division of bilingual education and world...

Miami-Dade County Public Schools

Division of Bilingual Education and World Languages

M/J Language Arts I-III Through ESOL

Scope & Sequence

Instructional Planner

M/J Language Arts I-III Through ESOL

Scope & Sequence Instructional Planner

Table of Contents

Introduction

Overview of M/J Language Arts I-III Through ESOL iii

M/J Language Arts I

M/J Language Arts I Through ESOL – Course at a Glance Scope and Sequence Correlation of M/J Language Arts I Through ESOL CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for M/J Language Arts I Through ESOL

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M/J Language Arts II

M/J Language Arts II Through ESOL – Course at a Glance Scope and Sequence Correlation of M/J Language Arts II Through ESOL CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for M/J Language Arts II Through ESOL

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M/J Language Arts III

M/J Language Arts III Through ESOL – Course at a Glance Scope and Sequence Correlation of M/J Language Arts III Through ESOL CBC & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for M/J Language Arts III Through ESOL

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i Division of Bilingual Education and World Languages

INTRODUCTION

The M/J Language Arts 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 M-DCPS Competency-Based Curriculum (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 M/J Language Arts Through ESOL courses. This overview allows the teacher to recognize the overall progression of the competencies that students will cover throughout their middle 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 FCAT. 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 and Grade Level Expectations (Language Arts, 6-8) are available online at www.fldoe.org. To access the document:

1. click on Educators 2. click on Curriculum 3. click on Sunshine State Standards 4. click on the dot corresponding to Language Arts and 6-8

Overview of M/J Language Arts I-III Through ESOL Competency-Based Curriculum

ii Division of Bilingual Education and World Languages

CBC COMPONENTS M/J LANGUAGE ARTS I

THROUGH ESOL COMPETENCIES

M/J LANGUAGE ARTS II THROUGH ESOL COMPETENCIES

M/J LANGUAGE ARTS III THROUGH ESOL COMPETENCIES

I. Literature

A. Analyze nonfiction B. Analyze genres C. Understand literary devices

* Independent Reading Plan

A. Analyze fiction Character analysis B. Analyze nonfiction * Independent Reading Plan

A. Analyze nonfiction B. Analyze and compare/contrast

genres * Independent Reading Plan

II. Composition

A. Write to a prompt B. Prepare and submit a composition portfolio

A. Write to a prompt B. Prepare and submit a

composition portfolio

A. Write to a prompt B. Prepare and submit a composition

portfolio

III. Language/Word Study

A. Develop and maintain a vocabulary notebook

B. Write/revise to demonstrate vocabulary development


B. Paraphrase a literary selection


IV. Listening/Speaking Viewing

A. Deliver an oral report

A. Deliver an informative speech

A. Deliver a persuasive speech

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

A. Conduct research using three sources

B. Demonstrate study and test-taking skills

A. Conduct research using four sources B. Demonstrate study and test-taking skills C. Present an informative

presentation

A. Conduct research using four sources B. Demonstrate study and test-taking skills C. Present an informative

presentation

VI. Culture

A. Interpret/analyze song lyrics B. Compare/contrast project

A. Present a story B. Write a creative poetry/skit

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

M/J Language Arts I Through ESOL


1 Division of Bilingual Education and World Languages

M/J Language Arts I Through ESOL Course at a Glance

Tested SSS Reading Benchmarks

This course will prepare students to

use context and word structure clues, and recognize organizational patterns.

recognize cause and effect relationships in literary text.

recognize the use of comparison and contrast in text.

determine the main idea or essential message in a text and identifies relevant details, facts, and patterns of organization.

identify the author’s purpose and/or point of view in a variety of texts and use the information to construct meaning.

recognize when a text is primarily intended to persuade.

check the validity and accuracy of information obtained from research by differentiating fact and opinion, identifying strong versus weak arguments, and recognizing that personal values influence the conclusions an author draws.

understand how character and plot development, point of view and tone are used in various selections to support a central conflict or story line.

recognize complex elements of plot, including setting, character development, conflicts, and resolutions.

locate, organize, and interpret written information for a variety of purposes.

use a variety of reference materials to gather information for research topics.

synthesize and separate collected information into useful components using a variety of techniques.

Competencies This course will prepare students to

analyze nonfiction. analyze genres. understand literary devices. write to a prompt. prepare and submit a composition

portfolio. develop and maintain a vocabulary

notebook. write or revise a piece of writing to

demonstrate vocabulary development. deliver an oral report. conduct research using three sources. demonstrate study and test-taking skills. interpret/analyze song lyrics. complete a compare/contrast project.

Tested SSS Writing Benchmarks This course will prepare students to

select and use appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion.

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.

M/J Language Arts I Through ESOL Scope & 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 • multicultural themes • plot structure • characterization • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Nonfiction • informational reading • context clues • biographies/autobiographies • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Drama • literary devices • universal themes • oral tradition Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Novel • author/thematic study • reading/writing connection • interdisciplinary unit Independent Reading: • 5 student selected books • personal reading plan review

II. Composition (SSS Writing Benchmarks)

Writing process: • narrative • imaginative • journal writing • use of technology • forms/applications Portfolio preparation

Writing process: • expository • persuasive • journal writing • use of technology • forms/applications Portfolio maintenance

Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer editing Portfolio maintenance

Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer editing Portfolio submission

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

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

Structural analysis/ interpretation of vocabulary: • verb tenses • biased language • etymologies

Structural analysis/ interpretation of vocabulary: • dialects • regional vocabularies • analogies

IV. Listening/Speaking/ Viewing

Method: • gives or follows directions • verbal/nonverbal cues • awareness of dialects, accents

and speech patterns • note-taking from dictations

Method: • memorize or recite a literary

excerpt • multicultural materials • retell story/multimedia

selection orally

Method: • participate in critical class

discussions • oral interpretation or

recitation • develop criteria for

evaluation

Method: • recognize a speaker’s

purpose and/or bias • evaluate and summarize an

oral presentation

V. Information Literacy/ Study and Test-taking Skills

Study/test-taking skills: • note-taking • graphic organizer • uses parts of a book • reading strategies

Study/test-taking skills: • timed reading/writing • essay/prompt • reading strategies

Study/test-taking skills: • develop organizational skills • paraphrase/summarize • home learning/time

management

Study/test-taking skills: • research skills • research, organize, and

present information using technology

• acknowledge resources • home learning/time

management VI. Culture Cultural Awareness:

• school policies • community

Cultural Awareness: • holidays/customs/characters

in U.S. and native country

Cultural Awareness: • holidays/customs/characters

in U.S. and native country

Cultural Awareness: • diverse views

Correlation of M/J Language Arts I Through ESOL CBC and SSS Reading Benchmarks First Nine Weeks

Genre Focus: Short Story/Poetry

CBC Components and Competencies IA- Analyze nonfiction IB- Analyze selections from two genres IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development IVA- Deliver an oral report VB- Demonstrate study and test-taking skills To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in • analysis and identification of characteristics of several

genres, such as folklore (myths, fables, legends), poetry, short stories.

