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9/2/13 6:14 PMAtlas - 500.3 ESL English

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Warren Hills Regional School DistrictWilson, Theresa, 500.3 ESL EnglishHigh School, World Languages, High School

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StandardsStandards EssentialEssentialQuestionsQuestions

ContentContent SkillsSkills SuggestedSuggestedAssessmentsAssessments

SuggestedSuggestedActivitiesActivities

ResourcesResources

Diary of a Wimpy Kid

(Week 2, 5 Weeks)

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language

They demonstrateindependence. They build strong contentknowledge. They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.

RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.

2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.

RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.

3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.

What universalthemes arediscussed in thenovel?

How can thenovel be relatedto personalexperience?

How does thenovel differ fromthe traditionalexample seenwith TheAdventures ofHuckleberryFinn?

What literarytechniques areused incontemporaryprose writing?

Diary of aWimpy Kid

Determine andanalyze universalthemes present inthe novel.

Relate the novel topersonalexperience.

Examine andanalyze differencesbetween thetraditional andmodern Americannovel.

Define and applyliterary techniquesas used incontemporary prosewriting.

Periodic ChapterQuizzesSummative:Test/Quiz:WrittenPersonal JournalEntriesFormative:Written:Journal/DiaryCompletion ofStudy Guidesand Teacher-createdhandoutsFormative:Written:InformativeClass and groupparticipationOral: DiscussionUnit TestSummative:Test/Quiz:WrittenIllustration andWriting PartnerProjectProject: Personal

Read aloud in class

Read silently andansweringcomprehensionquestions

Actively listen toteachers or audiotape read aloud inclass

Completion of studyguides andsupplementaryworksheets

Completion ofillustration andwriting project(working with apartner)

View the movie:Diary of a WimpyKid

Diary of aWimpy Kid

Teacher createdsupplementarymaterials (i.e.study guides,packets,worksheets)

Dictionaries

Computers

Movie: Diary ofa Wimpy Kid

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course of a text.

RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.

Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.

RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).

5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.

RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.

6. Assess how point of view orpurpose shapes the content andstyle of a text.

RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.

Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.

RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée des



Beaux Arts” andBreughel’s Landscape withthe Fall of Icarus).

9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.

RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).

Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.

RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.

W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledge



the audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.

3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.

W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events.

W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.

Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,organization, and style are



organization, and style areappropriate to task, purpose, andaudience.

W.9-10.4. Produce clearand coherent writing inwhich the development,organization, and style areappropriate to task,purpose, and audience.(Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)

5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.

W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.

Research to Build and PresentKnowledge7. Conduct short as well as moresustained research projectsbased on focused questions,demonstrating understanding ofthe subject under investigation.

W.9-10.7. Conduct shortas well as more sustainedresearch projects toanswer a question(including a self-generatedquestion) or solve aproblem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject underinvestigation.

8. Gather relevant informationfrom multiple print and digitalsources, assess the credibilityand accuracy of each source,and integrate the informationwhile avoiding plagiarism.

W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each sourcein answering the researchquestion; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.

Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a range



sitting or a day or two) for a rangeof tasks, purposes, andaudiences.

W.9-10.10. Write routinely

over extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.

SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding toquestions that relate the

current discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence and



reasoning presented.

2. Integrate and evaluateinformation presented in diversemedia and formats, includingvisually, quantitatively, and orally.

SL.9-10.2. Integratemultiple sources ofinformation presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.

3. Evaluate a speaker’s point ofview, reasoning, and use ofevidence and rhetoric.

SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.

Presentation of Knowledge andIdeas4. Present information, findings,and supporting evidence suchthat listeners can follow the lineof reasoning and theorganization, development, andstyle are appropriate to task,purpose, and audience.

SL.9-10.4. Presentinformation, findings, and

supporting evidenceclearly, concisely, andlogically such that listenerscan follow the line ofreasoning and theorganization,development, substance,and style are appropriateto purpose, audience, andtask.

5. Make strategic use of digitalmedia and visual displays of datato express information andenhance understanding ofpresentations.

SL.9-10.5. Make strategicuse of digital media (e.g.,textual, graphical, audio,visual, and interactiveelements) in presentationsto enhance understandingof findings, reasoning, andevidence and to addinterest.

