • Link to essential question Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: Discuss and Debate • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Literary Analysis Genre Focus: How to read short stories: Style • Short Story • News Report

Literary Analysis: Tone • Analyze tone in fiction • Analyze author’s perspective • Analyze tone in short stories • Compare literature: symbolism Reading Strategies Focus: Make inferences KWLT Four columns (Know, Want to Know, Learned, Tell About). Before reading, students record what they know about the topic/EQ and what they would like to know. During and after reading students modify charts with additional information under Learned.





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Text Connections: Activate students’ prior knowledge and help them make predictions about what they are going to read. “Text-to-self” involves students connecting what they read to their own lives. “Text-to-world” is connecting their reading to other people and events. “Text-to-text” is making connections with other reading. This strategy is commonly used throughout the reading process. Graphic Organizers: • Inference Maps: Inference/Text

Evidence • T-Chart (compare/contrast) • 2 Column Notes: Details to

Support/Not Support • Make A Connection T294 • The Writer and Her Experiences

T296 • Tone in Nonfiction T318


graphic organizers • Comparison Paragraph • Oral Presentation KWLT Four columns (Know, Want to Know, Learned, Tell About). After reading students use information from KWLT chart to teach peers or in small groups. Literacy Learning Logs • Summarize. Paraphrase, predict,



Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Unit Project (Opt): Realty TV Show Writing Project (Opt): Position Paper Cluster and Unit Assessments

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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 3: The Ties that Bind (Cluster 3) Page 3 of 3





The Hand of Fatima 1. Examine the symbolism used in the

painting “Dreams” on P. 297. Write another title for it and explain your thinking.

2. How does the author’s description of Aneesi set the tone for the story?

3. How was Aneesi’s loyalty to her father tested when he explained his plans for her to marry? When he was accused of taking the bank notes?

4. What would you recommend Aneesi do when she returns home?

5. Compare and contrast Aneesi and Maya. Old Ways, New World 1. How did living in America complicate the

lives of Ashrat and Naheed? 2. Why do you think parents want to

arrange marriages for their daughters? 3. Explain the meaning of “an Ancient

Hierarchy”. Use details form the text. 4. Do you think the writer maintained a

neutral tone? Explain your reasons 5. What was the author’s purpose when he

included the section about divorce?

Item Specification Questions 1. In the lines above, what does the word

___ reveal about the ___? (Multiple meanings)

2. Explain how ___ (the text) persuades readers to __? (Author’s purpose)

3. Based on the main heading and subheadings, the reader can determine the main organizational structure of the article is ___? (Text structures/ Organizational patterns)









Fluency Focus: • Expression

Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: The Wave, Todd Strasser (770L) Two Badges, Mona Ruiz (940L) Things Fall Apart, Chinaua Achebe (890L) Literature Circles/Genre Study provides opportunities for students to self-select texts select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 4: Express Yourself (Cluster 1) Page 1 of 3

Week/Dates: Wks 18-19/ Jan 2-13

ESSENTIAL QUESTION: What does it Really Mean to Communicate?

GENRE FOCUS: Nonfiction

READING STRATEGY: Ask Questions









• FCAT Connections Unit 4 • EDGE C TE & SE • Edge C Practice Book (pp. 320-

373) • Edge C Assessment Handbook

(44b-44e) • Reading Transparency #16:

Style/Language • Edge C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lesson 3 Prepare to Read Edge Lesson 4 Before Reading and Read: “Face Facts” and “Face It.” Edge Lesson 5 Before Reading and Read: “Silent Language” Edge Lesson 6 Reflect and Assess; and Differentiated Instruction Edge Lesson 7-8 Cluster One Test) Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lesson 9 Workplace workshop Edge Lesson 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Context clues • Multiple meaning • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Cause and Effect • Text Structures/

Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)

• Text Features (e.g., headings, subheadings, sections, titles, subtitles, charts, tables, maps, diagrams, captions, illustrations, graphs, italicized text, text boxes)

Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.9 The student will determine the correct meaning of words with multiple meanings in context. Reporting Category 2: Reading Application LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.4: The student will identify cause-and-effect relationships in text. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Reporting Category 3: Literary LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g. transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings). Reporting Category 4:Informational Text/Research Process LA.910.6.1.1: The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.


the FAIR or FORF (3x yr) • Ongoing Progress Monitoring

(as needed) • FAIR Toolkit • BATs (district schedule) • BAT minis (school schedule) • FCAT Practice/Release


(as needed) • FCAT (and other district/state

assessments) CONTENT SPECIFIC • Reader Reflections • Cluster 1, 2, 3 Tests • Oral Reading Fluency • Unit Reading and Literary




Version 8/14/11 28



Unit 4: Express Yourself (Cluster 1) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Competent • Emphasis • Emulate • Enhance • Precision • Subtle • Vary • Visualize Academic Vocabulary: • Illustrate • Sequence • Thesis • Topic Word Study • Context clues: Multiple meaning • Text structure • Sentence and Word Expansion

(CRISS) • Vocabulary Triangle or Pyramids

(CRISS) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: What does it really mean to

communicate? • Fishbowl • Anticipation Guide Preview and Predict: • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions • Monitor comprehension • Compare Across Texts Text Structures/Patterns of Organization Students create a chart to identifying the text structure, signal words, text features, and visual representation/graphic organizers used to unlock the pattern of text organization. Students will keep and add to as new text structures are identified. (T348) Literary Analysis Genre Focus: How to read nonfiction: text structures and features • Magazine Article • Poem Literary Analysis Text Structure • Cause and Effect • Problem Solution Reading Strategies Focus: Ask questions: Self question





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Cause and effect T351, 354,356 • Multiple meaning words chart

(T371) Summarizing and Paraphrasing: Two Column Notes or Double Entry Journals: Use two column notes to identify causes and effects in text while reading. Students record a quotation from the text they find interesting, that they have questions about, or that they disagree with as it relates to a cause or an effect. .


graphic organizers • Cause and Effect Essay • Media interpretation • Define and explain Literacy Learning Logs Summarize. Paraphrase, predict,


Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading.


Version 8/14/11 29



Unit 4: Express Yourself (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES Content Specific: “Face Facts” 1. How do the text features contribute to

the reader’s understanding? 2. What cause and effect relationships can

be inferred from the information in the diagram on P. 354?

3. Would you trust Paul Ekman’s advice about the sincerity of someone’s mile? Explain your reasons.

4. What is the author’s purpose in writing “Global Expressions”?

5. How is Ekman’s expertise useful to our homeland security?

6. Examine the painting on P. 343? Which elements would be Ekman’s focus?

Content Specific: “Face It”/”Silent Language” 1. Write a poem about your own features

based on Janet Wong’s style. 2. How is “Silent Language” an extension

of the article “Face Facts”? 3. In the section “Reading the Signs” the

author discusses “mind reading.” 4. Do you think this is an accurate term for

this process? Explain. 5. Why did the writer include the five sub-

headings in the article? 6. If someone was preparing for a job

interview and was concerned about body language, what advice would you give based on information in the article?

Item Specification Question Stems 1. What does the word __ mean as used

in the sentence above? (Context clues) 2. Read these excerpt from ___. Based on

the rest of the (__), which sentence best restates the meaning of the lines/quotation above? (Analyze words/phrases)

3. Read this sentence from the passage. The author uses the comparison to __? (Author’s purpose)

4. From reading the article, the reader can infer that __. (Correct answer stem is an inference or conclusion drawn from the article by reading between the lines.)