• techniques for oral presentations, including retelling of fables, folktales, or legends.

• critical reading skills for independent and informational reading including strategies for determining vocabulary meanings in context.

• setting a purpose for reading and making predictions by adding new information to prior knowledge and by previewing and scanning text.

• using text features, such as tables of content, chapter divisions, subtitles, margin notes, glossaries, and indexes.

• learning strategies, such as reader response, peer questioning, student-generated questions, previewing, reviewing, skimming and scanning, note taking, sequencing, and graphic organizers.

• 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.


LA.A.1.3.2 The student uses a variety of strategies to analyze words and text, draw conclusions, use context and word structure clues, and recognize organizational patterns. The Grade Level Expectations require students to • use context and word structure clues to interpret words and ideas in text. • make inferences and generalizations about what is read. • use graphic organizers and note-making to clarify meaning and to illustrate organizational

patterns of texts. LA.A.2.2.7 The student recognizes the use of comparison and contrast in a text (tested but has no sixth grade GLE). LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. The Grade Level Expectations require students to • determine a text's major ideas and how those ideas are supported with details. • draw inferences and support them with text evidence and experience (e.g., conclusions or

generalizations). • paraphrase and summarize text to recall, inform, or organize ideas. • analyze ways writers organize and present ideas (e.g., through chronology, comparison-

contrast, cause-effect). LA.E.2.2.1 The student recognizes cause-and-effect relationships in literary texts (tested but has no sixth grade GLE). L.A.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). The Grade Level Expectations require students to • know the motives for a character's actions. • know the events in the plot related to the central conflict. • know the point of view of a literary work and how it affects the story line. • know how cause-and-effect relationships affect the development of a plot. • describe or illustrate the setting in a literary text. • explain character development in a literary text. • create a graphic organizer that represents the complex elements of a plot in a literary text. • explain the conflicts and resolutions in self-selected and assigned texts.

+ 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.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IVA- LA.C.1.3.4, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 IB- LA.C.1.3.2, LA.D.2.3.5 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts I Through ESOL CBC and SSS Writing Benchmarks First Nine Weeks

CBC Components and Competencies

IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development VB- Demonstrate study and test-taking skills To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in • preparing and maintaining a portfolio of writing that

reflects the writing process in a variety of modes and formats and shows evidence of student reflection and self-evaluation.

• the writing process: prewriting, drafting, revising, editing, and publishing.

• writing in a variety of modes (expository, persuasive, narrative/expressive) and in a variety of formats.

• evaluating student writing by applying the rubric (focus, organization, support, conventions) used by the Florida Writing Assessment Program.

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

Tested SSS Writing Benchmarks LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in the presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are

used purposefully; and • has few, if any, convention errors in mechanics, usage, punctuation.

The Grade Level Expectations require the students to • focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious

information). • use an appropriate organizational pattern having a beginning, middle, end, and transitional

devices. • demonstrate a commitment to and an involvement with the subject that engages the

reader. • demonstrates a command of the language including precise word choice and use of

appropriate figurative language. • use an effective organizational pattern and substantial support to achieve a sense of

completeness or wholeness (e.g., considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).

• proofread writing to correct convention errors in mechanics, usage, and punctuation, using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate.

• revise draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.

LA.B.2.3.3 The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion.

The Grade Level Expectations require the students to • select and use a format for writing that addresses the audience, purpose, and occasion

(including but not limited to narrative, persuasive, expository).

+ 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.B.2.3.1, LA.D.1.3.3, LA.D.2.3.2 IIB- LA.B.1.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts I Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks

Genre Focus: Nonfiction

CBC Components and Competencies IA- Analyze nonfiction IB- Analyze selections from two genres IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary

development IVA- Deliver an oral report VB- Demonstrate study and test-taking skills VIA- Interpret, analyze, and explain lyrics To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • analysis and identification of characteristics of

several genres, such as folklore (myths, fables, legends), poetry, short stories, essays, biographies, and autobiographies.

• techniques for oral presentations, including retelling of fables, folktales, or legends.

• critical reading skills for independent and informational reading, including strategies for determining vocabulary meanings in context.

• reading strategies such as rereading, creating visual images, responding in writing, summarizing, distinguishing between fact and opinion, drawing conclusions, supporting opinions by using details and examples from the text.



LA.A.2.3.2 The student identifies the author's purpose and/or point of view in a variety of texts and uses the information to construct meaning (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). The Grade Level Expectations require students to • discuss the meaning and role of point of view in a variety of texts. • state the author's purpose and relate it to specific details from the text.

LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, such as differentiating fact and opinion, identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws.

The Grade Level Expectations require students to • distinguish between fact and opinion. • examine texts for identification of strong versus weak arguments. • use resources, such as expert opinion, to check the validity of information obtained from research. • identify and examine the influence of personal values on the conclusions an author draws.

LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

The Grade Level Expectations require students to • know the motives for a character's actions. • know the events in the plot related to the central conflict. • know the point of view of a literary work and how it affects the story line. • know how cause-and-effect relationships affect the development of a plot. • describe or illustrate the setting in a literary text. • explain character development in a literary text. • create a graphic organizer that represents the complex elements of a plot in a literary text. • explain the conflicts and resolutions in self-selected and assigned texts.

