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Warren Hills Regional School DistrictWilson, Theresa, 500.3 ESL EnglishHigh School, World Languages, High School
Click on a Unit to edit your Curriculum
StandardsStandards EssentialEssentialQuestionsQuestions
ContentContent SkillsSkills SuggestedSuggestedAssessmentsAssessments
SuggestedSuggestedActivitiesActivities
ResourcesResources
Diary of a Wimpy Kid
(Week 2, 5 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language
They demonstrateindependence. They build strong contentknowledge. They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
What universalthemes arediscussed in thenovel?
How can thenovel be relatedto personalexperience?
How does thenovel differ fromthe traditionalexample seenwith TheAdventures ofHuckleberryFinn?
What literarytechniques areused incontemporaryprose writing?
Diary of aWimpy Kid
Determine andanalyze universalthemes present inthe novel.
Relate the novel topersonalexperience.
Examine andanalyze differencesbetween thetraditional andmodern Americannovel.
Define and applyliterary techniquesas used incontemporary prosewriting.
Periodic ChapterQuizzesSummative:Test/Quiz:WrittenPersonal JournalEntriesFormative:Written:Journal/DiaryCompletion ofStudy Guidesand Teacher-createdhandoutsFormative:Written:InformativeClass and groupparticipationOral: DiscussionUnit TestSummative:Test/Quiz:WrittenIllustration andWriting PartnerProjectProject: Personal
Read aloud in class
Read silently andansweringcomprehensionquestions
Actively listen toteachers or audiotape read aloud inclass
Completion of studyguides andsupplementaryworksheets
Completion ofillustration andwriting project(working with apartner)
View the movie:Diary of a WimpyKid
Diary of aWimpy Kid
Teacher createdsupplementarymaterials (i.e.study guides,packets,worksheets)
Dictionaries
Computers
Movie: Diary ofa Wimpy Kid
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course of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée des
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Beaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledge
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the audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.
W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events.
W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.
Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,organization, and style are
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organization, and style areappropriate to task, purpose, andaudience.
W.9-10.4. Produce clearand coherent writing inwhich the development,organization, and style areappropriate to task,purpose, and audience.(Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)
5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.
Research to Build and PresentKnowledge7. Conduct short as well as moresustained research projectsbased on focused questions,demonstrating understanding ofthe subject under investigation.
W.9-10.7. Conduct shortas well as more sustainedresearch projects toanswer a question(including a self-generatedquestion) or solve aproblem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject underinvestigation.
8. Gather relevant informationfrom multiple print and digitalsources, assess the credibilityand accuracy of each source,and integrate the informationwhile avoiding plagiarism.
W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each sourcein answering the researchquestion; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a range
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sitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinely
over extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.
SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding toquestions that relate the
current discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence and
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reasoning presented.
2. Integrate and evaluateinformation presented in diversemedia and formats, includingvisually, quantitatively, and orally.
SL.9-10.2. Integratemultiple sources ofinformation presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.
3. Evaluate a speaker’s point ofview, reasoning, and use ofevidence and rhetoric.
SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.
Presentation of Knowledge andIdeas4. Present information, findings,and supporting evidence suchthat listeners can follow the lineof reasoning and theorganization, development, andstyle are appropriate to task,purpose, and audience.
SL.9-10.4. Presentinformation, findings, and
supporting evidenceclearly, concisely, andlogically such that listenerscan follow the line ofreasoning and theorganization,development, substance,and style are appropriateto purpose, audience, andtask.
5. Make strategic use of digitalmedia and visual displays of datato express information andenhance understanding ofpresentations.
SL.9-10.5. Make strategicuse of digital media (e.g.,textual, graphical, audio,visual, and interactiveelements) in presentationsto enhance understandingof findings, reasoning, andevidence and to addinterest.
6. Adapt speech to a variety ofcontexts and communicativetasks, demonstrating commandof formal English when indicatedor appropriate.
SL.9-10.6. Adapt speechto a variety of contexts andtasks, demonstratingcommand of formalEnglish when indicated orappropriate.
CommonCore: English Language
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CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, LanguageConventions of Standard English1. Demonstrate command of theconventions of standard Englishgrammar and usage when writingor speaking.
L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure. L.9-10.1b. Use various
types of phrases (noun,verb, adjectival, adverbial,participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.
2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.
L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spellingwhen writing. L.9-10.2a. Use asemicolon (and perhaps aconjunctive adverb) to linktwo or more closely relatedindependent clauses. L.9-10.2b. Use a colon tointroduce a list orquotation. L.9-10.2c. Spell correctly.
Knowledge of Language3. Apply knowledge of languageto understand how languagefunctions in different contexts, tomake effective choices formeaning or style, and tocomprehend more fully whenreading or listening.
L.9-10.3. Applyknowledge of language tounderstand how languagefunctions in differentcontexts, to make effectivechoices for meaning orstyle, and to comprehendmore fully when reading orlistening. L.9-10.3a. Write and editwork so that it conforms tothe guidelines in a stylemanual (e.g., MLAHandbook, Turabian’sManual for Writers)appropriate for thediscipline and writing type.
Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words and
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multiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.
L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).
5. Demonstrate understanding ofword relationships and nuancesin word meanings.
L.9-10.5. Demonstrateunderstanding of figurative
language, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.
6. Acquire and use accurately arange of general academic anddomain-specific words andphrases sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.
L.9-10.6. Acquire and use
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accurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsListeningLevel 1Entering
Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes
Level 2Beginning
Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)
Level 3Developing
Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visual
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meanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext
Level 4
Expanding
Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support
Level 5Bridging
Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsSpeakingLevel 1Entering
Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples ofliterature from nativecultures using visuals orgraphic organizers State information using
visual support as aprecursor for identifyingsymbolism or analogies
Level 2Beginning
Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2
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circles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support
Level 3Developing
Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences
Level 4Expanding
Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals or
graphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support
Level 5Bridging
Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts
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contexts
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsReadingLevel 3Developing
Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text insmall groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs
Level 4Expanding
Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text
Level 5Bridging
Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 3Developing
Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentence
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Produce sentence
outlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 4Expanding
Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations
Level 5Bridging
Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed
FairyTales/Folktales/Fables
(Week 7, 4 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine a
What is a fairytale?
What is a folktale?
What is a fable?
How do thesegenres differ?
What purposesdo these types ofwriting serve?
Fairy Tales/Folktales/
Fables
Define, discuss,and apply the terms
fairy tale, folk taleand fable.
Understand andanalyze differencesbetween thegenres.
Interpret thepurpose of thesegenres.
