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CURRICULUM

FOR

ESL III

GRADES 9-12

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Christine H. Salcito, Director of Curriculum and Instruction

John Perillo, Supervisor of Special Projects

The Board acknowledges the following who contributed to the preparation of this curriculum.

Diane Lagattuta

Subject/Course Title: Date of Board Adoptions:

ESL III May 21, 2013 Grades 9-12

PACING GUIDE

RAHWAY PUBLIC SCHOOLS CURRICULUM

English as a Second Language III - Grades 9-12

Unit Title Pacing

1 Language 6 weeks

2 Transitions 6 weeks

3 Choices 6 weeks

4 Cultures and Traditions 6 weeks

5 Making a Difference 6 weeks

6 Leadership 6 weeks

7 Living with Strangers in the U.S.A 4 weeks

ACCOMMODATIONS

504 Accommodations:

Provide scaffolded vocabulary and vocabulary

lists.

Provide extra visual and verbal cues and

prompts.

Provide adapted/alternate/excerpted versions

of the text and/or modified supplementary

materials.

Provide links to audio files and utilize video

clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially

any key terms, in advance.

Allow additional time to complete

assignments and/or assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email

messages).

Provide study sheets and teacher outlines prior

to assessments.

Quiet corner or room to calm down and relax

when anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy

handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding

directions and staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


lists.

Differentiate reading levels of texts (e.g.,

Newsela).

Provide adapted/alternate/excerpted versions

of the text and/or modified supplementary

materials.

Provide extra visual and verbal cues and

prompts.

Provide links to audio files and utilize video

clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially

any key terms, in advance.

Provide students with additional information

to supplement notes.

Modify questioning techniques and provide a

reduced number of questions or items on tests.



Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior

to assessments.

Use of manipulatives.

Have students work with partners or in groups

for reading, presentations, assignments, and

analyses.

Assign appropriate roles in collaborative

work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Newsela).

Offer students additional texts with higher

lexile levels.

Provide more challenging and/or more

supplemental readings and/or activities to

deepen understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work

with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb

agreements, etc…).

Have student repeat directions.

Offer higher-level thinking questions for

deeper analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to

teach the class.

Assign/allow for leadership roles during

collaborative work and in other learning

activities.

Make vocabulary words available during

classwork and exams.

Use study guides/checklists to organize

information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version

of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Newsela).

Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in

criterion, where they can use the planning

maps to help get them started and receive

feedback after it is submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


lists.

Demonstrate concepts possibly through the

use of visuals.

Use manipulatives.

Emphasize critical information by

highlighting it for the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts

or sentence starters that they can use when

completing a written assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended

time (time-and-a-half).

Allow tests to be given in a separate

location (with the ESL teacher).



Read question to student to clarify.

Provide a definition or synonym for words

on a test that do not impact the validity of the

exam.

Modify the format of assessments.

Shorten test length or require only

selected test items.

Create alternative assessments.

On an exam other than a spelling test,

don’t take points off for spelling errors.


UNIT OVERVIEW

Content Area: English as a Second Language

Unit Title: “Language”

Target Course/Grade Level: ESL III, Grades 9-12

Unit Summary: English Language Learners will master analytical skills for different text genres.

Grammatical structures will be reviewed. Writing skills will be practiced and developed. ELLs will

learn how to accurately respond to opened ended questions to demonstrate reading comprehension.

Reading strategies will be given and text elements explored to increase comprehension of a second

language. Listening and speaking skills will be enhanced through discussions and class activities. The

advanced proficient language student will increase competency in all four areas of using a second

language to match competency in his/her first language.

Students will master analytical skills for reading literature and informational texts: autobiographical

short story, magazine article, and lyric poems. Grammatical structures of homophones, simple present

and past tenses, subject–verb agreement, noun-pronoun agreement, figurative language, apostrophes

and possessive nouns, adjectives, and pronouns; and capitalization of proper nouns will be reviewed.

Writing skills will include an autobiographical short story, informational text: magazine article, journal

entry, and poetry. Reading to scan and figurative language in poetry will be examined.

Approximate Length of Unit: 6 weeks

LEARNING TARGETS

WIDA Standards:

Grades 11-12 ELP Standard 1: Social and Instructive Language Connection: Common Core Reading Standards for Informational Texts, Integration of

Knowledge & Ideas #7: Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in words in order to address a

question or solve a problem.