Fluency Focus: • Intonation Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Code Talker, Joseph Bruchac (910L) We Shall Overcome, Reggie Finlayson (980L) Animal Farm, George Orwell (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









Version 8/14/11 30



Week/Dates: Wks 20-21/ Jan 16-27












• FCAT Connections Unit 4 • Edge C TE & SE • Edge C Practice Book (pp. 134-

145) • Edge C Assessment Handbook

(44f-44i) • Reading Transparency 17

Expanded Meaning Map and 18: Examples.

• Edge C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: They Speak for Success.” Edge Lesson 13 Before Reading and Read “ Breaking the Ice.” Edge Lesson 14 Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 and Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Context clues • Author’s purpose • Author’s perspective • Author’s bias • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Text Structures/ Organizational



• Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire)

• Figurative Language (e.g., simile, metaphor, symbolism, personification, hyperbole, pun)

Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Category 3: Literary Analysis

LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g. transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings). LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.










Version 8/14/11 31



Unit 4: Express Yourself (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Abbreviated • Ambience • Articulate • Humiliation • Intimidating • Obligation • Stimulating • Surpass Academic Vocabulary: • Illustrate • Sequence • Thesis • Topic Word Study • Context clues: Multiple meaning • Text structure • Expanded meaning map • Stephens Vocabulary

Elaboration Strategy (McRel) • Vocabulary Clues • Sentence Frames Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: Quick Write • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Text Structures/Patterns of Organization Students add to their charts identifying the text structure, signal words, text features, and visual representation/graphic organizers used to unlock the pattern of text organization. Literary Analysis Genre Focus: How to read nonfiction: text structures and features • News Feature • Humor Column Literary Analysis Text Structure: Examples, Genre Study • Analyze Examples in nonfiction • Analyze humor • Genre Study Reading Strategies Focus: Ask questions: Question-Answer Relationships





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Expanded Meaning Map (T374) • Examples Chart (T375) • Compare and Contrast (T394) Question Answer Relationships (QAR) (T375, 388) • Text-implicit questions (Right

There, Think & Search - Students will draw conclusions, makes inferences based on information found in the text.

• Script-implicit questions or prior knowledge questions (Author and Me, On My Own): Students will predict outcomes based on evidence from the text and their experience and prior knowledge.

Summarizing and Paraphrasing: Two Column Note Chart (T387, 393) • Find examples that illustrate text

structure (quotes or summary/paraphrase,) from the article


graphic organizers • Opinion Statement • Panel Discussion Literacy Learning Logs Summarize. Paraphrase, predict,


Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading.


Version 8/14/11 32







Content Specific: They Speak for Success 1. Explain how this article is organized;

specifically identify its text features and how they are used to clarify meaning.

2. How does Mr. Lindsey’s forensics class differ from the usual forensics class as he described it?

3. Based on Robert Hawkins’ comments, how is his teacher building a legacy?

4. How would you prioritize the tips given on P. 352?

5. What is the author’s purpose for including the shorter articles in the section, “Finding A Voice”? How are these connected to the tips on P. 352?

Content Specific Breaking the Ice 1. How does Mr. Barry’s rationale for

offering his advice set the tone for the piece?

2. What evidence can you cite to show that Mr. Barry had the experience needed to answer Eric’s letter?

3. Why do you think Mr. Barry discussed his mother’s feelings about having to be the driver?

4. What is the meaning of “hideously’ at the top of p. 392?

5. How does the drawing and title on p. 389 relate to the topic?

Item Specification Question Stems 1. In which sentence does the word __

have the same meaning as used in the excerpt above? (Multiple meanings)

2. The (a text feature) is different from other text features in the (title of work) because it? __ (Text features)

3. Which line from (title of poem) most clearly reveals its theme? (Theme)

4. The home page of the __ website would be useful for all of the above except ___? (Analyze and Evaluate Information)






Fluency Focus: • Expression Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling B8 Vocabulary with Context Clues E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Code Talker, Joseph Bruchac (910L) We Shall Overcome, Reggie Finlayson (980L) Animal Farm, George Orwell (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for








Topics from the Restless Impact Book 3 FAIR Tool kit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com

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Week/Dates: Wks 22-23/ Jan 30-Feb 10












• FCAT Connections Unit 4 • Edge C TE & SE • EDGE C Practice Book • (Pp 146-154) • EDGE C Assessment Handbook

(44j-44m) • Reading Transparency 19 & 20:

Word Square & Chronological Order

• Edge C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lesson 18-21 Prepare to Read Before Reading and Read “My English.” Before Reading and Read “How I Learned English.” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lesson 22-23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test Reading and Literary Analysis Test Unit Project: Multimedia Presentation (opt) Writing Project: Research Report (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.

Within and Across Texts: • Multiple meanings • Author’s purpose • Author’s perspective • Author’s bias • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Text Structures/ Organizational





Category 1: Vocabulary LA.910.1.6.9 The student will determine the correct meaning of words with multiple meanings context. Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Category 3: Literary Analysis

LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g. transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings). LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.










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Content Specific Vocabulary: • Accentuate • Banish • Countenance • Discerning • Disrespectful • Enlist • Enumerate • Interminably Academic Vocabulary: • Illustrate • Sequence • Thesis • Topic • Personification Word Study • Context clues: Multiple meaning • Structural analysis: word parts • Word bench • Sentence games Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


connection: Brainstorm • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions. • Monitor comprehension. Text Structures/Patterns of Organization Students add to their charts identifying the text structure, signal words, text features, and visual representation/graphic organizers used to unlock the pattern of text organization. Literary Analysis Genre Focus: How to read nonfiction: text structures and features • Narrative Nonfiction • Poem Literary Analysis Text Structure, Chronological Order, Free verse • Analyze chronological order in

nonfiction • Analyze free verse • Analyze multiple levels of

meaning in nonfiction • Question the author • Personification

Reading Strategies Focus: Ask questions: Question the Author





• Analyze text structure • Analyze test features • Analyze visuals/data • Paraphrase and summarize • Clarify ideas: reread/read on • Compare across texts Graphic Organizers: • Timeline (T410) • Multiple meanings chart Question Answer Relationships (QAR) • Text-implicit questions (Right

There, Think & Search - Students will draw conclusions, makes inferences based on information found in the text.

• Script-implicit questions or prior knowledge questions (Author and Me, On My Own): Students will predict outcomes based on evidence from the text and their experience and prior knowledge.

Summarizing and Paraphrasing: Two Column Note Chart Find examples that illustrate text structure (quotes or summary/paraphrase,) from the article


graphic organizers • Letter or email Literacy Learning Logs • Summarize. Paraphrase, predict,



Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Unit Project (Opt): Multimedia Presentation Writing Project (Opt): Research Paper Cluster and Unit Assessments

Version 8/14/11 35







Content Specific: How I Learned English 1. Why is the setting of this poem

important to the writer? 2. How do you know that Mr. Djaikan was

new to the game of baseball? 3. Why did the author feel that his being hit

by the baseball was a significant event? 4. What do Mr. Djaikan’s actions say about

his strength of character? 5. How was Mr. Djaikan’s experience in

learning English different from that of Julia’s?

Content Specific: My English 1. What was the author’s point of view at

the beginning of her narrative about having to learn two languages?

2. Refer to pages 404-405. Describe how Julia’s experience with her two languages changed over time.

3. What impact did Julia’s mother, grandfather, Uncle Gus, and Sister Maria have in helping her understand the English language?

4. Why do you think learning idioms might be difficult?

5. What does the author imply by saying, “I was no longer a foreigner with no ground to stand on? I had landed in the English language” (page 410)?

