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SIOUX FALLS SCHOOL DISTRICTELL ENGLISH I INTERMEDIATE

MAY 2008

COURSE DESCRIPTION: The purpose of Intermediate English is to expose students to a variety of literature including fiction, non-fiction, poetry, and drama. Students will continue to improve skills in reading, writing, grammar, vocabulary, spelling and writing. Students will increase writing skills in descriptive, narrative, persuasive and expository essays.

COURSE GUIDE

1st S

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SUGGESTED READING

Bridges to Literature Level 2—Unit 1 Fiction“Baseball Saved Us”“The Day the Sun Came Out”“The Dragon’s Pearl”“Elena”

Bridges to Literature Unit 2 Poetry“Rhyme of Rain”“Pigeons”“City”“The City Is So Big”“In the Inner City”

Bridges to Literature Unit 3 Nonfiction“Forty-Five Seconds Inside a Tornado”“Trapped by Fear”“Typhoid Mary”“Sca-a-a-a-a-a-ry Jobs”

Bridges to Literature Unit 4—Close Connections (Mixed Genres)

“My Man Blue”“Little Things Are Big”“Never Home Alone”“Goodbye, Falcon” Bridges to Literature

Nextext Multicultural America (choice based on ability and time)Thematic Unit 5 “Between Cultures” Bridge to Literature Unit 5—Joining Forces (Drama)

From “Scars and Stripes”“Westwoods”

Nextext Version of Romeo & Juliet

SUGGESTED WRITING

Write Source Grade 5Getting Started TE pp. 668-670Writing ParagraphsDescriptive WritingNarrative Writing

Persuasive WritingSIGNIFICANT TASKS Descriptive Paragraph/Essay

Romeo & Juliet book/video projectTEST PREPARATION Writing Prompts

COMMON ASSESSMENT Descriptive Paragraph/Essay RubricRomeo & Juliet Project Rubric

DIFFERENTIATION Optional reading and assessment choices based on ability

Curriculum Service 1

2ND S

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Bridges to Literature Unit 6—Twists and Turns (Fiction)“The Stranger”“Victor”“The Cage”“The Jigsaw Puzzle”

Bridges to Literature Unit 7—Taking Chances (Nonfiction)“El Chino”“Let the Chips Fall”“Amelia Earhart: American Pilot”

Bridges to Literature Unit 8 –No Pain—No Gain (Mixed Genre)

“I Prove Myself a Hunger”“The Swimmer’s Chant”“Brian’s Return”

Bridges to Literature Unit 9—The Real Me (Poetry)“I Never Said I Wasn’t Difficult”“Phizzog”“Eastern Eskimo Song”“Old Snake”“Learning English”“Midway”

Bridges to Literature Unit 10 –Uncommon Heroes (Nonfiction)

“James Escalante: Math Teacher”“Patches”“Chief Joseph”

Bridges to Literature Unit 11—Bridges to History“Cow Tail Switch”“Matajuro’s Training”“Castles”“The Sacred Well”

Bridges to Literature Unit 12 –Reader’s Choice“The Call of the Wild”

Nextext version of Multicultural America (choices based on ability and time) Thematic Unit Part 3 “Growing Up”

Novel Choices: Miracle’s Boys The Skin I’m In The Outsiders

SUGGESTED WRITINGExpressing an OpinionWriting a Book ReviewBuilding Research Skills

SIGNIFICANT TASKS Book Review Research Project on a famous person

TEST PREPARATION Writing Prompts

COMMON ASSESSMENT Rubric for Book ReviewRubric for Research Project

DIFFERENTIATION Optional reading and assessment choices based on ability.


ELL ENGLISH I INTERMEDIATE CURRICULUM

CONTENT STANDARD

ESSENTIAL QUESTIONS

ENDURING UNDERSTANDI

NG

IMPORTANT TO KNOW AND DO

WORTH BEING

FAMILIAR WITH VOCABULARY TEXTS

SUPPORTING

MATERIALSSIGNIFICANT

TASKS

ASSESSMENT

FORMATIVE AND

SUMMATIVEELP.9-12R.1.1 Students can use context cues to decode words and to determine meaning.

How does prior knowledge influence understanding of new vocabulary and ability to infer meaning?

use background knowledge to determine meaning

context Bridges to Literature Level 2

James and the Giant Peach, Romeo and Juliet, Multicultural America Short Stories

Descriptive Paragraph Essay

Romeo & Juliet book/video project

Descriptive Paragraph Essay RubricRomeo & Juliet book/video project Rubric

ELP.9-12R.2.1 Students can use multiple strategies to comprehend text.

How do students use visual elements, and reading strategies to comprehend text?

know and use reading strategies: visual, predict, connect and question

predict, connect

Book Review

Research Project on Famous Person

Book Review Rubric

Research Project on Famous Person Rubric

ELP.9-12.R.2.2 Students can identify main ideas and supporting details in content area text.