Context for Language Use: Students review college or career marketing materials (e.g., print or

online) according to personal preferences (e.g., affordability, location, time commitment,

requirements, interest) to make informed decisions on post-secondary options.

Cognitive Function: Students at all levels of English language proficiency EVALUATE post-

secondary options.

Grades 11-12 ELP Standard 2: The Language of Language Arts:

Connection: Common Core State Standards, English Language Arts, Reading: Literature, Craft

and Structure #6 (Grades 11–12): Analyze a case in which grasping a point of view requires

distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,

irony, or understatement).

Context for Language Use: Students are encouraged to draw on their own cultural experiences

with satire and use observations about intonation patterns to understand underlying meaning in

performances of satirical literature.

Cognitive Function: Students at all levels of English language proficiency UNDERSTAND the

characteristics and function of culturally-relevant satire.

Grades 11-12 ELP Standard 5: The Language of Social Studies:

Connection: Common Core State Standards for English Language Arts, Writing, Research to

Build & Present Knowledge #7–8 (Grade 11–12): Conduct short as well as more sustained

research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation… Integrate information into the

text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one

source and following a standard format for citation.

Context for Language Use: Students write up the results of research on the impact of a

historical figure or event on contemporary politics, economics, or society (e.g., prohibition,

women’s suffrage, eugenics).

Cognitive Function: Students at all levels of English language proficiency EVALUATE

historical information.

Content Strand:

English Language Arts: Grade 11-12

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences

and relevant connections from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize

the key supporting details and ideas.

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course

of a text.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and

proficiently with scaffolding as needed.

Reading Informational Text

RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of

a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power, persuasiveness or

beauty of the text.

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction at grade level text-

complexity or above with scaffolding as needed.

Writing

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of content.

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact

and collaborate with others.

Speaking and Listening

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the

line of reasoning and the organization, development, and style are appropriate to task, purpose, and

audience.

NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information

and enhance understanding of presentations.

NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating

command of formal English when indicated or appropriate.

Conventions of Standard English

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

NJSLSA.L3. Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully when reading

or listening.

NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

by using context clues, analyzing meaningful word parts, and consulting general and specialized

reference materials, as appropriate.

NJSLSA.L5. Demonstrate understanding of word relationships and nuances in word meanings.

21st Century Life and Career Skills: CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Interdisciplinary Standards:

Social Studies:

6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different

cultural or individual perspectives.

6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an

interconnected world.

Technology:

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks

including solving problems.

8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics,

symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

Comprehensive Health & Physical Education:

2.2.8.A.1. Compare and contrast verbal and nonverbal interpersonal communication strategies in a

variety of settings and cultures in different situations.

Unit Understandings

Students will understand that…

English grammatical structures vary from first language structures.

Readers are purposeful and active when they read.

Understanding of vocabulary and language structures contribute to overall comprehension.

Being a productive member of a conversation requires a contribution of accurate, relevant

information; as well as a response to what others contribute to the discussion.

Listeners can recount or describe key ideas or details from information that is presented orally

or through other media.

Speaking a second language requires focus on tense, word meaning, and a vocabulary reflective

of age and grade level.

Writing is an active, personal process that requires planning, revising, editing, and publishing.

Diversity must be respected and celebrated.

Understanding textbook features aids in reading comprehension.

Advertisements use persuasive language.

Poetry is another form of writing.

Unit Essential Questions

What is the definition of unit academic vocabulary?

What does it mean to relate your own experiences to reading?

Can you provide an example of a character or moment the readings that you can relate to?

What is the text genre of “Making Connections”, “Words Around the World”, “Mathematically

Speaking”, and “The Mosaic of English”?

What is a first-person narrative?

When do you use your/you’re; its/it’s; there, their, they’re?

When do you use quotation marks to refer to a word?

What phrases can you use to express agreement with a speaker during a discussion?

What is a root?

Can you give examples of words with a root of scrib or geo?

What does it mean when a subject and verb agree?

What is a proper noun?

How do textbook features help you to understand a poem?

How does reading poetry in sentences help you understand a poem?

What are different types of visual aids?

What punctuation is inserted between lines of poetry?

What phrases can you use to ask for or give advice?

What is figurative language?

What is personification?