+ 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.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IVA- LA.C.1.3.4, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 IB- LA.A.2.3.1, LA.C.1.3.2, LA.D.2.3.5 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts I Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks


IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development VB- Demonstrate study and test-taking skills VIB- Compare/contrast project To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in • maintaining a portfolio of writing that reflects the writing

process in a variety of modes and formats and that shows evidence of students reflection and self-evaluation.




• expository writing, emphasizing audience and purpose, focus, organizational patterns and transitions, conclusions, support, including appropriate word choices and figurative language, and variety of sentence length and structures.


Tested SSS Writing Benchmarks

LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in the presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are


The Grade Level Expectations require the students to • focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious

information). • use an appropriate organizational pattern having a beginning, middle, end and transitional

devices. • demonstrate a commitment to and an involvement with the subject that engages the

reader. • demonstrate a command of the language, including precise word choice and use of

appropriate figurative language. • use an effective organizational pattern and substantial support to achieve a sense of

completeness or wholeness (e.g., considering audience, sequencing events, choosing effective words using specific details to clarify meaning).

• proofread writing to correct convention errors in mechanics, usage, and punctuation using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate.


LA.B.2.3.3 The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. The Grade Level Expectations require the students to • select and use a format for writing that addresses the audience, purpose, and occasion

(including but not limited to narrative, persuasive, expository).

+ 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.IIA- LA.B.1.3.1, LA.B.1.3.3, LA.B.2.3.1, LA.D.1.3.3, LA.D.2.3.2 IIB- LA.B.1.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts I Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

CBC Components and Competencies IA- Analyze nonfiction IC- Understand literary devices IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development IVA- Deliver an oral report VA- Conduct research using three sources VB- Demonstrate study and test-taking skills To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/ or reinforcement in • analysis and identification of characteristics of several genres, such as

fiction and nonfiction. • elements of fiction such as characterization, plot, setting, and theme, and

how elements of author's craft such as foreshadowing, flashback, irony, and figurative language contribute to meaning.

• reading/critical thinking skills, with emphasis on recognizing propaganda; classifying, categorizing and clarifying information; and identifying author's purpose and perspective (personal point of view or bias).

• analysis and interpretation of graphics, such as charts, tables, diagrams, graphs, maps, labels, and signs.


• setting a purpose for reading and making predictions by relating new information to prior knowledge, and previewing and scanning text.

• using resources/references and organizational frameworks as tools for generating a project or written product which draws from and gives credit to sources.



LA.E.1.3.2 The student recognizes complex elements of plot, including setting, character development, conflicts, and resolutions. L.A.E.2.2.1 The student recognizes cause-and-effect relationships in literary texts (tested but has no sixth grade GLE). L.A.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

LA.A.2.3.5 The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (includes LA.A.2.3.6 uses a variety of reference materials, including card catalogs and computer catalogs, to gather information for research topics, and LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IVA- LA.C.1.3.4, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 IC- LA.E.1.3.1, LA.E.1.3.2, LA.E.1.3.3, LA.E.1.3.5 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3


Genre Focus: Drama

Correlation of M/J Language Arts I Through ESOL CBC and SSS Writing Benchmarks

Third Nine Weeks


IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development VA- Conduct research using three sources VB- Demonstrate study and test-taking skills VIB- Compare/contrast project To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • writing in a variety of modes (expository, persuasive,

narrative/expressive) and in a variety of formats. • evaluating student writing by applying the rubric (focus,

organization, support, conventions) 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 shows evidence of student reflection and self-evaluation.

• pieces of persuasive writing such as commercials, advertisements, or arguments that contain supporting ideas which are elaborated through vivid and precise verbs, rich word choice, and specific and precise details.

• using resources/references and organizational frameworks as tools for generating a project or written product which draws from and gives credit to sources.



LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main

idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in the presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of

expression; • has varied sentence structure and sentences that are complete except when

fragments are used purposefully; and • has few, if any, convention errors in mechanics, usage, punctuation.


*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.B 2.3.2, LA.D.2.3.5 IIIA- LA.A.1.3.3 IB- LA.A.2.3.1, LA.C.1.3.2, LA.D.2.3.5 IVA- LA.C.1.3.4, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 IIA- LA.B.1.3.1, LA.B.1.3.3, LA.B.2.3.1, LA.D.1.3.3, LA.D.2.3.2 VA- LA.A.1.3.4, LA.B.2.3.2


Correlation of M/J Language Arts I Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IC- Understand literary devices IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development IVA- Deliver an oral report VA- Conduct research using three sources VB- Demonstrate study and test-taking skills VIA- Interpret, analyze, and explain lyrics To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • identification of theme as the universal thought or lesson taught in a

specific work of literature as it relates to life experience. • reader response and self-generated questions as a way of

demonstrating an understanding of the connection between reading and writing.

• strategies for locating the most efficient, credible source for finding information on a given topic, such as card catalog, thesaurus, atlas, literary work, schedule, periodical, technology.

• using several resources to organize and present the results of an investigation.




LA.A.2.3.5 The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (includes LA.A.2.3.6 uses a variety of reference materials, including card catalogs and computer catalogs, to gather information for research topics, and LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines). LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, in such ways as differentiating fact and opinion, identifying strong vs. weak arguments, recognizing that personal values influence the conclusions an author draws. L.A.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IC- LA.B.1.3.2, LA.E.1.3.1, LA.E.1.3.2, LA.E.1.3.3, LA.E.1.3.5 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3 IVA- LA.C.1.3.4, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3


Correlation of M/J Language Arts I Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Write/revise to demonstrate vocabulary development VA- Conduct research using three sources VB- Demonstrate study and test-taking skills VIB- Compare/contrast project To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • the completion and presentation of a portfolio that reflects

the writing process in a variety of modes and formats and shows evidence of student-reflection and self-evaluation.

• reader response and self-generated questions as a way of demonstrating an understanding of the connection between reading and writing.

• criteria for choosing the most efficient, credible source for finding information on a given topic, such as card catalogue, thesaurus, atlas, literary work, schedule, periodical, technology.

• the investigation of a subject using several resources, to organize, and to present the results of that investigation.

