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English I-IV Through ESOL Instructional Planner

Table of Contents

Introduction

Overview of English I-IV Through ESOL i ii

English I English I Through ESOL – Course at a Glance

Scope and Sequence Correlation of English I Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English I Through ESOL

1 2

3-10 11-14

15 16

English II English II Through ESOL – Course at a Glance

Scope and Sequence Correlation of English II Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English II Through ESOL

1 2

3-10 11-14

15 16

English III English III Through ESOL – Course at a Glance

Scope and Sequence Correlation of English III Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English III Through ESOL

1 2

3-10 11-14

15 16

English IV English IV Through ESOL – Course at a Glance

Scope and Sequence Correlation of English IV Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English IV Through ESOL

1 2

3-10 11-14

15 16

INTRODUCTION

The English Through ESOL Scope and Sequence Instructional Planner is a long-range planning document created for teachers as a guide to structure lessons that will successfully correlate the Miami-Dade County Public Schools Competency Based Curriculum (M-DCPS CBC) and the Florida Sunshine State Standards (SSS) to better serve our students.

The following is a brief description of the documents contained in the Instructional Planner and their purpose.

• The Overview outlines the competencies of the senior high English Through ESOL courses. This overview allows the teacher to recognize the overall progression of the competencies that students will cover throughout their high school career.

• The Course at a Glance lists the M-DCPS competencies and the Sunshine State Standards that

the student will cover at each grade level.

• The Grade Level Scope and Sequence is a tool for the organization and pacing of instruction based on the CBC objectives.

• The Correlation of CBC and SSS Benchmarks (reading and writing) contains the M-DCPS

components and competencies for each grading period, as well as the SSS benchmarks necessary to achieve success on the Florida Comprehensive Assessment Test. It reinforces the importance of connecting district and state standards to ensure mastery of both. The CBC and SSS are available online (see instructions below).

• The Weekly Guide of SSS targets the tested benchmarks and provides suggested

strategies/activities to enhance student achievement. The teacher can log progress in the Benchmark Covered column.

• The Student Checklist allows students to monitor the instruction they receive for each

benchmark.

• The Suggested Readings is a compilation of titles found in various state adopted Language Arts programs. The titles are grouped according to the required genres.

For reference, a copy of the M-DCPS CBC is available online at www.dadeschools.net. To access the document:

1. click on Education Portal (near the top) 2. click on CBC (right side) 3. click on ESOL (Volume I) 4. then click the appropriate grade level and course.

For reference, a copy of the Sunshine State Standards (Language Arts, 9-12) is available online at www.fldoe.org. To access the document:

1. click on For Educators (in the Resources box on the left side) 2. click on Curriculum (in the Categories section) 3. click on Sunshine State Standards 4. click on the dot corresponding to Language Arts and 9-12

i Division of Bilingual Education and World Languages

http://www.dadeschools.net/

http://www.fldoe.org/

Overview of English I-IV Through ESOL Competency-Based Curriculum

CBC COMPONENTS ENGLISH I THROUGH ESOL

COMPETENCIES ENGLISH II THROUGH ESOL COMPETENCIES

ENGLISH III THROUGH ESOL COMPETENCIES

ENGLISH IV THROUGH ESOL COMPETENCIES

I. Literature A. Connect literature with other art forms

B. Write a character analysis

A. Connect literature to a universal theme

B. Analyze fiction

A. Compare and contrast literary selections B. Connect universal themes to

literature and self

A. Connect personal experiences to two works with the same literary theme

B. Analyze a narrative selection C. Write an original piece by

modeling or parodying patterns of the original work

II. Composition A. Write to a prompt B. Prepare and submit a presentation portfolio

A. Write to a prompt B. Compose an

expressive/imaginative piece C. Prepare and submit a

presentation portfolio

A. Write to a literary prompt B. Compose an

expressive/imaginative piece C. Prepare and submit a

presentation portfolio

A. Write to a literary prompt B. Write to an

academic/employment prompt C. Prepare/submit a presentation

portfolio

III. Language/Word Study A. Develop and maintain a vocabulary notebook

B. Develop a project/presentation on dialect/biased language

C. Write an interpretation of an unfamiliar reading using various strategies

A. Develop and maintain a vocabulary notebook

B. Write an interpretation of an unfamiliar reading using various strategies


B. Compare and contrast nonfiction selections


B. Compare and contrast how language and cultural development influence each other

IV. Listening/Speaking Viewing

A. Prepare and present an oral review using multimedia resources

B. Demonstrate oral communication skills

A. Prepare and deliver a reaction speech

B. Prepare and deliver a speech which compares and contrasts written and performed versions of an American literary work

A. Prepare and deliver an oral review of a media presentation

V. Informational Reading/ Information Literacy/ Study and Test Taking

A. Analyze an editorial B. Write an investigative paper

(3 pages) C. Demonstrate study and test-

taking skills D. Interpret/summarize a

technical/scientific reading selection

A. Compare and contrast consumer information

B. Write an investigative paper (3 or more pages) C. Demonstrate study and test-

taking skills

A. Develop a personal file B. Write an investigative paper (5 or more pages) C. Demonstrate study and test-

taking skills

A. Maintain a personal file B. Compare and contrast two

conflicting texts C. Write a research paper (6 or

more pages) D. Demonstrate study and test-

taking skills

VI. Culture A. Write and present a compare/contrast project

A. Write an original poem B. Create and present a skit

A. Compare/contrast aspects of U.S. culture in American literature

A. Write and present a research project

B. Deliver cross-cultural literary report

ii Division of Bilingual Education and World Languages

Overview of English I-IV Through ESOL Competency-Based Curriculum

ii Division of Bilingual Education and World Languages

Miami-Dade County Public Schools

Division of Bilingual Education and World Languages

English I Through ESOL

Instructional Planner

English I Through ESOL Course at a Glance

Competencies

This course will prepare students to

connect literature with other art forms. write a character analysis. write to a prompt. prepare and submit a presentation portfolio. develop and maintain a vocabulary

notebook. develop a project/presentation on dialect or

biased language. write an interpretation of an unfamiliar

reading using various strategies. prepare and present an oral review using

multimedia resources. demonstrate oral communication skills. ana writ dem inte

rea writ

pro

Tested SSS Reading Benchmarks This course will prepare students to

select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

recognize the use of comparison and contrast in a text.

determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material.

determine the author’s purpose and point of view and their effects on the text.

identify devices of persuasion and

Tested SSS Writing Benchmarks This course will prepare students to

write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

draft and revise writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and

lyze an editorial. e an investigative paper. onstrate study and test-taking skills.

rpret/summarize a technical or scientific ding selection. e and present a compare/contrast ject.

methods of appeal and their effectiveness. locate, gather, analyze, and evaluate

written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.

analyze the validity and reliability of primary source information and use the information appropriately.

synthesize information from multiple sources to draw conclusions. recognize cause-and-effect relationships in

literary texts. [Applies to fiction, nonfiction, poetry, and drama.]

involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

analyze the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.

1 Division of Bilingual Education and World Languages

English I Through ESOL Scope and Sequence CBC Components CBC Objectives

First Nine Weeks

CBC Objectives Second Nine Weeks

CBC Objectives Third Nine Weeks

CBC Objectives Fourth Nine Weeks

I. Literature (SSS Reading Benchmarks)

Genre: Short Story/Poetry • poetic devices • universal themes Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Nonfiction • informational reading • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Drama • art forms • figurative language Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Novel • literary devices • character analysis Independent Reading: • 5 student selected books • personal reading plan review

II. Composition (SSS Writing Benchmarks)

Writing process: • narrative • imaginative • use of technology Logical thought patterns: • analysis • chronological order • compare/contrast Portfolio preparation

Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect Portfolio maintenance

Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • classification • order of importance Portfolio maintenance

Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • spatial relationships • order of importance Portfolio submission

III. Language/Word Study Structural analysis/ interpretation of vocabulary: • prefixes/suffixes/roots • context clues • etymologies

Structural analysis/ interpretation of vocabulary: • synonyms • antonyms • homonyms

Structural analysis/ interpretation of vocabulary: • verb tense • biased language • analogies

Structural analysis/ interpretation of vocabulary: • cultural vocabulary • dialects • idiomatic expressions

IV. Listening/Speaking/ Viewing

Method: • awareness of dialect, accents

and speech patterns • memorize and recite poetry

or excerpt • note-taking from dictations

Method: • summarize/retell a

literary/multimedia selection • develop/evaluate an oral

presentation • oral discussion

Method: • observe/evaluate multimedia • film, book or other media

review • oral discussion

Method: • observe/evaluate multimedia • film, book or other media

review • oral discussion


Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • stated/implied main idea • cause/effect • compare/contrast

Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • analysis • synthesis • fact/opinion

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • references/resources • systematic note-taking

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • print/electronic

references/resources • primary/secondary sources

VI. Culture Cultural Awareness: • school policies • community • holidays

Cultural Awareness: • diverse views • community • holidays

Cultural Awareness: • diverse views • community • holidays

Cultural Awareness: • compare/contrast U.S. to native

country


English I Through ESOL Scope and Sequence


Correlation of English I Through ESOL CBC and SSS Reading Benchmarks

First Nine Weeks

Genre Focus: Short Story/Poetry

d SSS Reading Benchmarks The ben isted below are currently used on the FCAT to asse progress in reading. LA.A.1 dent selects and uses strategies to underst and text, and to make and confirm inferenc at is read, including interpreting diagrams, graphs, ical illustrations. LA.A.2 dent recognizes the use of comparison and con ext. LA.A.2 dent determines the main idea and identifie details, methods of development, and their effectiv variety of types of written material. LA.E.2. dent recognizes cause-and-effect relation rary texts. [Applies to fiction, nonfiction, poetry, .]

CBC Components and Competencies IB- Write a character analysis IIIA- Develop and maintain a vocabulary notebook VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

developing the habit of reading as a lifelong activity. relating literature to real life experiences. understanding and practicing the reading-writing connection. identifying elements of literary work, including plot, setting, characterization, point of view, and

theme. identifying methods an author uses to describe, develop, and reveal the character’s feelings,

traits, and/or motives. using appropriate literary terminology (including foreshadowing, tone, main idea, symbolism,

and irony) to analyze literary selections. identifying examples of figurative language, including simile, metaphor, personification, and

oxymoron; and analyzing their use in a literary selection. utilizing vocabulary development strategies with emphasis on analogies, word parts (e.g. prefix,

root, suffix), and context clues. demonstrating appropriate listening and viewing skills in a variety of settings and for a variety of

purposes. applying critical reading skills for independent and informational reading, including determining

the stated or implied main idea(s) and details, recognizing stated and/or implied cause and effect relationships, and recognizing the use of comparison/ contrast in a selection.

using learning strategies, such as reciprocal teaching, learning logs, two-column notes, graphic organizers; and using text features including table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography, blurbs, and footnotes.

test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c e competencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.A.1.4.3 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

3 vision of Bilingual Education and World Languages

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Correlation of English I Through ESOL CBC and SSS Writing Benchmarks

First Nine Weeks

CBC Components and Competencies IB- Write a character analysis IIA- Write to a prompt IIB- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

the writing process: prewriting, drafting, revising, editing, and publishing. understanding and practicing the reading-writing connection. writing formally and informally in a variety of modes to include narrative, expository, and

expressive/imaginative. recognizing and developing logical thought patterns (analysis, chronological order,

comparison/contrast) in multi-paragraph compositions. formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. preparing and maintaining a portfolio of writing that reflects the writing process in a variety of

modes and formats and that contains evidence of student reflection and self-evaluation. test-taking strategies, such as practicing for a formal assessment, participating in timed reading

and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

Tested SSS Writing Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in writing. LA.B.1.4.2 The student drafts and revises writing that

is focused, purposeful, and reflects insight into the writing situation;

has an organizational pattern that provides for a logical progression of ideas;

has effective use of transitional devices that contribute to a sense of completeness;

has support that is substantial, specific, relevant, and concrete;

demonstrates a commitment to and involvement with the subject;

uses creative writing strategies as appropriate to the purpose of the paper;

demonstrates a mature command of language with precision of expression;

has varied sentence structure; and has few, if any, convention errors in mechanics,

usage, punctuation, and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 IIIB- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 4 Division of Bilingual Education and World Languages

Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks

Genre Focus: Non-Fiction

SS Reading Benchmarks The be below are currently used on the FCAT to assess ss in reading. LA.A. 2 nt determines the main idea and identifie ils, methods of development, and their effectiv ty of types of written material. LA.A.2 t determines the author’s purpose and point of effects on the text. (Includes LA.A.2.4.5 identifie rsuasion and methods of appeal and their ef LA.A.2 t locates, gathers, analyzes, and evaluat ation for a variety of purpose, including researc -world tasks, and self-improvement. (Include lects and uses appropriate study and researc ls according to the types of information being g nized, including almanacs, government publica e, news sources, and information service LA.A.2 t analyzes the validity and reliability of primary tion and uses the information approp LA.A.2 t synthesizes information from multiple sources sions. LA.E. 2 t analyzes the effectiveness of complex elemen as setting, major events, problems, conflict ns.