Compare, analyze,and present anexample of one ofthese genres to the
SummerReading EssaySummative:Written: EssayFairy Tale TestSummative:Test/Quiz:WrittenMC; shortanswer; essay
Completion offairy tale studyguideFormative:Written:InformativeClass DiscussionFormative: Oral:Discussion
Choose a bookfrom the library.
Read the booksilently in class, withteacher support ifnecessary.
Write an in-classessay regarding thebook chosen.
Read aloud in class.
Listen actively whileteachers read inclass.
Studentselected library
book
Classic Starts:Grimm’s FairyTales
Teacher createdsupplementarymaterials (i.e.study guidesand worksheets)
Tangled
Dictionaries
Computers
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RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
Integration of Knowledge andIdeas7. Integrate and evaluate content
presented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,
class.
Define termspertaining todifferent literarygenres.
Computers
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including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows from
and supports the argumentpresented.
5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
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W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, and
audiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.
SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,
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grades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propel
conversations by posingand responding toquestions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence andreasoning presented.
6. Adapt speech to a variety ofcontexts and communicativetasks, demonstrating commandof formal English when indicatedor appropriate.
SL.9-10.6. Adapt speechto a variety of contexts andtasks, demonstratingcommand of formalEnglish when indicated orappropriate.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, LanguageConventions of Standard English1. Demonstrate command of theconventions of standard Englishgrammar and usage when writingor speaking.
L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure.
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L.9-10.1b. Use varioustypes of phrases (noun,verb, adjectival, adverbial,participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.
2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.
L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spellingwhen writing. L.9-10.2a. Use asemicolon (and perhaps aconjunctive adverb) to linktwo or more closely relatedindependent clauses. L.9-10.2b. Use a colon tointroduce a list orquotation. L.9-10.2c. Spell correctly.
Knowledge of Language3. Apply knowledge of languageto understand how languagefunctions in different contexts, tomake effective choices formeaning or style, and tocomprehend more fully whenreading or listening.
L.9-10.3. Applyknowledge of language tounderstand how languagefunctions in differentcontexts, to make effectivechoices for meaning orstyle, and to comprehendmore fully when reading orlistening. L.9-10.3a. Write and editwork so that it conforms tothe guidelines in a stylemanual (e.g., MLAHandbook, Turabian’sManual for Writers)appropriate for thediscipline and writing type.
Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words and
phrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.
L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaning
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(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).
5. Demonstrate understanding ofword relationships and nuancesin word meanings.
L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpret
figures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.
6. Acquire and use accurately arange of general academic anddomain-specific words andphrases sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.
L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language Arts
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WIDA-ELP: 9-12 , Language ArtsListeningLevel 1Entering
Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes Identify examples of high-frequency words orphrases with multiplemeanings from visuals(e.g., dinner table, Table ofContents)
Level 2Beginning
Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)
Level 3Developing
Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext
Level 4Expanding
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Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support
Level 5Bridging
Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings Infer nuances from oraldiscourse containingmultiple meanings
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsSpeakingLevel 1Entering
Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples of
literature from nativecultures using visuals orgraphic organizers State information usingvisual support as aprecursor for identifyingsymbolism or analogies
Level 2Beginning
Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines)
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outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support
Level 3Developing
Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences
Level 4Expanding
Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support
Level 5Bridging
Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsReadingLevel 1Entering
Associate familiar people
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with their acts orcontributions using visualsand word or phrase leveltext in L1 or L2 in smallgroups Identify facts (asnonbiased information)from visually supportedphrases or sentences andshare with a partner Associate people withtheir acts or contributionsusing visuals and word orphrase level text Identify words andphrases related to author’sperspective in visuallysupported sentences
Level 2Beginning
Identify infl uences (e.g.,people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences
Level 3Developing
Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text insmall groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs
Level 4Expanding
Interpret impact onfamiliar people’s lives onothers or society using
visuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text
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paragraph level text Interpret author’sperspective in visuallysupported literary text
Level 5Bridging
Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 1Entering
Reproduce comments onvarious topics from visuallysupported sentences fromnewspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
Produce comments onvarious topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons and
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word/phrase banks
Level 3Developing
Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 4Expanding
Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurativelanguage
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Of Mice and Men
(Week 11, 3 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language
They demonstrateindependence. They build strong contentknowledge. They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refined
by specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure
What was
the DustBowl?What is anidiom?What ismetaphor?What isdialogue?How doesthe use ofliterarytechniquescontributetoauthenticityof plot andsetting?
Novel: Of
Mice andMen byJohnSteinbeckVideo: OfMice andMen(excerpts)Director:GarySinise
Understand
andrecognizeidiom,dialogue,andmetaphor asliterarytechniquescontributingtoauthenticityof plot andsetting.Practicetechniquesof debate byviewingsituationsfrom multipleperspectives.
DramaticDialogueFormative:Written:NarrativeStudents willcreate adramaticdialogue ingroups of two.Students willpeer edit.
End of NovelAssessmentSummative:Test/Quiz:WrittenPosition Paper-Killing of LennieSummative:Written: EssayUsinginformation fromthe text, studentswill write a shortessay on thedeath of Lennie.
Post it/OnePagersFormative:Written:Journal/DiaryStudents willfocus on anassigned chapterof the novel. From theassignedchapter, they willwrite 10lines/quotes theydeem interestingor important fromthe chapter wordfor word as wellat the pagenumber on 10strips of paper.They willparticipate in agroup activityresulting in onepage writingassignment.
Reading
aloud andindependentlyof materialsViewing ofvarious videoand DVDsourcesTeacherpresentationof informationStudentdiscussion(both largeand smallgroup)Brainstormingof ideasCreation ofdebateregardingGeorge’sdecision toshoot Lennie
Books
DVDsHandoutsJournalsStickynotes
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4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,
tension, or surprise.
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization that
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establishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.
W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas and
concepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic.
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the topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.
3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.
W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such as
dialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.
Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,
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writing in which the development,organization, and style areappropriate to task, purpose, andaudience.
W.9-10.4. Produce clearand coherent writing inwhich the development,organization, and style areappropriate to task,purpose, and audience.(Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)
5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.
6. Use technology, including theInternet, to produce and publishwriting and to interact andcollaborate with others.
W.9-10.6. Usetechnology, including theInternet, to produce,publish, and updateindividual or shared writingproducts, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
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CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range of
conversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.
SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding toquestions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions.
2. Integrate and evaluateinformation presented in diversemedia and formats, includingvisually, quantitatively, and orally.
SL.9-10.2. Integratemultiple sources of
information presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.
3. Evaluate a speaker’s point ofview, reasoning, and use ofevidence and rhetoric.
SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use of
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reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.
6. Adapt speech to a variety ofcontexts and communicativetasks, demonstrating commandof formal English when indicatedor appropriate.