6. Adapt speech to a variety ofcontexts and communicativetasks, demonstrating commandof formal English when indicatedor appropriate.

SL.9-10.6. Adapt speechto a variety of contexts andtasks, demonstratingcommand of formalEnglish when indicated orappropriate.

CommonCore: English Language



CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, LanguageConventions of Standard English1. Demonstrate command of theconventions of standard Englishgrammar and usage when writingor speaking.

L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure. L.9-10.1b. Use various

types of phrases (noun,verb, adjectival, adverbial,participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.

2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.

L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spellingwhen writing. L.9-10.2a. Use asemicolon (and perhaps aconjunctive adverb) to linktwo or more closely relatedindependent clauses. L.9-10.2b. Use a colon tointroduce a list orquotation. L.9-10.2c. Spell correctly.

Knowledge of Language3. Apply knowledge of languageto understand how languagefunctions in different contexts, tomake effective choices formeaning or style, and tocomprehend more fully whenreading or listening.

L.9-10.3. Applyknowledge of language tounderstand how languagefunctions in differentcontexts, to make effectivechoices for meaning orstyle, and to comprehendmore fully when reading orlistening. L.9-10.3a. Write and editwork so that it conforms tothe guidelines in a stylemanual (e.g., MLAHandbook, Turabian’sManual for Writers)appropriate for thediscipline and writing type.

Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words and



multiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.

L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).

5. Demonstrate understanding ofword relationships and nuancesin word meanings.

L.9-10.5. Demonstrateunderstanding of figurative

language, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.

6. Acquire and use accurately arange of general academic anddomain-specific words andphrases sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.

L.9-10.6. Acquire and use



accurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsListeningLevel 1Entering

Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes

Level 2Beginning

Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)

Level 3Developing

Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visual



meanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext

Level 4

Expanding

Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support

Level 5Bridging

Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsSpeakingLevel 1Entering

Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples ofliterature from nativecultures using visuals orgraphic organizers State information using

visual support as aprecursor for identifyingsymbolism or analogies

Level 2Beginning

Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2



circles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support

Level 3Developing

Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences

Level 4Expanding

Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals or

graphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support

Level 5Bridging

Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts



contexts

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsReadingLevel 3Developing

Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text insmall groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs

Level 4Expanding

Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text

Level 5Bridging

Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 3Developing

Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentence



Produce sentence

outlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks

Level 4Expanding

Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations

Level 5Bridging

Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed

FairyTales/Folktales/Fables

(Week 7, 4 Weeks)




RL.9-10.2. Determine a

What is a fairytale?

What is a folktale?

What is a fable?

How do thesegenres differ?

What purposesdo these types ofwriting serve?

Fairy Tales/Folktales/

Fables

Define, discuss,and apply the terms

fairy tale, folk taleand fable.

Understand andanalyze differencesbetween thegenres.

Interpret thepurpose of thesegenres.

Compare, analyze,and present anexample of one ofthese genres to the

SummerReading EssaySummative:Written: EssayFairy Tale TestSummative:Test/Quiz:WrittenMC; shortanswer; essay

Completion offairy tale studyguideFormative:Written:InformativeClass DiscussionFormative: Oral:Discussion

Choose a bookfrom the library.

Read the booksilently in class, withteacher support ifnecessary.

Write an in-classessay regarding thebook chosen.

Read aloud in class.

Listen actively whileteachers read inclass.

Studentselected library

book

Classic Starts:Grimm’s FairyTales

Teacher createdsupplementarymaterials (i.e.study guidesand worksheets)

Tangled

Dictionaries

Computers







Integration of Knowledge andIdeas7. Integrate and evaluate content

presented in diverse formats andmedia, including visually andquantitatively, as well as inwords.

RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).




RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,

class.

Define termspertaining todifferent literarygenres.

Computers



including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.


W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows from

and supports the argumentpresented.





9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.

W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).

Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, and

audiences.

W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.


SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,



grades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propel

conversations by posingand responding toquestions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence andreasoning presented.




L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure.



L.9-10.1b. Use varioustypes of phrases (noun,verb, adjectival, adverbial,participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.





Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words and

phrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.

L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaning



(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).


L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpret

figures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.