CBC Components and Competencies IB- Write a character analysis IIIA- Develop and maintain a vocabulary notebook IIIB- Develop a project/presentation based on dialect/biased language IVA- Present an oral review IVB- Demonstrate oral communication skills VA- Analyze an editorial VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

developing the habit of reading as a lifelong activity. relating literature to real life experiences. practicing the reading-writing connection. identifying and analyzing the feelings, traits, and motives of characters. interpreting a literary selection and supporting the interpretation with examples from the text. analyzing editorials using critical reading skills, such as identifying the stated or implied main

ideas and/or cause and effect, summarizing key details, drawing conclusions, differentiating between fact and opinion, and evaluating the soundness of the writer’s argument.

increasing vocabulary with emphasis given to the use of contextual clues, denotation and connotation, etymology, and biased language.

identifying slanted or biased language and its effect on the validity of information provided in a written selection and/or oral or visual presentation.

applying critical reading skills for independent and informational reading, including differentiating between fact and opinion, determining stated and implied main ideas, synthesizing information to draw conclusions, and determining the validity and reliability of primary sources.

using learning strategies, such as reciprocal teaching, learning logs, and marginal note taking.


+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t ompetencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IVB- LA.C.1.4.3, LA.C. IIIA- LA.A.1.4.3 VC- LA.A.1.4.4, LA.B. IIIB- LA.C.1.4.4, LA.D.2.4.1, LA.D.2.4.5 IVA- LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 5 ion of Bilingual Education and World Languages

Tested S

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Correlation of English I Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks

CBC Components and Competencies IB- Write a character analysis IIA- Write to a prompt IIIA- Develop and maintain a vocabulary notebook IIIC- Write an interpretation of an unfamiliar reading IVA- Present an oral review VA- Analyze an editorial VC- Demonstrate study and test-taking skills VIA- Present a compare/contrast project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

writing formally and informally in a variety of modes to include narrative, expository, persuasive, and expressive/imaginative.

developing logical thought patterns (analysis, definition, cause and effect, and order of importance) in multi-paragraph compositions.

formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. analyzing character with emphasis on the methods an author uses to describe,

develop, and reveal a character’s feelings, traits, and/or motives. analyzing editorials with emphasis on identifying method of development, main

idea(s) and supporting details, distinguishing fact from opinion, and evaluating soundness of argument.

maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.

using learning strategies, such as reciprocal teaching, learning logs, and marginal note taking.






has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the

subject; uses creative writing strategies as appropriate to the purpose of

the paper; demonstrates a mature command of language with precision of

expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage,

punctuation, and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.1.4.1, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IVA- LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 IIA- LA.B.1.4.1, LA.B.2.4.2, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 IIIA- LA.A.1.4.3 IIIC- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 6 Division of Bilingual Education and World Languages

Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

Genre Focus: Drama

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIIA- LA.A.1.4.3 IVA- LA.C.3.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2


Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.1.4.2 The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. LA.A.2.2.7 The student recognizes the use of comparison and contrast in a text. LA.A.2.4.1 The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. LA.A.2.4.2 The student determines the author’s purpose and point of view and their effects on text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purpose, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the types of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.) LA.A.2.4.7 The student analyzes the validity and reliability of primary source information and uses the information appropriately. LA.A.2.4.8 The student synthesizes information from multiple sources to draw conclusions. LA.E.2.2.1 The student recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry, and drama.] LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.

CBC Components and Competencies IA- Connect literature to other art forms IIIA- Develop and maintain a vocabulary notebook IIIB- Develop a project/presentation based on dialect/biased language IVA- Present an oral review VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

reading and discussing culturally diverse literature and identifying their universal themes. recognizing the connection between written works and other art forms and the cultures

that produced them. increasing vocabulary with emphasis given to the use of dialect, cultural vocabulary, and

biased language, especially as it relates to the validity of information provided in a written selection and/or oral or visual presentation.

developing and presenting a project or presentation that illustrates how dialect and slanted or biased language directs advertisements to a specific audience.

demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a variety of purposes.

applying critical reading skills for independent and informational reading, including obtaining information from graphs /diagrams, references/resources, and statistical illustrations.

utilizing learning strategies, such as reciprocal teaching, learning logs, and summarizing. effective test-taking strategies, such as practicing for a formal assessment, participating

in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

Correlation of English I Through ESOL CBC and SSS Writing Benchmarks

Third Nine Weeks

nchmarks The benchmarks li used on the FCAT to assess student progress in LA.B.1.4.2 The stu writing that

is focused s insight into the writing situation;

has an or provides for a logical progressi

has effec vices that contribute to a sense of

has supp ecific, relevant, and concrete; demonstr d involvement with the

subject; uses crea appropriate to the purpose of

the paper demonstr of language with precision of

expressio has varie has few, i in mechanics, usage,

punctuati

LA.B.2.4.3 The st variety of occasions, audiences, and pu ate choices regarding style tone, level of detai

CBC Components and Competencies IA- Connect literature to other art forms IIA- Write to a prompt IIB- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIC- Write an interpretation of an unfamiliar reading VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

writing formally and informally in a variety of modes to include persuasive and expository writing.

developing logical thought patterns (analysis, cause and effect, chronological, order of importance and comparison/contrast) in multi-paragraph paragraph compositions.

responding to a persuasive or expository prompt in a timed writing situation. developing and presenting a project or presentation that illustrates how dialect and

slanted or biased language directs advertisements to a specific audience. using learning strategies, such as reciprocal teaching, learning logs, and

summarizing. preparing and maintaining a portfolio of writing that reflects the writing process in a

variety of modes and formats and that contains evidence of student reflection and self-evaluation.

utilizing effective test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c s of the M-DCPS CBC. IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIA- LA.B.1.4.1, LA.B.2.4.2, LA.D.2.4.2 IIB- LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIC- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

8 al Education and World Languages

Tested SSS Writing Be

sted below are currently writing.

dent drafts and revises

, purposeful, and reflect

ganizational pattern thaton of ideas; tive use of transitional decompleteness; ort that is substantial, spates a commitment to an

tive writing strategies as; ates a mature commandn; d sentence structure; andf any, convention errors on, and spelling.

udent writes fluently for arposes, making appropril, and organization.

omplete the competencie

Division of Bilingu

Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks

Genre Focus: Novel

ding Benchmarks The benchm e currently used by FCAT to assess stud ing. LA.A.2.4.4 gathers, analyzes, and evaluates written infor f purposes, including research projects, rea elf-improvement. (Includes LA.A.2.4.6 s ropriate study and research skills and tools ac f information being gathered or organized, i overnment publications, microfiche, formation services.) L.A.A.2.4.8 izes information from multiple sources to d LA.E.2.2.1 es cause-and-effect relationships in literary te , nonfiction, poetry, and drama.] LA.E.2.4.1 s the effectiveness of complex elements of , major events, problems, conflicts, an

CBC Components and Competencies IA- Connect literature to other art forms IIIA- Develop and maintain a vocabulary notebook IVA- Present an oral review VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

recognizing and analyzing the connection between written works and other art forms and the cultures that produced them.

recognizing and understanding the effect of cultural vocabularies and dialects on written, oral and/or visual works.

identifying slanted or biased language and its effect on the validity of information provided in a written selection and/or oral or visual presentation.

preparing and presenting a speech or oral review designed to inform, entertain, or persuade an audience.

using appropriate skills and resources to access, analyze, and synthesize information. applying information literacy skills, such as using print and electronic references/resources,

understanding the implications of print and electronic media regulations, and using and documenting primary and secondary sources appropriately.

using learning strategies, such as reciprocal teaching, learning logs, summarizing, and paraphrasing.


+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t etencies of the M-DCPS CBC. IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIIA- LA.A.1.4.3 IVA- LA.C.3.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

9 Bilingual Education and World Languages

Tested SSS Rea

arks listed below arent progress in read

The student locates,mation for a variety ol-world tasks, and selects and uses appcording to the type oncluding almanacs, gnews sources, and in

The student synthesraw conclusions.

The student recognizxts. [Applies to fiction

The student analyze plot, such as settingd resolutions.

o complete the comp

Division of

Correlation of English I Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks

CBC Components and Competencies IA- Connect literature to other art forms IIB- Submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIA- Write and present a compare/contrast project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

analyzing the connection between written works and other art forms and the cultures that produced them.

completing and submitting a presentation portfolio that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.

applying logical thought patterns (analysis, definition, cause and effect, chronological order, order of importance, and comparison/contrast) in multi-paragraph compositions.

formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. writing an investigative paper using appropriate skills and resources to access, analyze,

and synthesize information. test-taking strategies, such as practicing for a formal assessment, participating in timed

reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

SS Writing Benchmarks The benc elow are currently used on the FCAT to assess st in writing. LA.B.1.4. rafts and revises writing that

i oseful, and reflects insight into the w ;

h tional pattern that provides for a logical p deas;

h e of transitional devices that contribute to a leteness;

h t is substantial, specific, relevant, and c

d commitment to and involvement with the s

u riting strategies as appropriate to the p aper;

d mature command of language with p ression;

h nce structure; and h convention errors in mechanics, usage,

p d spelling.

LA.B.2.4. rites fluently for a variety of occasions, audience , making appropriate choices regarding style, tone , and organization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c petencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIB- LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

10 of Bilingual Education and World Languages

Tested S

hmarks listed budent progress

2 The student d

s focused, purpriting situationas an organizarogression of ias effective us sense of compas support thaoncrete; emonstrates aubject; ses creative wurpose of the pemonstrates arecision of expas varied senteas few, if any, unctuation, an

3 The student ws, and purposes, level of detail

omplete the com

Division

English I Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks

Week Tested Reading Benchmarks

Suggested Strategies / Activities

Benchmark Covered (√)

Tested Writing Benchmarks



1

All Reading Pre-test (Form A) All Writing Pre-test

2

LA.A.2.4.1 Main idea/details

Authentic questioning Underlining/highlighting

LA.B.1.4.2Drafts and revises writing

Graphic organizers for essay planning Journal entries

3


Q-card 3 One sentence summary


Use of transitional devicesModel framed paragraphs

4

LA.A.1.4.2 Inferences

QAR’s Think-pair-share


Develop writing process Model RAFT

5


Q-card 1 Two column notes


Journal writing Self evaluation and peer editing

6

LA.A.2.2.7 Compare/contrast

Venn diagram Q-card 2

LA.B.2.4.3Writes fluently for a variety of occasions

GIST Model story retelling

7


Graphic organizers Venn diagram

LA.B.2.4.3 Writes fluently for a variety of occasions

One sentence summary Model framed paragraphs

8

LA.E.2.4.1 Character/plot

Q-cards 9 and 10 Story plan


GIST Self evaluation and peer editing

9


One sentence summary Graphic organizers


Model story strips

10

LA.E.2.2.1 Cause and effect

Two column notes Q-card 8


Use of transitional devices



Second Nine Weeks







1

LA.A.2.4.7 Validity and reliability of primary sources

Outlining QAR’s

LA.B.1.4.2 Drafts and revises writing

Model/teach expository and persuasive prompts Develop writing process

2


Highlighting Note taking



3

LA.A.2.4.8 Synthesis

QAR’s Q-card 7


Model/complete RAFT Use of transitional devices

4 LA.A.2.4.8Synthesis

Paraphrasing Summarizing


Model framed paragraphs Create a vocabulary book/glossary

5

LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion

RAFT Marginal note taking Q-cards 4 and 5


Develop writing process Use of graphic organizers

6


Q-cards 4 and 5 Reciprocal teaching QAR’s


One sentence summary

7


Q-card 8 Graphic organizers


Responding to expository and persuasive prompts Develop writing process

8


Two column notes Graphic organizers/ Story plan



9

LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information

MID-TERM

Brainstorming Free form mapping EXAMS

LA.B.2.4.3 Writes fluently for a variety of occasions MID-TERM

Responding to expository and persuasive prompts Use of graphic organizers EXAMS

10


MID-TERM

Note-taking strategies Underlining/highlighting EXAMS

LA.B.2.4.3Writes fluently for a variety of occasions MID-TERM

Model/complete RAFT Self evaluation and peer editing EXAMS



Third Nine Weeks







1


Brainstorming Free form mapping



2

LA.A.2.4.7, LA.A.2.4.8 Validity and reliability, Synthesis

Note-taking strategies Underlining/highlightingQ-cards 6 and 7


Framed paragraphs Use of transitional devices

3


Graphic organizers GIST


Self evaluation and peer editing Use of conventions

4


Story plan One sentence summary


Use graphic organizers for essay planning One sentence summaries

5

LA.A.2.4.2 Author’s purpose

Learning logs Reciprocal teaching



6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8





9


Two column notes Venn Diagram


Develop writing process Self evaluation and peer editing



Fourth Nine Weeks Week Tested Reading

Benchmarks Suggested

Strategies / Activities Benchmark Covered (√)