SL.9-10.6. Adapt speechto a variety of contexts andtasks, demonstratingcommand of formalEnglish when indicated orappropriate.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, LanguageConventions of Standard English1. Demonstrate command of theconventions of standard Englishgrammar and usage when writingor speaking.
L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking.
2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.
L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spelling
when writing. L.9-10.2c. Spell correctly.
Knowledge of Language3. Apply knowledge of languageto understand how languagefunctions in different contexts, tomake effective choices formeaning or style, and tocomprehend more fully whenreading or listening.
L.9-10.3. Applyknowledge of language tounderstand how languagefunctions in differentcontexts, to make effectivechoices for meaning orstyle, and to comprehendmore fully when reading orlistening. L.9-10.3a. Write and editwork so that it conforms tothe guidelines in a stylemanual (e.g., MLAHandbook, Turabian’sManual for Writers)appropriate for thediscipline and writing type.
Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general and
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and consulting general andspecialized reference materials,as appropriate.
L.9-10.4. Determine orclarify the meaning ofunknown and multiple-meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) asa clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).
5. Demonstrate understanding ofword relationships and nuancesin word meanings.
L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text.
6. Acquire and use accurately arange of general academic anddomain-specific words andphrases sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.
L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrate
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level; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.
Language Progressive Skills
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. L.3.3a. Choose words andphrases for effect. L.4.1f. Produce completesentences, recognizingand correctinginappropriate fragmentsand run-ons. L.4.1g. Correctly usefrequently confused words(e.g., to/too/two;there/their). L.4.3b. Choosepunctuation for effect. L.5.1d. Recognize andcorrect inappropriate shiftsin verb tense. L.6.1c. Recognize andcorrect inappropriate shiftsin pronoun number andperson. L.6.1d. Recognize andcorrect vague pronouns(i.e., ones with unclear orambiguous antecedents). L.6.1e. Recognizevariations from standardEnglish in their own andothers’ writing andspeaking, and identify anduse strategies to improveexpression in conventionallanguage. L.6.2a. Use punctuation(commas, parentheses,dashes) to set offnonrestrictive/parentheticalelements. L.6.3b. Maintainconsistency in style andtone. L.6.3a. Vary sentencepatterns for meaning,reader/listener interest,and style.
L.7.1c. Place phrases andclauses within a sentence,recognizing and correctingmisplaced and danglingmodifiers. L.7.3a. Choose languagethat expresses ideasprecisely and concisely,recognizing andeliminating wordiness andredundancy. L.8.1d. Recognize andcorrect inappropriate shiftsin verb voice and mood.
2009 CCCS: Standard 9: 21stCentury Life and Careers, Grade4 , 9.1 21st-Century Life & CareerSkillsB. Creativity and Innovation
9.1.4.B.1 Participate inbrainstorming sessions toseek information, ideas,
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seek information, ideas,and strategies that fostercreative thinking.
C. Collaboration, Teamwork, andLeadership
9.1.4.C.1 Practicecollaborative skills ingroups, and explain howthese skills assist incompleting tasks indifferent settings (at home,in school, and during play).
D. Cross-Cultural Understandingand InterpersonalCommunication
9.1.4.D.1 Use effectiveoral and writtencommunication in face-to-face and onlineinteractions and whenpresenting to an audience.
Persuasive Unit
(Week 14, 5 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant and
sufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they are
What ispersuasivewriting?
What techniques
are used inpersuasivewriting?
What is theimportance ofpublic speaking?
What strugglesmight one have toovercome tospeak publically?
How can onewrite an effectivepersuasive essayand speech?
Movie: TheKing’s Speech
Teacher createdsupplementary
materials (i.e.study guidesand worksheets)
Dictionaries
Computers
Examine andevaluate examplesof persuasivewriting andspeaking.
Define and applypersuasivetechniques.
Analyze andexamine difficultieswith publicspeaking.
Create and performa persuasivespeech.
Create apersuasive essay
PersuasivePaperSummative:Written:PersuasiveCompletedpersuasivepaper - topic is
student choice
PersuasiveSpeechSummative:Oral: SpeechPresentation ofpersuasivespeech
Watch The King’sSpeech
Read and/or listen toexamples of
persuasive rhetoric.
Define, discuss andapply persuasiveliterary devicesthrough classdiscussion andcompletion of studyguide.
Write and performspeeches for theclass.
Write a persuasiveessay in the style ofthe HSPA prompts.
Movie: TheKing’s Speech
Teacher createdsupplementary
materials (i.e.study guidesand worksheets)
Dictionaries
Computers
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discipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,organization, and style are
appropriate to task, purpose, andaudience.
W.9-10.4. Produce clearand coherent writing inwhich the development,organization, and style areappropriate to task,purpose, and audience.(Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)
5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.
Research to Build and PresentKnowledge7. Conduct short as well as moresustained research projectsbased on focused questions,demonstrating understanding ofthe subject under investigation.
W.9-10.7. Conduct shortas well as more sustainedresearch projects toanswer a question(including a self-generatedquestion) or solve aproblem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject underinvestigation.
8. Gather relevant informationfrom multiple print and digitalsources, assess the credibilityand accuracy of each source,and integrate the informationwhile avoiding plagiarism.
W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each sourcein answering the researchquestion; integrateinformation into the text
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information into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Speaking & ListeningComprehension andCollaboration1. Prepare for and participateeffectively in a range ofconversations and collaborationswith diverse partners, building onothers’ ideas and expressing theirown clearly and persuasively.
SL.9-10.1. Initiate andparticipate effectively in arange of collaborativediscussions (one-on-one,in groups, and teacher-led)with diverse partners ongrades 9–10 topics, texts,and issues, building onothers’ ideas andexpressing their ownclearly and persuasively.
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clearly and persuasively. SL.9-10.1a. Come todiscussions prepared,having read andresearched material understudy; explicitly draw onthat preparation byreferring to evidence fromtexts and other researchon the topic or issue tostimulate a thoughtful,well-reasoned exchange ofideas. SL.9-10.1b. Work withpeers to set rules forcollegial discussions anddecision-making (e.g.,informal consensus, takingvotes on key issues,presentation of alternateviews), clear goals anddeadlines, and individualroles as needed. SL.9-10.1c. Propelconversations by posingand responding to
questions that relate thecurrent discussion tobroader themes or largerideas; actively incorporateothers into the discussion;and clarify, verify, orchallenge ideas andconclusions. SL.9-10.1d. Respondthoughtfully to diverseperspectives, summarizepoints of agreement anddisagreement, and, whenwarranted, qualify or justifytheir own views andunderstanding and makenew connections in light ofthe evidence andreasoning presented.
