web viewunit name: reading informational text/writing. grade level: 9-12. district-approved text:...

UNIT NAME: Reading Informational Text/Writing

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

Unit : 3

Stage 1 – Desired ResultsEnduring Understanding:

Effective readers use a variety of strategies to make sense of the ideas and details presented in text. Effective readers, writers, and listeners use knowledge of language to make appropriate choices when presenting information and to clarify

meaning when reading or listening. Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.

Essential Questions:

How can I analyze a text? Am I clear about what I just read? How can discussion increase knowledge and understanding of an idea(s)? How do good writers express themselves?

ESL Support:

Adapted Text with Visuals Graphic Organizer: T-Chart Word Detective, Fryer Model Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Modeling: Teacher created mentor text (Personal Narrative); Document Reader/Overhead Projector

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

Standard Student Learning Objectives Suggested Instructional Suggested Suggested

TBOE Approved 8/26/2013

(SLO)Content Objective (CO)

Language Objective (LO)

Scaffold Skills Assessments Resources

CCSS

RL11.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

WIDA: 2-5ReadingSpeaking

SLO: 2

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

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

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

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

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

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

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

Formative Read-Aloud Choral Reading Oral Summaries Teacher

Observations Graphic Organizer

(Story Maps) Response Journals

Summative

Quizzes Cluster Tests State assessments District Benchmarks

Projects

Role Play/skits Choral Recitation of

Poems

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

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

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

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











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



Stage 2 – Assessment EvidenceSuggested Performance Tasks:

I can define textual evidence (“word for word” support).

I can define inference and explain how a reader uses textual evidence to reach a logical conclusion.

I can read closely and find answers explicitly in text (right there answer) and answers that require an inference.

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

I can determine places in the text that matters uncertain (e.g., when the reader must draw his/her own conclusion/assumptions).

I can define central ideas (main point in a piece of writing).

I can analyze how central ideas develop over the course of the text.

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

Other Evidence:

Feedback

Conference

Peer-Self Assessments

Reflective Journal logs

Teacher Observations




Unit : 3


Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in

diverse formats.


What do good readers do? How do I know I am clear about what I just read? What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL SUPPORT:

Adapted Text with Visuals Activate prior knowledge Graphic Organizer: Story Map, T-Chart Word Detective, Fryer Model Cooperative whole group/paired reading: Guided Reading, Anticipation Guide

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



(SLO)Content Objective (CO)Language Objective (LO)


CCSS

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


SLO: 3

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

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

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

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

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

ELD4: Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity.

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

Formative Read- Aloud Independent

Reading Choral Reading Jigsaw Literature/

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

Summative Quizzes Cluster Tests State assessments District

Benchmarks

Projects

Role Play/skits Exhibitions( present

ations)

EDGE 9-12Writer’s Workout Practice Book

www.BreakingNewsEnglish.com/

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

www.hbedge.net

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

www.The New York Times Learning Network.comTOEFL 4 Me

TOEFL Practice

Discover Online

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

















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


http://www.BreakingNewsEnglish.com/



I can respond to the ideas of others by contributing information, ideas, and experiences.

I can make inferences from central ideas and details of recited grade level poetry or free verse.

I can demonstrate the ability to listen in order to predict, recall and discuss information, follow oral directions, and identify story elements.

I can give review of information from multimedia that includes interpretations, critiques or self-reflections.

I can produce editorials (opinions backed by evidence) in response to newspaper or website articles.

Other Evidence:

Feedback

Conference







Unit : 3


Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in

diverse formats.


What do good readers do? How do I know I am clear about what I just read? What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Adapted Text with Visuals Activate prior knowledge Cause and effect graphic organizer Clarify ideas Analyze importance in sequential order Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc. Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual) Figurative Language Chart Word Wall Phrase Citations

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases, simile, metaphor, hyperbole, personification, alliteration, onomatopoeia


Standard Student Learning Objectives(SLO)

Content Objective (CO)Language Objective (LO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

SuggestedResources

CCSS

RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


SLO: 4

CO: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

LO: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events using a cause and effect Graphic Organizers, Word Bank.

ELD1: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events and/or using a leveled text, use gestures or selected, grade-level words in key phrases.

ELD2: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events and/or using a leveled text, use selected, grade-level vocabulary in key phrases and short sentences.

ELD3: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in an adapted text using key vocabulary in simple, related sentences.

ELD4: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in texts within grades 9-11 complexity levels using key vocabulary in expanded and some complex sentences.