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





*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.B.2.3.1, LA.D.1.3.3, LA.D.2.3.2 VA- LA.A.1.3.4, LA.B.2.3.2 IIB- LA.B.1.3.3 IIIA- LA.A.1.3.3



M/J Language Arts I Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks Week Tested Reading

Benchmarks Suggested

Strategies / Activities Benchmark Covered (√)

Tested Writing Benchmarks

Suggested Strategies / Activities

Benchmark Covered (√)

1

All Reading pre-test All Writing pre-test

2

LA.A.1.3.2 Context/conclusions

• Begin a vocabulary notebook

• Begin a word wall

LA.B.2.3.3 Selects and uses appropriate formats for writing

• Graphic organizers for essay planning

• Journal writing

3


• Q-card 1 • One sentence

summary


• Write simple sentences • Journal writing • Model framed paragraphs

4

LA.A.2.3.1 Main idea/details

• Q-card 3 • QAR-Question Answer

Relationships


• Write compound sentences • Model framed paragraphs

5


• Q-card 4 • Two column notes


• Develop writing process • Journal writing • Begin composition portfolio

6


• Q-card 5 • Think-pair-share

LA.B.1.3.2 Drafts and revises writing

• Introduce FOSC-Focus, Organization, Support & Conventions

• Develop writing process

7

LA.A.2.2.7 Compare/contrast

• Graphic organizers • Venn diagram


• One-sentence summary • Model framed paragraphs

8


• Q-card 2 • Two-column notes


• Introduce FIRES-Facts, Incidents, Reasons, Examples & Statistics

9

LA.E.2.2.1 Cause/effect

• Q-card 9 • Graphic organizers


• Introduce transitional devices• Model story strips

10


• Sentence frames • Two-column notes


• Use of transitional devices • Model RAFT-Role, Audience,

Form, Topic



Second Nine Weeks

Week Tested Reading Benchmarks



Tested Writing Benchmarks Suggested Strategies / Activities


1

LA.A.2.3.2 Author’s purpose/ Point of view

• Q-card 6 • QAR


• Review Focus • One-sentence summary

2


• Underlining/ highlighting

• Note taking


• Review Organization • Model/teach expository and

persuasive prompt

3




• Review Support • Model framed paragraphs • Use of transitional devices

4 LA.A.2.3.8 Evaluating information

• Q-card 8 • Paraphrasing


• Review Conventions • Model RAFT

5

LA.A.2.3.8 Evaluating information

• Q-card 8 • RAFT


• Portfolio maintenance • Complete RAFT • Use of graphic organizers

6

LA.E.1.3.2 Analyzing literature



• Develop writing process • Model/teach expository and

persuasive prompts

7


• Q-card 10 • Note-taking

strategies


• Respond to expository and persuasive prompts


8


• Two-column notes • Graphic organizers • Story plan


• Develop writing process • Use of graphic organizers

9


MID-TERM

• Brainstorming • Free-form mapping

EXAMS


MID-TERM


• Use of graphic organizers EXAMS

10


MID-TERM

• Graphic organizers • Marginal note taking

EXAMS


MID-TERM

• Model/complete RAFT • Self-evaluation and peer

editing EXAMS



Third Nine Weeks Week Tested Reading


Strategies / Activities Benchmark Covered (√)



1

L.A.E.2.2.1 Cause/effect

• Brainstorming • Free-form mapping


• Review FOSC • Develop writing process

2


• Sequence map • Cause/effect flow

chart


• Review FIRES • Framed paragraphs • Use of transitional devices

3

LA.A.2.3.5 Synthesizing information

• Graphic organizers • GIST


• Self-evaluation and peer editing

• Use of conventions

4


• Q-card 7 • One-sentence

summary


• Portfolio Maintenance • Introduce GIST-Generating

Interaction between Student Text

5


• Learning logs • Reciprocal teaching


• GIST • Respond to expository and

persuasive prompts

6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8


• QAR • Think-pair-share


• GIST • Journal writing • Self-evaluation and peer

editing

9


• Two-column notes • Story plan


• Develop writing process • Self-evaluation and peer

editing



Fourth Nine Weeks






1


• Character map • Story plan


• Story retelling • Story strips

2


• Q-card 7 • Authentic

questioning


• Framed paragraphs • Self-evaluation and peer

editing

3




• Journal writing • Free form mapping

4




• GIST • One-sentence summary • Portfolio maintenance

5


• Brainstorming • Free-form mapping • Note-taking

strategies



6


• Q-card 8 • Underlining/

highlighting


• Use of transitional devices • Respond to expository and

persuasive prompts

7


• QAR • Q-card 8


• Note-taking • Self-evaluation and peer

editing

8


• Paraphrasing • Summarizing


• Portfolio submission • Graphic organizers for

planning final essay

9

All Reading post-test All Writing post-test

10

FINAL

EXAMS

FINAL

EXAMS

Student Checklist of SSS Tested Benchmarks 200__ - 200__

Name of Student _____________________________ Course M/J Language Arts I Through ESOL

Name of Teacher _____________________________ Period _______________________________

Benchmark Code

Benchmark Description

Date(s) Benchmark Covered

Reading

LA.A.1.3.2 analyzes words and text, draws conclusions, uses context clues, and recognizes organizational patterns

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

LA.A.2.3.1 determines main idea in text and identifies relevant details, facts, and organizational patterns

LA.A.2.3.2 identifies author’s purpose and/or point of view (includes LA.A.2.2.2 / LA.A.2.2.3)

LA.A.2.3.5 locates, organizes, and interprets written information for a variety of purposes

LA.A.2.3.6 uses a variety of reference materials

LA.A.2.3.7 synthesizes and separates collected information

LA.A.2.3.8 checks the validity and accuracy of information from research

LA.E.1.3.2 recognizes complex elements of plot

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

LA.E.2.3.1 understands how character, plot development, point of view, and tone are used in various selections