L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language Arts



WIDA-ELP: 9-12 , Language ArtsListeningLevel 1Entering

Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes Identify examples of high-frequency words orphrases with multiplemeanings from visuals(e.g., dinner table, Table ofContents)

Level 2Beginning


Level 3Developing

Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext

Level 4Expanding




Level 5Bridging

Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings Infer nuances from oraldiscourse containingmultiple meanings

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsSpeakingLevel 1Entering

Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples of

literature from nativecultures using visuals orgraphic organizers State information usingvisual support as aprecursor for identifyingsymbolism or analogies

Level 2Beginning

Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines)



outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support

Level 3Developing


Level 4Expanding

Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support

Level 5Bridging


WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsReadingLevel 1Entering

Associate familiar people



with their acts orcontributions using visualsand word or phrase leveltext in L1 or L2 in smallgroups Identify facts (asnonbiased information)from visually supportedphrases or sentences andshare with a partner Associate people withtheir acts or contributionsusing visuals and word orphrase level text Identify words andphrases related to author’sperspective in visuallysupported sentences

Level 2Beginning

Identify infl uences (e.g.,people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences

Level 3Developing


Level 4Expanding

Interpret impact onfamiliar people’s lives onothers or society using

visuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text



paragraph level text Interpret author’sperspective in visuallysupported literary text

Level 5Bridging


WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 1Entering

Reproduce comments onvarious topics from visuallysupported sentences fromnewspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks

Level 2Beginning

Produce comments onvarious topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons and



word/phrase banks

Level 3Developing

Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks

Level 4Expanding

Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations

Level 5Bridging

Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurativelanguage



Of Mice and Men

(Week 11, 3 Weeks)






RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refined

by specific details; providean objective summary ofthe text.



Craft and Structure

What was

the DustBowl?What is anidiom?What ismetaphor?What isdialogue?How doesthe use ofliterarytechniquescontributetoauthenticityof plot andsetting?

Novel: Of

Mice andMen byJohnSteinbeckVideo: OfMice andMen(excerpts)Director:GarySinise

Understand

andrecognizeidiom,dialogue,andmetaphor asliterarytechniquescontributingtoauthenticityof plot andsetting.Practicetechniquesof debate byviewingsituationsfrom multipleperspectives.

DramaticDialogueFormative:Written:NarrativeStudents willcreate adramaticdialogue ingroups of two.Students willpeer edit.

End of NovelAssessmentSummative:Test/Quiz:WrittenPosition Paper-Killing of LennieSummative:Written: EssayUsinginformation fromthe text, studentswill write a shortessay on thedeath of Lennie.

Post it/OnePagersFormative:Written:Journal/DiaryStudents willfocus on anassigned chapterof the novel. From theassignedchapter, they willwrite 10lines/quotes theydeem interestingor important fromthe chapter wordfor word as wellat the pagenumber on 10strips of paper.They willparticipate in agroup activityresulting in onepage writingassignment.

Reading

aloud andindependentlyof materialsViewing ofvarious videoand DVDsourcesTeacherpresentationof informationStudentdiscussion(both largeand smallgroup)Brainstormingof ideasCreation ofdebateregardingGeorge’sdecision toshoot Lennie

Books

DVDsHandoutsJournalsStickynotes




4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.



RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,

tension, or surprise.


RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.


W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization that



establishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.

2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.

W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas and

concepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic.



the topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.


W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such as

dialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.

Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,



writing in which the development,organization, and style areappropriate to task, purpose, andaudience.




6. Use technology, including theInternet, to produce and publishwriting and to interact andcollaborate with others.

W.9-10.6. Usetechnology, including theInternet, to produce,publish, and updateindividual or shared writingproducts, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically.


W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).

Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.




CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range of

conversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.

SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding toquestions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions.


SL.9-10.2. Integratemultiple sources of

information presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.


SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use of



reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.




L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking.


L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spelling

when writing. L.9-10.2c. Spell correctly.



Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general and



and consulting general andspecialized reference materials,as appropriate.

L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).


L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text.


L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrate



level; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.