1


Character map Story plan


Story retelling Story strips

2




Writing with framed paragraphs Self evaluation and peer editing

3




Journal entries Free form mapping

4




GIST One sentence summary

5




Responding to expository and persuasive prompts Self evaluation and peer editing

6


Note-taking strategies Underlining/highlighting


Use of transitional devices Note taking

7


QAR’s Q-card 7



8




Note taking Graphic organizers for essay planning

9

All Reading Post-test (Form B) All Writing Post-test

10

FINAL

EXAMS

FINAL

EXAMS


Student Checklist of SSS Tested Benchmarks 2003-2004


Name of Student _____________________________ Course English I Through ESOL

Name of Teacher _____________________________ Period ________________________

Benchmark Code

Benchmark Description

Date(s) Benchmark Covered

Reading

LA.A.1.4.2 uses strategies to understand text and to make inferences

LA.A.2.2.7 recognizes the use of comparison and contrast in text

LA.A.2.4.1 determines the main idea and identifies relevant details

LA.A.2.4.2 determines the author’s purpose and point of view and their effects

LA.A.2.4.4 gathers, analyzes, and evaluates written information

LA.A.2.4.5 identifies devices of persuasion, appeal and their effectiveness

LA.A.2.4.6 selects and uses appropriate study and research skills

LA.A.2.4.7 analyzes the validity and reliability of primary source information

LA.A.2.4.8 synthesizes information from multiple sources to draw conclusions

LA.E.2.2.1 recognizes cause and effect relationships in literary text

LA.E.2.4.1 analyzes the effectiveness of complex elements of plot

Writing

LA.B.1.4.2 drafts and revises writing that is focused, purposeful and reflects insight

LA.B.2.4.3 writes fluently for a variety of occasions

Suggested Readings for English I Through ESOL Short Story

• “American History” by Judith Ortiz Cofer • “The Birds” by Daphne du Maurier • “Blues Ain’t No Mockin Bird” by Toni Cade Bambara • “The Cask of Amontillado” by Edgar Allan Poe • “The Gift of the Magi” by O. Henry • from The House on Mango Street by Sandra Cisneros • “The Most Dangerous Game” by Richard Connell • “The Necklace” by Guy de Maupassant • “Old Man of the Temple” by R.K. Narayan • “The Scarlet Ibis” by James Hurst • “The Sniper” by Liam O’Flaherty • “Thank You, M’am” by Langston Hughes

Poetry

• “Annabel Lee” by Edgar Allan Poe • “Dreams” by Langston Hughes • “Fifteen” by William Stafford • “The Girl Who Loved the Sky” by Anita Endrezze • “Haiku” by Basho and Chiyojo • “The Journey” by Mary Oliver • “Legal Alien” by Pat Mora • “Meciendo” by Gabriel Mistral • The Odyssey by Homer • “Sonnet 30” by William Shakespeare • “To Be of Use” by Marge Piercy

Nonfiction

• from Angela’s Ashes by Frank McCourt • “The Best Gift of My Life” by Cynthia Rylant • “Glory and Hope” by Nelson Mandela • “Homeless” by Anna Quindlen • “I Have A Dream” by Martin Luther King • “My Story” by Rosa Parks • “On Being Seventeen, Bright and Unable to Read” by David Raymond • “Only Daughter” by Sandra Cisneros • from The Road Ahead by Bill Gates • “The Struggle to be an All-American Girl” by Elizabeth Wong • “The Talk” by Gary Soto • from Tuesdays with Morrie by Mitch Albom • “Those Who Don’t” by Sandra Cisneros • “When I Lay My Burden Down” by Maya Angelou

Drama

• The Devil and Daniel Webster by Stephen Vincent Benet • A Midsummer Night’s Dream by William Shakespeare • The Miracle Worker by Helen Keller • Romeo and Juliet by William Shakespeare

Novels

• The Cay by Theodore Taylor • To Kill A Mockingbird by Harper Lee • The Chosen by Chaim Potok • The Outsiders by S.E. Hinton • The Pigman by Paul Zindel • Scorpions by Walter Dean Myers 16 Division of Bilingual Education and World Languages



English II Through ESOL


English II Through ESOL Course at a Glance

Competencies

This course will prepare students to

connect literature to a universal theme. analyze fiction. write to a prompt. compose an expressive/imaginative piece. prepare and submit a presentation portfolio. develop and maintain a vocabulary

notebook. write an interpretation of an unfamiliar

reading using various strategies. prepare and deliver a reaction speech. compare and contrast consumer

information. write an investigative paper. demonstrate study and test-taking skills. write an original poem. create and present a skit.

Tested SSS Reading Benchmarks This course will prepare students to

select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

recognize the use of comparison and contrast in a text.

determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material.

determine the author’s purpose and point of view and their effects on the text.

identify devices of persuasion and methods of appeal and their effectiveness.

locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.


synthesize information from multiple sources to draw conclusions. recognize cause-and-effect relationships in

literary texts. [Applies to fiction, nonfiction, poetry, and drama.]

analyze the effectiveness of complex elements of plot, such as setting, major

Tested SSS Writing Benchmarks This course will prepare students to

write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

draft and revise writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.


events, problems, conflicts, and resolutions.

1

English II Through ESOL Scope and Sequence CBC Components CBC Objectives

First Nine Weeks






preparation


preparation

Genre: Drama • art forms • figurative language Independent Reading: • 5 student selected books • personal reading plan

preparation



Writing process: • narrative • imaginative • use of technology Modes: • personal

experience/reflection • story/poem Portfolio preparation

Writing process: • expository • persuasive • use of technology Modes: • essay • biographical event • literary analysis • character sketch Portfolio maintenance

Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect • classification Portfolio maintenance

Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • compare/contrast • order of importance • chronological order Portfolio submission

III. Language/Word Study Structural analysis/ interpretation of vocabulary: • prefixes/suffixes/roots • context clues • etymologies

Structural analysis/ interpretation of vocabulary: • synonyms/antonyms/ homonyms • connotation and denotation • directions/forms

Structural analysis/ interpretation of vocabulary: • dialects • biased language • analogies

Structural analysis/ interpretation of vocabulary: • idiomatic expressions • puns • euphemisms


Method: • awareness of dialect, accents

and speech patterns • memorize or recite poetry or

excerpt • note-taking from dictations

Method: • summarize/retell a

literary/multimedia selection

• develop/evaluate an oral presentation

Method: • oral discussion • analyze/critique multimedia • examine propaganda

Method: • oral discussion • analyze/critique multimedia • film or other media

review/speech


Study/test-taking skills: • timed reading/writing • computer applications • graphic organizers Critical reading: • stated/implied main idea • cause/effect • compare/contrast

Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • statistical/scientific analysis • synthesis • fact/opinion

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • references/resources • systematic note-taking

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • print/electronic

references/resources • primary/secondary sources

VI. Culture Cultural Awareness: • important U.S. and

community figures

Cultural Awareness: • multicultural themes in

literary genres

Cultural Awareness: • U.S. slang/humor • idiomatic expressions

Cultural Awareness: • diverse views • compare/contrast U.S. to native

country 2 Division of Bilingual Education and World Languages

English II Through ESOL Scope and Sequence


Correlation of English II Through ESOL CBC and SSS Reading Benchmarks

First Nine Weeks

Genre Focus: Short Story/Poetry

Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A. 1.4.2 The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. LA.A. 2.2.7 The student recognizes the use of comparison and contrast in text. LA.A. 2.4.1 The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. LA.E. 2.2.1 The student recognizes cause and effect relationships in text. [Applies to fiction, nonfiction, poetry, and drama.]

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIIA- Develop and maintain a vocabulary notebook IIIB- Write an interpretation of an unfamiliar reading IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading and discussing genres from a variety of world cultures. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view, and

theme. understanding the figurative language employed in literature, including poetic devices such

as metaphor, personification, oxymoron, hyperbole, and alliteration. reading and analyzing reports based on technical and/or scientific information which includes

statistical data. demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative

settings. analyzing

technique utilizing vo

etymologi applying c

differentia using lear

marginal n test-taking

reading acomplete

+ Please note: ThIA- LA.D.1.4

LA.E.1.4IB- LA.D.2.4IIIA- LA.B.1.4IIIB- LA.A.1.4IVA- LA.A.1.4

LA.D.2.4

and critiquing a variety of audiovisual presentations with emphasis on propaganda s. cabulary development strategies with emphasis on analogies, context clues,

es, biased language, and word parts. ritical reading skills for independent and informational reading, including ting fact from opinion and determining the reliability and validity of information. ning strategies, such as learning logs, reciprocal teaching, opinion/proof notes, and ote taking. strategies, such as practicing for a formal assessment, participating in timed

nd writing activities, and organizing and presenting data to write accurate and answers to prompts and essay/task performance questions.

e following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC..1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, VA- LA.B.2.4.1, LA.B.2.4.2 .5, LA.E. 2.4.6, LA.E.2.4.8 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 .2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 .1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 .1, LA.A.1.4.4, LA.B.2.4.1 .3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, .1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 3 Division of Bilingual Education and World Languages

Correlation of English II Through ESOL CBC and SSS Writing Benchmarks

First Nine Weeks

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills VIA- Write an original poem To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting, writing, drafting, revising,

editing, and publishing. writing formally and informally for a variety of purposes and in a variety of modes to include

narrative, expository, persuasive, and expressive/imaginative. writing a clear and definite thesis statement and supporting it with fully developed paragraphs

with details that are varied and relevant. developing logical thought patterns (comparison/contrast and order of importance) in multi-

paragraph compositions. evaluating student writing by applying the scoring guide and rubric used by the Florida Writing

Assessment Program. preparing and maintaining a portfolio of writing that reflects the writing process in a variety of

modes and formats and that contains evidence of student reflection and self-evaluation. test-taking strategies, such as practicing for a formal assessment, participating in timed reading

and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.





has support that is substantial, specific, relevant, and concrete;

demonstrates a commitment to and an involvement with the subject;

uses creative writing strategies as appropriate to the purpose of the paper;

demonstrates a mature command of language with precision of expression;

has varied sentence structure; and has few, if any, convention errors in mechanics,

usage, punctuation and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4,

LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 VA- LA.B.2.4.1, LA.B.2.4.2 IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 IIB- LA.D.2.4.3, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.4, LA.E.2.4.5 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIA- LA.A.1.4.3


IA- Connect liteIB- Analyze fictIIIA- Develop anIIIB- Write an intIVA- Prepare andVA- Compare anVC- Demonstrat To support the CBC

practicing comparing identifying comparing identifying recognizin

allusion, fo analyzing

techniques identifying

written sel reading an

statistical increasing

analysis, a applying c

stated/imp using learn

structure. test-taking

and writingto prompts

+ Please note: TIA- LA.D.1IB- LA.D.2IIIA- LA.A.1IIIB- LA.A.1IVA- LA.A.1

Correlation of English II Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks


CBC Components and Competencies

rature to a universal theme ion d maintain a vocabulary notebook erpretation of an unfamiliar reading deliver a reaction speech d contrast consumer information

e study and test-taking skills

and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

the reading-writing connection. personal culture to the cultures represented in selected works.

Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.2.4.2 The student determines the author's purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including

universal themes and multicultural concerns in world literature. and contrasting a variety of genres and distinguishing underlying patterns. dynamic characters and tracing their changes in a selection. g the use of literary devices, such as tone, mood, symbolism, irony, satire, imagery, reshadowing, flashback, and using the terms appropriately in written analysis.

and critiquing a variety of audiovisual presentations with an emphasis on propaganda .

slanted or biased language and its effect on the validity of information provided in a ection and/or oral or visual presentation. d analyzing reports based on technical and/or scientific information which includes

data. vocabulary with emphasis given to the use of analogies, contextual clues, structural nd other sources. ritical reading skills for independent and informational reading, including determining lied main idea/details and stated/implied cause and effect. ing strategies, such as learning logs, paraphrasing, selective underlining, and text

strategies, such as practicing for a formal assessment, participating in timed reading activities, and organizing and presenting data to write accurate and complete answers and essay/task performance questions.

researc d tasks, and self-improvement. (Includ and uses appropriate study and researc cording to the type of information being g d, including almanacs, government publica ws sources, and information service LA.A.2 lyzes the validity and reliability of primary and uses the information approp LA.A.2 thesizes information from multiple source s. LA.E.2 lyzes the effectiveness of complex elemen tting, major events, problems, conflict

he following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t etencies of the M-DCPS CBC..4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 , LA.B.2.4.2 .4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 , LA.B.2.4.1, LA.B.2.4.2 .4.3 .4.1, LA.A.1.4.4, LA.B.2.4.1, LA.E.2.4.5 .4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5

5 Bilingual Education and World Languages

h projects, real-worles LA.A.2.4.6 selectsh skills and tools acathered or organizetions, microfiche, nes.)

.4.7 The student ana source information riately.

.4.8 The student syns to draw conclusion

.4.1 The student anats of plot, such as ses, and resolutions.

o complete the compVA- LA.B.2.4.1VC- LA.A.1.4.4

Division of

Correlation of English II Through ESOL CBC and SSS Writing Benchmarks

Second Nine Weeks

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills VIA- Write an original poem To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

practicing the reading-writing connection. writing formally and informally for a variety of audiences and purposes and in a variety of modes

to include narrative, expository, persuasive. developing logical thought patterns (definition, classification, cause and effect, and

comparison/contrast) in multi-paragraph compositions. writing a clear and definite thesis statement and supporting it with fully developed paragraphs with

details that are varied and relevant. reading and analyzing reports based on technical and/or scientific information which includes

statistical data. analyzing and critiquing a variety of audiovisual presentations in written and oral form. evaluating student writing by applying the scoring guide and rubric used by the Florida Writing

Assessment Program. maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats

and that contains evidence of student reflection and self-evaluation. using learning strategies, such as learning logs, paraphrasing, selective underlining, and text

structure. test-taking strategies, such as practicing for a formal assessment, participating in timed reading

and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

ting Benchmarks The be currently used on the FCAT to assess g. LA.B.1 d revises writing that

and reflects insight into the

attern that provides for a logical

sitional devices that contribute to s;

tantial, specific, relevant, and

ment to and an involvement with

ategies as appropriate to the

command of language with ;

ucture; and tion errors in mechanics, usage,

g. LA.B.2 ently for a variety of occasions, audien g appropriate choices regarding style, to ganization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to es of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, IVA- LA.A.1.4.3, LA.C.1 ,

LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 LA.C.3.4.5, LA.D.2 , LA.D.2.4.5 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 VA- LA.B.2.4.1, LA.B.2IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIA- LA.A.1.4.3

6 al Education and World Languages

Tested SSS Wri

nchmarks listed below are student progress in writin

.4.2 The student drafts anis focused, purposeful, writing situation; has an organizational pprogression of ideas; has effective use of trana sense of completeneshas support that is subsconcrete; demonstrates a committhe subject; uses creative writing strpurpose of the paper; demonstrates a matureprecision of expressionhas varied sentence strhas few, if any, convenpunctuation and spellin

.4.3 The student writes fluces, and purposes, makinne, level of detail, and or

complete the competenci.4.4, LA.C.2.4.2, LA.C.3.4.4.4.1, LA.D.2.4.3, LA.D.2.4.4.4.2 .4.1, LA.B.2.4.2

Division of Bilingu

IA- Connect literIB- Analyze fictioIVA- Prepare andVB- Write an inveVC- Demonstrate To support the CBC

comparing

countries, a comparing identifying d analyzing a designing a

and nonver using appro increasing applying cr

information using learn test-taking

and writingto prompts

+ Please noteIA- LA.DIB- LA.DIVA- LA.AVB- LA.AVC- LA.A

Correlation of English II Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

Genre Focus: Drama


ature to a universal theme n

deliver a reaction speech stigative paper study and test-taking skills

and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

and contrasting literature with other art forms from various cultures, religions, nd philosophies. personal culture to the cultures represented in selected works.

Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.2.4.2 The student determines the author's purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research
ynamic characters and tracing their changes in a selection.
nd critiquing in written or oral form from a variety of audiovisual presentations. nd delivering an oral presentation for a specific purpose and audience using verbal bal techniques. priate skills and resources to access, analyze, and synthesize information.

personal vocabulary through the study of analogies, puns, idioms, and euphemisms. itical reading skills for independent and informational reading, including obtaining from graphs/diagrams, references/resources, and statistical illustrations. ing strategies, such as learning logs, paraphrasing, power notes, and QAR’s. strategies, such as practicing for a formal assessment, participating in timed reading activities, and organizing and presenting data to write accurate and complete answers and essay/task performance questions.

projects d self-improvement. (Includes LA.A. 2.4.6 se priate study and research skills and tools acc information being gathered or organize s, government publications, microfich d information services.) LA.A.2.4 zes the validity and reliability of primary d uses the information appropri LA.A.2.4 esizes information from multiple sources LA.E.2.4 zes the effectiveness of complex element ing, major events, problems, conflicts

: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed petencies of the M-DCPS CBC..1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 .2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 .1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 .1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.D.2.4.6 .1.4.4, LA.B.2.4.1, LA.B.2.4.2

7 f Bilingual Education and World Languages

, real-world tasks, anlects and uses approording to the type ofd, including almanace, news sources, an

.7 The student analysource information anately.

.8 The student synth to draw conclusions.

.1 The student analys of plot, such as sett, and resolutions.

to complete the com

Division o

Correlation of English II Through ESOL CBC and SSS Writing B

Third Nine Weeks

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIC- Prepare and submit a presentation portfolio IVA- Prepare and present a reaction speech VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

responding to an expository or persuasive prompt in a timed writing situation. writing multi-paragraph compositions, including essays of four paragraphs or more that

summarize, analyze, or compare and contrast elements of literature studied. writing in a variety of modes, including definition, classification, cause and effect,

comparison/contrast, and order of importance. writing an investigative paper using appropriate skills and resources to access, analyze, and

synthesize information. analyzing and critiquing in written or oral form a variety of audiovisual presentations. maintaining a presentation portfolio that reflects the writing process in a variety of modes and

formats and that contains evidence of student reflection and self-evaluation. utilizing learning strategies, such as learning logs, paraphrasing, power notes, and QAR’s. effective test-taking strategies, such as practicing for a formal assessment, participating in timed

reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

ting Benchmarks Th currently used on the FCAT to as g. LA d revises writing that

and reflects insight into the

attern that provides for a logical

sitional devices that contribute to s; tantial, specific, relevant, and

ment to and an involvement with

ategies as appropriate to the

command of language with ucture; and ion errors in mechanics, usage, .

LA ently for a variety of occasions, au g appropriate choices regarding sty ganization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are nee ies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

8 ual Education and World Languages

enchmarks

Tested SSS Wri

e benchmarks listed below aresess student progress in writin

.B.1.4.2 The student drafts an is focused, purposeful,

writing situation; has an organizational p

progression of ideas; has effective use of tran

a sense of completenes has support that is subs

concrete; demonstrates a commit

the subject; uses creative writing str

purpose of the paper; demonstrates a mature

precision of expression; has varied sentence str has few, if any, convent

punctuation and spelling

.B.2.4.3 The student writes fludiences, and purposes, makinle, tone, level of detail, and or

ded to complete the competenc

Division of Biling

Correlation of English II Through ESOL CBC and SSS Reading Ben

Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIIA- Develop and maintain a vocabulary notebook VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIB- Create and present a skit To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

identifying universal themes and multicultural concerns in world literature. comparing personal culture to the cultures represented in selected works. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view and

theme. recognizing the use of literary devices, such as tone, mood, symbolism, irony, satire, imagery,

allusion, foreshadowing, flashback, and using the terms in oral and written analysis. understanding the figurative language employed in literature. identifying dynamic characters and tracing their changes in a selection. completing word relationship analogies. demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a

variety of purposes. applying information literacy skills, such as using print and electronic references/resources and

understanding the implications of print and electronic media regulations. using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing. test-taking strategies, such as practicing for a formal assessment, participating in timed reading

and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.

ing Benchmarks The ben currently used on the FCAT to assess s g. LA.A.2.4 athers, analyzes, and evaluates written in purposes, including research projects f-improvement. (Includes LA.A. 2.4.6 se e study and research skills and tools acc mation being gathered or organize vernment publications, microfich ormation services.) LA.A.2.4 es information from multiple sources LA.E.2.2 s cause and effect relationships in literar , nonfiction, poetry, and drama.] LA.E.2.4 the effectiveness of complex element major events, problems, conflicts, and reso

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed cies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.A.1.4.3 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

9 ilingual Education and World Languages

chmarks

Tested SSS Read

chmarks listed below are tudent progress in readin

.4 The student locates, gformation for a variety of

, real-world tasks, and sellects and uses appropriatording to the type of inford, including almanacs, goe, news sources, and inf

.8 The student synthesiz to draw conclusions.

.1 The student recognizey texts. [Applies to fiction

.1 The student analyzes s of plot, such as setting, lutions.

to complete the competen

Division of B

Correlation of English II Through ESOL CBC and SSS Writing Ben

Fourth Nine Weeks

CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIC- Prepare and submit a presentation portfolio VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIB- Create and present a skit To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

identifying universal themes and multicultural concerns in world literature. comparing and contrasting literature and other art forms from various cultures, religions,

countries, and philosophies. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view, and

theme. applying logical thought patterns (definition, classification, cause and effect, comparison/contrast,

and order of importance) in multi-paragraph compositions. writing a clear and definite thesis statement and supporting it with fully developed paragraphs and

details that are varied and relevant. writing an investigative paper using appropriate skills and resources to access, analyze, and

synthesize information. completing and submitting a presentation portfolio that reflects the writing process in a variety of

modes and formats and that contains evidence of student reflection and self-evaluation. demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a

variety of purposes. using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing. test-taking strategies, such as practicing for a formal assessment, participating in timed reading

and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.

S Writing Benchmarks The b low are currently used on the FCAT to asses n writing. LA.B rafts and revises writing that

seful, and reflects insight into the ional pattern that provides for a logical eas; of transitional devices that contribute to leteness; is substantial, specific, relevant, and

commitment to and an involvement with

iting strategies as appropriate to the aper; mature command of language with ession; nce structure; and onvention errors in mechanics, usage, spelling.

LA.B rites fluently for a variety of occasions, audie , making appropriate choices regarding style, and organization.

