English Language Development / English as a Second Language Subject Template(Required Information needed to prepare for course submission)

Course Guidance

ENGLISH LANGUAGE DEVELOPMENT/ENGLISH AS A SECOND LANGUAGE GUIDANCE o Advanced level (i.e., California English Language Development Test levels 4 and 5) English Language Development (ELD)

and/or English as a Second Language (ESL) courses may be approved to meet the "b" English requirement, provided they are advanced college preparatory courses with strong emphasis on reading, writing, listening and speaking.

o Acceptable ELD/ESL courses must teach students to use academic language analytically to accomplish a variety of intellectually challenging tasks, calling on them to use sophisticated academic language to demonstrate, at an advanced linguistic level of competence, their ability to use a variety of writing techniques, modes of development, and formal conventions, and to demonstrate advanced literacy skills, for instance, being able to locate, analyze and incorporate information gathered from multiple sources into their writing. Students should complete regular extensive reading assignments and write multiple drafts of full-length essays, often in response to one or more reading passages.

o Acceptable ELD/ESL courses must include college preparatory composition, literature, listening and speaking comparable to other mainstreamed college preparatory English courses, described in "Standard English Course Guidance" below. They maintain a sustained focus on content language development. They should be tailored to the specific linguistic needs of students who often struggle with the complexities of English as a dialect or an additional language.

o SDAIE (Specially Designed Academic Instruction in English) and/or Sheltered English language arts courses that are identical to the college preparatory English courses can be considered as satisfying the English requirements with no unit limitations. Do not use this template for submitting a new course outline for a SDAIE or Sheltered English course; use the Standard English course submission process instead.

GENERAL ENGLISH GUIDANCE College preparatory composition and literature are required. Reading, writing, and speaking components must be included in the courses.

Goals of the English requirement

The English subject requirement seeks to ensure that freshmen are prepared to undertake university-level study; to acquire and use knowledge in critical ways; to think, read, write, and speak critically; and to master literacy skills for classes in all University subjects.

More important than the specific topics covered are the more general abilities and habits of mind students should acquire through reading, writing, speaking, and other course activities. As indicated in the ICAS Academic Literacy Statement of Competencies and the Common Core State Standards for English language Arts and Literacy, these include the following:

1. They are well-informed, thoughtful and creative readers, writers, listeners, and thinkers who incorporate the critical practices of access, selection, evaluation and information processing in their own original and creative knowledge production.

2. They understand the ethical dimensions of academic life as grounded in the search, respect for, and understanding of other informed viewpoints and pre-existing knowledge. They have a capacity to question and evaluate their own beliefs; the curiosity and daring to participate in and contribute to intellectual discussions; and the ability to advocate for their own learning needs.

3. They comprehend and evaluate complex texts across a range of types and disciplines and can construct effective arguments and convey intricate or multifaceted information.

4. They respond to varying demands of audience, task, purpose, genre and discipline by listening, reading, writing and speaking with awareness of self, others and context, and adapting their communication to audience, task, purpose, genre and discipline.

5. They value evidence. Students can analyze a range of informational and literary texts, ask provocative questions and generate hypotheses based on form and content of factual evidence, see other points of view and effectively cite specific evidence when offering an oral or written interpretation of a text.

6. They use technology and digital media strategically and capably to enhance their reading, writing, speaking, listening and language use.

7. They demonstrate independence by exhibiting curiosity and experimenting with new ideas.

Course requirements

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Competencies for entering students cannot be reduced to a mere listing of skills. True academic competence depends on a set of interactive insights, perceptions, and behaviors acquired while preparing for more advanced academic work. Good writers are most likely careful readers and critical thinkers—and most academic writing is an informed and critical response to reading. Courses should, at each level, give students full awareness and control of the means of linguistic production, orally and in writing.

Regardless of the course level, all approved courses are expected to stress the reading and writing connection and to address all of the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Listening and Speaking . They must satisfy these criteria:

Reading. Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry and literary fiction and non-fiction. Reading of literary texts must include full-length works; excerpts from anthologies, condensed literature, et cetera, cannot substitute for full-length literary works. Students should be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument and to analyze and interact with the text.

Writing. Courses must also require substantial, recurrent practice in writing extensive, structured papers directed at a various audiences and responding to a variety of rhetorical tasks. Students must demonstrate understanding of rhetorical, grammatical, and syntactical patterns, forms and structures through responding to texts of varying lengths in unassisted writing assignments. Courses should address basic issues of standard written English, including style, cohesion, and accuracy.

Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning and it should enhance the students’ understanding of a subject.

Listening and Speaking. Courses must allow students to develop essential critical listening skills and provide them ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly and listen and respond to divergent views respectfully, just as they must do when they read and write.

For expected competencies in English reading, writing, listening and speaking, consult the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Further information is available in the following resources:

o An Information Booklet for the Analytical Writing Placement Examination" for discussion of writing standards and examples of acceptable college freshman-level scored essays.

o Academic Literacy: A Statement on Competencies Expected of Entering Students to California's Public Colleges and Universities" for a description of the language arts material that almost all regularly admitted freshmen have learned.

Course Content NOTE: The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate additional text.

Course Purpose: What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. Explain how the course aligns the seven goals of the English requirement. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments, Assessments, and/or Instructional Methods.)NOTE: More specificity than a simple recitation of the State Standards is needed.