Item Specifications Question Stems 1. Read this sentence from “__.” (Insert

quoted text). What does the word __ mean as used in the sentence above? (Context clues)

2. Read this excerpt from the passage. (Insert quoted text). In which sentence does the word execution have the same meaning as used in the excerpt above? (Multiple meanings)


4. How does the author use imagery to illustrate __ of the setting in the passage? (Setting)






Fluency Focus: • Phrasing Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling B8 Vocabulary with Context Clues E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano’s High Yield Strategy

Edge Novels: Code Talker, Joseph Bruchac (910L) We Shall Overcome, Reggie Finlayson (980L) Animal Farm, George Orwell (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts

for print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis







Topics from the Restless Impact Book 3 FAIR Tool kit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com

Version 8/14/11 36



Unit 5: Moment of Truth (Cluster 1) Page 1 of 3 Week/Dates:

Wks 24-25/Feb 13-Feb 24 ESSENTIAL QUESTION:

What Do People Discover in a Moment of Truth? GENRE FOCUS:


Make Connections CORE TEXTS & RESOURCES








• FCAT Connections Unit 5 • Edge C TE & SE • EDGE C Interactive Practice

Book (pp. 160-171) • EDGE C Assessment

Handbook (pp. 61be) • EDGE C Reading and Writing

Transparency 21: Plot Structure

• EDGE Audio CD (as available)


Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lesson 3 Prepare to Read Edge Lesson 4 Before Reading and Read: “Say It With Flowers” Edge Lesson 5 Before Reading and Read: “The Journey.” Edge Lesson 6 Reflect and Assess; and Differentiated Instruction Edge Lesson 7-8 Cluster One Test) Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lesson 9 Workplace Workshop Edge Lesson 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Context clues • Analyze words/phrases • Word relationships • Author’s purpose • Author’s perspective • Author’s bias • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Theme • Character Development (e.g.,

protagonist/ antagonist) • Character Point of View • Setting • Plot Development • Conflict (e.g., internal or

external) • Resolution • Descriptive Language (e.g.,

tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire)


Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings. Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. Reporting Category 3: Literary Analysis LA.910.2.1.5 The student will analyze and develop an interpretation of a literary work by describing an author’s use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery). LA.910.2.2.7 The student will analyze, interpret and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.











Version 8/14/11 37


EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 5: Moment of Truth (Cluster 1) Page 2 of 3













Content Specific Vocabulary: • Disarm • Ensuing • Harmonize • Inquisitive • Integrity • Irritating • Melancholy • Transaction Academic Vocabulary: • Incident • Figurative Language • Metaphor • Extended Metaphor

Word Study • Word Walls • Word Maps • Use reference resources to find

synonyms) • Word sorts • Frayer models Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: What Do People Discover in

a Moment of Truth? • Four Corners • Anticipation Guide Preview and Predict: • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions Literary Analysis Genre Focus: How to read short stories: plot • Short Story • Poem Literary Analysis Focus: Plot Structure, Figurative Language • Analyze plot structure • Analyze author’s perspective • Analyze figurative language:

metaphor and extended metaphor

• Compare characters’ motivations Reading Strategies Focus: Make Connections

Question Answer Relationships (QAR) Model “Right There” questions and “Think and Search” questions. Emphasize that these types of questions require locating information within the text. Model “Author and Me” and “On My Own” questions for the same passage.



• Contextual analysis (context clues, signal words, punctuation clues) to determine meanings of unknown words


• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts

Graphic Organizers: • 3-Colum Chart: Culture/

Milestone/ Meaning (T435) • Plot Diagram (T440) • Plot structure chart (T443) • Comparison chart (T447) • Character Analysis Chart (T451) • Choice and Consequence

Diagram (T455)

K/W/L/T Students divide their paper into four columns (Know, Would like to Know, Learned, Tell About). Before reading, students record what they know about the subject(s) of the text and what they would like to know. Use this strategy for finding cue words for and analyzing plot structure. During reading, students record what they are learning and can tell other students about.


graphic organizers • Personal Mission Statement • Write a Review K/W/L/T After reading, students review and revise information learned from reading and share with others in small group discussions or using Think Pair Share. Literacy Learning Logs • Summarize. Paraphrase, predict,




Version 8/14/11 38







Content Specific: Say It with Flowers 1. What is Teruo’s opinion of selling old

flowers to the customers? 2. What is the conflict between Mr. Sasaki

and Teruo? How is it resolved? Use details and information from the story to support your answer.

3. If you were Teruo, what advice would you give to Tommy and the narrator?

Content Specific: The Journey 1. How are Teruo from Say It with Flowers,

and the speaker in The 2. Journey similar? 3. What is the tone of the poem The

Journey? Item Specifications Question Stems 1. What does the word __ mean as used

in the sentence above? (Context clues) 2. Read these excerpt from __. Based on

the rest of the (__), which sentence best restates the meaning of the lines/quotation above? (Analyze words/phrases)

3. Explain how ___ (the text) persuades readers to __? (Author’s Purpose)

4. The author would most likely make the statement next that ___ (answer stems reflecting specific information from the text)? (Author’s Perspective)

5. What is the central conflict in this passage? (Conflict)

6. Read this sentence from the passage. What literary device does the writer use in the sentence above? (Figurative Language)






Fluency Focus: • Phrasing • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling A10: Pacing of Lesson B2: Explain Key Concepts B6: Use of Cognates C11: T- Charts* E10 Think-Pair-Share F3: Demonstrations F6: Question-Answer-Relationship (QAR)* *Marzano’s High Yield Strategy

Edge Novels: The House of Dies Drear, by Virginia Hamilton (670L) Speak, by Laurie Halse Anderson (680L) Dying to Cross, by Jorge Ramos (1050L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









Version 8/14/11 39



Unit 5: Moment of Truth (Cluster 2) Page 1 of 3 Week/Dates:

Weeks 26-27 Feb 27-Mar 9 ESSENTIAL QUESTION:

What Do People Discover in a Moment of Truth? GENRE FOCUS:


Make Connections CORE TEXTS & RESOURCES



EDGE C. Unit 5 Cluster 2 BEEP Edge C.5 # 11 – 17

• Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data.






Handbook (p. 61f-61i) • EDGE C Transp 22: Word

Square • Edge C Trans 23: plot

Suspense • EDGE Audio CD


Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: “Just Lather, That’s All.” Edge Lesson 13 Before Reading and Read, “The Woman Who Was Death.” Edge Lesson 14 Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Context clues • Word relationships • Analyze words/phrases • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Compare (similarities

within/across texts) • Contrast (differences • Author’s Purpose • Author’s Perspective • Author’s Bias • Main idea Text • Summary statement • Relevant details

Conclusions/inferences • Predictions • Cause and effect • Descriptive Language (e.g.,




Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings.

Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.4: The student will identify cause-and-effect relationships in text.

Reporting Category 3: Literary Analysis LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts. Reporting Category 4:Informational Text/Research Process LA.910.6.1.1: The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.