ELD5: Read and analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in a grade level text using precise

Formative Read- Aloud Independent

Reading Choral Reading Jigsaw Teacher

Observation Literature/

Discussion Circles Graphic Organizer Write a summary Journals Socratic Seminars Interactive

Notebook

Summative Quizzes Cluster Test Reflection Wrap-up District

Benchmark State assessment

Projects

Exhibitions( presentations)

Rubric




www.hbedge.net

www.inspiration.com/


www.The New York Times

Learning Network.com

TOEFL 4 Me

TOEFL Practice

Discover Online


http://www.hbedge.net/




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


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

vocabulary in multiple, complex sentences.


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

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

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

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

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

I can respond to the ideas of others by contributing information, ideas, and experiences.

I can make inferences from central ideas and details of recited grade level poetry or free verse.

I can demonstrate the ability to listen in order to predict, recall and discuss information, follow oral directions, and identify story elements.

I can give review of information from multimedia that includes interpretations, critiques or self-reflections.

I can produce editorials (opinions backed by evidence) in response to newspaper or website articles.

Other Evidence:

Feedback

Conference







Unit : 3


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

stanza) relate to each other and the whole.


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

ESL SUPPORT:

Adapted Text with Visuals Activate prior knowledge Graphic Organizer: Cause and Effect, Problem/Solution, Venn diagram Clarify ideas Gather and synthesize information Literary device: Plot, theme, foreshadow Analyze importance in sequential and chronological order Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc. Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual) Figurative Language Chart word wall Phrase Citations Visuals

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






CCSS

RI.11.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.


SLO: 6

CO: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

LO: Read to analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using a Graphic Organizers, Word Bank.

ELD1: Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from a text and/or from an illustrated, leveled text, using selected, grade-level words in memorized phrases.

ELD2: Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from adapted text using key vocabulary in simple, related sentences.

ELD3: Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from adapted text using key vocabulary in simple, related sentences.

ELD4: Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from text within grades 9-11 complexity level using key vocabulary in expanded and some complex sentences.

ELD5: Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from grade level text using precise vocabulary in multiple, complex sentences.

Formative

Read- Aloud Independent

Reading Choral Reading Jigsaw Teacher

Observation Literature analysis Discussion Circles Graphic Organizer Write a summary Journals Socratic Seminars Interactive

Notebook

Summative

Quizzes Cluster Test Reflection Wrap-up unit District

Benchmarks State assessments

Projects

Write an expository or argumentative essay

Rubrics




www.hbedge.net



www.The New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice

Discover Online










Stage 2 – Assessment EvidenceSuggested Performance Task:

I can determine how an author chose to structure his /her exposition or argument (e.g. chronological, cause and effect, problem and solution, compare and contrast).

I can analyze the structure of an author’s exposition or argument and evaluate whether the structure is effective.

I can determine if an author’s structure is effective in making his/her points clear, convincing and engaging.

I can evaluate how an author’s choice of structure impacts his/her audience.

Other Evidence:

Feedback

Conferencing







Unit : 3


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

diverse formats.


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

ESL Supports:

Adapted Text with Visuals Activate prior knowledge Build background Graphic Organizers: Cause and Effect, Problem/Solution, Venn Diagram Clarify ideas Think-Pair-Share Identify multiple sources of information Evaluate information Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching Figurative Language Chart word wall Phrase Citations Visuals

Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector Writing Mode: Expository Define Explain Trait: Development of ideas Process: Prewrite; Draft; Revise for Development of ideas Edit, Proofread, Publish and Present


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





SuggestedResources

CCSS

RI.11.6Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.


SLO: 7

CO: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective.

LO: Read to determine and analyze author’s point of view by using Graphic Organizers, and Sentence Starter.

ELD1: Read to determine and analyze author’s point of view in and/or using selected, grade-level words in memorized phrases.

ELD2: Read to determine and analyze author’s point of view in and/or using selected, grade-level vocabulary in key phrases and short sentences.

ELD3: Read to determine and analyze author’s point of view in adapted text using key vocabulary in simple, related sentences.

ELD4: Read to determine and analyze author’s point of view in texts within grades 9-11 complexity band using key vocabulary in expanded and some complex sentences.

ELD5: Read to determine and analyze author’s point of view in grade-level text using precise vocabulary in multiple, complex sentences.

Formative


Reading Choral Reading Jigsaw Think-Pair-Share Teacher

Observation Literature analysis

Discussion Circles Graphic Organizer Write a summary Journals Read poetry Interpret theme Socratic Seminars

Summative Quizzes Cluster Test Reflection District

benchmarks Wrap-up unit State

assessments




www.hbedge.net



www.The New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice

Discover Online

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


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

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

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






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


Project Research an

author Rubric


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

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

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

I can analyze how the author’s style and content contribute to power, persuasiveness, or beauty of the text.