The purpose of “Advanced ELD”, an ELD/ELA CCSS-based course, is to provide Long Term English Learners (LTELs) with the skills and content knowledge to increase their current ELD level as well as introducing the grade-level Common Core ELA standards necessary to meet reclassification criteria. The course’s academic emphasis is on oral language development, accelerated academic vocabulary acquisition, expository writing, and reading comprehension. Thematic units are organized to ensure that students make connections to other core content areas (science, math, social studies). This course is designed around effective reading strategies and student-centered activities that are culturally and

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linguistically responsive. It employs an inquiry-based processand builds student achievement through real-life applications. Students learn organizational and study skills, develop their critical thinking, learn to be resourceful, and participate in motivational enrichment activities. In addition, students will engage in research-based lessons with culminating writing projects and oral presentations. Reading, writing, listening and speaking skills will be assessed periodically using multiple measures to determine ELD/ELA levels.

Course Outline: A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards).

Advanced ELD is divided into six units, to be completed during one academic year. Each thematic unit will cover skills that all students need to achieve success in college and diverse careers. Long-Term English Learners (LTELs) will undertake a weekly survey of occupations related to the content explored in class. Students are expected to consider careers that interest them and conduct further research with guidance from the teacher. Teachers will conduct weekly surveys (GoogleDocs, Survey Monkey, Polleverywhere.com, etc.) to identify interests to address with the class. This course entails advanced college preparation and career-related reading training for LTELs, with a strong emphasis on reading, writing, listening and speaking.

The LAUSD LTEL Framework will be used to guide instruction, and teachers will: Teach academic language analytically in a student-centered environment. Engage students in learning tasks that promote academic language in the four language domains

(listening, speaking, reading and writing). Periodically assess LTELs’ level of English language development. Teach reading and writing systematically, using the reading and writing process. Teach reading and writing strategies and processes to accomplish a variety of intellectually

challenging tasks. It is expected that students will complete extensive reading assignments. They will also respond to reading in full-length essays, as well as engaging in listening and speaking exercises (e.g. debates, literature circles, think-pair-share) that promote higher-level thinking and overall academic success.

Differentiate instruction, addressing the language needs of all LTELs, keeping in mind that this population of students has often struggled with Academic English.

Unit 1Thematic Unit: HierarchyCore Content Connections: Social StudiesCollege Skill: Self-ManagementCareer-ready Skill: ExplorationExplicitly taught Skill: OrganizationReading: grade-level specific

Skillful Scholars will engage in activities that explore the organization of our society as well as exploration of hierarchies, from Maslow’s Hierarchy of Needs to the hierarchy of the U.S. government. Students learn that everything has a place and function in life and that everyone has opportunities for social mobility if they learn basic skills and keep pursuing higher education. Students will start by examining basic human needs and how important it is for humans to meet those needs. The big idea is that humans need to take care of themselves first before helping others. Students will explore the characteristics of organizations and how successful individuals in world history have achieved success because they achieve self-management skills in order to manage others. Self-management requires that we each take care of basic needs such as obtaining proper rest. However, many teens are sleep deprived. Some teens will choose to sleep less, some more, but others do not have a choice. Students will explore health issues and how the brain works.

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Unit 2Thematic Unit: Biodiversity/InterdependenceCore Content Connections: ScienceCollege Skill: Learn from CriticismCareer-ready Skill: TeamworkExplicitly taught Skill: SynthesisReading: grade-level specific

Culturally Competent students are those who understand our planet’s diversity and can see that we all depend on one another to survive. Students will explore the notion of a web to identify how every action has consequences. The food web (in a biological community), for example, guides the students to synthesize the concepts studied in Unit 1. Students will investigate their cultural backgrounds, identify their family structures, and discover the uniqueness they bring to their class. LTELs will engage in team-building activities and learn skills needed to accept one other, to give and receive constructive criticism, and to learn from one another. Part of the culture that our students bring to the classroom is their language. Students will learn how language unites and separates cultures. Successful individuals learn many languages. A successful businessperson understands that reaching world success means speaking more than one language. Success in a global economy requires individuals to be comfortable interacting with multiple cultures, in multiple languages. In this environment, monolingual individuals are at a disadvantage, and are deemed less competitive than those individuals capable of multilingual, and multicultural interaction. Students will explore the advantages of being bilingual or even trilingual over being monolingual. One of the advantages of speaking more than one language is that it makes you a better leader as you may put together a stronger team of diverse individuals. Leaders that speak many languages are well respected as they may communicate ideas and vision, synthesize thoughts in many languages, and become more culturally competent.

Unit 3Thematic Unit: Problem-SolvingCore Content Connections: MathematicsCollege Skill: Decision-MakingCareer-ready Skill: PersistenceExplicitly taught Skill: AnalysisReading: grade-level specific

Rational Thinkers are those students that understand that we live in a world that never stops. Time is crucial and we need to make decisions on a daily basis. We make our destiny by choosing to go to school and learn. Students will learn about persistence and its relationship to success through models. Students will analyze well-known leaders and identify skills that made them “great.” LTELs will be asked to participate in problem-solving scenarios in which they will challenge each other to analyze scenarios and come up with solutions. Students will learn to justify their answers and adequately support their decisions using evidence.