Version 8/14/11 40















Content Specific Vocabulary: • Destiny • Indelible • Indifference • Inflexible • Poised • Priority • Regime • Virtue Academic Vocabulary: • Incident • Suspense • Myth • Irony

Word Study • Word Walls • Word Relationships • Use Reference resources to

explore synonyms and antonyms in analogies

• Word Square • Word Games • Synonym/Antonym Chart (T485) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Preview and Predict: • Activate prior knowledge/ Make

a connection: Anticipation Guide • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions Literary Analysis Genre Focus: How to read short stories: plot • Short story • Myth Literary Analysis Focus: Suspense • Analyze plot device (Suspense) • Analyze author’s perspective • Recognize genre: Myth • Understand Irony

Reading Strategies Focus: Make connections Admit slips At the beginning of class, students are given a slip of paper or index card along with a specific prompt. Related to the objectives for the lesson. Students keep the admit slips throughout class to refer to and add to as they read.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • Double Entry Journal (T467) • T-Chart (Events/Questions)

T471) • 2-Column Notes (Main

Scene/Hidden Scene) (T475) • T Chart (For/Against chart)

(T478) • 3 Column Notes (Thinks &

Feels/ Says & Does/ Looks) (T481)

2 Column-notes Students divide their paper into two columns with a 1:2 ratio (Column 1 and Colum 2). In the left-hand column, provide specific words, quotes, for students to respond to while reading/listening and/or students can record a sentence, quote, or key word from the selection (and page number). In the right column, students write the definition, give an example, and/or make a personal connection to the text.


graphic organizers • Write About Literature: Opinion

Statement • Extemporaneous Talk RAFT Students creatively analyze and synthesize the information from a particular text or texts by taking on a particular role or perspective, defining the target audience, and choosing an appropriate written format to convey their understanding of the content topic.

Literacy Learning Logs • Summarize, paraphrase, predict,

interpret, analyze, compare, speculate, and imagine as responses to text/reading.


Vocabulary Notebooks Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary.

Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments

Version 8/14/11 41







Content Specific: Just Lather, That’s All 1. What word best describes the barber in

the first paragraph? 2. Read this quotation from the passage:

“Chances were good that one of our men had seen him enter. And with an enemy under my rook, I felt responsible.” What do you think the barber feels responsible for?

3. What is the central conflict in Just Lather, That’s All?

4. Captain Jones left the barbershop unharmed, why didn’t the barber seek revenge when he had the opportunity to do so?

5. Re-read the last sentence of the story. Do you believe that Captain Torres was nervous about receiving a shave from the barber?

Content Specific: The Woman Who Was Death 1. Why do you think Lord Brahma made

death a woman? 2. What is the conflict between Lord

Brahma and Death? How is it resolved? 3. Lord Brahma states that Death shall not

be” without virtue” what does he mean? 4. How was Death able to restore order to

the earth?

Item Specifications Question Stems 1. Read these lines from the “___” (poem).

Based on the rest of the (poem), which sentence best restates the meaning of the lines above? (Analyze Words/Text)


3. What caused (character/narrator/author) to ___(action/effect from article)? (Cause/effect)

4. In what ways does author’s use of figurative language help readers understand the narrator’s feelings about ___? (Figurative Language)






Fluency Focus: • Intonation • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling A10: Pacing of Lesson B2: Explain Key Concepts B6: Use of Cognates C11: T- Charts* E10 Think-Pair-Share F3: Demonstrations F6: Question-Answer-Relationship (QAR)* *Marzano’s High Yield Strategy









Topics from the Restless Impact Book 3 FAIR Tool kit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf Glossary of Reading Strategies http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Glossary_of_Strategies.pdf Webb’s-Bloom’s Correlation Chart http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/WebbsBlooms_Correlation_Chart.pdf CNN Students News Desk http://www.cnn.com/studentnews National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/TFK/teachers/wr/0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com

Version 8/14/11 42



Week/Dates: Week 28-29/Mar 19-30

ESSENTIAL QUESTION: What Do People Discover in a Moment of Truth?

GENRE FOCUS: Short Stories

READING STRATEGY: Make Connections











Handbook (p.61j-74) • EDGE C Reading

Transparency 24: Definition Map

• Reading Transparency 25: Foreshadowing

• EDGE Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.com/ssoPortal/index.html

Edge Lesson 18 -21 Prepare to Read Before Reading and Read, “Be-ers and Doers,” and “The Calling.” Before Reading and Reading, “My Moment of Truth.” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lessons 22 - 23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lessons 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test, Unit Project, and Differentiated Instruction Reading and Literary Analysis Test Writing Project: Literary research Report (opt) Unit Project: Skit (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.

Within and Across Texts: • Context clues • Word relationships • Analyze words/phrases • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Compare (similarities

within/across texts) • Contrast (differences • Author’s Purpose • Author’s Perspective • Author’s Bias • Main idea Text • Summary statement • Relevant details

Conclusions/inferences • Predictions • Cause and effect • Descriptive Language (e.g.,




Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings.

Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.4: The student will identify cause-and-effect relationships in text.

Reporting Category 3: Literary Analysis LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts. Reporting Category 4:Informational Text/Research Process LA.910.6.1.1: The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.











Version 8/14/11 43















Content Specific Vocabulary: • Accelerate • Commentary • Conformist • Contrary • Malleable • Revelation • Saturate • Temporary Academic Vocabulary: • Incident • Foreshadowing • Dialect • Standard English

Word Study • Interactive Word Walls • Definition word map • Synonym/Antonym chart • Frayer Models Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls


a connection: Brainstorm • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions Literary Analysis Genre Focus: How to read short stories: Plot • Short story • Poem • Magazine Article Literary Analysis Focus: Foreshadowing • Analyze plot device

(Foreshadowing) in short stories • Analyze author’s perspective • Analyze author’s purpose • Analyze dialect in short stories • Compare across media

Reading Strategies Focus: Make Connections Read-Aloud Teacher models fluency, builds students’ comprehension, develops students’ vocabularies, and engages students in the text by reading the selection or parts of the selection to students. Cycle Organizer: Students will take notes, and provide a representation of circular patterns in ideas, events or concepts.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • Foreshadowing chart (T489) • Make Connections chart (T489) • Dialect Chart (T497) • Make Connections Chart (T503,

T508) • Dialect/Meaning/

Characterization Chart (T514) • Synonym/Antonym Chart (T515) QAR Students improve reading comprehension by illustrating the relationship between questions and answers through 3 types of questions: 1) Text-explicit questions (answered with wording that comes directly from the text); 2) Text-implicit questions (require the reader to draw conclusions and make inferences based on the information found in the text); and 3) Script-implicit questions (readers to predict outcomes based on their own experience).


graphic organizers • Write a speech • Write to a prompt: Analysis of an

issue Save the Last Word for Me A collaborative format (groups of 3-4 students) for the discussion of text in which students first record interesting quotes and why they find them interesting, and then share their thinking with peers.

Literacy Learning Logs • Summarize. Paraphrase, predict,




Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Writing Project: Literary research Report (opt) Unit Project: Skit (opt) Cluster and Unit Assessments

Version 8/14/11 44







Content Specific: Be-ers and Doers 1. Why does the narrator compare her

mother to the South Shore of Nova Scotia?

2. How does the Mother’s attitude towards life differ from the Father’s? Why does this cause conflict?

3. What is the conflict between the Mother and Albert? How is it similar to the conflict with the Father?

4. How does Maudie differ from her siblings? Explain how their actions reveal the differences in their character.

5. Why did the Mother need to “light a fire under” Albert’s feet?

6. How does Albert the be-er become Albert the doer? In the end is Albert a Be-er or a Doer?

Content Specific: The Calling 1. What does the author mean by saying,

“it brought me to life, out of captivity?” 2. What word or phrases create a sense of

hope?

Content Specific: My Moment of Truth 1. What does the author imply by saying

“revelation comes in all forms?” 2. What does Dawes mean when she says

she, “confronted a critical question for the first time?”