2. Integrate and evaluateinformation presented in diversemedia and formats, includingvisually, quantitatively, and orally.
SL.9-10.2. Integratemultiple sources ofinformation presented indiverse media or formats(e.g., visually,quantitatively, orally)evaluating the credibilityand accuracy of eachsource.
3. Evaluate a speaker’s point ofview, reasoning, and use ofevidence and rhetoric.
SL.9-10.3. Evaluate aspeaker’s point of view,reasoning, and use ofevidence and rhetoric,identifying any fallaciousreasoning or exaggeratedor distorted evidence.
Presentation of Knowledge andIdeas4. Present information, findings,and supporting evidence suchthat listeners can follow the lineof reasoning and theorganization, development, andstyle are appropriate to task,
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style are appropriate to task,purpose, and audience.
SL.9-10.4. Present
information, findings, andsupporting evidenceclearly, concisely, andlogically such that listenerscan follow the line ofreasoning and theorganization,development, substance,and style are appropriateto purpose, audience, andtask.
6. Adapt speech to a variety ofcontexts and communicativetasks, demonstrating commandof formal English when indicatedor appropriate.
SL.9-10.6. Adapt speechto a variety of contexts andtasks, demonstratingcommand of formalEnglish when indicated orappropriate.
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 1Entering
Identify examples ofcomedic situations basedon oral statements andvisual scenes with apartner Recognize diff erentintonation patterns ofspeech working with apartner (e.g., statements,questions) Identify examples ofcomedic situations basedon oral statements andvisual scenes Identify examples of high-frequency words orphrases with multiplemeanings from visuals(e.g., dinner table, Table ofContents)
Level 2Beginning
Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,
as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which one
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visuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)
Level 3Developing
Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext
Level 4Expanding
Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support
Level 5Bridging
Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings Infer nuances from oraldiscourse containingmultiple meanings
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 1Entering
Give examples ofliterature from nativecultures using visuals orgraphic organizers (e.g.,books, poems, short
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books, poems, shortstories) in literature circlesusing L1 or L2 State facts aboutcharacters in visuals withL1 support Give examples ofliterature from nativecultures using visuals orgraphic organizers State information usingvisual support as aprecursor for identifyingsymbolism or analogies
Level 2Beginning
Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) in literaturecircles using L1 or L2 Describe personalities ofcharacters in visuals withL1 support Summarize examples ofstory lines from nativecultures using visuals orgraphic organizers (e.g.,outlines) Restate or paraphraseinformation that containssymbolism or analogiesusing visual support
Level 3Developing
Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences
Level 4Expanding
Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers Discuss or extend
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Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support
Level 5Bridging
Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts WritingLevel 1Entering
Reproduce comments onvarious topics from visuallysupported sentences fromnewspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
Produce comments onvarious topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks
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Level 3Developing
Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 4Expanding
Respond to critical
commentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers
The Adventures ofHuckleberry Finn
(Week 18, 6 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details
What is theconnectionbetween
Classic Starts:The Adventuresof HuckleberryFinn
Question andevaluate theconnectionsbetween upbringing
Journal EntriesFormative:Written:Journal/Diary
Read aloud in class
Classic Starts:The Adventuresof HuckleberryFinn
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(Week 18, 6 Weeks) Key Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,
how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choices
betweenupbringing andperceptions? How can this beovercome?
What arecharacteristics ofthe Americannovel?
What literarytechniques areused in prosewriting?
What is thenarrative voicebeing used in thenovel? Is itreliable?
Finn
between upbringingand perceptions.
Identify literarydevices that areused within thenovel.
Question thenarrative voice todetermine accuracyand reliability
Evaluate thereactions ofcharacters whentheir perceptionsare disproved.
Journal/DiaryCompletion ofStudy Guidesand TeachercreatedworksheetsFormative:Written:Informative
Individual andGroupParticipationFormative: Oral:DiscussionUnit TestSummative:Test/Quiz:WrittenHSPA stylepractice essaySummative:Written: Essay
Read silently andansweringcomprehensionquestions
Actively listen toteachers read aloud
in class
Completion of studyguides andsupplementaryworksheets
Completion of essayassignment
View the movie: TheAdventures ofHuckleberry Finn
Finn
Teacher createdsupplementarymaterials (i.e.study guides,packets,worksheets)
Dictionaries
Computers
Movie: TheAdventures ofHuckleberry
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an author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity band
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text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),
distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespeare
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treats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 2Beginning
Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)
Level 3Developing
Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner
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partner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext
Level 4Expanding
Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support
Level 5
Bridging
Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedicelements from oraldiscourse to intendedmeanings
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 3Developing
Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences
Level 4Expanding
Compare authors’ points
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Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals or
graphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support
Level 5Bridging
Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 2Beginning
Identify infl uences (e.g.,people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences
Level 3Developing
Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text in
small groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals and
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ect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs
Level 4Expanding
Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text
Level 5Bridging
Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts WritingLevel 1Entering
Reproduce comments onvarious topics from visuallysupported sentences fromnewspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
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Beginning
List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks
Level 3Developing
Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newly
acquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers
Little Women
(Week 18, 6 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the text
How does thenovel represent atime period?
How docharacters in thenovel strugglewith the timeperiod?
What are the
Classic Starts:The Adventuresof HuckleberryFinn
Question andevaluate theconnectionsbetween upbringingand perceptions.
Identify literarydevices that areused within thenovel.
Question the
Journal EntriesFormative:Written:Journal/DiaryCompletion ofStudy Guidesand TeachercreatedworksheetsFormative:Written:InformativeIndividual andGroupParticipation
Read aloud in class
Read silently andansweringcomprehensionquestions
Actively listen toteachers read aloudin class
Classic Starts:The Adventuresof HuckleberryFinn
Teacher createdsupplementarymaterials (i.e.study guides,packets,worksheets)
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analysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,
chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
themes of thenovel?
What literarytechniques areused in prosewriting?
What is thenarrative voicebeing used in thenovel?
narrative voice todetermine accuracyand reliability
Evaluate thereactions ofcharacters whentheir perceptionsare disproved.
Formative: Oral:DiscussionUnit TestSummative:Test/Quiz:
WrittenHSPA stylepractice essaySummative:Written: Essay
Completion of studyguides andsupplementaryworksheets
Completion of essayassignment
View the movie: TheAdventures ofHuckleberry Finn
Dictionaries
Computers
Movie: TheAdventures ofHuckleberry
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style of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
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W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships amongclaim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluate
the argument and specificclaims in a text, assessingwhether the reasoning is
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valid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ListeningLevel 2Beginning
Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idioms,as in literal depiction of‘honeymoon’) with apartner Identify intonationpatterns of satiricalremarks working with apartner (e.g., tagquestions, “You didn’t doyour homework, did you?”) Match oral descriptions toliteral visual depictions toelicit comedy (e.g., idiomsas in literal depiction of‘honeymoon’) Pair examples of use ofwords or phrases withmultiple meanings fromvisuals (e.g., “Which oneshows what table meansin math class? Which oneshows what table meansin English class?”)