+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are need ompetencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2

10 n of Bilingual Education and World Languages

chmarks

Tested SS

enchmarks listed bes student progress i

.1.4.2 The student d is focused, purpo

writing situation; has an organizat

progression of id has effective use

a sense of comp has support that

concrete; demonstrates a

the subject; uses creative wr

purpose of the p demonstrates a

precision of expr has varied sente has few, if any, c

punctuation and

.2.4.3 The student wnces, and purposes tone, level of detail,

ed to complete the c

Divisio

English II Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks







1


2





3


Q-card 3 One sentence summary



4




Develop writing process Model RAFT

5





6


Venn Diagram Q-card 2



7


Graphic organizers Venn diagram


One sentence summary Model framed paragraphs

8





9




Model story strips

10




Use of transitional devices

Division of Bilingual Education and World Languages 11


Second Nine Weeks







1


Outlining QAR’s



2





3


QAR’s Q-card 7


Model/complete RAFT Use of transitional devices




Model framed paragraphs Create a vocabulary book/glossary

5





6




One sentence summary

7





8


Two column notes Graphic organizers



9

LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM



Responding to expository and persuasive prompts Use of graphic organizers EXAMS

10







Third Nine Weeks







1





2


Highlighting QAR’s Q-cards 6 and 7



3





4





5





6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8





9




Develop writing process Self evaluation and peer editing



Fourth Nine Weeks Week Tested Reading






1





2





3





4





5





6





7


QAR’s Q-card 7



8





9


10

FINAL

EXAMS

FINAL

EXAMS




Name of Student _____________________________ Course: Developmental Language Arts Through ESOL II

Name of Teacher _____________________________ Period ________________________________________

Benchmark Code



Reading












Writing



Suggested Readings for English II Through ESOL Short Story

• “The Bet” by Anton Chekhov • “Life is Sweet at Kumansenu” by Abioseh Nicol • “The Monkey’s Paw” by W.W. Jacobs • “The Open Window” by Saki (H.H. Munro) • “The Pedestrian” by Ray Bradbury • “The Pit and the Pendulum” by Edgar Allan Poe • “R.M.S. Titanic” by Hanson W. Baldwin • “Through the Tunnel” by Doris Lessing • “Two Friends” by Guy de Maupassant • “Two Kinds” by Amy Tan • from The Way to Rainy Mountain by N. Scott Momaday

Poetry • “Bora Ring” by Judith Wright • “Courage” by Anne Sexton • “Do Not Weep, Maiden, for War is Kind” by Stephen Crane • “Exile” by Julia Alvarez • “The Guitar” by Federico Garcia Lorca • “Heart! We will Forget Him” by Emily Dickinson • “Mother to Son” by Langston Hughes • “Sea Fever” by John Masefield • “Shall I Compare Thee to a Summer’s Day?” (Sonnet 18) by William Shakespeare • “A Voice” by Pat Mora • “Women” by Alice Walker

Nonfiction

• Farewell to Manzanar by Jeanne Houston and James Houston • “At Harvesttime” by Maya Angelou • “Hair” from the Autobiography of Malcom X by Malcolm X with Alex Haley • I Know Why the Caged Bird Sings by Maya Angelou • from In Search of Our Mother’s Gardens by Alice Walker • Kaffir Boy by Mark Mathabane • “Lessons Love” from Silent Dancing by Judith Ortiz Cofer • “Love and Marriage” by Bill Cosby • “The Man in the Water” by Roger Rosenblatt • “The Marginal World” by Rachel Carson • “The Mouse That Roared” by Richard Woodbury • “Nelson Mandela” by Andre Brink • Night by Elie Wiesel • “No News from Auschwitz” by A.M. Rosenthal • “On Summer” by Lorraine Hansberry

Drama

• Antigone by Sophocles • The Bear by Anton Chekhov • The Tragedy of Julius Caesar by William Shakespeare • Twelve Angry Men by Reginald Rose

Novels

• Island of the Blue Dolphins by Scott O’Dell • The Pearl by John Steinbeck • A Place Where the Sea Remembers by Sandra Benitez • A Separate Peace by John Knowles • When Rain Clouds Gather by Bessie Head 16 Division of Bilingual Education and World Languages



English III Through ESOL



English III Through ESOL Course at a Glance

1

Competencies This course will prepare students to

compare and contrast literary selections. connect universal themes to literature and

self. write to a literary prompt. compose an expressive/imaginative piece. prepare and submit a presentation portfolio. develop and maintain a vocabulary

notebook. compare and contrast nonfiction selections. prepare and deliver a speech which

compares and contrasts written and performed versions of an American literary work.

develop a personal file. write an investigative paper. demonstrate study and test-taking skills. compare/contrast aspects of U.S. culture in

American literature.

Targeted SSS Writing Benchmarks This course will prepare students to

draft and revise writing. produce final documents that

have been edited. write text, notes, outlines,

comments, and observations. write fluently for a variety of

occasions, audiences, and purposes.

select and use a variety of electronic media.

Targeted SSS Reading Benchmarks This course will prepare students to

refine vocabulary for interpersonal, academic, and workplace situations.

apply a variety of response strategies. determine the author’s purpose and point of

view and their effects on the text. describe and evaluate personal preferences

regarding fiction and nonfiction. locate, gather, analyze, and evaluate written

information for a variety of purposes. identify devices of persuasion and methods of

appeal and their effectiveness. analyze the validity and reliability of primary

source information and use the information appropriately.

use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

apply oral communication skills. make appropriate adjustments in language

use for social, academic, and life situations. understand that there are differences among

various dialects of English. understand that laws control the delivery and

use of media. understand the different stylistic, thematic,

and technical qualities present in literature of different cultures and historical periods.

analyze the effectiveness of complex elements of plot.

understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction.

analyze the relationships among author’s style, literary form, and intended impact on the reader.

recognize and explain those elements in texts that prompt a personal response.

English III Through ESOL Scope and Sequence CBC Components CBC Objectives

First Nine Weeks






preparation


preparation

Genre: Drama • rhetorical devices • figurative language Independent Reading: • 5 student selected books • personal reading plan

preparation



Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect • classification Portfolio preparation

Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Logical thought patterns: • analysis • compare/contrast • order of importance • chronological order Portfolio maintenance

Reading/Writing Connection: • literature based • personal

experience/reflection • expository/persuasive • use of technology Literary research: • defensible thesis • compile information • effective note-taking Portfolio maintenance

Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Literary research: • paraphrase/summarize • synthesize information • documentation style Portfolio submission

III. Language/Word Study Structural analysis/ interpretation of vocabulary: • word parts • context clues • etymologies

Structural analysis/ interpretation of vocabulary: • synonyms/ antonyms/

homonyms • connotation/denotation • directions/forms

Structural analysis/ interpretation of vocabulary: • author’s language • biased language • analogies

Structural analysis/ interpretation of vocabulary: • idiomatic expressions • cultural • time period

IV. Listening/ Speaking/ Viewing

Method: • oral discussion • awareness of dialect, accents



Method: • oral discussion • summarize/retell a


presentation

Method: • oral discussion • analyze/critique multimedia

Method: • oral discussion • analyze/critique multimedia


Study/test-taking skills: • timed reading/writing • multi-media research • academic/employment

research Critical reading: • stated/implied main idea • reliability/validity Personal file


research Critical reading: • technical/scientific analysis Personal file


research Informational reading: • graphs/diagrams • references/resources Personal file


research Informational reading: • print/electronic

references/resources • primary/secondary sources Personal file submission

VI. Culture Compare and contrast U.S. to native country: • language/literature • culture/music

Compare and contrast U.S. to native country: • language/literature • culture/music




English III Through ESOL Scope and Sequence


Correlation of English III Through ESOL CBC and SSS Reading Benchmarks

First Nine Weeks Genre Focus: Short Story/Poetry

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written

and performed versions of an American literary work VA- Develop a personal file VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading and comparing literary works in various genres that span the

major periods in American literature and reflect a variety of cultures and points of view.

reading a variety of additional American literature selections to enrich understanding.

analyzing a variety of works in terms of plot, conflict, setting, characterization, point of view, and theme.

identifying author’s purpose/perspective in a literary work and recognizing rhetorical devices and propaganda techniques.

discussing figurative language and rhetorical devices in literary selections (to include extended metaphor, personification, hyperbole, understatement, oxymoron, and apostrophe).

analyzing reports based on technical and/or scientific information that includes statistical data.

demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative settings.

increasing vocabulary with emphasis given to analogies, context clues, rhetorical devices, gender/cultural bias, and persuasive language.

applying critical reading skills for independent and informational reading, including differentiating fact from opinion and determining the reliability and validity of information.

using learning strategies, such as learning logs, text structure, character maps, opinion/proof notes, and one sentence summaries.

test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.

Targeted SSS Readin Benchmarks The benchmarks listed below support the competenc s and objectives targeted for the first nine weeks. LA.A.1.4.3 The student refines vocabulary for interpe sonal, academic, and workplace situations, including figurative, idiomatic, and technical meaning . LA.A.1.4.4 The student applies a variety of response trategies, including rereading, note taking, summarizing, outlining, writing a formal report, and re ating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s purp se and point of view and their effects on the text. LA.A.2.4.3 The student describes and evaluates per nal preferences regarding fiction and nonfiction. LA.A.2.4.7 The student analyzes the validity and reli bility of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communication s ills to interviews, group presentations, formal presentations, and impromptu situations. LA.D.1.4.2 The student makes appropriate adjustme ts in language use for social, academic, and life situations, demonstrating sensitivity to gender an cultural bias. LA.D.1.4.3 The student understands that there are d ferences among various dialects of English. LA.E.1.4.5 The student understands the different sty tic, thematic, and technical qualities present in the literature of different cultures and histo cal periods. LA.E.2.4.1 The student analyzes the effectiveness o complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of imag s and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5. The student analyzes the relationships a ong author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and explains thos elements in texts that prompt a personal response, such as connections between one’s own li and the characters, events, motives, and causes of conflict in texts.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery f the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

3 Division of Bilin ual Education

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Correlation of English III Through ESOL CBC and SSS Writing Benchmarks First Nine Weeks

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIA- Write to a literary prompt IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written


understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting,

drafting, revising, editing, and publishing. writing formally and informally for a variety of audiences and purposes

and in a variety of modes to include expository, persuasive, and expressive/imaginative.

developing logical thought patterns (cause and effect, order of importance, spatial relationships, and comparison/contrast) in multi-paragraph compositions.

writing a precise thesis statement that is declarative, controlling, and defensible and supporting it with fully developed paragraphs.

developing a personal writing style that reflects awareness of coherence, vivid word choice, smooth transitions, and effective introductions and conclusions.

writing a résumé and an essay for employment and/or college and completing employment and/or college applications.

preparing and maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.


Targeted SSS Writin BenchmarksThe benchmarks listed below support the compe ncies and objectives targeted for the first nine weeks. LA.B.1.4.2 The student drafts and revises writin that

is focused, purposeful, and reflects insi t into the writing situation; has an organizational pattern that prov es for a logical progression of ideas; has effective use of transitional devices hat contribute to a sense of

completeness; has support that is substantial, specific elevant, and concrete; demonstrates a commitment to and inv vement with the subject; uses creative writing strategies as appr priate to the purpose of the paper; demonstrates a mature command of la uage with precision of expression; has varied sentence structure; and has few, if any, convention errors in me hanics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final documen that have been edited for

correct spelling; correct punctuation, including commas olons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje t/verb agreement, instances of

noun/pronoun agreement, and the inten ional use of fragments for effect; and correct formatting that appeals to reade , including appropriate use of a variety of

graphics, tables, charts, and illustration in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin , comments, and observations that demonstrate comprehension and synthesis of co tent, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie of occasions, audiences, and purposes, making appropriate choices regarding style, tone level of detail, and organization.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate m stery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2 .7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

4 Division of Bilingual Educat n and World Languages

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Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks


CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written


reading and comparing literary works in various genres that span the major periods in American literature and reflect a variety of cultures and points of view.

reading a variety of additional American literature selections to enrich understanding.

recognizing how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings.

discussing literary devices to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody with respect to their importance in the development of a work.

discussing figurative language and rhetorical devices in literary selections (to include extended metaphor, personification, hyperbole, understatement, oxymoron, and apostrophe).

discussing techniques a writer uses for developing a character and articulating how a character changes through the course of a work.

recognizing the functions of minor characters and subplots within a work. analyzing reports based on technical and/or scientific information that

includes statistical data. increasing vocabulary with emphasis given to the use of analogies,

rhetorical devices, gender/cultural bias, persuasive language, and connotation and denotation.

using critical reading and viewing strategies to compare written and performed versions of the same literary work.

using learning strategies, such as learning logs, QAR’s, paraphrasing, concept maps, and two-column notes.


Targeted SSS Reading Benchmarks The benchmarks listed below support the competencies and the objectives targeted for the second nine weeks.