Writing

LA.B.1.3.2 drafts and revises writing

LA.B. 2.3.3 writes fluently for a variety of occasions

15



Suggested Readings for M/J Language Arts I Through ESOL Short Story

• “Aaron’s Gift” by Myron Levoy • “The All-American Slurp” by Lensey Namioka • “The Circuit” by Francisco Jiménez • “The Dog of Pompeii” by Louis Untermeyer • “Dragon, Dragon” by John Gardner • “Echo and Narcissus” retold by Antonia Barber • “Eleven” by Sandra Cisneros • “Flowers and Freckle Cream” by Elizabeth Ellis • “How the Ox Star Fell from Heaven” by Lily Toy Hong • “The King of Mazy May” by Jack London • “A Mountain Rescue” by James Ramsey Ullman • “Nadia the Willful” by Sue Alexander • “President Cleveland, Where are You?” by Robert Cormier • “The Southpaw” by Judith Viorst • “The Stone” by Lloyd Alexander • “Stray” by Cynthia Rylant • “Ta-Na-E-Ka” by Mary Whitebird

Poetry

• “Adventures of Isabel” by Ogden Nash • “Ankylosaurus” by Jack Prelutsky • “April Rain Song” by Langston Hughes • “Discovery” John Y. Wang • “Dust of Snow” by Robert Frost • “Good Hot Dogs” by Sandra Cisneros • “Growing Pains” by Jean Little • “Life Doesn’t Frighten Me” by Maya Angelou • “Ode to Mi Gato” by Gary Soto • “The Open Road” by Walt Whitman • “Petals/Los pétalos” by Pat Mora • “The Quarrel” by Eleonor Farjeon • “Three Haiku” by Basho, Issa and Raymond R. Patterson • “Where the Sidewalk Ends” by Shel Silverstein • “Wilbur Wright and Orville Wright” by Rosemary and Stephen Vincent Benet • “The World Is Not a Pleasant Place to Be” by Nikki Giovanni • “Yes, It Was My Grandmother” by Luci Tapahonso

Nonfiction

• “The Flood” from The Beauty of the Beasts by Ralph Helfer • “Honoring Our Ancestors” by Stephen Von Mason, Helen Zughaib, and Enrique Chagoya • “How to Write a Letter” by Garrison Keillor • “Jackie Robinson, Justice at Last” by Geoffrey C. Ward and Ken Burns • “Many People, Many Intelligences” by Joanne Ryder • “My First Dive with the Dolphins” by Don C. Reed • “My Papa, Mark Twain” by Susy Clemens • “Names/Nombres” by Julia Alvarez • “Oh Broom, Get to Work” by Yoshiko Uchida • “Scanning the Heavens” from Science in Ancient China by George Beshore • “Space Shuttle Challenger” by William Harwood • “TV’s Top Dogs” by Deborah Starr Seibel • “Water” by Helen Keller


Drama • The Adventure of the Speckled Band by Sir Arthur Conan Doyle, dramatized by Mara

Rockliff • Blanca Flor by Angel Vigil • Grandpa and the Statue by Arthur Miller • The Phantom Tollbooth by Susan Nanus • Rumplestiltskin dramatized by Mara Rockliff

Novels

• The Adventures of Tom Sawyer by Mark Twain • Hatchet by Gary Paulsen • Holes by Louis Sachar • Island of the Blue Dolphins by Scott O’Dell • The Lion, the Witch and the Wardrobe by C.S. Lewis • Maniac Magee by Jerry Spinelli • Number the Stars by Lois Lowry • Sarah, Plain and Tall by Patricia MacLachlan • The Secret Garden by Frances H. Burnett • Tuck Everlasting by Natalie Babbitt

M/J Language Arts II Through ESOL



M/J Language Arts II Through ESOL Course at a Glance



use context and word structure clues, and recognize organizational patterns. recognize cause and effect relationships in

literary text. recognize the use of comparison and

contrast in text. determine the main idea or essential

message in a text and identifies relevant details, facts, and patterns of organization.

identify the author’s purpose and/or point of view in a variety of texts and uses the information to construct meaning.


check the validity and accuracy of information obtained from research by differentiating fact and opinion, identifying strong versus weak arguments and recognizing that personal values influence the conclusions an author draws.


recognize complex elements of plot, including setting, character development, conflicts, and resolution.





analyze fiction. write a character analysis. analyze nonfiction. write to a prompt. prepare and submit a composition


notebook. paraphrase a literary selection. deliver an informative speech. conduct research using four sources. demonstrate study and test-taking skills. present an informative presentation. present a story. write a creative poetry/skit.



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.

M/J Language Arts II Through ESOL Scope & Sequence







Genre: Short Story/Poetry • plot structure • characterization author’s • purpose/perspective • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Nonfiction • informational reading • graphic organizer • personal/universal themes • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Drama • literary devices • interdisciplinary unit Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Novel • multicultural themes • personal/universal themes • tone/point of view Independent Reading: • 5 student selected books • personal reading plan review




Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer

editing Portfolio maintenance

Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer editing Portfolio submission

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

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



IV. Listening/Speaking /Viewing

Method: • gives or follows directions • verbal/nonverbal cues • awareness of dialects,

accents and speech patterns • note-taking from dictations


excerpt • multicultural materials • retell story/multimedia selection

orally


discussions • oral interpretation or

recitation • develop criteria for

evaluation

Method: • recognize a speaker’s

purpose and/or bias • evaluate and summarize an

oral presentation

V. Information Literacy/ Study and Test-taking Skills


Study/test-taking skills: • timed reading/writing • essay/prompt • reading strategies

Study/test-taking skills: • develop organizational

skills • paraphrase/summarize/ synthesize • home learning/time

management





• American idiomatic expressions

Cultural Awareness: • compare/contrast customs and

traditions of the student’s native culture

Cultural Awareness: • compare/contrast patriotic/

folkloric characters /symbols in U.S. and native country


Correlation of M/J Language Arts II Through ESOL CBC and SSS Reading Benchmarks First Nine Weeks



IA- Analyze fiction IB- Analyze nonfiction IIIA- Develop and maintain a vocabulary notebook VB- Demonstrate study and test-taking skills VIA- Present a story To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in

• identification and analysis of characteristics of several

genres, such as poetry, short stories, dramas, novels, myths, essays, biographies, autobiographies, with emphasis on the short story and the novel.

• literary analysis focusing on story elements, such as characterization, plot (conflict/problem, chain of events, climax, resolution), setting, theme, point of view.

• literary analysis focusing on characterization, especially in relation to culture and elements of the author’s craft, such as figurative language, foreshadowing, flashback, symbolism, and irony.