When is the simple past tense used?

What are possessive nouns, adjectives, and pronouns?

Why is it important for a writer to outline an original story?

What is the cause and effect relationship in informational texts?

What is the difference between informational and narrative texts?

What is the proper word order in the English language?

What elements are necessary to incorporate when writing poems?

How is rhyme and rhythm used to form poetry stanzas?

Knowledge and Skills

Students will know…

A pool of verbs in various tenses.

How to write an informative and narrative text.

Proper English sentence structure using subjects and predicates.

How to punctuate using hyphens, dashes, apostrophes, quotation marks.

How to use figurative language in English to enrich original poetry writing.

Definitions and use of key vocabulary words.

The correct use of adjectives and adverbs.

The difference between fiction and non-fiction text genres.

How to write a response to a literary work.

To make an oral presentation to a group of people.

To use listening skills to engage in a meaningful conversation.

Students will be able to…

Relate personal experiences to reading literature.

Create subject-verb agreement in the simple present tense.

Write a personal narrative.

Recognize textbook features.

Read poetry in sentences.

Determine noun-pronoun agreement.

Write the past tense for regular and irregular verbs.

Write a poem using rhythm and rhyme.

Make a presentation about word origins.

Analyze persuasive language in advertisements.

Write a response to literature essay.

Cite the textual evidence that most strongly supports an analysis of what the texts says explicitly

as well as inferences drawn from the text.

Determine a theme or central idea of a text and analyze its development over the course of the

text, including its relationship to the characters, setting, and plot; provide an objective summary

of the text.

Analyze how particular lines of dialogue or incidents in a story or drama propel the action,

reveal aspects of a character, or provoke a decision to find solutions to problems.

Determine a central idea of a text.

Determine the point of view of a writer and purpose of text.

Identify words with the same sounds but different spellings.

Identify main ideas in informative texts.

Identify the cause and effect relationship.

Determine the tone used by an author.

Tell a story about a time of transition.

Use transitional phrases in when writing and speaking English.

Identify words with multiple meanings.

Distinguish between possessive nouns, adjectives, and pronouns.

Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

Demonstrate word order in logical sequence using English grammar rules.

Engage effectively in a range of collaborative discussions on grade level topics by expressing

ideas clearly in English.

Produce clear and coherent writing in English in which the development, organization, and style


Present claims and finding, emphasizing salient points in a focused, coherent manner with

relevant evidence, sound valid reasoning, and well-chose details; use appropriate eye contact,

adequate volume, and clear pronunciation.

Use technology, including the internet, to produce and publish writing.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

End of unit 1 examination.

Oral and written English responses to comprehension questions following fiction/non-fiction

readings.

Written responses in English to open ended questions focused on Unit 1 readings.

Vocabulary assessments.

Oral presentations in English: Group discussion on readings, recite a poem, a presentation on

word origins.

Writing portfolio entries: journal writings, personal narrative essays, poetry, respond to

literature.

Workbook entries.

Teacher-created tests and quizzes.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired

results?

The reading selections in Milestones reflect a variety of cultures and home settings. The

activities encourage home and community connections as well.

As the teacher implements differentiation, it will be important to recognize that some learners

need to move around to learn, while others do better sitting quietly. This may differ from

cultural norms the students have been exposed to in previous schooling; therefore, the

classroom itself needs designated areas where students work together or independently.

Milestones incorporates visuals, manipulative materials, technology, and other hands-on

supports.

Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or

verbal to encourage a natural use of the English language.

Lessons are re-taught for struggling learners and are extended for advanced learners.

The intent of differentiating instruction is to maximize each student’s growth and individual

success by meeting each student where he or she is, and assisting in his or her learning process.

Teacher varies pace, depth, and complexity based on English language and ability level.

RESOURCES

Teacher Resources

Textbook: Milestones C, Unit 1, Chapters 1, 2

Supplemental Materials:

Milestones C workbook

Grammar worksheets

Vocabulary exercises

Supplemental Reading Textbooks:

Building Reading Skills

Goodman Reading Series

Basic English Grammar

Grammarworks Book 4

Side by Side Book 3

Skills Sharpeners Books 3,4

Classroom reading library

Equipment Needed:

Overhead projector

computer

whiteboard


UNIT OVERVIEW


Unit Title: “Transitions”






language. Listening and speaking skills will be enhanced through discussions and class activities.