Language Progressive Skills

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. L.3.3a. Choose words andphrases for effect. L.4.1f. Produce completesentences, recognizingand correctinginappropriate fragmentsand run-ons. L.4.1g. Correctly usefrequently confused words(e.g., to/too/two;there/their). L.4.3b. Choosepunctuation for effect. L.5.1d. Recognize andcorrect inappropriate shiftsin verb tense. L.6.1c. Recognize andcorrect inappropriate shiftsin pronoun number andperson. L.6.1d. Recognize andcorrect vague pronouns(i.e., ones with unclear orambiguous antecedents). L.6.1e. Recognizevariations from standardEnglish in their own andothers’ writing andspeaking, and identify anduse strategies to improveexpression in conventionallanguage. L.6.2a. Use punctuation(commas, parentheses,dashes) to set offnonrestrictive/parentheticalelements. L.6.3b. Maintainconsistency in style andtone. L.6.3a. Vary sentencepatterns for meaning,reader/listener interest,and style.

L.7.1c. Place phrases andclauses within a sentence,recognizing and correctingmisplaced and danglingmodifiers. L.7.3a. Choose languagethat expresses ideasprecisely and concisely,recognizing andeliminating wordiness andredundancy. L.8.1d. Recognize andcorrect inappropriate shiftsin verb voice and mood.

2009 CCCS: Standard 9: 21stCentury Life and Careers, Grade4 , 9.1 21st-Century Life & CareerSkillsB. Creativity and Innovation

9.1.4.B.1 Participate inbrainstorming sessions toseek information, ideas,



seek information, ideas,and strategies that fostercreative thinking.

C. Collaboration, Teamwork, andLeadership

9.1.4.C.1 Practicecollaborative skills ingroups, and explain howthese skills assist incompleting tasks indifferent settings (at home,in school, and during play).

D. Cross-Cultural Understandingand InterpersonalCommunication

9.1.4.D.1 Use effectiveoral and writtencommunication in face-to-face and onlineinteractions and whenpresenting to an audience.

Persuasive Unit

(Week 14, 5 Weeks)

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant and

sufficient evidence.

W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they are

What ispersuasivewriting?

What techniques

are used inpersuasivewriting?

What is theimportance ofpublic speaking?

What strugglesmight one have toovercome tospeak publically?

How can onewrite an effectivepersuasive essayand speech?

Movie: TheKing’s Speech

Teacher createdsupplementary

materials (i.e.study guidesand worksheets)

Dictionaries

Computers

Examine andevaluate examplesof persuasivewriting andspeaking.

Define and applypersuasivetechniques.

Analyze andexamine difficultieswith publicspeaking.

Create and performa persuasivespeech.

Create apersuasive essay

PersuasivePaperSummative:Written:PersuasiveCompletedpersuasivepaper - topic is

student choice

PersuasiveSpeechSummative:Oral: SpeechPresentation ofpersuasivespeech

Watch The King’sSpeech

Read and/or listen toexamples of

persuasive rhetoric.

Define, discuss andapply persuasiveliterary devicesthrough classdiscussion andcompletion of studyguide.

Write and performspeeches for theclass.

Write a persuasiveessay in the style ofthe HSPA prompts.

Movie: TheKing’s Speech

Teacher createdsupplementary

materials (i.e.study guidesand worksheets)

Dictionaries

Computers




discipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.


appropriate to task, purpose, andaudience.







W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each sourcein answering the researchquestion; integrateinformation into the text



information into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.






SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively.



clearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding to

questions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence andreasoning presented.


SL.9-10.2. Integratemultiple sources ofinformation presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.


SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.

Presentation of Knowledge andIdeas4. Present information, findings,and supporting evidence suchthat listeners can follow the lineof reasoning and theorganization, development, andstyle are appropriate to task,



style are appropriate to task,purpose, and audience.

SL.9-10.4. Present

information, findings, andsupporting evidenceclearly, concisely, andlogically such that listenerscan follow the line ofreasoning and theorganization,development, substance,and style are appropriateto purpose, audience, andtask.



WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 1Entering

Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes Identify examples of high-frequency words orphrases with multiplemeanings from visuals(e.g., dinner table, Table ofContents)

Level 2Beginning

Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,

as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which one



visuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)

Level 3Developing


Level 4Expanding


Level 5Bridging

Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings Infer nuances from oraldiscourse containingmultiple meanings

WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 1Entering

Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, short



books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples ofliterature from nativecultures using visuals orgraphic organizers State information usingvisual support as aprecursor for identifyingsymbolism or analogies

Level 2Beginning

Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support

Level 3Developing


Level 4Expanding

Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extend



Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support

Level 5Bridging


WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts WritingLevel 1Entering


Level 2Beginning

Produce comments onvarious topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks



Level 3Developing


Level 4Expanding

Respond to critical

commentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations

Level 5Bridging

Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers

The Adventures ofHuckleberry Finn

(Week 18, 6 Weeks)

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details

What is theconnectionbetween

Classic Starts:The Adventuresof HuckleberryFinn

Question andevaluate theconnectionsbetween upbringing

Journal EntriesFormative:Written:Journal/Diary

Read aloud in class





(Week 18, 6 Weeks) Key Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.







RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,

how the language evokesa sense of time and place;how it sets a formal orinformal tone).


RL.9-10.5. Analyze howan author’s choices

betweenupbringing andperceptions? How can this beovercome?

What arecharacteristics ofthe Americannovel?

What literarytechniques areused in prosewriting?

What is thenarrative voicebeing used in thenovel? Is itreliable?

Finn

between upbringingand perceptions.

Identify literarydevices that areused within thenovel.

Question thenarrative voice todetermine accuracyand reliability

Evaluate thereactions ofcharacters whentheir perceptionsare disproved.

Journal/DiaryCompletion ofStudy Guidesand TeachercreatedworksheetsFormative:Written:Informative

Individual andGroupParticipationFormative: Oral:DiscussionUnit TestSummative:Test/Quiz:WrittenHSPA stylepractice essaySummative:Written: Essay


Actively listen toteachers read aloud

in class


Completion of essayassignment

View the movie: TheAdventures ofHuckleberry Finn

Finn


Dictionaries

Computers

Movie: TheAdventures ofHuckleberry



an author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.








RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity band



text complexity bandindependently andproficiently.


W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),

distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.


W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespeare



treats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).



WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 2Beginning


Level 3Developing

Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner



partner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext

Level 4Expanding


Level 5

Bridging

Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings

WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 3Developing


Level 4Expanding

Compare authors’ points



Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals or

graphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support

Level 5Bridging


WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 2Beginning


Level 3Developing

Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text in

small groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals and



ect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs

Level 4Expanding

Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text

Level 5Bridging




Level 2Beginning



Beginning

List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks

Level 3Developing

Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newly

acquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks

Level 5Bridging


Little Women

(Week 18, 6 Weeks)


RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the text

How does thenovel represent atime period?

How docharacters in thenovel strugglewith the timeperiod?

What are the


Question andevaluate theconnectionsbetween upbringingand perceptions.

Identify literarydevices that areused within thenovel.

Question the

Journal EntriesFormative:Written:Journal/DiaryCompletion ofStudy Guidesand TeachercreatedworksheetsFormative:Written:InformativeIndividual andGroupParticipation

Read aloud in class


Actively listen toteachers read aloudin class






analysis of what the textsays explicitly as well asinferences drawn from thetext.







5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,

chapter, scene, or stanza) relateto each other and the whole.



themes of thenovel?

What literarytechniques areused in prosewriting?

What is thenarrative voicebeing used in thenovel?

narrative voice todetermine accuracyand reliability

Evaluate thereactions ofcharacters whentheir perceptionsare disproved.

Formative: Oral:DiscussionUnit TestSummative:Test/Quiz:

WrittenHSPA stylepractice essaySummative:Written: Essay


Completion of essayassignment

View the movie: TheAdventures ofHuckleberry Finn

Dictionaries

Computers

Movie: TheAdventures ofHuckleberry



style of a text.







RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.




W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.


W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluate

the argument and specificclaims in a text, assessingwhether the reasoning is



valid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).



WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 2Beginning


Level 3Developing


Level 4Expanding



Expanding


Level 5Bridging

Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedic

elements from oraldiscourse to intendedmeanings

WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 3Developing


Level 4Expanding

Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erent



lines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support

Level 5Bridging


WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 2Beginning


Level 3Developing


Level 4Expanding

Interpret impact onfamiliar people’s lives onothers or society using



visuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text

Level 5Bridging



Reproduce comments onvarious topics from visuallysupported sentences from

newspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks

Level 2Beginning

List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce critical



Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks

Level 3Developing

Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks

Level 5Bridging


The Strange Case ofDr. Jekyll and Mr.Hyde

(Week 24, 5 Weeks)



CommonCore: English Language

What is thenature of man?