LA.A.1.4.3 The student refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings. LA.A.1.4.4 The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s purpose and point of view and their effects on the text. LA.A.2.4.7 The student analyzes the validity and reliability of primary source information and uses the information appropriately. LA.C.3.4.1 The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. LA.C.3.4.4 The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias. LA.E.1.4.5 The student understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1


Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIA- Write to a literary prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written



writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.

developing logical thought patterns (classification, cause and effect, spatial relationships, and comparison/contrast) in multi-paragraph compositions.


writing a résumé and an essay for employment and/or college and completing employment and/or college applications.

analyzing and critiquing in written and oral form a variety of audiovisual presentations.

using critical reading and viewing strategies to compare written and performed versions of the same literary work.

maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.

using learning strategies, such as learning logs, QAR’s, paraphrasing, concept maps, and two-column notes.


Targeted SSS Writin Benchmarks The benchmarks listed below support the compe ncies and objectives targeted for the second nine weeks. LA.B.1.4.2 The student drafts and revises writin that

is focused, purposeful, and reflects insi t into the writing situation; has an organizational pattern that prov es for a logical progression of ideas; has effective use of transitional devices hat contribute to a sense of

completeness; has support that is substantial, specific elevant, and concrete; demonstrates a commitment to and inv vement with the subject; uses creative writing strategies as appr priate to the purpose of the paper; demonstrates a mature command of la uage with precision of expression; has varied sentence structure; and has few, if any, convention errors in me hanics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final documen that have been edited for

correct spelling; correct punctuation, including commas olons, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje t/verb agreement, instances of

noun/pronoun agreement, and the inten ional use of fragments for effect; and correct formatting that appeals to reade , including appropriate use of a variety of

graphics, tables, charts, and illustration in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin , comments, and observations that demonstrate comprehension and synthesis of co tent, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie of occasions, audiences, and purposes, making appropriate choices regarding style, tone level of detail, and organization.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA .2.4.8, LA.E.2.2.1, LA.E.2.4.1

6 Division of Bi gual Education and World Languages

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discussing techniques a writer uses for developing a character and articulating how a character changes through the course of a work.

recognizing the functions of minor characters and subplots within a work. analyzing and critiquing in written or oral form a variety of audiovisual

presentations. using critical reading and viewing strategies to compare and contrast

written and performed versions of the same literary work. using appropriate skills and resources to access, analyze, and

synthesize information. increasing vocabulary through the study of analogies, etymologies,

persuasive language, and connotation and denotation. applying critical reading skills for independent and informational reading. utilizing learning strategies, such as learning logs, QAR’s, paraphrasing,

power notes, and RAFT. test-taking strategies, such as practicing for a formal assessment,

participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.

and uses the information appropriately. LA.C.3.4.1 The student uses volume, stress, , enunciation, eye contact, and gestures that meet the needs of the audience opic. LA.C.3.4.4 The student applies oral commun skills to interviews, group presentations, formal presentations, and imp situations. LA.D.1.4.2 The student makes appropriate a ents in language use for social, academic, and life situations, demonstrating vity to gender and cultural bias. LA.E.2.4.1 The student analyzes the effective of complex elements of plot, such as setting, major events, problems, conflicts, an lutions. LA.E.2.4.4 The student understands the use ges and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relation ong author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and expla se elements in texts that prompt a personal response, such as connections betw ne’s own life and the characters, events, motives, and causes of conflict in tex

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate maste he following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7 2.4.8, LA.E.2.2.1, LA.E.2.4.1

7 Division gual Education and World Languages

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Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

Genre Focus: Drama


contrast literary selections niversal themes to literature and self nd maintain a vocabulary notebook nd deliver a speech which compares/contrasts written med versions of an American literary work personal file vestigative paper te study and test-taking skills

contrast U.S. culture in American literature

and the SSS Benchmarks, the teacher will provide instruction nt in

g how works and/or universal themes in American literature ions of and reactions to contemporaneous historical events al and social settings. student’s values in light of those expressed in American nd citing similarities and differences.

Targeted SSS Re BenchmarksThe benchmarks listed below support the com cies and objectives targeted for the third nine weeks.

LA.A.1.4.3 The student refines vocabulary fo ersonal, academic, and workplace situations, including figurative, idiomatic, and ical meanings. LA.A.1.4.4 The student applies a variety of re e strategies, including rereading, note taking, summarizing, outlining, writing a form rt, and relating what is read to his or her own experiences and feelings. LA.A.2.4.4 The student locates, gathers, ana and evaluates written information for a variety of purposes, including research projec l-world tasks, and self-improvement. LA.A.2.4.6 The student selects and uses app te study and research skills and tools according to the type of information being ga or organized, including almanacs, government publications, microfiche, news so , and information services. LA.A.2.4.7 The student analyzes the validity liability of primary source information

Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Third Nine Weeks

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IVA- Prepare and deliver a speech which compares/contrasts written

and performed versions of an American literary work VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in


producing compositions using a variety of logical thought patterns, including definition, classification, cause and effect, comparison/contrast, and order of importance.

using available resources to write a resume and an essay for employment and/or college and to complete employment and/or college applications.

writing an investigative paper using appropriate skills and resources to access, analyze, and synthesize information.

analyzing and critiquing in written or oral form the written and performed versions of the same literary work.

maintaining a presentation portfolio that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.

utilizing learning strategies, such as learning logs, QAR’s, paraphrasing, power notes, and RAFT.

effective test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.

Targeted SSS Writing Benchmarks The benchmarks listed below support the competencies and objectives targeted for the third nine weeks. LA.B.1.4.2 The student drafts and revises writing that

is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final documents that have been edited for

correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of

noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of

graphics, tables, charts, and illustrations in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. LA.B.2.4.4 The student selects and uses a variety of electronic media, such as the Internet, information services, and desktop-publishing software programs, to create, revise, retrieve, and verify information.



Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIA- Compare/contrast U.S. culture in American literature To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

reading and comparing literary works in various genres that span the

major periods in American literature and reflect a variety of cultures and points of view.

recognizing how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings.

examining student’s values in light of those expressed in American literature and citing similarities and differences.


increasing vocabulary with emphasis given to the study of analogies, persuasive language, and connotation and denotation.

applying information and literacy skills, such as using print and electronic references/resources, understanding the implications of print and media regulations, and using and documenting primary and secondary sources appropriately.

using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing.


+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstra e mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

9 D vision of Bilingual Education and World Languages

Targeted S S Reading Benchmarks The benchmarks listed below suppor the competencies and the objectives targeted for the fourth nine weeks. LA.A.1.4.3 The student refines voca lary for interpersonal, academic, and workplace situations, including figurative, idioma ic, and technical meanings. LA.A.1.4.4 The student applies a var ty of response strategies, including rereading, note taking, summarizing, outlining, writin a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.4 The student locates, gath rs, analyzes, and evaluates written information for a variety of purposes, including resear projects, real-world tasks, and self-improvement. LA.A.2.4.7 The student analyzes the alidity and reliability of primary source information and uses the information appropriate . LA.C.3.4.4 The student applies oral mmunication skills to interviews, group presentations, formal presentations, d impromptu situations. LA.D.2.4.6 The student understands at laws control the delivery and use of media to protect the rights of authors and the hts of media owners. LA.E.1.4.5 The student understands e different stylistic, thematic, and technical qualities present in the literature of different cu ures and historical periods. LA.E.2.4.1 The student analyzes the ffectiveness of complex elements of plot, such as setting, major events, problems, con ts, and resolutions. LA.E.2.4.5 The student analyzes the elationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes a d explains those elements in texts that prompt a personal response, such as connecti s between one’s own life and the characters, events, motives, and causes of confl t in texts.

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Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks

CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in




writing multi-paragraph compositions that connect universal themes to literature studied and/or independently read and student’s own values.


completing and submitting a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.


using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing.


Targeted SS Writing Benchmarks The benchmarks listed below support th competencies and the objectives targeted for the fourth nine weeks.

LA.B.1.4.2 The student drafts and revis s writing that

is focused, purposeful, and ref cts insight into the writing situation; has an organizational pattern t t provides for a logical progression of ideas; has effective use of transitiona evices that contribute to a sense of

completeness; has support that is substantial, pecific, relevant, and concrete; demonstrates a commitment to nd involvement with the subject; uses creative writing strategies s appropriate to the purpose of the paper; demonstrates a mature comm d of language with precision of expression; has varied sentence structure; nd has few, if any, convention err s in mechanics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final d cuments that have been edited for

correct spelling; correct punctuation, including mmas, colons, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessiv , subject/verb agreement, instances of

noun/pronoun agreement, and e intentional use of fragments for effect; and correct formatting that appeals o readers, including appropriate use of a variety of

graphics, tables, charts, and ill trations in both standard and innovative forms. LA.B.2.4.1 The student writes text, note , outlines, comments, and observations that demonstrate comprehension and synth is of content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently f a variety of occasions, audiences, and purposes, making appropriate choices regarding s le, tone, level of detail, and organization. LA.B.2.4.4 The student selects and use a variety of electronic media, such as the Internet, information services, and desk p-publishing software programs, to create, revise, retrieve, and verify information.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate astery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A .4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

10 Div on of Bilingual Education and World Languages

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English III Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks







1


2





3


Q-card 3 Free-form mapping



4


QAR’s Think-pair-share Model one sentence summary


Develop reading/writing connection Cloze writing

5


Q-card 1 Two column notes Write one sentence summary



6





7


Chunk text Venn diagram


Learning Log Model RAFT

8


Q-cards 9 and 10 Story plan Jump-in reading



9




Model story strips Story retelling

10




Use of transitional devicesWrite cause/effect paragraph


English III Through ESOL Weekly Guide of SSS Tested Benchmarks

Second Nine Weeks







1


Outlining QAR’s


Model/teach expository and persuasive prompts Develop reading/writing connection

2





3


QAR’s Q-card 7


Sentence expansion Use of transitional devices




Framed paragraphs Create a vocabulary book/glossary

5




Use of graphic organizers Develop reading/writing connection

6




One sentence summary Summarize multimedia selection

7




Responding to expository and persuasive prompts Develop reading/writing connection

8





9




Use of graphic organizers Responding to expository and persuasive prompts EXAMS

10







Weekly Guide of SSS Tested Benchmarks Third Nine Weeks

Week Tested Reading






1





2





3





4





5





6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8





9




Develop reading/writing connection Self evaluation and peer editing



Weekly Guide of SSS Tested Benchmarks Fourth Nine Weeks

Week Tested Reading






1





2





3





4





5





6





7


QAR’s Q-card 7



8





9


10

FINAL

EXAMS

FINAL

EXAMS




Name of Student _____________________________ Course English III Through ESOL


Benchmark Code



Reading












Writing



Suggested Readings for English III Through ESOL Short Story

• “A Rose for Emily” by William Faulkner • “An Occurrence at Owl Creek Bridge” by Ambrose Bierce • “Antojos” by Julia Alvarez • “Armistice” by Bernard Malamuc • “In the American Society” by Gish Jen • “The Devil and Tom Walker” by Washington Irving • “The Fall of the House of Usher” by Edgar Allan Poe • “The Notorious Jumping Frog of Calaveras County” by Mark Twain • “Rules of the Game” from The Joy Luck Club by Amy Tan • “The Story of an Hour” by Kate Chopin

Poetry

• “The Bells”, “Young” by Anne Sexton • “Harlem” by Langston Hughes • “Hawthorne” by Robert Penn Warren • “Hope is the Thing with Feathers” by Emily Dickinson • “I Hear America Singing” by Walt Whitman • “The Love Song of J. Alfred Prufrock” by T.S. Eliot • “The Raven” by Edgar Allan Poe • “Remember” by Joy Harjo • “Refugee in America” by Langston Hughes • “Richard Cory” by Edwin Arlington Robinson • “Snowstorm” by Ralph Waldo Emerson • “Stopping by Woods on a Snowy Evening” by Robert Frost

Nonfiction

• “The Autobiography of Mark Twain” by Mark Twain • “Civil Disobedience” by Henry David Thoreau • “Crossing the Great Divide” by Meriwether Lewis • “The Declaration of Independence” by Thomas Jefferson • “The Girl Who Wouldn’t Talk” from The Woman Warrior by Maxine Hong Kingston • “My Bondage, My Freedom” by Frederick Douglas • “Nature”, “Self Reliance” by Ralph Waldo Emerson • “The New Immigrants of Plymouth Plantation” by William Bradford • “On Civil Disobedience” by Gandhi

Drama

• A Raisin in the Sun by Lorraine Hansberry • The Crucible by Arthur Miller • Death of a Salesman by Arthur Miller • Glass Menagerie by Tennessee Williams

Novels

• Ethan Frome by Walt Whitman • Huckleberry Finn by Mark Twain • The Scarlet Letter by Nathaniel Hawthorn • Souls of Black Folk by W.E.B. DuBois • Their Eyes Were Watching God by Zora Neale Hurston




English IV Through ESOL


English IV Through ESOL Course at a Glance

Targeted SSS Reading Benchmarks This course will prepare students to

refine vocabulary for interpersonal, academic, and workplace situations.

apply a variety of response strategies. determine the author’s purpose and point of view and

their effects on the text. describe and evaluate personal preferences regarding

fiction and nonfiction. locate, gather, analyze, and evaluate written

information for a variety of purposes.