Students will master analytical skills for reading literature and informational texts: problem/solution

and cause/effect. Grammatical structures of present participles, words with multiple meanings,

progressive tenses, adjectives and adverbs, comparatives and superlatives, possessive nouns,

contractions, prefixes, phrases, hyphens, dashes, and transitional phrases will be reviewed. Writing

skills will include a descriptive essay, expository essay about a problem and solution, and a journal

entry. Reading to identify cause and effect relationships, making and revising predictions, and

identifying the main idea will be examined.


LEARNING TARGETS

WIDA Standards:









secondary options.











Grades 11-12 ELP Standard 4: The Language of Science:

Connection: Next Generation Science Standards, Physical Sciences, Chemical Reactions PS1-2

(High School): Construct and revise an explanation for the outcome of a simple chemical

reaction based on the outermost electron states of atoms, trends in the periodic table, and

knowledge of the patterns of chemical properties.

Context for Language Use: Students investigate the characteristics of substances through

expository (e.g., technical descriptions of chemical reactions) and narrative (e.g., feature story on

chemists cleaning up chemicals in natural waterways) texts in preparation to identify unknown

chemicals in reactions.

Cognitive Function: Students at all levels of English language proficiency ANALYZE the

chemical properties of substances.














Content Strand:



of a text.




RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written

response, etc.), to support analysis of what the text says explicitly as well as inferentially, including

determining where the text leaves matters uncertain.

RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,

ideas, or events interact and develop over the course of the text.

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her

exposition or argument, including whether the structure makes points clear, convincing, and engaging.



beauty of the text.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a

problem.



Writing













Text Types and Purposes

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and


W.11-12.3. Write narratives to develop real or imagined experiences or events using effective


W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a

new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what

is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, share, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a standard format for citation.

(MLA or APA Style Manuals).

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.




NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.




audience.












or listening.





NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when encountering an unknown term

important to comprehension or expression.











Social Studies:






Science:

HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on

the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of

chemical properties.

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of

changing the temperature or concentration of the reacting particles on the rate at which a reaction

occurs.

Technology:










Unit Understandings













Transitions can be simple and predictable.

The main idea is the most important idea or topic of a text that is supported with examples and

details.



How would you describe a transition?

What is a main idea in a reading selection?

What is a cause? What is an effect?

What is the text genre of “Behind the Mountains,” “Changes of State are Physical Changes,”

“Crisis of Government” and “A Shot at It?”

What words create tone in a story?

What does a transitional phrase do?

How does a reader determine the meaning of a word with multiple meanings?

How do you form the present and past progressive tenses?

Which punctuation mark is used to interrupt thoughts in writing?

What is one method of organizing information?

How do readers make predictions?

What is the audience of a piece of writing?

How do you make a plural noun ending in –s possessive?

What are heteronyms?

What phrases can you use to show agreement?

What are prefixes and how do they change the meaning of root words?

What do adjectives and adverbs modify?

How are adjective and adverb phrases similar to adjectives and adverbs?

Which paragraph usually contains the thesis statement?

What are comparative and superlative forms of adverbs and adjectives?




What phrases can you use to ask for or give advice?


What is the cause and effect relationship in informational texts?





A pool of verbs in present and past progressive tenses.

How to write a descriptive and expository text.


How to punctuate using hyphens and dashes.

How to organize details using a two column chart.


The correct use of adjectives and adverbs.


How to deduce the main idea.

How to identify the theme of a story.

That the words a writer uses not only tell the story; they also set the tone of the story.

How to make an oral presentation to a group of people.

How to use listening skills to engage in a meaningful conversation.



Identify main ideas of texts.

Identify cause and effect relationships.

Write a descriptive essay.

Recognize tone in literature.

Spell abbreviations.


Use transitional phrases in conversation.

Analyze the content of a magazine article.

Write using hyphens and dashes correctly.

Analyze words with multiple meanings.

Write an expository essay about a problem and a solution.



of the text.




Identify the cause and effect relationship.

Determine the tone used by an author.


Use transitional phrases when writing and speaking English.

Identify words with multiple meanings.

Use the reading strategy of organizing information to better identify the main idea.

Make and revise predictions as a reading strategy for better comprehension.


or speaking.










Assessment


Unit 2 end of unit examination.


readings.