Level 3Developing
Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy with a partner Compare intonationpatterns ofsatirical/nonsatiricalspeech working with apartner Apply oral descriptionsthat contain doublemeanings to visualrepresentations to depictcomedy Sort examples of words,phrases or sentences withmultiple meanings fromvisuals according tocontext
Level 4Expanding
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Expanding
Identify comedic elementsfrom oral discourse andvisuals (e.g., use ofhyperbole, irony, or satire)with a partner Identify satire orinferences in speech fromintonation patterns workingwith a partner Identify subtle comedicelements from oraldiscourse and visuals(e.g., use of hyperbole,irony or satire) Distinguish betweenexamples of words,phrases or sentences withmultiple meanings fromoral input with or withoutvisual support
Level 5Bridging
Match comedic elementsfrom oral discourse tointended meanings Analyze speech to identifyand make inferences fromsatire Match subtle comedic
elements from oraldiscourse to intendedmeanings
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts SpeakingLevel 3Developing
Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers inliterature circles Compare characterassets and fl aws usingvisuals or graphicorganizers with L1 support Compare/contrastfeatures of similar storylines (e.g., characters,events) from diff erentcultures using visuals orgraphic organizers Relate analogies orsymbolism using visualsupport (e.g., cartoons) topersonal experiences
Level 4Expanding
Compare authors’ pointsof view of similar storylines from diff erentcultures using visuals orgraphic organizers inliterature circles Discuss, with examples,character developmentusing visuals or graphicorganizers Compare authors’ pointsof view of similar storylines from diff erent
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lines from diff erentcultures using visuals orgraphic organizers Discuss or extendanalogies or symbolismwithin familiar contextsusing visual support
Level 5Bridging
Discuss how diff erentviews in multiculturalliterature represent globalperspectives Critique, with detailedexamples, characterdevelopment in literaryworks Discuss how diff erentviews in multiculturalliterature represent globalperspectives Explain meaning ofanalogies or symbolismAnalogies/ within familiarcontexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 2Beginning
Identify infl uences (e.g.,people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences
Level 3Developing
Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text insmall groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs
Level 4Expanding
Interpret impact onfamiliar people’s lives onothers or society using
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visuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text
Level 5Bridging
Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts WritingLevel 1Entering
Reproduce comments onvarious topics from visuallysupported sentences from
newspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce critical
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Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks
Level 3Developing
Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers
The Strange Case ofDr. Jekyll and Mr.Hyde
(Week 24, 5 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language
They demonstrateindependence. They build strong contentknowledge. They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.
CommonCore: English Language
What is thenature of man?
Are we inherentlygood or evil? Dowe learn evil?
How doesreputation affectthe way we act?
What is dramaticirony?
What are thedifferent parts ofthe plot?
What is the
19th centuryBritish LiteratureUnit: Dr. Jekylland Mr. Hyde
Read Dr. Jekyll andMr. Hyde
Learn about RobertLouis Stevenson,his use of earlypsychology and histhemes on the dualnature of man
Identify and employliterary terms:protagonist,antagonist,foreshadowing,static and dynamiccharacters, conflict,characterization
Connect to Hydeand Jekyll bywriting a day and
Informal JournalResponsesFormative:Written:Journal/DiaryPlot DiagramTestSummative:Test/Quiz:Written
Journal reflectionsStudy guidequestions forpredicting events,using vocabulary,and to show readingcomprehension.
Daily oral readingassessment onpronunciation/flow
Journal reflections
- anticipatory journalon inner reflection ofoneself (Shadowself)
-The inherent goodand evil in man’snature
- Test on study
Dr. Jekyll & Mr.Hyde
Journal
Study guide
Test
Movie
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Arts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze how
What is theinternal conflict
portrayed in thisstory?
writing a day andnight from each
perspective.
Watch the movie toaid in comprehensionand to visualize the“good and evil”nature.
- Test on studyguide and
vocabulary.
- watch movie andcompare it to thebook
Completion of PlotDiagram
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RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent in
each treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read andcomprehend literature,including stories, dramas,and poems, at the high
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and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Writing2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.
W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas andconcepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
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W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
The Hunger Games
(Week 29, 6 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language
They demonstrateindependence. They build strong contentknowledge. They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determine
What is adystopia?
How does thebook reflect theelements of adystopia?
What are theinternal conflictswithin the courseof the story?
What are theexternal conflictswithin the courseof the story?
What are therecurringsymbolicelementsthroughout thestory?
The HungerGames bySusan Collins
Students will defineand analyzedystopia as aliterary genre
Students willanalyze andevaluate butinternal andexternal conflictsthroughout thenovel
Students will mapand analyze theuse of recurringsymbols throughoutthe text
InspirationCollageSummative:Project:TechnologyClass and GroupParticipationFormative: Oral:DiscussionVocabularyExerciseSummative:Written:InformativeCulminatingProjectWritten: EssayStudents willhave an array ofoptions bothtraditional andcreative.
The standardsselected reflectthe optionsavailable
Students will readaloud
Students will activelylisten while othersread aloud
Students willcomplete studyguides, worksheets,and participate inclass discussions
Students will createa visual collageusing inspirationsoftware
Students will defineand practice usingnew vocabulary
Students will createa culminating project
The HungerGames
Computers withInspirationsoftware
Web Acess
Teacher createdstudy guidesand worksheets
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1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; provide
an objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advancethe plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, order
a culminating projectfrom a series ofoptions
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structure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside theUnited States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, WritingText Types and Purposes1. Write arguments to supportclaims in an analysis ofsubstantive topics or texts, usingvalid reasoning and relevant andsufficient evidence.
W.9-10.1. Writearguments to supportclaims in an analysis ofsubstantive topics or texts,using valid reasoning andrelevant and sufficientevidence. W.9-10.1a. Introduceprecise claim(s),distinguish the claim(s)from alternate or opposingclaims, and create anorganization thatestablishes clearrelationships among
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claim(s), counterclaims,reasons, and evidence. W.9-10.1b. Developclaim(s) and counterclaimsfairly, supplying evidencefor each while pointing outthe strengths andlimitations of both in amanner that anticipatesthe audience’s knowledgelevel and concerns. W.9-10.1c. Use words,phrases, and clauses tolink the major sections ofthe text, create cohesion,and clarify therelationships betweenclaim(s) and reasons,between reasons andevidence, and betweenclaim(s) andcounterclaims. W.9-10.1d. Establish andmaintain a formal style andobjective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.1e. Provide aconcluding statement orsection that follows fromand supports the argumentpresented.