Students will discuss problems affecting our youth in today’s society. Bullying is an issue affecting many students. Our students face situations in which they have to act fast and make the right decision is not always easy. Students will study the many reasons that students engage in acts of violence and the consequences. Students will analyze each situation and work together to make rational decisions as they try to solve each problem posed. Students will analyze great leaders of our world and identify skills that made them “great.” They will analyze how these leaders, through persistence, overcome obstacles and influence our world. LTELs will be asked to participate in problem-solving real-life case scenarios in which they will challenge each other to analyze these situations and identify possible solutions using evidence to support their answers.

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Unit 4Thematic Unit: Data around the classroomCore Content Connections: MathematicsCollege Skill: ResearchCareer-ready Skill: Job MarketExplicitly taught Skill: InvestigationReading: grade-level specific

Informed Learners are those who know how to do research. They investigate all options and make rational decisions based on the data collected. LTELs will learn that data and numbers surround them. They will learn the importance of making decisions based on data collected and start making connections on the importance of mathematics in our daily life. When posed with real-life scenarios, student will evaluate their data, review numbers, and justify possible solutions to their posed problems based on evidence collected. Students will learn to make assertions and, through unit activities, understand that every decision will have effects. Students will learn to develop pros and cons lists to assist in developing their final written statements with proper justifications. They will explore the unit’s theme through expository text on current issues to spark oral discussions, encourage student engagement, activate prior knowledge, develop cultural awareness, and debate the topic while continuing to make connections to the text. They will use the skills learned in previous units to write articles, journals, and editorials expressing their concerns about their school, their neighborhood, and the planet.

Money is an important topic for teenagers. Students will start to read more about finances and the idea of spending, saving, investing, and borrowing money. Students will apply their knowledge and develop an understanding of the concept of value. In an ELD course, we would understand the multiple-meaning words and abstract concepts by exploring through mini-grammar lessons and concept lessons that are highly engaging. One possible project for this class would be to have students administer a budget. Through a period of time, students will have to make decision on how to spend the money, invest, save, or waste their money. Students could potentially duplicate their money or unfortunately lose their money based on each decision taken. Data points will be identified and weekly reports may be developed. A written statement can be prepared to address each data point, decisions made, and final outcomes.

Unit 5Thematic Unit: CommerceCore Content Connections: Social StudiesCollege Skill: NetworkingCareer-ready Skill: RésuméExplicitly taught Skill: Real-life ApplicationsReading: grade-level specific

Students learn that they belong to a community. As they learn that they are part of a community, they will also learn that they will build a Communities of Learners within their classroom. Teachers will explicitly teach about the benefits of working together using historical examples. Students will learn how major empires developed over time, in part by engaging in the cooperative craft of commerce. World trade in cities and networking are essential elements. LTELs will engage in activities in which they learn the importance of writing résumés and presenting themselves in the job market. LTELs will practice writing letters, respond to job applications, and learn about searching for appropriate jobs as they learn new skills and obtain higher education. In today’s society, with growing technology, networking has a new meaning. Students will engage in activities in which they investigate the history of social networking, such a Facebook, to understand the impact in our modern world history. As such, students will use skills learned in previous units to acquire a different perspective on social media that they use on a daily basis. Students will develop their own understanding of the advantages and disadvantages of current technology with a focus on networking. Students could potentially start a debate on how social networking could improve or hurt our relationships could be used to improve or ruin the economy, or start

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a debate over the right to know, freedom of speech or lack of privacy as effects of social media.

Unit 6Thematic Unit: Growth and ConflictCore Content Connections: Social StudiesCollege Skill: InterviewCareer-ready Skill: Writing LettersExplicitly taught Skill: Public Speaking

LTELs will complete the course well on the way to becoming effective communicators. They will discover the value of becoming Lifelong Learners. They will explore the concept that learning increases in complexity with time, study, and practice. They will use the skills learned in Units 1-5 to explore the notion that, when things get complicated, they need to keep calm, reflect, and make rational, justifiable decisions. Students will engage in public speaking exercises that have been scaffolded through a series of exercises in building self-confidence, passion for the subject matter, and appreciation for freedom of expression.

Students start to realize that growing up is not easy. Students start to explore the concept of maturity. In all the previous units, students have been collecting skills that can help them become well-rounded individuals as well as helping them realize that they can be successful. Students should have enough confidence to be able to hold academic conversations because they have an increasing awareness of registers and code switching. Students will start to develop an understanding of what may happen after high school. Students will see opportunities to learn skills that will get them into college or obtaining a desired career. Students will practice in a safe environment interviewing and writing letters to request further information, getting attention, and thanking potential future employers to build a solid network. Students explore the business world and the demands of it. Students will continue to make connections to previous units and they will use previous learned skills to apply that knowledge to track the progression of their own growth.

Advanced ELD is designed to integrate full-length novels that correspond to the thematic structure of the course. The selected novel will be used as a tool to teach students academic resiliency. The novels will be used in enhanced ELD lessons to teach students correct use of grammar, syntax, and choice of words to effectively communicate a message.

For use in this course, we have selected two full-length novels (Markus Zusak’s The Book Thief and Chinua Achebe’s Things Fall Apart) that may be replaced with other age- and grade-level appropriate literary works that augment LAUSD’s Advanced ELD framework. Any novels used for this course will incorporate the same thematic content, desired level of text complexity, and opportunities to teach all the required skills from our framework. Alternative novels will be used to teach unit skills in as previously delineated in this document.

Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline and in the discussion of accomplishing the course goals. Explicitly indicate how the assignments support the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language. Courses must address them all in a balanced fashion. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section.