Written response in English to open ended questions focused on Unit 2 readings.

Vocabulary assessments.

Oral presentations in English: Tell a story about a time of transition, retell a story, respond to a

literary text.

Writing portfolio entries: journal writings, personal narrative essays, descriptive essay,

expository essay, response to literature.

Workbook entries.

Teacher-created tests and quizzes.

Learning Activities


results?








supports.







RESOURCES

Teacher Resources




Grammar worksheets






Grammarworks Book 4

Side by Side Book 3

Skills Sharpeners Books 3,4;

Classroom reading library.

Equipment Needed:

Overhead projector

Computer

Whiteboard


UNIT OVERVIEW


Unit Title: “Choices”









Students will master analytical skills for reading literature and informational texts. Grammatical

structures of conjunctions, compound sentences, punctuation with colons, semicolons, and commas;

varied sentence structures, complex sentences, and idioms will be reviewed. Writing skills will include

a descriptive essay, expository essay about a problem and solution, and a journal entry. Reading to

identify cause and effect relationships, making and revising predictions, and identifying the main idea

will be examined.


LEARNING TARGETS

WIDA Standards:









secondary options.
























Content Strand:


NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences

and relevant connections from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize

the key supporting details and ideas.


of a text.



NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to

build knowledge or to compare the approaches the authors take.







RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they

interact to provide a complex analysis; provide an objective summary of the text.










beauty of the text.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or

formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a

problem.

RI.11-12.8. Describe and evaluate the reasoning in seminal U.S. and global texts, including the

application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority

opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g.,

The Federalist, presidential addresses).

RI.11-12.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and

background knowledge) documents of historical and literary significance for their themes, purposes and

rhetorical features, including primary source documents relevant to U.S. and/or global history.



Writing









NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.






audience.










or listening.







CRP5. Consider the environmental, social and economic impacts of decisions.








Social Studies:

6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government

actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession)

led to the Civil War.

6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the

Seneca Falls Declaration of Sentiments and Resolutions, the Emancipation Proclamation, and the

Gettysburg Address) contributed to demanding equality for all.

6.1.12.A.4.c Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship

and equality for African Americans.

Technology:










Unit Understandings


















How do you draw conclusions?

Why is it important to ask questions when reading?

What four elements make up the plot of a story?

What is the text genre of “An Hour with Abuelo,” “It’s a Math World for Animals,” “The Dread

Scott Decision,” “The Road Not Taken,” and “Saying Yes” about?

What does it mean to put events in chronological order?

What are spelling rules for silent letters?

How are colons and semicolons used in writing?

What phrases are used when discussing a poem?

What does denotative and connotative mean?

How is a complex sentence formed?

How is a compound-complex sentence formed?

Why is it important to use different types of sentences when writing?

What is an idiom?

How are colons and semicolons used in writing?

How are two and three columns used in organizing information?

How can you determine an author’s purpose?

What are symbols and how are they used in writing?








Common idioms used in English.

How to ask questions as a reading strategy for better comprehension.

How to draw conclusions when reading.

How to analyze the author’s purpose.

How to recognize symbols used in texts.


How to spell common homophones.

How to spell words with silent letters.

Where to use commas, semi-colons, and colons in writing.

The difference between denotative and connotative meaning.

How to identify complex sentences and compound-complex sentences.


How to interpret poetry.

How to identify the plot of a story.

How to write an expository essay.

How to use conjunctions.

That the words a writer uses for chronological order.

How to make an oral presentation to a group of people.



Ask questions and draw conclusions for better reading comprehension.

Identify and use conjunctions.

Use a Venn diagram to outline a story.

Write a short story.

Interview a family member about a grandparent.

Define and use unit vocabulary words.

Create two and three column charts to organize ideas.

Recall facts and details of a story.

Analyze the symbols used in poetry.

Use idioms in English correctly.

Use conjunctions to create compound sentences.

Write a story with an introduction, rising action, a climax, and a resolution.



Analyze the author’s purpose.

Write an expository essay.

Deliver a problem/solution presentation.

Identify persuasive techniques in TV advertisements.

Write a persuasive essay.


or speaking.










Assessment


End of unit 3 examination


readings.


Vocabulary assessment.

Oral presentation in English.

Writing portfolio entries: journal writings, short story, persuasive essay, expository essay,

response to literature.