2. Write informative/explanatorytexts to examine and conveycomplex ideas and informationclearly and accurately throughthe effective selection,organization, and analysis ofcontent.
W.9-10.2a. Introduce atopic; organize complexideas, concepts, andinformation to makeimportant connections anddistinctions; includeformatting (e.g., headings),graphics (e.g., figures,tables), and multimediawhen useful to aidingcomprehension. W.9-10.2b. Develop thetopic with well-chosen,relevant, and sufficientfacts, extended definitions,concrete details,quotations, or otherinformation and examplesappropriate to theaudience’s knowledge ofthe topic. W.9-10.2c. Useappropriate and variedtransitions to link the majorsections of the text, createcohesion, and clarify therelationships amongcomplex ideas andconcepts. W.9-10.2d. Use preciselanguage and domain-specific vocabulary tomanage the complexity ofthe topic. W.9-10.2e. Establish andmaintain a formal style andobjective tone while
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objective tone whileattending to the norms andconventions of thediscipline in which they arewriting. W.9-10.2f. Provide aconcluding statement orsection that follows fromand supports theinformation or explanationpresented (e.g.,articulating implications orthe significance of thetopic). W.9-10.2. Writeinformative/explanatorytexts to examine andconvey complex ideas,concepts, and informationclearly and accuratelythrough the effectiveselection, organization,and analysis of content.
3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.
W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smoothprogression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters. W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.
Production and Distribution ofWriting4. Produce clear and coherentwriting in which the development,organization, and style are
appropriate to task, purpose, andaudience.
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audience.
W.9-10.4. Produce clearand coherent writing inwhich the development,organization, and style areappropriate to task,purpose, and audience.(Grade-specificexpectations for writingtypes are defined instandards 1–3 above.)
5. Develop and strengthen writingas needed by planning, revising,editing, rewriting, or trying a newapproach.
W.9-10.5. Develop andstrengthen writing asneeded by planning,revising, editing, rewriting,or trying a new approach,focusing on addressingwhat is most significant fora specific purpose andaudience.
6. Use technology, including theInternet, to produce and publishwriting and to interact andcollaborate with others.
W.9-10.6. Usetechnology, including theInternet, to produce,publish, and updateindividual or shared writingproducts, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically.
Research to Build and PresentKnowledge7. Conduct short as well as moresustained research projectsbased on focused questions,demonstrating understanding ofthe subject under investigation.
W.9-10.7. Conduct shortas well as more sustainedresearch projects toanswer a question(including a self-generatedquestion) or solve aproblem; narrow orbroaden the inquiry whenappropriate; synthesizemultiple sources on thesubject, demonstratingunderstanding of thesubject underinvestigation.
8. Gather relevant informationfrom multiple print and digitalsources, assess the credibilityand accuracy of each source,and integrate the informationwhile avoiding plagiarism.
W.9-10.8. Gather relevantinformation from multipleauthoritative print anddigital sources, usingadvanced searcheseffectively; assess theusefulness of each source
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in answering the researchquestion; integrateinformation into the textselectively to maintain theflow of ideas, avoidingplagiarism and following astandard format forcitation.
9. Draw evidence from literary orinformational texts to supportanalysis, reflection, and research.
W.9-10.9. Draw evidencefrom literary orinformational texts tosupport analysis,reflection, and research W.9-10.9a. Apply grades9–10 Reading standardsto literature (e.g., “Analyzehow an author draws onand transforms sourcematerial in a specific work[e.g., how Shakespearetreats a theme or topicfrom Ovid or the Bible orhow a later author drawson a play byShakespeare]”). W.9-10.9b. Apply grades9–10 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluatethe argument and specificclaims in a text, assessingwhether the reasoning isvalid and the evidence isrelevant and sufficient;identify false statementsand fallacious reasoning”).
Range of Writing10. Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a rangeof tasks, purposes, andaudiences.
W.9-10.10. Write routinelyover extended time frames(time for research,reflection, and revision)and shorter time frames (asingle sitting or a day ortwo) for a range of tasks,purposes, and audiences.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, LanguageConventions of Standard English1. Demonstrate command of theconventions of standard Englishgrammar and usage when writingor speaking.
L.9-10.1. Demonstratecommand of theconventions of standardEnglish grammar andusage when writing orspeaking. L.9-10.1a. Use parallelstructure. L.9-10.1b. Use varioustypes of phrases (noun,verb, adjectival, adverbial,participial, prepositional,
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participial, prepositional,absolute) and clauses(independent, dependent;noun, relative, adverbial)to convey specificmeanings and add varietyand interest to writing orpresentations.
2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and
spelling when writing.
L.9-10.2. Demonstratecommand of theconventions of standardEnglish capitalization,punctuation, and spellingwhen writing. L.9-10.2a. Use asemicolon (and perhaps aconjunctive adverb) to linktwo or more closely relatedindependent clauses. L.9-10.2b. Use a colon tointroduce a list orquotation. L.9-10.2c. Spell correctly.
Knowledge of Language3. Apply knowledge of languageto understand how languagefunctions in different contexts, tomake effective choices formeaning or style, and tocomprehend more fully whenreading or listening.
L.9-10.3. Applyknowledge of language tounderstand how languagefunctions in differentcontexts, to make effectivechoices for meaning orstyle, and to comprehendmore fully when reading orlistening. L.9-10.3a. Write and editwork so that it conforms tothe guidelines in a stylemanual (e.g., MLAHandbook, Turabian’sManual for Writers)appropriate for thediscipline and writing type.
Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple-meaning words andphrases by using context clues,analyzing meaningful word parts,and consulting general andspecialized reference materials,as appropriate.
L.9-10.4. Determine orclarify the meaning ofunknown and multiple-
meaning words andphrases based on grades9–10 reading and content,choosing flexibly from arange of strategies. L.9-10.4a. Use context(e.g., the overall meaningof a sentence, paragraph,or text; a word’s position orfunction in a sentence) as
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a clue to the meaning of aword or phrase. L.9-10.4b. Identify andcorrectly use patterns ofword changes that indicatedifferent meanings or partsof speech (e.g., analyze,analysis, analytical;advocate, advocacy). L.9-10.4c. Consultgeneral and specializedreference materials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation of a word ordetermine or clarify itsprecise meaning, its partof speech, or itsetymology. L.9-10.4d. Verify thepreliminary determinationof the meaning of a wordor phrase (e.g., bychecking the inferredmeaning in context or in adictionary).