3. Why would Dawes choose to live on “autopilot?”

4. What conflict caused Wynton Marsalis to discover his moment of truth?

Item Specifications Question Stems 1. What was the author’s purpose in

writing this passage? (Author’s Purpose)

2. What type of literary device does the author use in the sentence above? (Descriptive Language)

3. In what ways does author’s use of figurative language help readers understand the narrator’s feelings about ___? (Figurative Language)






Fluency Focus: • Expression • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8 Modeling B6: Use of Cognates D5: Realia/ Manipulatives* F1 Prior Knowledge F10 SQR (Survey, Question, Read, Recite, Review) G4: Graphic Representation* G11: Writing Sample *Marzano’s High Yield Strategy










Version 8/14/11 45



FCAT Preparation and Assessment Week/Dates:

Weeks 30-31/Apr 2-13 FCAT Preparation and Assessment GENRE FOCUS: Nonfiction

READING STRATEGY: Synthesize

CORE TEXTS & RESOURCES Instructional Focus SSS CONTENT SPECIFIC

OBJECTIVE: SSS BENCHMARK FOCUS: ASSESSMENTS

Edge if and as time allows per school FCAT schedule

As needed per data

All tested benchmarks and content focus or as needed per data

All tested benchmarks across all 4 reporting categories or as needed per data

FCAT Practice FCAT Test

Version 8/14/11 46



Unit 6: Rights and Responsibilities (Cluster 1) Page 1 of 3 Week/Dates:

Wks 32-33/Apr 16-27 ESSENTIAL QUESTION:

How Can We Balance Everyone’s Rights? GENRE FOCUS:

Nonfiction READING STRATEGY:

Synthesize CORE TEXTS & RESOURCES








• FCAT Connections Unit 6 • EDGE C TE & SE • EDGE C Interactive Practice


Handbook (pp. 75b-eb) • EDGE C Reading and Writing

Transparency 26:Persuasive Nonfiction



Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lessons 3 Prepare to Read Edge Lessons 4 Before Reading and Read: “Too Young to Drive?” Edge Lessons 5 Before Reading and Read: “Rules of the Road.” Edge Lessons 6 Reflect and Assess; and Differentiated Instruction Edge Lessons 7 & 8 Cluster One Test) Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lessons 9 Workplace workshop Edge Lessons 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.


affixes, root words) • Analyze words/phrases

derived from Latin, Greek, or Other Languages

• Author’s purpose • Author’s perspective • Author’s bias • Main Idea • Summary statement • Relevant details • Conclusions/inferences • Predictions • Text Structures/Organizational





Category 1: Vocabulary LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP).

Category 2: Reading Application LA. 910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Category 3: Literary Analysis LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.

Category 4:Informational Text/Research Process LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.











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EDGE C: INTENSIVE READING INSTRUCTIONAL FOCUS CALENDAR – DISTRICT CURRICULUM GUIDE Unit 6: Rights and Responsibilities (Cluster 1) Page 2 of 3













Content Specific Vocabulary: • Consistently • Excessive • Intrusion • Precaution • Proficiency • Restrict • Transform • Violate Academic Vocabulary: • Ethical • Evidence • Logical • Argument (multi-meaning) • Bias • Connotation • Denotation

Word Study • Word Walls • Word Maps • Frayer model • Link to essential question • Reference resources: Thesaurus • Connotation/Denotation Chart • Semantic Feature Analysis Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: How can we balance

everyone’s rights? • Jigsaw • Anticipation Guide Preview and Predict: • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions Literary Analysis Genre Focus: How to read nonfiction: persuasive texts • Editorial • How-to article Literary Analysis Focus: Elements of Persuasion • Recognize Genre: Persuasive

Nonfiction • Evaluate Logical Argument • Recognize Genre (how-to

article) • Analyze Bias in Persuasive

Nonfiction

Reading Strategies Focus: Synthesize: Draw Conclusions

Herringbone: Before reading, students will predict the main idea and details in the text. During and after reading, students will add to their herringbone charts and revise as needed.






Graphic Organizers: • Argument/Elements (T541) • Cause-Effect chart (T547) • Compare/contrast (T549) • Persuasion map (T559)

Interactive Word Walls Before reading, create a list of the key words. Refer to the word wall throughout the unit, being sure students are actively interacting with the words on the wall. During and after reading use interactive activities such as: sorting words into categories and labeling them (list-group-label or word sort); using 3–5 words to write a summary sentence about a main concept; creating an analytic graphic organizer that relates the words to one another; write a narrative - short story, poem, or description - that links several words on the word wall together in a meaningful way; create a word game using the words on the wall - crossword puzzle, word search, or paired compare/contrast.


graphic organizers • Analysis of evidence • Demand writing: short persuasive

essay

Interactive Word Walls • Refer to during reading strategies

column for additional strategies for after reading.





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Unit 6: Rights and Responsibilities (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES Content Specific: Too Young to Drive? 1. What has caused Legislative leaders in

Massachusetts to create a bill to change the legal driving age?

2. How would the findings of the graduate students from Boston University support the arguments of Legislative leaders?

3. How does the map on page 546 support the following statement, “Driver education programs have been found to have little to no effect on reducing teen crashes.” Explain your answer.

4. According to Maureen Powney, why should the driving age be raised?

5. The National Institutes of Health believe teens lack “impulse control” why is it important to have “impulse control?”

Content Specific: How to Be a Safe Driver 1. Rules of the Road is a How-to-Article,

how do the subtitles help you comprehend the information?

2. What information from the National Institutes of Health should be added to this How-To Article?

3. Rearrange the subtitles so that the most important to least important.

4. Be sure to explain your choices 5. 4Where would you expect to find this

How-To Article? And why? Item Specifications Question Stems 1. Read this sentence from the article. If

the origin of the word ___ is the Latin root __ meaning ___, what does ___ (same root plus affix) mean?


3. From reading the article, the reader can infer that ___ (topic/information/fact from the text) … (answer stems reflecting specific information from the text). (Conclusions/Inferences)

4. Read this sentence from the passage. What literary device does the writer use in the sentence above? (Figurative Language)






Fluency Focus: • Expression • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A12: Use All Modalities/Learning Styles* B3: Interactive Word Wall C1: Charts* C10 Story Maps D2: Captioning F12: Think Aloud *Marzano’s High Yield Strategy

Edge Novels: I Will Plant You a Lilac Tree, by Laura Hillman (730L) Monster, by Walter Dean Meyers (670L) The Autobiography of Miss Jane Pitman, by Ernest Gaines (710L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









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Unit 6: Are You Buying It? (Cluster 2) Page 1 of 3 Week/Dates:

Wks 34-35/Apr 30- May 11 ESSENTIAL QUESTION:






EDGE C. Unit 6, Cluster 2 BEEP Edge C.6 # 11 – 17

• Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data.






Handbook (p. 75f-i) • EDGE C Transparency 27:

Word Square; 28: Evaluating Arguments



Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: “Piracy Bites!” Edge Lesson 13 Before Reading and Read, “Doonesbury on Downloading.” Edge Lesson 14 Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.




• Author’s purpose • Author’s perspective • Author’s bias • Main Idea • Summary statement • Relevant details • Conclusions/inferences • Predictions • Compare (Similarities) • Contrast (Differences) • Text Structures/Organizational





Category 1: Vocabulary LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP). Category 2: Reading Application LA. 910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. LA.910.1.7.7 The student will compare and contrast elements in multiple texts.

Category 3: Literary Analysis LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts. Category 4:Informational Text/Research Process LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.