Workbook entries.

Learning Activities


results?








supports.







RESOURCES

Teacher Resources




Grammar worksheets






Grammarworks Book 4

Side by Side Book 3

Skills Sharpeners Books 3, 4;


Equipment Needed:

Overhead projector

Computer

Whiteboard


UNIT OVERVIEW


Unit Title: “Cultures and Traditions”









Students will master analytical skills for reading literature and informational texts: short story, legend,

and poems. Grammatical structures of figurative language, commas, quotation marks, mythological

words, prepositional phrases, appositives, interjections, indefinite pronouns, facts and opinions will be

reviewed. Writing skills will include an autobiographical narrative, a short story, and a research paper.

Inferences, visualizations, and visual aids to enhance reading comprehension will be examined.


LEARNING TARGETS

WIDA Standards:









secondary options.
























Content Strand:



of a text.












Writing













audience.








or listening.














Social Studies:






Technology:










Unit Understandings














Legends are stories passed down from one generation to another.




What cultural traditions do you or other people you know take part in?

How do you make an inference?

What do you do when you visualize a reading?

What is the difference between fact and opinion?

How will asking questions help you while reading?

What is the text genre of “The All American Slurp”, “Mathematics and Oragami”, “Celebrating

Cinco de Mayo”, and “Legend of the Dreamcatcher”?

What are these stories about?

What is figurative language: metaphor, simile, hyperbole, onomatopoeia?

What is author’s perspective?

What is questions can you ask yourself to figure out the author’s perspective?

What nouns can be changed to an adjective by adding “y” at the end of the word?

How are commas and quotations used to punctuate dialogue?

What are some English words that come from Greek, Latin, and Anglo-Saxon mythology?

What phrases would you use to direct your audience’s attention to visual aids?


What is a prepositional phrase?

What is an appositive?

What punctuation is use with phrases and appositives?

What is an interjection?

What are the four types of sentences?

What is an indefinite pronoun?



A pool of verbs in various tenses.


How to distinguish between fact and opinion.

Four English sentence structures.

How to punctuate using commas and quotation marks.

How to use figurative language in English to enrich original writing.

Definitions and uses of key vocabulary words.

The correct use of indefinite pronouns.

How to incorporate phrases and appositives in writing.


How to present information using visual aids.

How to read and interpret timelines.

How to write an autobiographical narrative.


Foreign words and phrases used in English.



Make inferences to comprehend reading.

Visualize to enhance reading comprehension.

Create two column chart, timeline, word web, and Venn diagrams.



Punctuate dialogues.


Identify figurative language.


Distinguish the difference between fact and opinion.

Determine the perspective of an author.


Use prepositional phrases in when writing and speaking English.

Identify four sentences classified by purpose.


or speaking.










Use visual aids during an oral presentation.

Research facts to use in a research paper.


Assessment


End of unit 4 examination


readings.



Oral presentations in English: Demonstration speech, presentation with visual aids.

Writing portfolio entries: journal writings, short story, research paper, autobiographical

narrative.

Workbook entries.

Learning Activities


results?








supports.







RESOURCES

Teacher Resources:




Grammar worksheets






Grammarworks Book 4

Side by Side Book 3


Classroom reading library

Equipment Needed:

Overhead projector

Computer

Whiteboard


UNIT OVERVIEW


Unit Title: “Making a Difference”









Students will master analytical skills for reading literature and informational texts: novel, brochure,

magazine article, and a speech. Grammatical structures perfect tenses, verbals, punctuation with bullets,

ellipses and brackets; figurative language such as idioms and hyperboles, and synonyms will be

reviewed. Writing skills will include a business letter, speech, research report, and autobiographical

narrative. Reading strategies of analyzing text structure, text evidence, and recognizing author style will

be examined.


LEARNING TARGETS

WIDA Standards:









secondary options.
























Content Strand:



of a text.














beauty of the text.

Writing













audience.








or listening.






CRP3. Attend to personal health and financial well-being.







CRP10. Plan education and career paths aligned to personal goals.




Social Studies:

6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the

local or state level and propose possible solutions.

6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting

children.

Technology:








2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal, family,

community, and global wellness.

2.2.8.D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health

initiative.

Unit Understandings














Brochures and magazine articles are forms of informative text.

Speeches reflect the author’s writing style.