Unit 1Students begin to define their identity as readers. They complete “reading autobiographies” about experiences they had with reading in their lives. The essential questions are:

Why read?Page 6

Why should I want to read? Why are reading skills important to my life and me?

At the end of the unit, students will envision their future selves as readers, and they will set reading goals for the course that enable them to work towards that vision.

Teacher Objectives are: Set the tone for the year by creating a sense of safety and community in which literacy is the goal Motivate students to take control of their own learning by setting a strong purposes for reading Guide students as they explore their career interests, create a career plan, and establish reading

goals related to their career interests. Introduce routines that students will use throughout the course--Thinking Journals, vocabulary

journals, comprehension checks

Students will engage in Reading Autobiographies of persons who demonstrated resiliency Teacher-student interviews whereas students demonstrate skills to maintain eye contact Teacher-administered oral fluency assessments whereas students demonstrate the following

skillso Paraphrasingo Use of transition wordso Proper use of nouns, pronouns, and verbso Summarizing

Career interest inventories whereas students investigate career ladders Writing autobiographies whereas students identify long-term goals Role playing whereas students use academic vocabulary

Key assignments: An organizational chart demonstrating hierarchy. Oral report on the importance of the individual as a part of an organization and the importance of

the group moving forward as a unit to complete a task. Written report on the benefits of a healthy lifestyle, taking care of one’s self before taking care of

others, and how to accomplish personal goals.

Unit 2Students learn active reading strategies that can significantly improve their ability to comprehend challenging expository science texts. At he end of this unit, students reflect on and express their opinions about controversial science topics (i.e. cloning) through debates. Students practice the writing process as they draft, revise, present, and defend persuasive essays on these topics.

Teacher Objectives are: Continue to nurture a positive social environment and support students as they develop as

readers. Use media text to engage students in topics that are relevant and interesting to the students Teach reading comprehension strategies: generating questions (for both clarification and

inference) and close reading (rereading texts to clarify and enhance meaning) Teach vocabulary strategies, for example the use of roots, affixes, and context clues. Introduce routines that students will use throughout the course--oral reading fluency practice and

peer assessments.

Students will engage in Investigating cultures within their own classroom Research educational systems in other parts of the world

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Study civil right movements that protect cultures Understanding the role an international organization such as United Nations promote cultural

awareness

Key assignments: Creating an interdependence web map Oral report on advantages of learning a new language Essay topic

o World languages can unite or divide societies.o Knowing more than one language is an advantage in today’s society.o Why could be some possible reasons why some teens be embarrassed to speak their

parent’s language?

Unit 3Students learn several active reading strategies that can significantly improve their ability to understand challenging expository history texts. They will learn to determine the characteristics of primary and secondary sources. Students will also be reading expository articles and a historical fiction intended to build their background knowledge. Students will understand the relationship between an expository text and fictional text. As they read novels, students will identify topics for further discussion, research, and reporting.

Teacher Objectives are: Continue to nurture a positive social environment and support students’ development as readers Teach reading comprehension strategies, including analyzing and creating visual representations

of information, identifying cause and effect, and determining text structures.

Students will engage in: Novel anticipation guide Response journal entries Text to text connection questionnaires Summarizing key events

Key assignments: Oral report identifying how mathematics helped change our world. Write a campaign preventing bullying in schools. Essay topics:

o What will the world be without mathematics?o The negative effects of bullying.

Unit 4Students explore the reading and interaction strategies they need to succeed in their English Language Arts course. Students will participate in literature circles while reading a grade appropriate text. They discuss various aspects of the novel and investigate elements such as plot and character analysis.

Throughout this unit, students learn and practice using key English Language Arts terms, such as point of view, allusion, symbol, and characterization.

Teacher Objectives: Continue to nurture a positive social environment and support students’ development as readers. Provide students with multiple strategies for responding to texts and teach students to identify

different types of responses – (i.e. opinions, questions, connections)Page 8

Model reading and Language Arts strategies for students, and guide them as they develop social and discussion skills through small group interactions

Students will engage in: Comparing and contrasting using advanced graphic organizers Vocabulary journal entries Writing summaries of expository science texts

Key assignments: Budget project whereas students manage a budget to appreciate the value of money. Investigate America’s debt problems. Essay topics:

o Advantages of taking loans to pay for higher education.o The importance of making data-driven decisions.

Unit 5Students learn basic concepts of media literacy and develop questioning skills to analyze various media, including newspapers, propaganda posters, and advertisements. Students will discover that that reading media is similar to reading any type of text, and that many of the same comprehension strategies can be used to find meaning. Throughout this unit, students continue to expand their vocabularies and are introduced to oral fluency practice.

Identifying primary and secondary sources Creating visual representations of information (i.e. timeline, map) Vocabulary journal entries Building background knowledge from historical narratives as it applies to understanding

expository text Identifying cause and effect text structure and determining important ideas

Teacher Objectives are: Continue to nurture a positive social environment and support students’ development as readers Nurture and increase students’ interest in science and other expository texts Teach reading comprehension strategies, including the use of graphic organizers to find

information, visualization, identifying text structures, and summarizing

Students will engage in: Creating a media categories chart Newspaper scavenger hunt Writing compare and contrast descriptions Assessing the plausibility and reliability of statistics encountered in media Comparing and contrasting information from multiple sources

Key assignments: Volunteer in a worth association and orally report on experiences. Create a website promoting their community and encouraging members of their community to be

proud of their community. Essay topics:

o Why should teens be concerned about current issues affecting their community?o Discuss the advantages of using the Internet in the today’s world market.