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Unit 6: Rights and Responsibilities (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Access • Counterfeit • Facilitate • Fundamental • Impact • Merit • Repercussion • Verify Academic Vocabulary: • Ethical • Evidence • Logical

Word Study • Word Walls • Word Square • Word Relationships • Word Connotations Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls





and confirm predictions Literary Analysis Genre Focus: How to read nonfiction: Persuasive texts • Persuasion • Cartoon • Editorial Cartoon Literary Analysis Focus: Evaluating Arguments • Evaluate Arguments in

Persuasive Non-fiction • Analyze Editorial Cartoons • Identify faulty persuasive

techniques Reading Strategies Focus: Synthesize: Compare Evidence Knowledge Rating Guide Students divide their paper into three columns: 1) Know it/Use it, 2) Can describe it/Don’t use it, 3) Don’t know it/Don’t use it. Before reading, provide students with key terms. Ask students to rate their level of knowledge about each term by placing an X in the appropriate column. Place students in small groups to talk about the terms and/or lead the class in a discussion about the terms students know.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • Evaluating an Argument (T563) • Compare evidence across texts

(T563) • T Chart/Elements of an

Argument (T567) • Summarize Opinions (T569) • Venn Diagram/Comparison

Charts (T571, T574, T575, T577)

Paired Reading In pairs, students take turns reading one paragraph at a time from an assigned reading. The reader reads in a low voice, loud enough only for the listener to hear. When the reader completes the paragraph, the listener provides a summary of the paragraph that needs to be “approved” by the reader. If the summary is not clear or accurate, the pair goes back to the text and rereads silently to add what is necessary. Then the two switch roles, with the first reader becoming the active listener and summarizer.


graphic organizers • Write about Literature: Letter • Position Statement • Persuasive Speech H-Map: • Students will compare two

concepts or items.

Paired Reading When pairs are done with the reading they may discuss what they each found interesting about what they have read, answer questions or complete a graphic organizer together or separately, interview another pair about their reading session (what went well/what did not), ask pairs to contribute three interesting words from their reading to the Word Wall, add to their learning log or journal based on what was read, or write a collaborative summary of what they read.

Literacy Learning Logs Update per suggestions from previous weeks in the IFC. Vocabulary Notebooks Update per suggestions from previous weeks in the IFC.


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Content Specific: Piracy Bites! 1. How are pirates from the 17th and 18th

century different from modern day pirates?

2. According to the author, how are modern day pirates and terrorist organizations connect to one another?

3. What does the author use to support the points he makes about piracy in cyberspace?

4. What does the speaker mean by saying, “I have always been a strong proponent of technology and of the innovations that technology offers society?

5. How are the ideas represented by the U.S. Representatives similar?

6. Which U.S. Representatives argument do you believe would persuade teens not to illegally download material from the Internet?

Content Specific: Doonesbury on Downloading 1. Look at the third frame on page 576;

write a response for each character. 2. How does Alex’s thought in the second

frame relate to the argument of U.S. Representative Towns?

3. Look at frame four on page 578. Why has the father decided to impound Alex’s laptop? Will that stop her from attaining pirated material?

Item Specifications Question Stems 1. Read this sentence from the article.

Which word has the same root as __? 2. Read this sentence from the passage.

The author uses this comparison to “___” (answer stems reflect information from the text). (Author’s Purpose)

3. What was the author’s purpose in writing this passage? (Author’s Purpose)

4. How does (the author) organize the article to illustrate __? (Text structures/Organizational patterns)






Fluency Focus: • Expression • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A1 Bilingual dictionary A8 Modeling B4: Semantic Feature Analysis* C13: Venn Diagram* F7: Read Aloud F8 Reading with a Specific Purpose *Marzano’s High Yield Strategy










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Unit 6: Rights and Responsibilities (Cluster 3) Page 1 of 3 Week/Dates:

Skip this cluster if time is short ESSENTIAL QUESTION:













Handbook (p.75j-88) • EDGE C Reading

Transparency 29: Elements of Persuasion


Edge Lesson 18-21 Prepare to Read Before Reading and Read “Long Walk to Freedom.” Before Reading and read, “ Our Power As Young People.” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lesson 22-23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test, Unit Project Reading and Literary Analysis Test Writing Project: Persuasive Essay (opt) Unit Project: Political Campaign (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.

Within and Across Texts: • Context Clues • Analyze word structure (e.g.



• Author’s purpose • Author’s perspective • Author’s bias • Compare (Similarities) • Contrast (Differences) • Text Structures/Organizational





Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP).

Category 2: Reading Application LA. 910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. LA.910.1.7.7 The student will compare and contrast elements in multiple texts.

Category 3: Literary Analysis LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.

Category 4:Informational Text/Research Process LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.











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Content Specific Vocabulary: • Apathetic • Distinction • Emancipation • Exploitation • Inclination • Liberate • Motivated • Oppression Academic Vocabulary: • Ethical • Evidence • Logical • Rhetoric/Rhetorical • Parallelism (Rhetorical device) • Repetition (Rhetorical device) • Alliteration (Rhetorical device) Word Study • Word Sorts • Connect words using questions • Use context clues: Denotation

and Connotation Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls





and confirm predictions Literary Analysis Genre Focus: How to read nonfiction: Persuasive text • Autobiography • Interview Literary Analysis Focus: Elements of Persuasion • Analyze elements if persuasion

in nonfiction • Analyze author’s perspective • Literary criticism: Historical

analysis • Analyze interviews • Compare literature: Rhetorical

devices in non-fiction Reading Strategies Focus: Synthesize: Form Generalizations Quick Write This versatile strategy is used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking before, during or after reading. Have students respond in 2–10 minutes to an open-ended question or prompt posed by the teacher before or during reading.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • KWLS Chart (T586) • Elements of Persuasion Chart

(T587) • Word/Meaning/Effect Chart

(T591) • Timeline (T598)

Evaluate Generalizations (T602) • Main Idea/Details Chart (T607) Coding Text: Students will use symbols to mark text where information/ideas are important, interesting, confusing, and/or surprising. Students may use suggested codes or create their own.


graphic organizers • Write About Literature: Letter to

the Editor

Quick Write Students may respond to an open-ended question or prompt posed by the teacher after reading. Combine with Think-Pair-Share as appropriate. Literacy Learning Logs • Summarize. Paraphrase, predict,




Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Writing Project: Persuasive Essay (opt) Unit Project: Political Campaign (opt) Cluster and Unit Assessments

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Content Specific: Long Walk to Freedom 1. What do you think Nelson Mandela

means when he says, “I had been pleasantly besieged by arriving dignitaries?"

2. What is ironic about having the Mandela’s inauguration in the amphitheater in Pretoria?

3. Why did Mandela have two national anthems sung at his inauguration?

4. Why does Mandela believe that every man has “twin obligations?”

5. What caused Mandela to join the African National Congress?

6. Why did Mandela wan to “liberate” the oppressed and the oppressor?

7. Read the last sentence on page 597, Mandela is now free. Why is his walk not ended?

8. How did apartheid affect whites and nonwhites?

9. Which U.S. Representatives argument do you believe would persuade teens not to illegally download material from the Internet?

Content Specific: Our Power as Young People 1. Have you ever felt motivated to speak

up against injustice? Why? 2. Do you agree with the author that teens

in the United States are also being exploited?

3. Do you feel you can make a positive change in this society as a teenager or do you have to wait until you are an adult?