Other Evidence:

Feedback

Conference







Unit : 3


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

diverse formats.


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

ESL Supports:

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

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





SuggestedResources

CCSS SLO: 8 ELD1: Read to evaluate an Formative EDGE 9-12

Writer’s Workout Practice


RI.11.7Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents).

WIDA ELDS: 2. 5WritingSpeaking

CO: Delineate and evaluate the reasoning in seminalU.S. texts, including the application of constitutional principles and use of legal reasoning. (e.g., in U.S. Supreme Court majority opinions and dissents).

LO: Read to evaluate an author’s argument using a persuasion map Graphic Organizers and peer support.

author’s argument and/or using a leveled text, use pictures, gestures and selected grade-level words in phrase patterns.

ELD2: Read to evaluate an author’s argument and/or using a leveled text, use pictures and selected grade-level vocabulary in key phrases.

ELD3: Read to evaluate an author’s argument in an adapted informational text using key vocabulary in simple, related sentence.

ELD4: Read to evaluate an author’s argument in an informational text at a grade 7-9 text complexity level using key vocabulary in expanded and some complex sentences.

ELD5: Read to evaluate an author’s argument in a grade level informational text using precise vocabulary in multiple, complex sentences.


Reading Choral Reading Jigsaw Questioning Think-Pair-Share Teacher

Observation Literature/

Discussion Circles Graphic Organizer Outline Write a summary Journals Socratic Seminars Interactive notebook Interpret Evaluate Evidence Synthesize

Summative Quizzes Cluster Test Reflection Wrap-up unit District Benchmarks State assessments

Projects Write a character

analysis Rubric for character

analysis

Book



www.hbedge.net


www.clta.on.ca/EAOnline/index.htlmwww.The New York Times Learning Network.com

TOEFL 4 Me

TOEFL Practice

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










I can determine the purpose behind the creation of seminal U.S. texts.

I can identify constitutional principles and /or legal reasoning found in seminal U.S. texts.

I can delineate (outline) and evaluate the application of constitutional principles and the use of legal reasoning in seminal U.S. texts.

I can identify the premises, purpose, and arguments found in works of public advocacy.

I can delineate (outline) and evaluate the premises, purposes, and arguments found in works of public advocacy.

Other Evidence:

Feedback

Conference






Unit : 3

Stage 1 – Desired Results


Enduring Understanding:

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

technology.


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

ESL Support:

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

Writing Mode

Define /Explain arguments Trait: Development of ideas Writing Process: Prewrite; draft; Revise for Development of ideas Edit, Proofread, Publish and Present

Word Bank: Claim, counterclaim, syntax





SuggestedResources

CCSS

W.11.1

SLO: 9

CO: Write arguments to support

ELD1: Write to analyze topics using valid and sufficient evidence in and/or by producing

Formative

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


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



Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.

WIDAELDS: 2 – 5WritingSpeaking

claims in an analysisof substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

LO: Write to analyze topics using valid and sufficient evidence using a persuasion map Graphic Organizers and multiple resources.

drawings or diagrams and selected grade-level words in phrase patterns.

ELD2: Write to analyze topics using valid and sufficient evidence in and/or by producing phrases and short sentences with selected, grade-level vocabulary.

ELD3: Write to analyze topics using valid and sufficient evidence by producing a series of simple, related sentences with key grade-level vocabulary.

ELD4: Write to analyze topics using valid and sufficient evidence by organizing ideas using key vocabulary in expanded and some complex sentences.

ELD5: Write to analyze topics using valid and sufficient evidence by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Quizzes Student

Conferences One Minute Essay Learning Log Anecdotal Note

Cards/Notes Journals

Summative

Write an argumentative essay

Argumentative Rubric

End-of-Unit Test District

Benchmarks or interim assessments

State Assessments Writer’s Checklist

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

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

Technology and Technological Resources


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

I can choose a side of the argument, identify precise, knowledge

Other Evidence:

Feedback

Conference


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









claims, and establish the significant of the claims.

I can organize counterclaims that counter my argument.

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

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

I can create cohesion and clarify relationships among claims and counterclaims using translations as well as varied syntax.

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






Unit : 3





technology.


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

ESL Supports:

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

Writing Mode: Define Explain Graphic organizer: Traits, Development of ideas, Persuasion Map Writing Process: Prewrite; draft; Revise for Development of ideas Edit, Proofread, Publish and Present

Word Bank: Claim, counterclaim, syntax





SuggestedResources

CCSS SLO: 11 ELD1: Write to distinguish precise claims and establish the

Formative Constructive http://www.iss.k12.nc.us/

writing/prompts_p.htm





W.11.1a.When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.