Unit 6Students will go back to redefine their identity as readers and review their first assignments to evaluate their own learning. They review all their assignments and evaluate their answers to the essential

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questions and revise as needed. Why read? Why should I want to read? Why are reading skills important to my life and me?

Also, students will evaluate their growth in this course.

Teacher Objectives are: Keep motivating students to pursue higher education Review skills learned Assess the students growth in the domains of listening, speaking, reading, and writing

Students will engage in Reading Autobiographies of persons who demonstrated resiliency Teacher-student interviews whereas students demonstrate skills to maintain eye contact Teacher-administered oral fluency assessments whereas students demonstrate the following

skillso Paraphrasingo Use of transition wordso Proper use of nouns, pronouns, and verbso Summarizing

Career interest inventories whereas students investigate career ladders Writing autobiographies whereas students identify long-term goals Role playing whereas students use academic vocabulary

Key assignments: List short-term goals and long-term goals in a graphic organizer or PowerPoint presentation. Oral report on the benefits of reading and writing for any chosen career. Essay topics:

o Personal story: do you feel ready for college?o What advice would you give your younger brothers, sisters, or friends about school?

Evaluate the decision to start working after school instead of going to college.

Instructional Methods and/or Strategies: Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum and the course goals. Explicitly indicate how the instructional approaches support the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language. Courses must address them all in a balanced fashion. What portions of the Course Outline are supported by the methods and strategies?

All units are standard-based, addressing the Common Core State Standards and new California ELD Standards. All LTELs will receive the rigorous instruction necessary to meet the standards, but in a sheltered environment where the teacher addresses the language development needs of each student. Teachers are expected to support student’s learning needs as well as teach organization, scheduling, study skills, self-monitoring, academic resiliency, and responsibility. Advanced ELD teachers will act as advisors by helping students with their academic grades, counseling as needed, referring students to resources, and working with the students’ other teachers when appropriate.

Instructional Methods and/or Strategies:

Teachers will use the four key elements of SDAIE, specifically four access strategies: cooperative groups, instructional conversations, advanced graphic organizers, and academic language development. It is expected that teachers will use direct and explicit instruction. They will also guide students to work in collaboration with one another, as they become self-reflective and self-directed, using a combination of

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print, visual, and electronic texts. The course is focused on complex expository texts, extended literary works (novels) and academic language development.

Teachers will structure the lesson such that students will understand the expected outcomes. Teachers will gradually release responsibility for learning to the students in a safe environment, and they will enhance this process through the facilitation of small group sessions. Teachers will use elements from reciprocal teaching to structure group discussions and help students understand textual complexity. They will guide students in using four strategies: summarizing, question-generating, clarifying, and predicting (Palinscar & Brown 1984). Teachers will scaffold and model these strategies as needed to foster the skills necessary for students to become effective readers and writers.

Assessments Including Methods and/or Tools: Indicate the intent of each assessment and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind skills described in the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking and Listening, and Language.

Students are assessed periodically using a variety of methods, beginning with teacher observations, reading inventories, and student work samples. Students are expected to produce a writing project for each unit and a summative work sample for every skill learned. Students will keep interactive journals and have multiple opportunities to use electronic media to articulate their thoughts and reflections on unit topics and their own learning.

Writing Assessments are the on-demand formative writing assessments that are utilized to immediately determine whether students have learned the desired skills taught in each unit.

Unit 1Argument

Attending college has become very costly over the years. Due to budget cuts, universities and community colleges have been forced to offer fewer classes and raise tuition. Some might argue that the quality of education has decreased as college education costs have risen. Write a letter to the president of the United States in which you support this argument using least two pieces of evidence.

Unit 2Expository

Different countries encompass different climates and weather patterns, and some people visit other countries to escape what they consider to be bad weather. Compare two climates, exploring their differences and similarities. Explain the pros and cons of each climate.

Unit 3Expository

People learn something new every day. What are the steps in learning a new skill or activity? How should this process begin and end? Use an example to help you explain the learning process, such as learning to drive a car, learning the multiplication table, learning to cook, or learning to dance.

Unit 4Expository

Students will conduct research on an occupation or career. They will read multiple information texts and create a multimedia presentation on the career of their choice. They will follow a step-by-step process to research and present their findings orally and in writing. Students will include a section on their research

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process in their presentation, citing their sources. These sources should include both textual and non-textual materials (e.g. interviews).

Unit 5Literary Analysis

Student will read a literary excerpt provided in class and analyze how the author’s word choices create tension in the text. Students will have had prior practice in conducting such an analysis from analyzing the selected novels for this course. Students will identify the author’s purpose in any text, and they will explain how the author’s word choices communicate a specific message. Students will cite evidence and provide examples from the text to support their analyses. Students will refer to their thinking journals to assist them in completing this task.

Unit 6Literary Analysis

Students will read an excerpt from a literary text and analyze central theme. Students will use their Thinking Journals to choose from similar themes explored in the novels selected for this course. Students will explain their analyses and expand on their own knowledge of the identified central theme. Students will cite evidence from previous texts that support their analysis and explain how and why the author communicates this central theme.