Are we inherentlygood or evil? Dowe learn evil?

How doesreputation affectthe way we act?

What is dramaticirony?

What are thedifferent parts ofthe plot?

What is the

19th centuryBritish LiteratureUnit: Dr. Jekylland Mr. Hyde

Read Dr. Jekyll andMr. Hyde

Learn about RobertLouis Stevenson,his use of earlypsychology and histhemes on the dualnature of man

Identify and employliterary terms:protagonist,antagonist,foreshadowing,static and dynamiccharacters, conflict,characterization

Connect to Hydeand Jekyll bywriting a day and

Informal JournalResponsesFormative:Written:Journal/DiaryPlot DiagramTestSummative:Test/Quiz:Written

Journal reflectionsStudy guidequestions forpredicting events,using vocabulary,and to show readingcomprehension.

Daily oral readingassessment onpronunciation/flow

Journal reflections

- anticipatory journalon inner reflection ofoneself (Shadowself)

-The inherent goodand evil in man’snature

- Test on study

Dr. Jekyll & Mr.Hyde

Journal

Study guide

Test

Movie




Arts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.









RL.9-10.5. Analyze how

What is theinternal conflict

portrayed in thisstory?

writing a day andnight from each

perspective.

Watch the movie toaid in comprehensionand to visualize the“good and evil”nature.

- Test on studyguide and

vocabulary.

- watch movie andcompare it to thebook

Completion of PlotDiagram







RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent in

each treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).




RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the high



and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Writing2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.

W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas andconcepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.







The Hunger Games

(Week 29, 6 Weeks)



CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determine

What is adystopia?

How does thebook reflect theelements of adystopia?

What are theinternal conflictswithin the courseof the story?

What are theexternal conflictswithin the courseof the story?

What are therecurringsymbolicelementsthroughout thestory?

The HungerGames bySusan Collins

Students will defineand analyzedystopia as aliterary genre

Students willanalyze andevaluate butinternal andexternal conflictsthroughout thenovel

Students will mapand analyze theuse of recurringsymbols throughoutthe text

InspirationCollageSummative:Project:TechnologyClass and GroupParticipationFormative: Oral:DiscussionVocabularyExerciseSummative:Written:InformativeCulminatingProjectWritten: EssayStudents willhave an array ofoptions bothtraditional andcreative.

The standardsselected reflectthe optionsavailable

Students will readaloud

Students will activelylisten while othersread aloud

Students willcomplete studyguides, worksheets,and participate inclass discussions

Students will createa visual collageusing inspirationsoftware

Students will defineand practice usingnew vocabulary

Students will createa culminating project

The HungerGames

Computers withInspirationsoftware

Web Acess

Teacher createdstudy guidesand worksheets




1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.



RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; provide

an objective summary ofthe text.






RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, order

a culminating projectfrom a series ofoptions



structure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.








W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships among



claim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.

2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.

W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas andconcepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone while



objective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.


W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.


appropriate to task, purpose, andaudience.



audience.




6. Use technology, including theInternet, to produce and publishwriting and to interact andcollaborate with others.

W.9-10.6. Usetechnology, including theInternet, to produce,publish, and updateindividual or shared writingproducts, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically.




W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each source



in answering the researchquestion; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.






L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure. L.9-10.1b. Use varioustypes of phrases (noun,verb, adjectival, adverbial,participial, prepositional,



participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.

2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and

spelling when writing.




Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.

L.9-10.4. Determine orclarify the meaning ofunknown and multiple-

meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) as



a clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).


L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.


L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.

WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 1Entering



Entering

Associate familiar peoplewith their acts orcontributions using visualsand word or phrase leveltext in L1 or L2 in smallgroups Identify facts (asnonbiased information)from visually supportedphrases or sentences andshare with a partner Associate people withtheir acts or contributionsusing visuals and word orphrase level text Identify words andphrases related to author’sperspective in visuallysupported sentences

Level 2Beginning

Identify infl uences (e.g.,

people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences

Level 3Developing


Level 4Expanding

Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others or



people’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text

Level 5Bridging




Level 2Beginning

Produce comments on

various topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literal



Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks

Level 3Developing


Level 4Expanding


Level 5Bridging

Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurative



literal and figurativelanguage

Concluding Unit

(Week 34, 4 Weeks)


They demonstrateindependence. They build strong contentknowledge.