CO: When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s).

LO: Write to distinguish precise claim(s) and establish the significance of the claim(s) using an Essay Template, Word Bank and Technology and Technological Resources.

significance of the claim(s) and/or by producing selected drawings or diagrams with selected, grade-level words in phrase patterns.

ELD2: Write to distinguish precise claims and establish the significance of the claim(s) and/or by producing selected drawings or diagrams with selected, grade-level words in phrase patterns.

ELD3: Write to distinguish precise claims and establish the significance of the claim(s) by producing a series of simple, related sentences with key, grade-level vocabulary.

ELD4: Write to distinguish precise claims and establish the significance of the claim(s) by organizing ideas in expanded and some complex sentences with key, grade-level vocabulary.

ELD5: Write to distinguish precise claims and establish the significance of the claim(s) by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Quizzes Student



Summative

Write an argumentative essay(Pro and con)

Argumentative Rubric

End-of-Unit Test District


State Assessments

Writer’s Checklist Projects



Technology and Technological ResourcesVisuals


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

I can choose a side of the argument, identify precise, knowledgeable

Other Evidence:

Individual/Peer


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












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

claims, and establish the significance of the claims.

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

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

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

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

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

Conferencing

Evaluation

Journal Entries

Write summaries



Unit : 3




technology



ESL Supports:

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

Writing Mode: Define Explain Trait: Development of ideas Writing Process: Prewrite; draft; Revise for Development of ideas Edit, Proofread, Publish and Present

: Claim, counterclaim, syntax





SuggestedResources

CCSS SLO: 13 ELD1: Write to develop claims and counterclaims while

Formative Constructive http://www.iss.k12.nc.us/

writing/prompts_p.htm




W.11.1.bWhen writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


CO: When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

LO: When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

addressing the audience’s needs and/or by producing diagrams and selected grade-level words in phrase patterns.

ELD2: Write to develop claims and counterclaims while addressing the audience’s needs and/or by producing phrases and short sentences with selected, grade-level vocabulary.



ELD5 : and counterclaims while addressing the audience’s needs by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Quizzes Student



Summative Write an essay Rubric End-of-Unit Test District


State Assessments Writer’s Checklist Projects



Technology and Technological ResourcesVisuals


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

Other Evidence:

Individual/Peer


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








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

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

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

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

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

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

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

Conferencing

Evaluation

Journal Entries

Write summaries



Unit : 3





technology.



ESL Supports:

Essay Template Sentence Frame/Sentence Starter Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Persuasion Map Clarify ideas, audience Introduce precise , knowledgeable claims, gather information Organize information from multiple sources Thesaurus, Bilingual Dictionary, Translators Student Model/Cloze Sentences

Writing Mode: Define Explain Trait: Development of ideas Writing Process: Prewrite; draft; Revise for Development of Ideas Edit, Proofread, Publish and Present

Word Bank: Claim, counterclaim, syntaxStandard Student Learning Objectives





SuggestedResources

CCSS

W.11.1.eWhen writing arguments,

SLO: 17

CO: When writing arguments, provide a concluding statement or section that follows from and

ELD1: Write to conclude an argument in an effective manner and/or by producing diagrams and selected, grade-level words in phrase patterns.

Formative Constructive

Quizzes Student








provide a concluding statement or section that follows from and supports the argument presented.


supports the argument presented.When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.

LO: Write to conclude an argument in an effective manner using multiple resources, an Essay Template and Sentence Frame.

ELD2: Write to conclude an argument in an effective manner and/or by producing phrases and short sentences with selected, grade-level vocabulary.

ELD3: Write to conclude an argument in an effective manner by producing a series of simple, related sentences with key, grade-level vocabulary.

ELD4: Write to conclude an argument in an effective manner by producing key, grade-level vocabulary in expanded and some complex sentences.

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



Summative Write an essay Rubric End-of-Unit Test District

Benchmarks or Interim Assessments

State Assessments Writer’s Checklist Projects


Technology and Technological Resources visual


I can relate ideas to the thesis statement.

I can summarize major points.

I can pose or answer a question.

Other Evidence:

Individual/Peer Conferencing

Evaluation Journal entries

Write Summaries







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

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

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

I can quote a memorable line.

I can cite a dramatic or personal example.

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


web viewunit name: reading informational text/writing. grade level: 9-12. district-approved text:...

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