Competencies This course will prepare students to

connect personal experiences to two works with the same literary theme.

analyze a narrative selection. write a model or parody of a literary

selection. write to a literary prompt. write to an academic/employment prompt. prepare and submit a presentation

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Targeted SSS Writing Benchmarks This course will prepare students to

draft and revise writing. produce final documents that

have been edited. write text, notes, outlines,

comments, and observations. write fluently for a variety of

occasions, audiences, and purposes.

select and use a variety of electronic

identify devices of persuasion and methods of appeal and their effectiveness.


use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

apply oral communication skills. develop and sustain a line of argument and provide

appropriate support. make appropriate adjustments in language use for

social, academic, and life situations. understand that there are differences among various

dialects of English. understand that laws control the delivery and use of

media. identify universal themes prevalent in the literature of

all cultures. understand the different stylistic, thematic, and

technical qualities present in literature of different cultures and historical periods.

analyze the effectiveness of complex elements of plot. understand the use of images and sounds to elicit the

reader’s emotions in both fiction and nonfiction. analyze the relationships among author’s style, literary

p and maintain a vocabulary ok. re and contrast how language and l development influence each

e and deliver an oral review of a presentation. in a personal file. re and contrast two conflicting

research paper. strate study and test-taking skills. nd present a research project. cross-cultural literacy report.

media.


form, and intended impact on the reader. recognize and explain those elements in texts that

prompt a personal response. examine a literary selection from several critical

perspectives.

English IV Through ESOL Scope and Sequence


CBC Components CBC Objectives First Nine Weeks





Genre: Short Story/Poetry • poetic devices • figurative language Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Nonfiction • philosophical reading • literary criticism Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Drama • literary forms • literary themes Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Novel • literary devices • comparison/contrast Independent Reading: • 5 student selected books • personal reading plan review


Reading/Writing Connection: • expressive • imaginative • narrative Literary research: • thesis statement • note-taking Portfolio preparation

Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • information resources • paraphrase Portfolio maintenance

Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • summarize • synthesize Portfolio maintenance

Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • organize • document Portfolio submission

III. Language/Word Study Structural analysis/ interpretation of vocabulary: • context clues • etymologies

Structural analysis/ interpretation of vocabulary: • analogies • vocabulary in context

Structural analysis/ interpretation of vocabulary: • directions/forms • essay questions

Structural analysis/ interpretation of vocabulary: • connotation/denotation • language contributions


Method: • oral discussion • awareness of dialect, accents



Method: • oral discussion • summarize/retell a


presentation

Method: • oral discussion • observe/evaluate multimedia • film, show, play review • critique media presentation

Method: • oral discussion • analyze media presentation • written review • oral review


Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • stated/implied main idea • compare/contrast Personal file

Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • author’s purpose • cultural bias Personal file

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • analysis • evaluative/deductive

reasoning Personal file

Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • reference/resources Personal file submission

VI. Culture Cultural awareness: • multi-cultural themes • cross cultural literary pieces

Cultural awareness: • multi-media resources • current events

Cultural awareness: • career business research • educational opportunity

research

Cultural awareness: • diverse views • cultural research project

English IV Through ESOL Scope and Sequence


Correlation of English IV Through ESOL CBC and SSS Reading Benchmarks

First Nine Weeks Genre Focus: Short Story/Poetry

CBC Components and Competencies IA- Connect personal experiences to two works with

the same literary theme IB- Analyze a narrative selection IC- Write a model or parody of a literary selection IIIA- Develop and maintain a vocabulary notebook VA- Maintain a personal file VB- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading classical and contemporary British and/or European literature

in addition to representative Asian, African, and Latin American literature.

reading a variety of additional literature selections to enrich understanding.

investigating literary themes and issues common to humanity in classical and modern literature.

identifying the characteristics that distinguish literary forms and recognizing relationships between form and content.

identifying author’s purpose/perspective in a literary work and recognizing rhetorical devices and propaganda techniques.

recognizing how literary devices (to include figurative language, poetic devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning.

demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative settings.

expanding vocabulary through reading and writing with emphasis given to analogies and etymologies and the evolution of the English language.

applying critical reading skills for independent and informational reading, including differentiating fact from opinion and determining the reliability and validity of information.

using learning strategies, such as learning logs, QAR’s, two-column notes, and identifying text structure, and RAFT.


Targeted SSS Read g Benchmarks The benchmarks listed below support the compete cies and objectives targeted for the first nine weeks. LA.A.1.4.3 The student refines vocabulary for inter ersonal, academic, and workplace situations, including figurative, idiomatic, and technical meani gs. LA.A.1.4.4 The student applies a variety of respon e strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and elating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s pu pose and point of view and their effects on the text. LA.A.2.4.3 The student describes and evaluates p rsonal preferences regarding fiction and nonfiction. LA.A.2.4.5 The student identifies devices of persu sion and methods of appeal and their effectiveness. LA.A.2.4.7 The student analyzes the validity and r liability of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communicatio skills to interviews, group presentations, formal presentations, and impromptu situations. LA.C.3.4.5 The student develops and sustains a lin of argument and provides appropriate support. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender a d cultural bias. LA.E.1.4.3 The student identifies universal themes revalent in the literature of all cultures. LA.E.1.4.5 The student understands the different s ylistic, thematic, and technical qualities present in the literature of different cultures and his orical periods. LA.E.2.4.1 The student analyzes the effectiveness f complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of ima es and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships mong author’s style, literary form, and intended impact on the reader.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate master of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, A.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

3 Divisio of Bilingual Education and World Languages

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Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks

First Nine Weeks

CBC Components and Competencies IA- Connect personal experiences to two works with

the same literary theme IB- Analyze a narrative selection IC- Write a model or parody of a literary selection IIA- Write to a literary prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and present an oral review of a media presentation VA- Maintain a personal file VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting,

drafting, revising, editing, and publishing. writing formally and informally for a variety of audiences and purposes

and in a variety of modes to include expository, narrative, and expressive/imaginative.

developing logical thought patterns (cause and effect, order of importance, spatial relationships, and comparison/contrast) in written works.

demonstrating competence in defending a thesis in multi-paragraph compositions using a variety of organizational patterns.

writing and/or updating a resume and an essay for employment and/or college and completing employment and/or college applications.


using learning strategies, such as learning logs, QAR’s, two-column notes, and text structure, and RAFT.


Targeted SSS Writin chmarksThe benchmarks listed below support the compe s and objectives targeted for the first nine weeks. LA.B.1.4.2 The student drafts and revises writing

is focused, purposeful, and reflects insig the writing situation; has an organizational pattern that provi a logical progression of ideas; has effective use of transitional devices ontribute to a sense of

completeness; has support that is substantial, specific, nt, and concrete; demonstrates a commitment to and invo nt with the subject; uses creative writing strategies as appr to the purpose of the paper; demonstrates a mature command of lan with precision of expression; has varied sentence structure; and has few, if any, convention errors in me s, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final documen have been edited for

correct spelling; correct punctuation, including commas, , and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje agreement, instances of

noun/pronoun agreement, and the inten use of fragments for effect; and correct formatting that appeals to reade luding appropriate use of a variety of

graphics, tables, charts, and illustration th standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outline ments, and observations that demonstrate comprehension and synthesis of co processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie ccasions, audiences, and purposes, making appropriate choices regarding style, tone of detail, and organization.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate master e following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, .4.8, LA.E.2.2.1, LA.E.2.4.1

4 Divisio ingual Education and World Languages

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Second Nine Weeks


CBC Components and Competencies IA- Connect personal experiences to two works with the same literary theme IB- Analyze a narrative selection IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VB- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in

reading classical and contemporary British and/or European literature in

addition to representative Asian, African, and Latin American literature. reading additional literary selections to enrich understanding. expressing how literature is a reflection of societal, political, and religious

ideas of an age. investigating literary themes and issues common to humanity in classical

and modern literature. identifying author’s purpose/perspective in a literary work and

recognizing rhetorical devices and propaganda techniques. recognizing how literary devices (to include figurative language, poetic

devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning in literature.

reading literary criticism as an aid to understanding literature. relating concepts in literature to personal and cultural values and

experiences. expanding vocabulary through reading and writing with emphasis given

to analogies, etymologies, and the evolution of the English language. using critical viewing skills to evaluate a media presentation. using effective reading strategies in a variety of informational texts,

including recognizing and using inductive and deductive reasoning and detecting fallacies in reasoning.

using learning strategies, such as learning logs, QAR’s, two-column notes, paraphrasing, and summarizing.




Targeted SSS Reading Benchmarks The benchmarks listed below support the competencies and the objectives targeted for the second nine weeks.

LA.A.1.4.3 The student refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings. LA.A.1.4.4 The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.3 The student describes and evaluates personal preferences regarding fiction and nonfiction. LA.A.2.4.5 The student identifies devices of persuasion and methods of appeal and their effectiveness. LA.C.3.4.1 The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. LA.C.3.4.4 The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. LA.C.3.4.5 The student develops and sustains a line of argument and provides appropriate support. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias. LA.E.1.4.3 The student identifies universal themes prevalent in the literature of all cultures. LA.E.1.4.5 The student understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.7 The student examines a literary selection from several critical perspectives.


Second Nine Weeks

CBC Components and Competencies IA- Connect personal experiences to two works with the same literary theme IB- Analyze a narrative selection IIA- Write to a literary prompt IIB- Write to an academic/employment prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file V/B- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in


developing logical thought patterns (definition, classification, argumentation, cause and effect, and comparison/contrast) in multi-paragraph compositions.


writing/updating a resume and an essay for employment and/or college and completing employment and/or college applications.

using critical viewing skills to evaluate a media presentation. maintaining a portfolio of writing that reflects the writing process in a

variety of modes and formats and that contains evidence of student reflection and self-evaluation.

using learning strategies, such as learning logs, QAR’s, two-column notes, paraphrasing, and summarizing.


+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA .8, LA.E.2.2.1, LA.E.2.4.1

6 Division o al Education and World Languages

Targeted SSS Writin chmarks The benchmarks listed below support the compe s and objectives targeted for the second nine weeks. LA.B.1.4.2 The student drafts and revises writin

is focused, purposeful, and reflects insi o the writing situation; has an organizational pattern that prov r a logical progression of ideas; has effective use of transitional devices ontribute to a sense of

completeness; has support that is substantial, specific ant, and concrete; demonstrates a commitment to and inv ent with the subject; uses creative writing strategies as appr to the purpose of the paper; demonstrates a mature command of la e with precision of expression; has varied sentence structure; and has few, if any, convention errors in me s, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final documen have been edited for

correct spelling; correct punctuation, including commas s, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje agreement, instances of

noun/pronoun agreement, and the inten use of fragments for effect; and correct formatting that appeals to reade luding appropriate use of a variety of

graphics, tables, charts, and illustration th standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin ments, and observations that demonstrate comprehension and synthesis of co processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie ccasions, audiences, and purposes, making appropriate choices regarding style, tone l of detail, and organization.