5. Demonstrate understanding ofword relationships and nuancesin word meanings.
L.9-10.5. Demonstrateunderstanding of figurativelanguage, wordrelationships, and nuancesin word meanings. L.9-10.5a. Interpretfigures of speech (e.g.,euphemism, oxymoron) incontext and analyze theirrole in the text. L.9-10.5b. Analyzenuances in the meaning ofwords with similardenotations.
6. Acquire and use accurately arange of general academic anddomain-specific words andphrases sufficient for reading,writing, speaking, and listening atthe college and career readinesslevel; demonstrate independencein gathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.
L.9-10.6. Acquire and useaccurately generalacademic and domain-specific words andphrases, sufficient forreading, writing, speaking,and listening at the collegeand career readinesslevel; demonstrateindependence in gatheringvocabulary knowledgewhen considering a wordor phrase important tocomprehension orexpression.
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts ReadingLevel 1Entering
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Entering
Associate familiar peoplewith their acts orcontributions using visualsand word or phrase leveltext in L1 or L2 in smallgroups Identify facts (asnonbiased information)from visually supportedphrases or sentences andshare with a partner Associate people withtheir acts or contributionsusing visuals and word orphrase level text Identify words andphrases related to author’sperspective in visuallysupported sentences
Level 2Beginning
Identify infl uences (e.g.,
people or events) onfamiliar people’s livesusing visuals andsentence level text in L1 orL2 in small groups Sort information as biasedor not biased using modelsor illustrated criteria andshare with a partner Identify infl uences onpeople’s lives usingvisuals and sentence leveltext Identify main ideas relatedto author’s perspective invisually supported seriesof related sentences
Level 3Developing
Match cause of influenceson familiar people’s liveswith eff ect using visualsand multisentence text insmall groups Identify evidence of biasin various texts usingmodels or criteria andshare with a partner Match cause of influenceson people’s lives with effect using visuals andmultisentence text Identify main ideas andsupporting details relatedto author’s perspective invisually supportedparagraphs
Level 4Expanding
Interpret impact onfamiliar people’s lives onothers or society usingvisuals and paragraphlevel text in small groups Critique information inregard to bias from varioussources including websitesusing models or criteriaand share with a partner Interpret impact ofpeople’s lives on others or
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people’s lives on others orsociety using visuals andparagraph level text Interpret author’sperspective in visuallysupported literary text
Level 5Bridging
Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text(e.g., “What would MartinLuther King, Jr. think if helived today?”) Evaluate validity ofinformation in regard tobias from various sources,including websites Predict people’s reactionsto living in diff erent timeperiods or circumstancesusing grade level text Apply author’sperspective in literary textto other contexts
WIDA-ELP: English LanguageProficiency (2007), WIDA-ELP: 9-12 , Language Arts WritingLevel 1Entering
Reproduce comments onvarious topics from visuallysupported sentences fromnewspapers or websites Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
Produce comments on
various topics from visuallysupported paragraphsfrom newspapers orwebsites List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literal
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Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks
Level 3Developing
Summarize criticalcommentaries fromvisually supportednewspaper, websites, ormagazine articles Produce sentenceoutlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 4Expanding
Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurative
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literal and figurativelanguage
Concluding Unit
(Week 34, 4 Weeks)
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Capacities of the LiterateIndividualStudents Who are College andCareer Ready in Reading,Writing, Speaking, Listening, &Language
They demonstrateindependence. They build strong contentknowledge.
They respond to thevarying demands ofaudience, task, purpose,and discipline. They comprehend as wellas critique. They value evidence. They use technology anddigital media strategicallyand capably. They come to understandother perspectives andcultures.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: LiteratureKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RL.9-10.1. Cite strongand thorough textualevidence to supportanalysis of what the textsays explicitly as well asinferences drawn from thetext.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RL.9-10.2. Determine atheme or central idea of atext and analyze in detailits development over thecourse of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RL.9-10.3. Analyze howcomplex characters (e.g.,
those with multiple orconflicting motivations)develop over the course ofa text, interact with othercharacters, and advance
What are literarygenres?
What are thequalities ofspecific literarygenres?
How haveuniversal themes
been presented intexts covered thisyear?
What literaryterms andtechniques havebeen examinedthis year? Howhave they beenused?
Review Unit andConcludingPresentations
(This unit willprobably have tobe shorteneddue to timeconstraints.)
Synthesizeknowledge ofliterary devices andor movementsgained throughoutthe year and applythem to a textexamined.
Trace a universaltheme or techniquethroughout multiplepieces of literature.
Evaluate andunderstand multipleperspectives andviewpoints.
Individual andGroupParticipationFormative: Oral:DiscussionGroupPresentationsSummative:Project: PersonalNarrative in-class essaySummative:Written:
Narrative
Independent andclass reading
Completion of studyguides
Teacherpresentation ofinformation
Artistic and/orcreative groupprojects
Vocabularyillustrations andreview
Class discussion
Formal and informalwriting
Teacher andstudentscreated studyguides andsupplementalmaterials
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the plot or develop thetheme.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RL.9-10.4. Determine themeaning of words andphrases as they are usedin the text, includingfigurative and connotativemeanings; analyze thecumulative impact ofspecific word choices onmeaning and tone (e.g.,how the language evokesa sense of time and place;how it sets a formal orinformal tone).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RL.9-10.5. Analyze howan author’s choicesconcerning how tostructure a text, orderevents within it (e.g.,parallel plots), andmanipulate time (e.g.,pacing, flashbacks) createsuch effects as mystery,tension, or surprise.
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RL.9-10.6. Analyze aparticular point of view orcultural experiencereflected in a work ofliterature from outside the
United States, drawing ona wide reading of worldliterature.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RL.9-10.7. Analyze therepresentation of a subjector a key scene in twodifferent artistic mediums,including what isemphasized or absent ineach treatment (e.g.,Auden’s “Musée desBeaux Arts” andBreughel’s Landscape withthe Fall of Icarus).
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches the
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compare the approaches theauthors take.
RL.9-10.9. Analyze howan author draws on andtransforms source materialin a specific work (e.g.,how Shakespeare treats atheme or topic from Ovidor the Bible or how a laterauthor draws on a play byShakespeare).
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RL.9-10.10. By the end ofgrade 9, read andcomprehend literature,including stories, dramas,and poems, in the grades9–10 text complexity bandproficiently, withscaffolding as needed atthe high end of the range. RL.9-10.10. By the end ofgrade 10, read and
comprehend literature,including stories, dramas,and poems, at the highend of the grades 9–10text complexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Reading: Informational TextKey Ideas and Details 1. Read closely to determinewhat the text says explicitly andto make logical inferences from it;cite specific textual evidencewhen writing or speaking tosupport conclusions drawn fromthe text.