What do you do in your lives to make a difference in the lives of others?

What do readers do when they describe mental images?

What does text evidence provide?

What is text structure?

What is an author’s style?

What text genres describe the problem solution relationship?

What is the text genre of “Code Talker”, “City Year”, “Community Service”, and “Inaugural

Address”?

What are these stories about?

What is figurative language: idiom, hyperbole?

Why do magazine articles often define words for readers?

What does a bulleted list help you to do?

When are brackets used?

How do you express disagreement in conversation?

What phrases are good for persuasive writing and speech?

What kinds of information do most dictionaries provide?

Why might a writer want to change the order of the words in a sentence?

What are three kinds of verbals?

How do you form the present perfect tense?

What kinds of actions do the past and future perfect tenses describe?

How is an irregular verb different from a regular verb?

How does grammatical structure play a part in parallelism?



A pool of irregular verbs.


How to persuasively present solutions to problems.

Three forms of verbals.

How to punctuate using bullets, ellipses, and brackets.



The correct use of present perfect tenses.

How to incorporate phrases and appositives in writing.


How to present a speech.

How to two and three column charts to organize ideas.

How to write a persuasive business letter.


Magazines and brochures are informational texts.



Describe mental images.

Analyze text evidence and structure to improve reading comprehension.

Create two and three column charts and word webs.



Punctuate with bullets.


Identify figurative language.


Identify problem solution relationships.

Determine the style of an author.

Write a speech.

Present an autobiographical narrative.

Use perfect tenses when writing and speaking English.

Identify three forms of verbals in sentences.


or speaking.










Write a response to literature.

Research facts to use in a research report.


Assessment




readings.



Oral presentations in English: autobiographical narrative, speech, radio advertisement.

Writing portfolio entries: journal writings, short story, business letter, research report, response

to literature.

Workbook entries.

Learning Activities


results?








supports.







RESOURCES

Teacher Resources:

Textbook: Milestones, Unit 5, Chapters 1, 2



Grammar worksheets






Grammarworks Book 4

Side by Side Book 3



Equipment Needed:

Overhead projector

Computer

Whiteboard

UNIT OVERVIEW



Unit Title: “Leadership”









Students will master analytical skills for reading literature and informational texts: novel, textbook

excerpt, brochure, newspaper article, and historical novel. Grammatical structures of figurative

language, suffixes, compound words, contractions, punctuating titles, spelling of derivatives,

conditional clauses, active and passive voices, quotation marks, and spelling rules will be reviewed.

Writing skills will include a persuasive essay, a research essay about a historical period, and a response

to literature. Reading strategies such as analyzing character, identifying the main idea, distinguishing

between fact and opinion, and recognizing imagery will be examined.


LEARNING TARGETS

WIDA Standards:









secondary options.
























Content Strand:



of a text.











beauty of the text.



Writing



















audience.












or listening.





















Social Studies:

6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of

fundamental rights (e.g., fairness, civil rights, human rights).

6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served

as catalysts for social change and inspired social activism in subsequent generations.

6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the

Seneca Falls Declaration of Sentiments and Resolutions, the Emancipation Proclamation, and the

Gettysburg Address) contributed to demanding equality for all.

6.1.12.A.4.c Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship

and equality for African Americans.

Technology:










Unit Understandings















Historical novels are nonfictional texts.



What does it mean to be a leader?

What does it mean to analyze a character?

In a textbook, what kind of material often surrounds the main idea?

What is the difference between a fact and an opinion? What does imagery do for a reader?

What is the text genre of “Iqbal”, “The Equal Rights Struggle Expands”, “Science Olympiad”,

“He’s Teacher, Student, and Cheerleader” and “Harriet Tubman: Conductor on the

Underground Railroad”?

What are these texts about?

What is a simile?

What are purpose and audience and the relationship between the two?

What punctuation is used for forming contractions?

What part of speech is formed when the suffix ER or OR is added to a verb?

What part of speech is created by adding ION to verbs?

What titles are italicized?

How can you ask for clarification?

How can you compliment someone’s performance?

What are conditional clauses?

What are spelling rules for the final Y in words?

What is a derivative?

What is a shift in writing?

What is the difference between active and passive voice?

Where are quotation marks used?



Phrases for giving compliments and for asking for clarification.


That English has both active and passive voice.

How to punctuate using quotation marks.