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Third Nine Weeks

Genre Focus: Drama

CBC Components and Competencies IA- Connect personal experiences to two works with the same literary themeIB- Analyze a narrative selection IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VC- Write a research paper VD- Demonstrate study and test-taking skills VIA- Write/present research project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in


addition to representative Asian, African, and Latin American literature. reading a variety of additional literature selections to enrich

understanding. using literary criticism as an aid to understanding literature. expressing how literature is a reflection of societal, political, and religious


and modern literature. relating concepts in literature to personal and cultural values and

experiences. identifying the characteristics that distinguish literary forms and

recognizing relationships between form and content. drawing inferences from literary works about the ideas and attitudes of

the authors who wrote them. recognizing how literary devices (to include figurative language, poetic

devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning.

summarizing, interpreting, and evaluating a media presentation. expanding vocabulary through reading and writing with emphasis given

to analogies, etymologies, and the evolution of the English language. applying critical reading skills for independent and informational reading. using learning strategies, such as learning logs, QAR’s, paraphrasing,

summarizing, and power notes. test-taking strategies, such as practicing for a formal assessment,

participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.

Targeted SSS rks

The benchmarks listed below support the objectives targeted for the third nine weeks. LA.A.1.4.3 The student refines vocabular academic, and workplace situations, including figurative, idiomatic, ngs. LA.A.1.4.4 The student applies a variety es, including rereading, note taking, summarizing, outlining, writing a fo ating what is read to his or her own experiences and feelings. LA.A.2.4.3 The student describes and ev ferences regarding fiction and nonfiction. LA.A.2.4.4 The student locates, gathers, ates written information for a variety of purposes, including research pr sks, and self-improvement. LA.A.2.4.7 The student analyzes the vali primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral comm nterviews, group presentations, formal presentations, and s. LA.C.3.4.5 The student develops and sus ent and provides appropriate support. LA.D.2.4.6 The student understands that ivery and use of media to protect the rights of authors and the rights LA.E.1.4.3 The student identifies univers in the literature of all cultures. LA.E.1.4.5 The student understands the matic, and technical qualities present in the literature of different culture iods. LA.E.2.4.1 The student analyzes the effe x elements of plot, such as setting, major events, problems, conflicts LA.E.2.4.4 The student understands the ounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the rela thor’s style, literary form, and intended impact on the reader. LA.E.2.4.7 The student examines literary eral critical perspectives.

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate m g SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2 .2.2.1, LA.E.2.4.1

7 Di ation and World Languages

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Third Nine Weeks

CBC Components and Competencies IA- Connect personal experiences to two works

with the same literary theme IB- Analyze a narrative selection IIB- To an academic/employment prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VC- Write a research paper VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in


developing logical thought patterns (classification, argumentation, cause and effect, spatial relationships, and comparison/contrast) in written works.


writing multi-paragraph compositions that analyze and criticize narrative selections.

writing and/or updating a résumé and an essay for employment and/or college and completing employment and/or college applications.


preparing and delivering an oral review that summarizes, interprets, and evaluates a media presentation.


using learning strategies, such as learning logs, QAR’s, paraphrasing, summarizing, and power notes.


+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrat f the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA. A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

8 f Bilingual Education and World Languages

Targeted SS Benchmarks The benchmarks listed below support the cies and objectives targeted for the third nine weeks.

LA.B.1.4.2 The student drafts and revise at

is focused, purposeful, and refle into the writing situation; has an organizational pattern th for a logical progression of ideas; has effective use of transitional at contribute to a sense of completeness; has support that is substantial, levant, and concrete; demonstrates a commitment to ement with the subject; uses creative writing strategies iate to the purpose of the paper; demonstrates a mature comma age with precision of expression; has varied sentence structure; a has few, if any, convention erro nics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces final d hat have been edited for

correct spelling; correct punctuation, including c lons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessive erb agreement, instances of

noun/pronoun agreement, and nal use of fragments for effect; and correct formatting that appeals including appropriate use of a variety of

graphics, tables, charts, and illu both standard and innovative forms. LA.B.2.4.1 The student writes text, notes comments, and observations that demonstrate comprehension and synthe nt, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently fo of occasions, audiences, and purposes, making appropriate choices regarding st vel of detail, and organization. LA.B.2.4.4 The student selects and uses f electronic media, such as the Internet, information services, and desk-top publis are programs, to create, revise, retrieve, and verify information.

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Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IA- Connect personal experiences to two works with the same literary themeIIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast influence of language/cultural development VC- Write a research paper VD- Demonstrate study and test-taking skills VIB- Deliver cross-cultural literary report To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in


addition to representative Asian, African, and Latin American literature. reading additional literary selections to enrich understanding. using literary criticism as an aid to understanding literature. expressing how literature is a reflection of societal, political, and religious


and modern literature. relating concepts in literature to personal cultural values and

experiences. identifying characteristics that distinguish literary forms and recognizing

relationships between form and content. drawing inferences from literary works about the ideas and attitudes of

the authors who wrote them. recognizing how literary devices (to include figurative language, poetic

devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning in literature.

identifying, comparing, and contrasting philosophies, ideas, and themes of various works.

expanding vocabulary through reading and writing with emphasis given to analogies, etymologies, and a study of the evolution of the English language.




Targeted SSS Rea ng Benchmarks The benchmarks listed below support the com etencies and the objectives targeted for the fourth nine weeks. LA.A.1.4.3 The student refines vocabulary for terpersonal, academic, and workplace situations, including figurative, idiomatic, and chnical meanings. LA.A.1.4.4 The student applies a variety of re onse strategies, including rereading, note taking, summarizing, outlining, writing a forma eport, and relating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the autho purpose and point of view and their effects on the text. LA.A.2.4.4 The student locates, gathers, anal es, and evaluates written information for a variety of purposes, including research projec , real-world tasks, and self-improvement. LA.A.2.4.7 The student analyzes the validity a d reliability of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communi tion skills to interviews, group presentations, formal presentations, and impr ptu situations. LA.D.2.4.6 The student understands that laws ontrol the delivery and use of media to protect the rights of authors and the rights of m dia owners. LA.E.1.4.5 The student understands the differ nt stylistic, thematic, and technical qualities present in the literature of different cultures an historical periods. LA.E.2.4.1 The student analyzes the effective ss of complex elements of plot, such as setting, major events, problems, conflicts, and esolutions. LA.E.2.4.5 The student analyzes the relations ips among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and expla s those elements in texts that prompt a personal response, such as connections betw n one’s own life and the characters, events, motives, and causes of conflict in text

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mas ry of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4. LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

9 Div ion of Bilingual Education and World Languages

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compprocess in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.




correct spelling; correct punctuation, includ as, colons, and common uses of semicolons; correct capitalization; correct sentence formatio correct instances of posse bject/verb agreement, instances of

noun/pronoun agreement tentional use of fragments; and correct formatting that app ders, including appropriate use of a variety of

graphics, tables, charts, a ions in both standard and innovative forms. LA.B.2.4.1 The student writes text lines, comments, and observations that demonstrate comprehension and s content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes flue riety of occasions, audiences, and purposes, making appropriate choices regard ne, level of detail, and organization. LA.B.2.4.4 The student selects an riety of electronic media, such as the Internet, information services, and ublishing software programs, to create, revise, retrieve, and verify informat

+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demons ry of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1

10 on of Bilingual Education and World Languages

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Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks


ect universal theme to literature and self re and submit a presentation portfolio

lop and maintain a vocabulary notebook a research paper nstrate study and test-taking skills

CBC and the SSS Benchmarks, the teacher will provide instruction ement in

g formally and informally for a variety of audiences and purposes n a variety of modes to include expository and persuasive. g a precise thesis statement that is declarative, controlling, and sible and supporting it with fully-developed paragraphs. g multi-paragraph compositions that connect literature studied to rsal themes and self. g an investigative paper using appropriate skills and resources to s, analyze, and synthesize information. leting and submitting a portfolio of writing that reflects the writing

Targete iting Benchmarks The benchmarks listed below supp petencies and the objectives targeted for the fourth nine weeks.

LA.B.1.4.2 The student drafts and ting that

is focused, purposeful, an nsight into the writing situation; has an organizational pat ovides for a logical progression of ideas; has effective use of transi es that contribute to a sense of

completeness; has support that is substa fic, relevant, and concrete; demonstrates a commitm involvement with the subject; uses creative writing strat propriate to the purpose of the paper; demonstrates a mature co language with precision of expression; has varied sentence struc has few, if any, conventio mechanics, usage, punctuation, and spelling.

LA.B.1.4.3 The student produces f ents that have been edited for

English IV Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks







1


2





3


Q-card 3 Free-form mapping



4


QAR’s Think-pair-share Model one sentence summary


Develop reading/writing connection Cloze writing

5


Q-card 1 Two column notes Write one sentence summary



6





7


Chunk text Venn diagram


Learning Log Model RAFT

8


Q-cards 9 and 10 Story plan Jump-in reading



9




Model story strips Story retelling

10




Use of transitional devicesWrite cause/effect paragraph


English IV Through ESOL Weekly Guide of SSS Tested Benchmarks

Second Nine Weeks







1


Outlining QAR’s



2





3


QAR’s Q-card 7


Sentence expansion Use of transitional devices




Framed paragraphs Create a vocabulary book/glossary

5





6




One sentence summary Summarize multimedia selection

7





8





9




Use of graphic organizers Responding to expository and persuasive prompts EXAMS

10







Weekly Guide of SSS Tested Benchmarks Third Nine Weeks

Week Tested Reading






1





2





3





4





5





6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8





9




Develop reading/writing connection Self evaluation and peer editing



Weekly Guide of SSS Tested Benchmarks Fourth Nine Weeks

Week Tested Reading






1





2





3





4





5





6





7


QAR’s Q-card 7



8





9


10

FINAL

EXAMS

FINAL

EXAMS




Name of Student _____________________________ Course English IV Through ESOL


Benchmark Code



Reading












Writing




Suggested Readings for English IV Through ESOL Short Story

• “The Demon Lover” by Elizabeth Bowen • from The Decameron “ Federigo’s Falcon” by Giovanni Boccaccio • “How Much Land Does a Man Need” by Leo Tolstoy • “In the Shadow of the War” by Ben Okri • “The King is Dead, Long Live the King” by Mary E. Coleridge • “The Macbeth Murder Mystery” by James Thurber • “ “No Witchcraft for Sale” by Doris Lessing • “Once Upon a Time” by Nadine Gardner • “The Ring” by Isak Dinesen • “The Rocking-Horse Winner” by D.H. Lawrence • “A Shocking Accident” by Graham Green

Poetry

• Beowulf by the Beowulf poet • “The Canterbury Tales” by Geoffrey Chaucer • “Do Not go Gentle into That Good Night” by Dylan Thomas • “Eve’s Apology in Defense of a Woman” by Amelia Lanier • “Freedom to Breathe” by Aleksandr Solzhenitsyn • “Going Home” by Maurice Kenny • “The Guitar” by Federico Garcia Lorca • The Illiad by Homer • “La Belle Dame Sans Merci” by John Keats • “Ode on a Grecian Urn” by John Keats • “The Passionate Shepherd to His Love” by Christopher Marlow • from “Sir Gawain and the Green Knight” by The Gawain Poet • “The Tyger”, “The Lamb” by William Blake • “Sonnet 43” by Elizabeth Barrett Browning • “Sonnet 29”, “Sonnet 116”, “Sonnet 130” by William Shakespeare

Nonfiction

• from “The Diary of Samuel Pepys” by Samuel Pepys • “Give us This Day Our Daily Bread” by Joseph Papp and Elizabeth Kirkland • from “A History of the English Church and People—The Venerable Bede • “In Patagonia” by Bruce Chatwin • “Letters to His Son” by Philip Stanhope, Lord Chesterfield • “Letters to Her Daughter” by Lady Mary Wortley Montagu • from “The Book of Margery Kempe” by Margery Kempe • “The Life of Samuel Johnson” by James Boswell • from “The Paston Letters” by The Paston Family • from “Virginia Woolf” by E.M. Forster • “Words and Behavior” by Aldous Huxley

Drama

• A Doll’s House by Henrik Ibsen • The Importance of Being Earnest by Oscar Wilde • A Man for All Seasons by Robert Bolt • “My Last Duchess” (dramatic monologue) by Robert Browning • from Oedipus the King by Sophocles translated by David Greene

Novels • Hard Times by Charles Dickens • Jane Eyre by Charlotte Bronte • Sense and Sensibility by Jane Austen • Hunchback of Notre Dame by Victor Hugo

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