RI.9-10.1. Cite strong andthorough textual evidenceto support analysis of whatthe text says explicitly aswell as inferences drawnfrom the text.
2. Determine central ideas orthemes of a text and analyzetheir development; summarizethe key supporting details andideas.
RI.9-10.2. Determine acentral idea of a text andanalyze its developmentover the course of the text,including how it emergesand is shaped and refinedby specific details; providean objective summary ofthe text.
3. Analyze how and whyindividuals, events, and ideasdevelop and interact over thecourse of a text.
RI.9-10.3. Analyze howthe author unfolds ananalysis or series of ideas
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analysis or series of ideasor events, including theorder in which the pointsare made, how they areintroduced and developed,and the connections thatare drawn between them.
Craft and Structure4. Interpret words and phrases asthey are used in a text, includingdetermining technical,connotative, and figurativemeanings, and analyze howspecific word choices shapemeaning or tone.
RI.9-10.4. Determine themeaning of words andphrases as they are usedin a text, includingfigurative, connotative, andtechnical meanings;analyze the cumulativeimpact of specific wordchoices on meaning andtone (e.g., how thelanguage of a courtopinion differs from that ofa newspaper).
5. Analyze the structure of texts,including how specific sentences,paragraphs, and larger portionsof the text (e.g., a section,chapter, scene, or stanza) relateto each other and the whole.
RI.9-10.5. Analyze indetail how an author’sideas or claims aredeveloped and refined byparticular sentences,paragraphs, or largerportions of a text (e.g., asection or chapter).
6. Assess how point of view orpurpose shapes the content andstyle of a text.
RI.9-10.6. Determine anauthor’s point of view orpurpose in a text andanalyze how an authoruses rhetoric to advancethat point of view orpurpose.
Integration of Knowledge andIdeas7. Integrate and evaluate contentpresented in diverse formats andmedia, including visually andquantitatively, as well as inwords.
RI.9-10.7. Analyzevarious accounts of asubject told in differentmediums (e.g., a person’slife story in both print andmultimedia), determiningwhich details areemphasized in eachaccount.
8. Delineate and evaluate theargument and specific claims in atext, including the validity of thereasoning as well as therelevance and sufficiency of the
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relevance and sufficiency of theevidence.(Not applicable to literature)
RI.9-10.8. Delineate andevaluate the argument andspecific claims in a text,assessing whether thereasoning is valid and theevidence is relevant andsufficient; identify falsestatements and fallaciousreasoning.
9. Analyze how two or more textsaddress similar themes or topicsin order to build knowledge or tocompare the approaches theauthors take.
RI.9-10.9. Analyzeseminal U.S. documents ofhistorical and literarysignificance (e.g.,Washington’s FarewellAddress, the GettysburgAddress, Roosevelt’s FourFreedoms speech, King’s“Letter from BirminghamJail”), including how theyaddress related themesand concepts.
Range of Reading and Level ofText Complexity 10. Read and comprehendcomplex literary and informationaltexts independently andproficiently.
RI.9-10.10. By the end ofgrade 9, read andcomprehend literarynonfiction in the grades 9–10 text complexity band
proficiently, withscaffolding as needed atthe high end of the range. RI.9-10.10. By the end ofgrade 10, read andcomprehend literarynonfiction at the high endof the grades 9–10 textcomplexity bandindependently andproficiently.
CommonCore: English LanguageArts 6-12, CommonCore: Grades9-10, Writing3. Write narratives to develop realor imagined experiences orevents using effective technique,well-chosen details, and well-structured event sequences.
W.9-10.3. Write narrativesto develop real orimagined experiences orevents using effectivetechnique, well-chosendetails, and well-structuredevent sequences. W.9-10.3a. Engage andorient the reader by settingout a problem, situation, orobservation, establishingone or multiple point(s) ofview, and introducing anarrator and/or characters;create a smooth
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progression ofexperiences or events. W.9-10.3b. Use narrativetechniques, such asdialogue, pacing,description, reflection, andmultiple plot lines, todevelop experiences,events, and/or characters. W.9-10.3c. Use a varietyof techniques to sequenceevents so that they buildon one another to create acoherent whole. W.9-10.3d. Use precisewords and phrases, tellingdetails, and sensorylanguage to convey a vividpicture of the experiences,events, setting, and/orcharacters.
W.9-10.3e. Provide aconclusion that followsfrom and reflects on whatis experienced, observed,or resolved over thecourse of the narrative.
WIDA-ELP: ELP MPIs (2007),WIDA-ELP: 9-12 , Language ArtsWritingLevel 1Entering
Take notes on keysymbols, words, orphrases from visualspertaining to discussions Copy key points aboutlanguage learning (e.g.,use of capital letters fordays of week and monthsof year) and check with apartner Reproduce criticalstatements on varioustopics from illustratedmodels or outlines Produce literal words orphrases from illustrationsor cartoons andword/phrase banks
Level 2Beginning
List key phrases orsentences fromdiscussions and models(e.g., on the board or fromoverhead projector) Check use of newlyacquired language (e.g.,through spell or grammarcheck or dictionaries) andshare with a partner Produce criticalcomments on varioustopics from illustratedmodels or outlines Express ideas using literallanguage from illustrationsor cartoons andword/phrase banks
Level 3Developing
Produce sentence
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9/2/13 6:14 PMAtlas - 500.3 ESL English
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outlines from discussions,lectures, or readings Refl ect on use of newlyacquired language orlanguage patterns (e.g.,through self-assessmentchecklists) and share witha partner Summarize criticalcommentaries on issuesfrom illustrated models oroutlines Use examples of literaland fi gurative language incontext from illustrations orcartoons and word/phrasebanks
Level 4Expanding
Respond to criticalcommentaries by off eringclaims and counter-claimsfrom visually supportednewspaper, websites, ormagazine articles Summarize notes fromlectures or readings inparagraph form Revise or rephrase writtenlanguage based onfeedback from teachers,peers and rubrics Respond to criticalcommentaries by off eringclaims and counter-claimson a range of issues fromillustrated models oroutlines Elaborate on examples ofliteral and fi gurativelanguage with or withoutillustrations
Level 5Bridging
Provide criticalcommentarycommensurate with proficient peers on a widerange of topics andsources Produce essays based onnotes from lectures orreadings Expand, elaborate andcorrect written languageas directed Provide criticalcommentary on a widerange of issuescommensurate with proficient peers Compose narratives usingliteral and figurativelanguage
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