The correct use conditional clauses.


How to write a response to a literary work.

To make an oral presentation to a group of people.

To use listening skills to engage in a meaningful conversation.

That a well written speech can both inform and persuade an audience.



Write a personal narrative.

Recognize textbook features.

Use grade appropriate vocabulary words.

Analyze character in reading.

Identify the main idea in literature and informational text.

Distinguish fact from opinion.

Recognize imagery.

Identify and use similes.

Give a research presentation.

Use phrases in conversation for compliments and clarification.

Use suffixes: er, or, ion to change parts of speech.

Write a persuasive essay.

Use spelling rules to improve spelling.

Use italics for titles.

Use quotation marks for titles.





of the text.



Determine the voice of sentence between active or passive.

Determine the purpose and audience of a text.


or speaking.











Assessment




readings.



Oral presentations in English: persuasive speech, research presentation, role play and interview.

Writing portfolio entries: journal writings, persuasive essay, research essay about a historical

period, and a response to literature essay.

Workbook entries.

Learning Activities


results?








supports.







RESOURCES

Teacher Resources




Grammar worksheets






Grammarworks Book 4

Side by Side Book 3



Equipment Needed:

Overhead projector

Computer

Whiteboard


UNIT OVERVIEW


Unit Title: “Living With Strangers in the U.S.A.”









The English Language Learner will master story writing skills for creating an autobiographical

narrative of one’s journey to this country. Grammatical structures will be showcased: past tense verbs,

adjectives, adverbs, dialogue, and figurative language. Sentence structures reflecting an understanding

of phrases and clauses will enhance the quality of writing and demonstrate development in writing

skills. Story writing will reflect the author’s purpose, tone, use of figurative language, clauses, passive

voice, perfect tense, conditional tense, and grade appropriate vocabulary. The writing process of

organizing a story board to reflect the essay will be executed. Students will utilize technology with

Photo Story software to create a DVD of their stories. Readings from “Living With Strangers in the

U.S.A.” will cover cross cultural communication, stereotypes, culture bumps, culture shock, and the

cultural adjustment cycle that will enable the advanced English proficient student to use critical

thinking skills to understand and articulate personal feelings about transitioning into a new culture.


LEARNING TARGETS

WIDA Standards:









secondary options.











Content Strand:



of a text.









RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they

interact to provide a complex analysis; provide an objective summary of the text.








Writing
















NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.




audience.










or listening.


















CRP10. Plan education and career paths aligned to personal goals.




Social Studies:


6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one

culture.





Technology:

8.1.2.A.2 Create a document using a word processing application.












Unit Understandings


English grammatical structures vary from L1 structures.

Cultural Adjustment Cycle is a process that everyone experiences when moving to a new

culture.

Good understandings of vocabulary and language structures contribute to a well written story.

Oral narration of a written text requires proficiency in pronunciation, intonation, and expressive

tone to create interest for the listener.

Computer programs can transform a story into an audiovisual experience.


What is culture?

What are cultural bumps?

How does one experience culture shock?

How do stereotypes affect us?

What is ethnocentrism?

What is the W curve of the adjustment process?



Why is sequencing events essential for timeline narratives?

How is technology used to produce the story?

Knowledge and Skills Students will know…

Various verb tenses



That adjectives and adverb describe and modify nouns, verbs, adjectives, and other adverbs.

The correct placement of capitals, commas, and quotation marks.

How to incorporate informational text into an autobiographical narrative essay.





or speaking.











Assessment


Vocabulary tests: “Living With Strangers in the U.S.A.” Chapters 1-5

Informative essay: “The Adjustment Process in a New Culture”

End of unit assessment: Autobiographical essay: “My Journey to the USA”

End of unit assessment: Photo Story of original essay, “My Journey to the USA”

Learning Activities


results?

Assignment is visual, kinesthetic, musical, natural, introspective, collaborative, logical, or


Lessons are re-taught for struggling learners and are extended for advanced learners. The intent

of differentiating instruction is to maximize each student’s growth and individual success by

meeting each student where he or she is, and assisting in his or her learning process.


RESOURCES

Teacher Resources

Textbook: Living With Strangers in the USA


Story Board outline

Equipment Needed:

Computer

Photo Story program

curriculum for esl iii grades 9-12€¦ · give student a copy of the class notes. provide written...

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