How does understanding text organization facilitate comprehension?

use outlines, prediction, "what if" questions and graphic organizers


ELP.9-12R.2.3 Students can read for social and academic purposes.

How does understanding of written material impact social and academic language, decisions, and development?

read short stories, poetry, drama, and non-fiction

can identify the author's use of literary terms

drama, poetry. fiction, non-fiction, character, narrator, setting, climax, resolution, imagery, conflict

ELP.9-12.R.3.1 Students can use text structures and organizational features to comprehend content area text.

How does understanding text structures and organizational features help readers access information?

know and use various parts of a text

can use textbook resources to find and understand content

glossary, table of contents, title, heading, index, captions, visuals, graphs, charts

ELP.9-12.R.4.1 Students can locate sources and select information for a topic.

How do students make decisions about research materials?

locate sources for research

students will use library resources and the internet for formal research

library catalog, database, periodical, website, encyclopedia

ELP.9-12.R.4.2 Students can analyze sources in order to determine reliability and credibility.

When is it important to challenge informational texts?

students will analyze sources for factual information

reliable, credible, source, accurate, current

ELP.9-12.R.4.3 Students can evaluate text and organize information into a logical sequence.

Why is it important to organize ideas logically and concisely?

use timelines, outlines and graphic organizers

students will organize information by order of importance or sequence

evaluate, sequence, importance


ELP.9-12.W1.1 Students can write for social and academic purposes.

How does writing influence the way we think, act, and perceive the world?

write multiple paragraphs for specific purposes and audience; complete a mini-research paper

write narrative and descriptive essays write 1-3 page research paper with at least 3 sources

narrative, descriptive, main idea, detail, fragment, run-on, compound sentence

Write Source

ELP.9-12.W1.2 Students can write multiple sentences to express ideas and information on a single topic.

How do authors use language to impact an audience?

write paragraph to communicate an idea

summary, topic sentence, supporting details, conclusion

ELP.9-12W.1.3 Students can arrange ideas and information in a logical sequence.

How does focus improve organization and effective writing?

generate timelines, outlines and graphic organizers

create a timeline, story map or web

pre-writing, web, timeline, outline, sequence, chronological order

ELP.9-12.W.2.1 Students can use strategies to improve the quality of writing.

How is good writing defined?

write using ideas, organization, word choice, conventions and revision

use writing process of pre-writing, drafting, editing, revising, evaluating and publishing

draft, edit, revise, evaluate, publish,


ELP.9-12.W.3.1 Students can use standard writing conventions to express ideas and information.

How does the use of conventions impact an author's message

can find and correct errors with support

recognize and utilize sentence structures review capitalization and punctuation use correct subject-verb agreement practice correct spelling

run-on, fragment

ELP.9-12.S.1.1 Students can express needs, preferences, and opinions of self and others.

How is the communication process impacted by individual or cultural perspective?

can speak in pairs, small group on a topic

ELP.9-12.S.1.2 Students can ask and answer appropriate questions.

How is the communication process affected by students' daily needs?

can ask and answer open-ended questions

can produce and answer who, what and where questions

who, what, where

ELP.9-12.S.1.3 Students can give all types of directions.

In what ways does verbal communication affect social and academic relationships?

can give multi-step directions

can explain multi-step processes like how to log onto Rosetta Stone, how to type a Word document, how to get to the library

first, second, next, after, before, finally, in addition


ELP.9-12.S.2.1 Students can participate in and initiate conversations and discussions.


can participate in class discussions and social interactions

understand appropriate use of verbal and non-verbal communication

non-verbal conversation, gesture

ELP.9-12.S.2.2 Students can use vocabulary to express ideas clearly in formal and informal situations.


can use limited content area and general vocabulary

produce appropriate vocabulary in a variety of settings able to distinguish between formal and informal situations

formal, informal, conversation, slang, idiom, polite

ELP. 9-12.NC.3.2 Integrate technology into school, home and community

How can I use technology at school, home, and in my community?

Find information –phone numbers-maps etc.

email

ELP.9-R.4.1 (L) Compose open-ended questions for research and modify questions as necessary during inquiry and investigation

How do questions focus research?

Create and Classify various research questions


ELL ENGLISH I INTERMEDIATESIGNIFICANT TASKS

1ST

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DESCRIPTION Descriptive Paragraph/EssayPROCESS Write a descriptive paragraph/essay about a

classmate or family member and include an illustration

Write a descriptive paragraph/essay about a character from a reading selection and include an illustration

Write a descriptive paragraph/essay based on a picture

STANDARDS ELP.9-12.W1.1 Students can write for social and academic purposes.ELP.9-12.W1.2 Students can write multiple sentences to express ideas and information on a single topic.ELP.9-12W.1.3 Students can arrange ideas and information in a logical sequence.ELP.9-12.W.2.1 Students can use strategies to improve the quality of writing.ELP.9-12.W.3.1 Students can use standard writing conventions to express ideas and information

2ND

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DESCRIPTION Romeo & Juliet projectPROCESS Read the Nextext version of Romeo & Juliet

Create a newspaper with articles about events that occurred, include advertisements appropriate for the time, obituaries, etc.