• identification and analysis of textual patterns, such as analogies, comparison/contrast, cause/effect, problem/solution, and detail/main idea in major works and/or passages.


• learning strategies such as reader response, peer questioning, student-generated questions, previewing and predicting content, reviewing, skimming and scanning, reading for detail, note taking, sequencing, and graphic organizers.



LA.A.1.3.2 The student uses a variety of strategies to analyze words and text, draw conclusions, use context and word structure clues, and recognize organizational patterns. The Grade Level Expectations require students to • use context and word structure clues to interpret words and ideas in text. • make inferences and generalizations about what is read. • use graphic organizers and note making to clarify meaning and to illustrate organizational patterns

of texts. • compare and contrast similar information contained in different text selections.

LA.A.2.2.7 The student recognizes the use of comparison and contrast in text (tested but has no seventh grade GLE). LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. The Grade Level Expectations require students to • extend the expectation of the sixth grade with increasingly complex reading texts and assignments

and tasks (e.g., main ideas, supporting details, inferences, summarizing, analysis of organization, and presentation of ideas).

LA.E.2.2.1 The student recognizes cause-and-effect relationships in literary text (tested but has no sixth grade GLE). LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). The Grade Level Expectations require students to • know the reasons for a character's actions. • know the events in the plot related to the central conflict. • know ways the tone of a literary work is used to affect its story line. • know and describe from various characters’ points of view a situation related to the central conflict in

a literary work. • know ways cause-and-effect relationships affect the development of a plot. • compare and contrast characters from various texts. • compare and contrast settings from various texts. • compare and contrast plot elements from various texts. • know the primary conflicts and explain their resolutions in a variety of text types.

+ 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.E.1.3.2, LA.E.1.3.3, LA.E.2.3.1 VIA- LA.E.1.3.1, LA.E.2.3.2 IB- LA.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts II Through ESOL CBC and SSS Writing Benchmarks First Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook VB- Demonstrate study and test-taking skills To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in • preparing and maintaining a portfolio of writing

containing unfinished and finished pieces, in evaluating these pieces, and in reflecting upon growth in writing.






LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in the presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are used

purposefully; and • has few, if any, convention errors in mechanics, usage, punctuation.

The Grade Level Expectations require the students to

• focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious information). • use devices to develop relationships among ideas (e.g., transitional devices, paragraphs that show a

change in time, idea, or place; cause-and-effect relationships). • use supporting ideas, details, and facts from a variety of sources to develop and elaborate topic. • demonstrate a commitment to and an involvement with the subject that engages the reader. • demonstrate a command of the language (including but not limited to precise word choice and use of

appropriate figurative language). • use an effective organizational pattern and substantial support to achieve a sense of completeness or

wholeness (e.g., considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).


• analyze and revise draft to further develop a piece of writing by adding or deleting details and explanations; clarifying difficult passages; and rearranging words, sentences, and paragraphs to improve meaning.

LA.B.2.3.3 The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. The Grade Level Expectations require the students to • select and use a format for writing that addresses the audience, purpose, and occasion (including but not

limited to narrative, persuasive, expository).

+ 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.2 IIB- LA.B.1.3.3 IIIB- LA.A.1.3.3


Correlation of M/J Language Arts II Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks


CBC Components and Competencies IA- Analyze fiction IB- Analyze nonfiction IIIA- Develop and maintain a vocabulary notebook VB- Demonstrate study and test-taking skills VIA- Present a story To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• critical reading skills for independent, informational,

and functional text, such as understanding a cause/effect diagram, graph, chart, table, or map, including strategies for determining vocabulary meanings through word analysis.

• reading strategies, such as recognizing propaganda, drawing conclusions, making judgments based on text information, clarifying information, and using evidence from a selection to support opinion.

• literary analysis focusing on story elements, such as characterization, plot (conflict/problem, chain of events, climax, resolution), setting, theme, point of view.

• literary analysis focusing on characterization, especially in relation to culture, and elements of the author’s craft, such as figurative language, foreshadowing, flashback, symbolism, and irony.

• analyzing and evaluating the author’s purpose and perspective (personal bias or point of view) toward topics.



LA.A.2.3.2 The student identifies the author's purpose and/or point of view in a variety of texts and uses the information to construct meaning (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). The Grade Level Expectations require students to • understand ways the author’s perspective or point of view affects text. • state the author's purpose and relate it to specific details from the text.

LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, such as differentiating fact and opinion, identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws. The Grade Level Expectations require students to • cite, examine, and discuss the use of and differences between fact and opinion within the text. • know differences between strong versus weak arguments and relevant and irrelevant information in

reading selections. • understand the use of comparison and contrast in a text. • understand the influence of personal values on the conclusion an author draws.

LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). The Grade Level Expectations require students to • know the reasons for a character’s actions. • know the events in the plot related to the central conflict. • know how cause-and-effect relationships affect the development of a plot. • know ways the tone of a literary work is used to support its story line. • know and describe from various characters’ points of view a situation related to the central conflict in a

literary work. • compare and contrast characters from various texts. • compare and contrast settings from various texts. • compare and contrast plot elements from various texts. • know the primary conflicts and explain their resolutions in a variety of text types.

+ 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.E.1.3.2, LA.E.1.3.3, LA.E.2.3.1 IB- LA.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts II Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks

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

• maintaining a portfolio of writing containing unfinished and finished pieces, in evaluating these pieces, and in reflecting growth in writing.


• writing in a variety of modes (expository, persuasive, narrative/expressive) and in a variety of formats, emphasizing audience and purpose focus, organizational patterns and transitions, conclusion, support, including appropriate word choice and figurative language, and a variety of sentence lengths and structures.




LA.B.1.3.2 The student drafts and revises writing that

• is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are used


The Grade Level Expectations require the students to • focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious information). • use devices to develop relationship among ideas (e.g., transitional devices; paragraphs that show a

change in time, idea, or place; cause-and-effect relationship). • use supporting ideas, details, and facts from a variety of sources to develop and elaborate a topic. • demonstrate a commitment to and an involvement with the subject that engages the reader. • demonstrate a command of the language, including precise word choice and use of appropriate figurative

language. • use an effective organizational pattern and substantial support to achieve a sense of completeness or

wholeness (e.g., considering audience sequencing events, choosing effective words; using specific details to clarify meaning).