They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.






RL.9-10.3. Analyze howcomplex characters (e.g.,

those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advance

What are literarygenres?

What are thequalities ofspecific literarygenres?

How haveuniversal themes

been presented intexts covered thisyear?

What literaryterms andtechniques havebeen examinedthis year? Howhave they beenused?

Review Unit andConcludingPresentations

(This unit willprobably have tobe shorteneddue to timeconstraints.)

Synthesizeknowledge ofliterary devices andor movementsgained throughoutthe year and applythem to a textexamined.

Trace a universaltheme or techniquethroughout multiplepieces of literature.

Evaluate andunderstand multipleperspectives andviewpoints.

Individual andGroupParticipationFormative: Oral:DiscussionGroupPresentationsSummative:Project: PersonalNarrative in-class essaySummative:Written:

Narrative

Independent andclass reading

Completion of studyguides

Teacherpresentation ofinformation

Artistic and/orcreative groupprojects

Vocabularyillustrations andreview

Class discussion

Formal and informalwriting

Teacher andstudentscreated studyguides andsupplementalmaterials




the plot or develop thetheme.






RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside the

United States, drawing ona wide reading of worldliterature.



9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches the



compare the approaches theauthors take.



RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read and

comprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: Informational TextKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.

RI.9-10.1. Cite strong andthorough textual evidenceto support analysis of whatthe text says explicitly aswell as inferences drawnfrom the text.


RI.9-10.2. Determine acentral idea of a text andanalyze its developmentover the course of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.


RI.9-10.3. Analyze howthe author unfolds ananalysis or series of ideas



analysis or series of ideasor events, including theorder in which the pointsare made, how they areintroduced and developed,and the connections thatare drawn between them.


RI.9-10.4. Determine themeaning of words andphrases as they are usedin a text, includingfigurative, connotative, andtechnical meanings;analyze the cumulativeimpact of specific wordchoices on meaning andtone (e.g., how thelanguage of a courtopinion differs from that ofa newspaper).


RI.9-10.5. Analyze indetail how an author’sideas or claims aredeveloped and refined byparticular sentences,paragraphs, or largerportions of a text (e.g., asection or chapter).


RI.9-10.6. Determine anauthor’s point of view orpurpose in a text andanalyze how an authoruses rhetoric to advancethat point of view orpurpose.


RI.9-10.7. Analyzevarious accounts of asubject told in differentmediums (e.g., a person’slife story in both print andmultimedia), determiningwhich details areemphasized in eachaccount.

8. Delineate and evaluate theargument and specific claims in atext, including the validity of thereasoning as well as therelevance and sufficiency of the



relevance and sufficiency of theevidence.(Not applicable to literature)

RI.9-10.8. Delineate andevaluate the argument andspecific claims in a text,assessing whether thereasoning is valid and theevidence is relevant andsufficient; identify falsestatements and fallaciousreasoning.


RI.9-10.9. Analyzeseminal U.S. documents ofhistorical and literarysignificance (e.g.,Washington’s FarewellAddress, the GettysburgAddress, Roosevelt’s FourFreedoms speech, King’s“Letter from BirminghamJail”), including how theyaddress related themesand concepts.


RI.9-10.10. By the end ofgrade 9, read andcomprehend literarynonfiction in the grades 9–10 text complexity band

proficiently, withscaffolding as needed atthe high end of the range. RI.9-10.10. By the end ofgrade 10, read andcomprehend literarynonfiction at the high endof the grades 9–10 textcomplexity bandindependently andproficiently.

CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Writing3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.

W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smooth



progression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters.

W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.

WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 1Entering

Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks

Level 2Beginning

List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks

Level 3Developing

Produce sentence



Atlas Version 8.0© Rubicon International 2013. All rights reserved

outlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks

Level 4Expanding


Level 5Bridging

Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurativelanguage

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SkillsStandards EssentialEssential Content Skills · PDF file ·...

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