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Reading: Acceptable courses must require extensive reading of a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts must include full-length works; excerpts from anthologies, condensed literature, et cetera, cannot substitute for full-length literary works. Students should be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument, and to analyze and interact with the text.

Students will read two full-length novels and required texts. These texts will include informational and expository text, excerpts from fiction and non-fiction sources, non-textual informational sources. Students will be expected to follow the reading process and apply what they learned from lessons modeling the process. Reading selections have been divided by units and align with LAUSD’s current instructional windows. The reading process is strongly emphasized; students will be exposed to a range of grade-level appropriate texts.

Teachers will use the novel as a tool to teach students how English works. Teachers use the novel to teach students reading skills and writing skills and evaluate their learning using the newly adopted California English Language Development Standards. In addition, the teachers will use the storyline from each of the novels to teach resiliency and achievement attitudes. The novel used in class can be replaced by another title from the Multilingual and Multicultural Education Department that holds and maintains the characteristics established for this class. Novels chosen must have an appropriate lexile level, high student engagement appropriate to grade level, and a storyline that not only engages the student, but can be used by the teacher to teach resiliency, poses real-life situations to problem-solve, and contains complex text.

Focus Lessons

Focus: Short Stories Reading: “Powder” by Tobias Wolff

Focus: Novel Reading: from All Quiet on the Western Front by Erich Maria Remarque

Focus: PlotPage 12

Reading: from “Blues Ain’t No Mockingbird” by Toni Cade BambaraFocus: Setting

Reading: Passage from Cry, the Beloved Country by Alan PatonFocus: Characters

Reading: Passage from “The Necklace” by Guy de MaupassantFocus: Dialogue

Reading: “Blues Ain’t No Mockingbird,” from Cry, the Beloved Country, from All Quiet on the Western Front

Focus: Poem Reading: “Sonnet 43” by Elizabeth Barrett Browning

Focus: Play Reading: The Miracle Worker by William Gibson

Grade-level Text Focus Lessons

Literary Analysis Reading a Short Story

o “The Last Leaf” by O. Henry Reading a Novel

o From Great Expectations by Charles Dickens Focus on Plot

o From “Pandora” by Edith Hamilton Focus on Setting

o From The House of Sand and Fog by Andre Dubus III Focus on Characters

o From Stuck in Neutral by Terry Trueman Focus on Dialogue

o “What Means Switch” by Gish Jen Reading a Poem

o “Sympathy” by Paul Laurence Dunbar Reading a Play

o From Oedipus the King by Sophocles

Achebe, Chinua. Things Fall Apart / By Chinua Achebe. n.p.: Portsmouth, NH : Heinemann, 1996., 1996. CHAPMAN UNIV's Catalog. Web. 5 Apr. 2013.

Note: Novel selections may be replaced by other novels that make similar connections, allow for practice in the same skills, are of comparable text complexity, raise resiliency awareness, and provide opportunities for content area connections. Substituted novels will be taught following the following structure:

Things Fall ApartUnit 1Thematic Unit: HierarchyCore Content Connections: Social StudiesCollege Skill: Self-ManagementCareer ready Skill: ExplorationExplicitly taught Skill: OrganizationReading: Grade-level specific

Students will investigate how the protagonist in Things Fall Apart rises through the social hierarchy of his tribe as a result of his hard work. Students will interpret the major patterns of international migration and colonialism using maps and examine the frictions that develop between population groups.

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Unit 2Thematic Unit: Biodiversity/InterdependenceCore Content Connections: ScienceCollege Skill: Learn from CriticismCareer ready Skill: TeamworkExplicitly taught Skill: SynthesisReading: Grade-level specific

Students will investigate how the food shortages (a decrease in biodiversity) experienced by the Ibo tribe, result from drought (chapter 3) and fuel interdependence around the distribution of their staple food source, yams.

Unit 3Thematic Unit: Problem-SolvingCore Content Connections: MathematicsCollege Skill: Decision MakingCareer ready Skill: PersistenceExplicitly taught Skill: AnalysisReading: Grade-level specific

Students will analyze the decision making of Okonkwo in response to his wife’s actions in chapter 4, and will problem-solve to explore alternative ways for Okonkwo to establish expectations without yielding negative consequences.

Unit 4Thematic Unit: Data around the classroomCore Content Connections: MathematicsCollege Skill: ResearchCareer ready Skill: Job MarketExplicitly taught Skill: InvestigationReading: Grade-level specific

Students will choose to research one of the following careers: author, anthropologist, physician, news broadcaster, university professor, and politician. These were all occupations held by the author, Chinua Achebe, at different parts of his life.

Unit 5Thematic Unit: CommerceCore Content Connections: Social StudiesCollege Skill: NetworkingCareer ready Skill: RésuméExplicitly taught Skill: Real life ApplicationsReading: Grade-level specific

Students describe how the rise of the industrial economy is linked to England’s imperialistic and colonial ventures in Africa and their missionary movement.

Unit 6Thematic Unit: Growth and ConflictCore Content Connections: Social StudiesCollege Skill: InterviewCareer ready Skill: Writing Letters

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Explicitly taught Skill: Public SpeakingReading: Grade-level specific

Students will compare imperialism from the perspective of both the colonizer and the colonized, and investigate the immediate and long-term consequences. Students will write persuasive letters from either perspective and will present their writing orally.