The Grade Level Expectations require the students to

• select and use a format for writing that addresses the audience, purpose, and occasion (including but not limited to narrative, persuasive, expository).

+ 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.IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.2 IIB- LA.B.1.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts II Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

Genre Focus: Drama

CBC Components and Competencies IA- Analyze fiction IIIA- Develop and maintain a vocabulary notebook IIIB- Paraphrase a literary selection IVA- Deliver an informative speech VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIA- Present a story To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • strategies for writing a paraphrase of a literary selection that reflects the

same meaning and tone as that of the original text. • critical reading skills for independent and informational reading, including

strategies for determining meaning and tone through denotation and connotation.

• critical reading skills for dramatic literature. • literary analysis focusing on characterization, especially in relation to

culture, and elements of the author’s craft, such as figurative language, foreshadowing, flashback, symbolism, and irony.

• investigating a given subject/topic using a variety of sources. • test-taking strategies, such as practicing for formal assessment

situations, using an answer sheet, participating in timed reading and writing activities, and presenting data to write accurate and complete answers to prompts and essay questions.

Tested SSS Reading Benchmarks LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. LA.A.2.3.2 The student identifies the author’s purpose and/or point of view in a variety of texts (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). LA.A.2.3.5 Locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (includes LA.A.2.3.6 uses a variety of reference materials, including card catalogs and computer catalogs, to gather information for research topics, and LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines). LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, in such ways as differentiating fact and opinion, identifying strong versus weak arguments, and recognizing that personal values influence the conclusions the author draws. LA.E.2.3.1. The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.E.1.3.2, LA.E.1.3.3, LA.E.2.3.1 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IVA- LA.B.2.3.2, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 VIA- LA.E.1.3.1, LA.E.2.3.2


Correlation of M/J Language Arts II Through ESOL CBC and SSS Writing Benchmarks Third Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIB- Write a creative poetry/skit To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in

• writing in a variety of modes (expository, persuasive, narrative/expressive) and in a variety of formats, emphasizing audience and purpose, focus, organizational patterns and transitions, conclusion, support, including appropriate word choice and figurative language, and a variety of sentence lengths and structures.


• investigating a given subject/topic using a variety of sources. • 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.

• preparing and maintaining a portfolio of writing containing unfinished and finished pieces, in evaluating these pieces, and in reflecting upon growth in writing.






*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.2 VA- LA.A.1.3.4 IIB- LA.B.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IIIA- LA.A.1.3.3 VIA- LA.A.2.3.5, LA.E.1.3.4

8

Division of Bilingual Education and World Language

Correlation of M/J Language Arts II Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IA- Analyze fiction IIIA- Develop and maintain a vocabulary notebook IIIB- Paraphrase a literary selection IVA- Deliver an informative speech VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIA- Present a story To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • strategies for writing a paraphrase of a literary selection that reflects

the same meaning and tone as that of the original text. • critical reading skills for independent and informational reading,

including strategies for determining meaning and tone through denotation and connotation.

• critical reading skills for dramatic literature. • literary analysis focusing on characterization, especially in relation to

culture, and elements of the author’s craft, such as figurative language, foreshadowing, flashback, symbolism, and irony.

• investigating a given subject/topic using a variety of sources. • test-taking strategies, such as practicing for formal assessment

situations using an answer sheet, participating in timed reading and writing activities, and presenting data to write accurate and complete answers to prompts and essay questions.

Tested SSS Reading Benchmarks LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. LA.A.2.3.2 The student identifies the author’s purpose and/or point of view in a variety of texts (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, in such ways as differentiating fact and opinion, identifying strong versus weak arguments, and recognizing that personal values influence the conclusions the author draws. LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.2.3.1 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). LA.A.2.3.5 Locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (includes LA.A.2.3.6 uses a variety of reference materials, including card catalogs and computer catalogs, to gather information for research topics, and LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.E.1.3.2, LA.E.1.3.3, LA.E.2.3.1 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IVA- LA.B.2.3.2, LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 VIA- LA.E.1.3.1, LA.E.2.3.2

9


Correlation of M/J Language Arts II Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Present portfolio IIIA- Develop and maintain a vocabulary notebook VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIB- Write a creative poetry/skit To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction in and/or reinforcement in

• writing in a variety of modes (expository, persuasive, narrative/expressive) and in a variety of formats, emphasizing audience and purpose focus, organizational patterns and transitions, conclusion, support, including appropriate word choice and figurative language, and a variety of sentence length and structures.


• maintaining a portfolio of writing containing unfinished and finished pieces, in evaluating these pieces, and in reflecting growth in writing.

• investigating a given subject/topic using a variety of sources. • 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.

• preparing and maintaining a portfolio of writing containing unfinished and finished pieces, in evaluating these pieces, and in reflecting upon growth in writing.



LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insight into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in the presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments

are used purposefully; and • has few, if any, convention errors in mechanics, usage, punctuation.


*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Grade Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.2 VA- LA.A.1.3.4 IIIA- LA.A.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IIB - LA.B.1.3.3 VIB- LA.E.1.3.4



M/J Language Arts II Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks



BenchmarkCovered

(√)




1

All Reading Pre-test All Writing Pre-test

2






• Journal writing

3


• Q-card 1 • Note-taking strategies


• Write simple sentences • Model framed paragraphs

4





5


• Q-card 2 • Authentic questioning



6





7





8





9


• Two-column notes • Sentence frames


• Introduce transitional devices • Model story strips

10



Relationships



Form, Topic



Second Nine Weeks



BenchmarkCovered (√)




1


• Marginal note taking • Story plan


• Review Focus • Develop writing process

2


• QAR • Free-form mapping


• Review Organization • One-sentence summary

3


• Note-taking strategies

• Underlining/ highlighting


• Review Support • Use of graphic organizers

4 LA.A.2.3.2 Author’s purpose/ Point of view



• Framed paragraphs • Use of transitional devices

5


• Learning logs • Graphic organizers


• Review Conventions • Portfolio maintenance

6


• Q-card 9 • Think-Pair-Share


• Model RAFT • Develop writing process

7


• Two-column notes • Graphic organizers



• Complete RAFT

8


• Q-card 8 • Venn diagram



9


MID-TERM

• QAR • Paraphrasing

EXAMS


MID-TERM


EXAMS

10


MID-TERM

• Note-taking strategies

• Graphic organizers EXAMS


MID-TERM


editing EXAMS





Strategies / Activities BenchmarkCovered (√)