STANDARDS ELP.9-12R.1.1 Students can use context cues to decode words and to determine meaning.ELP.9-12.W1.1 Students can write for social and academic purposes.ELP.9-12.W1.2 Students can write multiple sentences to express ideas and information on a single topic.ELP.9-12W.1.3 Students can arrange ideas and information in a logical sequence.ELP.9-12.W.2.1 Students can use strategies to improve the quality of writing.ELP.9-12.W.3.1 Students can use standard writing conventions to express ideas and informationELP.9-12.S.2.2 Students can use vocabulary to express ideas clearly in formal and informal situations.


3RD

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DESCRIPTION Book ReviewPROCESS Create a “commercial” for a book

STANDARDS ELP.9-12.W1.1 Students can write for social and academic purposes.ELP.9-12.W1.2 Students can write multiple sentences to express ideas and information on a single topic.ELP.9-12W.1.3 Students can arrange ideas and information in a logical sequence.ELP.9-12.W.2.1 Students can use strategies to improve the quality of writing.ELP.9-12.W.3.1 Students can use standard writing conventions to express ideas and informationELP.9-12.S.2.2 Students can use vocabulary to express ideas clearly in formal and informal situationsELP.9-12.S.1.1 Students can express needs, preferences, and opinions of self and others.

4TH

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DESCRIPTION Research project on famous personPROCESS Prepare a power point presentation with highlights of

person’s lifeSTANDARDS ELP.9-12.W1.1 Students can write for social and academic

purposes.ELP.9-12.W1.2 Students can write multiple sentences to express ideas and information on a single topic.ELP.9-12W.1.3 Students can arrange ideas and information in a logical sequence.ELP.9-12.W.2.1 Students can use strategies to improve the quality of writing.ELP.9-12.W.3.1 Students can use standard writing conventions to express ideas and information.ELP.9-12.S.1.2 Students can ask and answer appropriate questions.ELP.9-12.S.2.1 Students can participate in and initiate conversations and discussions.ELP.9-12.S.2.2 Students can use vocabulary to express ideas clearly in formal and informal situations


ELL ENGLISH I INTERMEDIATECOMMON ASSESSMENTS

DESCRIPTIVE PARAGRAPH RUBRIC1ST QUARTER SIGNIFICANT TASK

Descriptive Paragraph Rubric

CATEGORY 4 3 2 1

Introduction (Organization)

The introduction is inviting, previews the structure of the paragraph and states the main topic.

The introduction clearly states the main topic, previews the structure of the paragraph, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paragraph nor is it particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paragraph.

Sequencing (Organization)

Three details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Three details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, OR some details are missing and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paragraph just ends.

Grammar & Spelling (Conventions)

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.



Writer makes more than 6 errors in grammar or spelling that distract the reader from the content.

Capitalization & Punctuation

(Conventions)

Writer makes no errors in capitalization or punctuation, so the paragraph is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paragraph is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.


ELL ENGLISH I INTERMEDIATEROMEO & JULIET PROJECT RUBRIC

2ND QUARTER SIGNIFICANT TASK

Name: _____________________

Project Title: _____________________

Teacher(s): ___________________

______

Date: ___________________

Romeo & Juliet Project

Process Below Avg. Satisfactory Excellent1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 92. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 93. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 94. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 95. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9

Product (Project) Below Avg. Satisfactory Excellent1. Format 1, 2, 3 4, 5, 6 7, 8, 92. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 93. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 94. Creativity 1, 2, 3 4, 5, 6 7, 8, 95. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 106. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:


ELL ENGLISH I INTERMEDIATEBOOK REVIEW RUBRIC

3RD QUARTER SIGNIFICANT TASK

Name: _____________________

Project Title: _____________________

Teacher(s): ___________________

___

Date: ___________________

Book Review Project

Process Below Avg. Satisfactory Excellent1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 92. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 93. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 94. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 95. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9

Product (Project) Below Avg. Satisfactory Excellent1. Format 1, 2, 3 4, 5, 6 7, 8, 92. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 93. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 94. Creativity 1, 2, 3 4, 5, 6 7, 8, 95. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 106. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:


ELL ENGLISH I INTERMEDIATERESEARCH PROJECT RUBRIC

4TH Quarter Significant Task

Name: ________________________ Teacher: ______________________

Date of Presentation: ____________ Title of Work: ___________________

Criteria Points

1 2 3 4

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

____

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required) with explanations and elaboration.

____

Visuals Student used no visuals.

Student occasionally used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

____

MechanicsStudent's presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

____

Delivery

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

____


Total----> ____

Teacher Comments:


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