Zusak, Markus. The Book Thief / By Markus Zusak. n.p.: New York : Alfred A. Knopf : Distributed by Random House, c2006., 2006. CHAPMAN UNIV's Catalog. Web. 5 Apr. 2013.

Note: novel selection may change and replaced by another novel that makes the same connections, teach the same skills, same text complexity, raises resiliency awareness, and makes content connections. Teaching any novel replacing our selection will be taught following this structure:

The Book ThiefPrologue, Part 1Thematic Unit: HierarchyCore Content Connections: Social StudiesCollege Skill: Self-ManagementCareer ready Skill: ExplorationExplicitly taught Skill: OrganizationReading: Grade-level specific

Students will explore themes of hierarchy and structure by investigating the social structures in the setting of The Book Thief. Students will analyze the style and structure of the book, attending to the way the narrative elements work together to tell the story. Students will analyze narrative style and structure through a close reading of “Death and Chocolate,” the first part of the novel.

Part 2, Part 3Thematic Unit: Biodiversity/InterdependenceCore Content Connections: ScienceCollege Skill: Learn from CriticismCareer ready Skill: TeamExplicitly taught Skill: SynthesisReading: Grade-level specific

Students will investigate the networks of relationship and interdependence among the book’s characters that help them survive in Nazi Germany. Students will explore the theme of textual interdependence (textual diversity) through a close reading of the passage describing Liesel’s theft of books from a book burning.

Part 4, Part 5Thematic Unit: Problem-SolvingCore Content Connections: MathematicsCollege Skill: Decision MakingCareer ready Skill: PersistenceExplicitly taught Skill: AnalysisReading: Grade-level specific

Students will explore the notion that resistance is a form of problem-solving by comparing promise-keeping, standing up to bullies, and other examples of resistance in this section of the text. They will enhance their understanding of the theme through a close reading of a passage on rewriting a life story on the painted-over pages of Mein Kampf.

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Part 6, Part 7Thematic Unit: CommerceCore Content Connections: Social StudiesCollege Skill: NetworkingCareer ready Skill: ResumeExplicitly taught Skill: Real life ApplicationsReading: Grade-level specific

Students will investigate the theme of commerce as it relates to bargaining and bartering in the novel’s setting. They will examine the concept of bargaining in a figurative sense (“bargaining with death”) through a close reading of a passage in which Liesel collects gifts for an ailing man. Students will also examine the theme of debts/obligations through a close reading of a passage in which a Jew being hidden by Liesel’s family releases them from their promise to protect him.

Part 8, Part 9Thematic Unit: Data around the classroomCore Content Connections: MathematicsCollege Skill: ResearchCareer ready Skill: Job MarketExplicitly taught Skill: InvestigationReading: Grade-level specific

Students will expand their knowledge of the book’s setting by looking at data related to WWII Germany, particularly criteria for military service, and holocaust data. They will analyze the effect of these aspects of setting on plot development. Students will explore probability through a close reading of the passage in which Liesel’s father survives an accident by chance. Students will also explore textual analysis as a means of gathering data through a close reading of “The Word Shaker,” a text within the novel.

Part 10, EpilogueThematic Unit: Growth and ConflictCore Content Connections: Social StudiesCollege Skill: InterviewCareer ready Skill: Writing LettersExplicitly taught Skill: Public SpeakingReading: Grade-level specific

Students will examine the theme of growth and conflict by comparing the way characters in this section of the novel respond to tragedy and adversity. They will expand their understanding of the theme through a close reading of the passage relating Liesel’s writing of her life story in a blank book. They will explore larger themes in the novel as a whole through a close reading of the last passage—“The Handover Man,” the last part of the novel.

Writing: Courses must also require substantial, recurrent practice in writing extensive, structured papers directed at a various audiences and responding to a variety of rhetorical tasks. Students must demonstrate understanding of rhetorical, grammatical, and syntactical patterns, forms, and structures through responding to texts of varying lengths in unassisted writing assignments. Courses should address basic issues of standard written English, including style, cohesion, and accuracy. Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning and it should enhance the students’ understanding of a subject.

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Each unit has a culminating writing project with appropriate scaffolds to help LTELs meet ELD Standards. The writing project will be taught with a systemic approach using the writing process. Teachers will deliver instruction using a parts-to-whole approach. Each unit will be divided into sections approaching the development of the final writing task and preparing the student for the writing assessment.

Unit 1ArgumentWriting a position essayThe writing task in Unit 1 is a persuasive essay around a controversial issue that affects the students’ community. Students will identify issues in their community that present obstacles to their academic and future success. Students will discuss habits of mind that help young people overcome difficulties in their communities and achieve success.

Sample prompts: Recycling trash helps us clean up our neighborhood, as well as making our planet a better and

safer place to live. College Awareness Month will help students discover a wide range of choices and possibilities

beyond high school.

Unit 2ExpositoryWriting a comparative essayThe writing task in Unit 2 is a comparison of two people, ideas, objects, or places. Students will explore differences and similarities. After conducting research, students will write an expository text identifying the major characteristics that make each person, idea, object, or place unique as well as similar. Students will synthesize their ideas and respond to a prompt about how the items they chose for comparison have changed society or the world.

Sample prompts: Compare two team players or teams, and explain how they have contributed to a change in

society or the world. Compare two inventions or inventors, and explain how they have contributed to a change in

society or the world. Compare two careers, and explain how they may contribute to a change in society or the world.