Item Specifications Question Stems 1. The author would most likely make the

statement next that ___ (answer stems reflecting specific information from the text)? (Author’s Perspective)

2. According to the article, how did ___ (an element, persons, or event) differ from ___ (a second element, persons, or event)? (Contrast)






Fluency Focus: • Intonation • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A6: Flexible Timing B8: Vocabulary with Context Clues C1: Charts* C3: Flow Charts* F11: Summarizing* G11: Writing Sample *Marzano’s High Yield Strategy










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Unit 7: For What It’s Worth (Cluster 1) Page 1 of 3 Week/Dates:

Wks 36-37/May 14-25 ESSENTIAL QUESTION:

What Deserves Our Care and Respect? GENRE FOCUS:

Drama and Poetry READING STRATEGY:

Visualize CORE TEXTS & RESOURCES










Handbook (pp. 89b-89e) • EDGE C Reading

Transparency 30: Definition Map; 31: Dramatic Elements



(NOTE: This pacing guide skips Edge Unit 6, Cluster 3) Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lesson 3 Prepare to Read Edge Lesson 4 Before Reading and Read: “The Jewels of the Shrine, and “Lineage.” Edge Lesson 5 Before Reading and Read: “Remembered.” Edge Lesson 6 Reflect and Assess; and Differentiated Instruction Edge Lesson 7-8 Cluster One Test) Integrate Language Arts (Literary Analysis and Vocabulary Study) Cluster One Test Edge Lesson 9 Workplace Workshop Edge Lesson 10 Vocabulary Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment Differentiated Instruction and Edge Benchmark Assessment Give district assessments as required.

Within and Across Texts: • Context clues • Multiple meanings • Main idea (stated or implied) • Summary statement • Relevant details • Conclusions/inferences • Predictions • Compare (similarities






Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning. LA.910.1.7. 3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts.

Reporting Category 3: Literary Analysis LA.910.2.1.5 The student will analyze and develop an interpretation of a literary work by describing an author’s use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery). LA.910.2.1.7 The student will analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e. g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.











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Unit 7: For What It’s Worth (Cluster 1) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Compensate • Destitute • Impudent • Infuriate • Prophecy • Respectable • Traditional Academic Vocabulary: • Aspect • Image • Interact • Interpret • Mental • Structure • Character Foil • Character Traits • Character Sketch • Suspect (verb -multi-meaning)

Word Study • Word Walls • Definition Map • Context clues: idioms, similes,

metaphors • Idioms Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls

Unit Launch • EQ: What deserves our care and

respect? • Roundtable • Think Pair Share Preview and Predict: • Determine what’s important • Clarify vocabulary (word parts,



and confirm predictions Literary Analysis Genre Focus: How to read drama and poetry • Play • Poetry Literary Analysis Focus: Dramatic Elements • Identify dramatic elements • Analyze discourse patterns

across cultures: Oral Storytelling • Interpret genre: drama vs. poetry • Analyze imagery and Free Verse • Analyze character foils in drama • Analyze dialogue and character

traits in drama Reading Strategies Focus: Visualize: Identify Emotional Responses Acrostic Poem: Brainstorm qualities of families that keep them together (loyalty, integrity, etc. Students will write an acrostic poem for one of the qualities discussed. Share the poems and display them on a classroom bulletin board.






Graphic Organizers: • Argument For/Against (T631) • Visualization Chart (T637) • Dramatic Elements Chart (T639,

T643) • Character Analysis Chart (T647) • Words/Actions Analysis Chart

(T653) • Know/Suspect Chart (T657) • Comparison: Drama vs. Poetry

(T667) • Shades of Meaning chart (T673)

Read-Aloud/Think Aloud • Teacher models fluency, builds

students’ comprehension, and students’ vocabularies by reading the selection or parts of the selection to students.

• Use Choral Reading or Reader’s Theatre for drama and poetry selections.

Summarizing and Paraphrasing: Two Column Note Chart Find examples that illustrate figurative elements in text structure (poetry or drama) using quotes or summaries/paraphrases from the two texts.


graphic organizers • Write About Literature: Analysis • Character Sketch

Making text-to-self connections: • Students will connect what they

read to their own lives. Save the Last Word for Me A collaborative format (3-4 students) for the discussion of text in which students first record interesting quotes and why they find them interesting, and then share their thinking with peers. Literacy Learning Logs • Summarize. Paraphrase, predict,




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Unit 7: For What It’s Worth (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES Content Specific: The Jewels of the Shrine 1. How did death play a trick on Okorie? 2. Why do you think the grandsons are so

disrespectful to Okorie? 3. What type of hope do you believe the

stranger gave Okorie? 4. Why do Akob and Ojima begin to show

their Grandfather respect? 5. Why do the brothers believe Okorie

about the buried box when he has already lied to them?

6. How did the Grandfather know his grandsons would dishonor him after he died?

7. Do you believe the stranger knew of the Grandfathers plot to trick them?

Content Specific: Lineage 1. How is the speaker different from her

grandmothers? 2. How is this grandchild different from

Okorie’s grandchildren? Content Specific: Remembered 1. How does the man treat his guests? 2. How is personification illustrated in this

poem? 3. How is this old man different from

Okorie? Item Specifications Question Stems 1. Read these lines from “___” (poem). In

the lines above, what does the word “___” reveal about the “___” (an element/topic or statement from the poem)? (Multiple Meanings)

2. In __ (title of poem), the __ (figurative element from poem) in the first stanza differ from those in the second stanza. In the first stanza, the (figurative element from poem) … (answer stems reflecting reasonable contrasts). (Contrast)

3. How does the author use imagery to illustrate the beauty of the setting?







Fluency Focus: • Expression • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A12: Use All Modalities/Learning Styles* B5: Structural Analysis C10: Story Maps* D4 Music/Songs/Jazz Chants/Raps E8: Reader’s Theatre* H2: Guest Speakers *Marzano’s High Yield Strategy

Edge Novels: Hoop Dreams, by Ben Joravsky (800L) Down Garrapata Road, by Anne Estevis (810L) Othello, by Julius Lester (770L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using “Status of the Class”, “Clipboard Cruising” and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: • Reader response logs (provide prompts for









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Time Allowing ESSENTIAL QUESTION:


Poetry and Drama READING STRATEGY:









• FCAT Connections Unit 7 • EDGE C Interactive Practice


Handbook (p. 89f-89i) • EDGE C Reading

Transparency 32: Word Square, 33: Blank Verse



Edge Lesson 11 Prepare to Read Edge Lesson 12 Before Reading and Read: “Romeo and Juliet. ” Edge Lesson 13 Before Reading and Read “Sonnet 30/I am Offering This Poem.” Edge Lesson 14 Reflect and Assess; and Differentiated Instruction Edge Lesson 15-16 Cluster Two Assessment) Integrate Language Arts (Literary Analysis and Vocabulary Study) and Cluster Two Test Edge Lesson 17 Listening and Speaking Workshop; and Differentiated Instruction Reflection/Learning Logs and Vocabulary Notebooks Cluster Wrap Up & Benchmark Assessment) and Differentiated Instruction Edge Benchmark Assessment Give district assessments as required.




















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Unit 7: For What It’s Worth (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING












Content Specific Vocabulary: • Attitude • Dense • Envious • Feud • Fractured • Mature • Perfection • Resolution Academic Vocabulary: • Aspect • Image • Interact • Interpret • Mental • Structure • Parody

Word Study • Word Walls • Word Square • Use context clues: Figurative

language (similes) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls





and confirm predictions

Literary Analysis Genre Focus: How to read drama and poetry • Play • Poems

Literary Analysis Focus: Blank Verse, Figurative Language • Analyze blank verse • Analyze figurative language in

poetry • Critique literature • Analyze parody in drama and

poetry

Reading Strategies Focus: Visualize: Form mental images

Anticipation/Reaction Guide Create 4–6 statements that support or challenge students’ beliefs, experiences, and preexisting ideas about the topics in the texts. Students create charts with the following columns: Agree/Disagree/ Statement/ Page(s) for evidence, Agree/ Disagree. Before reading the text, have students react to each statement in the first Agree/ Disagree columns and be prepared to support their position. In small groups or as a whole class, ask students to explain their initial responses to each statement.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • Blank Verse (T681) • Imagery/Visualization Chart

(T681) • Love Is/Is Not… Chart (T695)

Anticipation/Reaction Guide During reading, ask students to find evidence that supports or rejects each statement. After reading the text, ask students to react to each statement in the second Agree/ Disagree column to determine if they have changed their minds about any of the statements. Students rewrite any false statements based on the reading, individually or in cooperative groups.