Unit 3The writing task in Unit 3 will be associated with problem solving. Students will explore a societal problem and propose a possible solution, using logical reasoning and evidence. Students will conduct research to identify possible solutions as part of their analysis. Students will formulate and write a problem-solving sequence appropriate to the intended audience and problem, as well as justifying their proposed solution to the problem.

Sample problems: Pollution and the environment, e.g. wasting energy, trash, smog Student dropout rates Issues concerning poverty

Unit 4Students will write an analytical essay explaining how an author creates tension in a literary text through pacing, ordering of events, and the structure of the text. Students will write an essay that: clearly introduces a topic/thesis, develops the topic/thesis with relevant evidence and quotations from the text, uses precise language and maintains an objective tone, and makes a concluding statement/section that

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follows from and supports the explanation they have presented.

Sample prompt: What writing choices did the author of The Book Thief make to create suspense in Parts 6 and 7

of the novel? In your essay, consider the way the narrator tells the story and the order of events in this part of the novel.

Unit 5Student will analyze how a trait in a complex character develops through the character’s interactions with others in a literary text. Students will articulate how this character trait advances the plot and/or develops themes in the text. Students will write an essay that: clearly introduces a topic/thesis, develops the topic/thesis with relevant evidence and quotations from the text, uses precise language and maintains an objective tone, and makes a concluding statement/section that follows from and supports the explanation they have presented.

Sample prompt: How does Hans Hubermann influence the events that take place in The Book Thief? What

character traits play a role in this influence? In your essay, provide examples of the connection between Hans’ character traits and specific events in the novel.

As Liesel interacts with other characters in The Book Thief, what can you learn about her from these interactions? In your essay, provide specific examples from the novel that show the connection between Liesel’s interactions and your understanding of her character.

Unit 6Student will analyze in detail the central theme of a text and its development. Students will identify specific details from the text that show how the theme emerges and how it is shaped and expanded over the course of the novel. Students will write an essay that: clearly introduces a topic/thesis, develops the topic/thesis with relevant evidence and quotations from the text, uses precise language and maintains an objective tone, and makes a concluding statement/section that follows from and supports the explanation they have presented.

Sample prompt: How do characters in Part 10 of The Book Thief respond to tragedy? In your essay, provide

specific examples from the novel and connect them to a life lesson or theme. How might books save a person’s life? In your essay, provide specific examples from The Book

Thief and explain how books play a role in the novel.

Listening and Speaking: Courses must allow students to develop essential critical listening skills and provide them ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly, and listen and respond to divergent views respectfully, just as they must do when they read and write.

Oral presentations in the Advanced ELD course are extensions of the writing projects. Student will verbally explain their thinking processes. Students will be evaluated based on their peers’ comprehension of the information provided. The teacher will use listening and speaking rubrics to assist in this evaluation. Listening criteria and assessments will be available in the district’s instructional guide for this course.

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Unit 1ArgumentThe oral task in Unit 1 will be to take a stand on a controversial issue that affects students’ lives. Students will make a claim that justifies their stance and make a speech or oral presentation designed to persuade their audience to support their stance on the issue.

Sample prompts: College is not for everyone and only a few can attend. Orally explain why you agree or disagree

with this statement, and provide justification. If you join the armed forces, you should be given the choice whether or not to go to war. Orally

state why you defend the choice to go to war or support the armed forces’ policy of sending all soldiers to war as needed during wartime.

Driving a car is a privilege, not a right. Defend the decision that only those people 21 years old and older should be eligible to obtain a driver’s license, providing logical and compelling evidence to support this position.

Unit 2Expository

The oral task in Unit 2 will be comparing two people, ideas, things, or places. Students will explore differences and similarities. After conducting research, students will create a multimedia presentation or present a brochure identifying the major characteristics that make each person, idea, thing, or place unique and yet similar. Students will synthesize their ideas and explain how the items they chose for comparison have changed society or the world.

Sample prompts: Compare two team players or teams, and explain how they have contributed to a change in

society or the world. Compare two inventions or inventors, and explain how they have contributed to a change in

society or the world. Compare two careers, and explain how they may contribute to a change in society or the world.

Unit 3ExpositoryThe oral task in Unit 3 will be associated with problem solving. Students will analyze a problem in their community, school, or home and conduct research to identify possible solutions. They will develop a fictitious business or organization that addresses the problem researched and solutions offered. Students will create an advertisement designed to persuade prospective clients to patronize the business or organization by promoting the different services offered. Students will present their advertisements to their classmates.

Sample prompts: Texting while driving is a problem. Create and deliver a presentation explaining why texting while

driving is a problem, and how your business/organization will address this problem. Technology is always evolving, and it enriches education as it develops. Create and deliver a

presentation the benefits of technology in the classroom and how students can benefit from the business/organization you have founded.

Budget cuts prevent schools from holding summer school. Create and deliver a presentation explaining the effects of budget cuts on our schools’ ability to offer summer school for all students, and explain how your business/organization will help students who are dealing with this issue.

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Unit 4Student will create and deliver a presentation based on their analysis of a literary text. They will explain the topic or thesis and support it using evidence from the text.

Unit 5Students will create and deliver a presentation on a literary character’s traits, and how those traits distinguish character from others in that literary work or another work read in class.

Unit 6Students will create and deliver a presentation on three major events from a literary text read in class and explain why these events are essential to the development of the plot or the main character.

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