Student-generated questions: • Students will focus their reading

by searching for personal meaning and connections through student-generated questions.


graphic organizers • Writing About Literature: Literary

Response • Writing on Demand: Literary

Critique

Literacy Learning Logs • Summarize, paraphrase, predict,

interpret, analyze, compare, speculate, and imagine as responses to text/reading.




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Content Specific: Romeo and Juliet 1. Why does Mercutio make fun of

Romeo’s feelings for Juliet? 2. What does Romeo compare Juliet’s

eyes to? 3. Would Juliet have spoken her thoughts

so freely if she knew Romeo was listening?

4. Re-read lines 71-74. What can you infer about Romeo’s love for Juliet?

Content Specific: Sonnet 30 1. Would Romeo and Juliet agree with the

speaker in this sonnet? 2. Re-read lines 80-84 of Romeo and

Juliet compare them to lines 5-8 in Sonnet 30. How do these lines differ?

Content Specific: I Am Offering This Poem 1. Look at the image on page 69, which

lines in the poem illustrate the images in the heart?

2. Why does the author continually refer to “warmth”?

3. What do “Sonnet 30” and “I Am Offering This Poem” have in common?

4. How are the mental images from “Sonnet 30” different from the metal images from “I Am Offering This Poem?”

Item Specifications Question Stems 1. In what ways does author’s use of

figurative language help readers understand the narrator’s feelings about ___? (Figurative Language)

2. In __ (title of poem), the __ (figurative element from poem such as images of nature) in the first stanza differ from those in the second stanza. In the first stanza, the (figurative element from poem) … (answer stems reflecting reasonable contrasts). (Contrast)






Fluency Focus: • Intonation • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A8: Modeling B7: Vocabulary Improvement strategy (VIS) E8: Reader’s Theatre* E9 Role Play F7: Read Aloud G8: Retelling *Marzano’s High Yield Strategy










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Time Allowing ESSENTIAL QUESTION:


Poetry and Drama READING STRATEGY:




EDGE C. Unit 7, Cluster 3 BEEP Edge C.7 # 18-24

• Each cluster takes about 2





• FCAT Connections Unit 7 EDGE C Interactive Practice Book (pp. 268-281)

• EDGE C Interactive Practice Book (pp. 266-277)

• EDGE C Assessment Handbook (p.89j-104)

• EDGE C Reading Transparency 34: Form and Sound


Edge Lesson 18-21 Prepare to Read Before Reading and Read “Poems for the Earth/” Before Reading and Read, “ I Was Born Today/Touching the Earth.” Reflect and Assess; and Differentiated Instruction Or Comprehension Instructional Sequence Edge Lessons 22 - 23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lessons 24 Unit Wrap Up, Review, and Differentiated Instruction Unit Wrap Up Unit Test, Unit Project Reading and Literary Analysis Test Unit Project: Literary Anthology (opt) Differentiated Instruction Edge Benchmark Assessment Test Give district assessments as required.




















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Content Specific Vocabulary: • Commercial • Endure • Essence • Industrial • Perish • Resolve • Suffice • Tremulous Academic Vocabulary: • Aspect • Image • Interact • Interpret • Mental • Structure

Word Study • Interactive Word Walls • Use context clues (Figurative

Language – Metaphor) Edge Vocabulary Routines: • Make Words Your Own • Vocabulary Notebooks • Vocabulary Study Cards • Word Bench • Text Talk Read Aloud • Word Sorts • Graphic Organizers • Discussion • Games and Drama • Word Walls





and confirm predictions Literary Analysis Genre Focus: How to read drama and poetry • Poems • Essay Literary Analysis Focus: Form and Sound, Form and Style • Analyze form and sound in

poetry • Identify literary themes (people

and nature) • Analyze form and style • Critique literature (poetry) • Analyze rhythm and line length

in poetry

Reading Strategies Focus: Visualize: Form Sensory Images Read-Aloud/Think Aloud • Teacher models fluency, builds

students’ comprehension, and students’ vocabularies by reading the selection or parts of the selection to students.





• Analyze text features • Analyze visuals • Paraphrase and summarize • Clarify ideas: reread or read on • Compare across texts Graphic Organizers: • Elements of Sound Chart (T705) • Response to text chart (T705) • Compare/contrast poetry and

painting chart (T709) • Classification Chart (T711) • 2 Column Notes: Sensory

Images/Lines from Poem (T716) • Categorizing Images Chart

(T719) Paired or Choral Reading • Use Paired Reading, Choral

Reading or Reader’s Theatre for drama and poetry selections.

Save the Last Word for Me A collaborative format (3-4 students) for the discussion of text in which students record interesting quotes, why they find them interesting, and then share their thinking with peers.


graphic organizers • Write about literature: Analysis of

an issue • Research writing: Critique a poem





Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Edge Unit Project: Literary Anthology Cluster and Unit Assessments

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Unit 7: For What It’s Worth (Cluster 3) Page 3 of 3 HIGHER ORDER QUESTION




DIGITAL TOOLS & RESOURCES Content Specific: Poem #1 Mi Madre 1. What would be another title for the

poem Mi Madre? 2. In what lines could “she” be Mother

Nature? Poem #2 Hard Questions 1. Why do you think this poem is titled

“Hard Questions?” Are the questions in the poem difficult to answer?

2. What can you infer about how the author feels about nature?

3. Why does the speaker want to “bale” together the dwellings?

Poem #3 There Will Come Soft Rains 1. Identify the images that the speaker’s

words create in your mind. 2. How does the author use personification

in the poem? 3. How is the mood in Poem 2 different

from the mood in Poem 3? Poem #4 Fire and Ice 1. Does the author favor fire over ice? 2. Look at the image on page 714, how

does that image support the speaker? I Was Born Today/Touching the Earth 1. Who would agree with this poem an

optimist or a pessimist? 2. What holiday would best be associated

with this poem? 3. How does the first line in Touching the

Earth set the tone of the essay? 4. What other poem from this section

could paired with this essay? 5. According to the various speakers, what

deserves our care and respect? Item Specifications Question Stems 1. Which phrase best describes both the

__ (person/character) in “___” (article, poem, or passage #1) and the speaker of “__” (article, poem, or passage #2)? (Word Relationships)

2. Read these lines from the “___” (poem). Based on the rest of the (poem), which sentence best restates the meaning of the lines above? (Analyze Words/Text)






Fluency Focus: • Phrasing • Accuracy and rate Fluency Routines • Choral or Echo Reading • Marking the Text • Collaborative/Paired Reading • Echo Reading • Listening While Reading • Timed Repeated Reading • Recorded Reading • Reader’s Theatre ESOL/ESE Strategies A3: Chunking A8 Modeling B1: Categorize Vocabulary D1: Audio Books E4 Group Reports/Projects F12: Think Aloud G9: Rubrics* G11: Writing Sample *Marzano’s High Yield Strategy










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edge c: intensive reading instructional focus calendar

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