1

L.A.E.2.3.1 Analyzing literature

• Q-card 10 • Graphic organizer


• Review FOSC • Introduce GIST-Generating

Interaction between Student and Text

2


• Q-card 4 • GIST


• Review FIRES • Respond to expository and

persuasive prompts

3


• Q-card 7 • Underlining/highlighting




4


• Q-card 6 • Learning logs


• Portfolio maintenance • Self-evaluation and peer

editing

5




• GIST • Self-evaluation and peer

editing

6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8




• Journal writing • Respond to expository and

persuasive prompts

9


• Two-column notes • Underlining/highlighting



editing



Fourth Nine Weeks Week Tested Reading






1


• Q-card 1 • Story plan



2




• One-sentence summary • Self-evaluation and peer

editing

3


• Q-card 7 • Sticky notes


• Journal writing • Free-form mapping

4




• GIST • Note taking

5


• Brainstorming • Free-form mapping • Note-taking strategies




6

LA.A.2.3.2 Author’s purpose/Point of view



• Use of transitional devices • Note-taking

7


• QAR • Story plan


• Portfolio submission • Self-evaluation and peer

editing

8




• Graphic organizers for planning final essay

9


10

FINAL

EXAMS

FINAL

EXAMS


Name of Student _____________________________ Course M/J Language Arts I Through ESOL

Name of Teacher _____________________________ Period _______________________________

Benchmark Code



Reading












Writing



15



Suggested Readings for M/J Language Arts II Through ESOL

Short Stories • “All Summer in a Day” by Ray Bradbury • “Amigo Brothers” by Piri Thomas • “A Crush” by Cynthia Rylant • “A Day’s Wait” by Ernest Hemingway • “Ginger for the Heart” by Paul Yee • “An Hour with Abuelo” by Judith Ortiz Cofer • “A House of My Own” by Sandra Cisneros • “The Hummingbird That Lived Through Winter” by William Saroyan • “The Luckiest Time of All” by Lucille Clifton • “Rikki-tikki-tavi” by Rudyard Kipling • “The Scholarship Jacket” by Marta Salinas • “Seventh Grade” by Gary Soto • “Stolen Day” by Sherwood Anderson • “Thank You M’am” by Langston Hughes • “The Treasure of Lemon Brown” by Walter Dean Myers • “Two Kinds” from The Joy Luck Club by Amy Tan

Poetry

• “Annabel Lee” by Edgar Allan Poe • “Chrysalis Diary” by Paul Fleischman • “The Cremation of Sam McGee” by Robert W. Service • “The Highwayman” by Alfred Noyes • from “Human Family” by Maya Angelou • “Martin Luther King” by Raymond R. Patterson • “Mother to Son” by Langston Hughes • “Oranges” by Gary Soto • “The Pasture” by Robert Frost • “The Power of Poetry” by Gary Soto • “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein • “Three Haiku” by Matsuo Basho

Nonfiction • from An American Childhood by Annie Dillard • from The Autobiography of Eleanor Roosevelt by Eleanor Roosevelt • from The Autobiography of Malcolm X by Malcolm X • from Barrio Boy by Ernesto Galarza • “Beyond the Color Lines” by Janell, Jenny, and Christian • from Exploring the Titanic by Robert D. Ballard • “I Am a Native of North America” by Chief Dan George • “Mi Amigo, Mark” by Sammy Sosa • “My Furthest-Back Person” (the Inspiration for Roots) by Alex Haley • “The Night the Bed Fell” by James Thurber • “Rattlesnake Hunt” by Marjorie Kinnan Rawlings • “Teammates” by Peter Golenbock • “Victor Edmundo Villaseñor” from Ancestors by Jim and Terry Willard


Drama • A Christmas Carol: Scrooge and Marley by Charles Dickens • A Defenseless Creature by Neil Simon • The Monsters Are Due on Maple Street by Rod Serling • The Mother Who Lost Her Daughter by Anne Rockwell

Novels

• The Call of the Wild by Jack London • Crash by Jerry Spinelli • Homecoming by Cynthia Voigt • The Light in the Forest by Conrad Richter • Nothing but the Truth by Avi • The Pearl by John Steinbeck • Walk Two Moons by Sharon Creech

M/J Language Arts III Through ESOL



M/J Language Arts III Through ESOL Course at a Glance



use context and word structure clues, and recognize organizational patterns. recognize cause and effect relationships in

literary text. recognize the use of comparison and

contrast in text. determine the main idea or essential

message in a text and identifies relevant details, facts, and patterns of organization.

identify the author’s purpose and/or point of view in a variety of texts and uses the information to construct meaning.


check the validity and accuracy of information obtained from research by differentiating fact and opinion, identifying strong versus weak arguments and recognizing that personal values influence the conclusions an author draws.


recognize complex elements of plot, including setting, character development, conflicts, and resolution.





analyze nonfiction. analyze and compare and contrast

genres. write to a prompt. prepare and submit a composition


notebook. deliver a persuasive speech. conduct research using four sources. demonstrate study and test-taking skills. present an informative presentation. compare and contrast aspects of United

States culture in literature.



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,

M/J Language Arts III Through ESOL Scope & Sequence







Genre: Short Story/Poetry • plot structure • characterization • compare/contrast literary

works • critical reading Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Nonfiction • informational reading • graphic organizer • personal/universal themes • critical reading • text relationships Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Drama • literary devices • interdisciplinary unit Independent Reading: • 5 student selected books • personal reading plan

preparation

Genre: Novel • multicultural themes • personal/universal themes • tone/point of view Independent Reading: • 5 student selected books • personal reading plan review




Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer editing Portfolio maintenance

Writing process: • expository • persuasive • journal writing • use of technology • self-evaluation/peer

editing Portfolio submission

III. Language/Word Study

Structural analysis/ interpretation of vocabulary: • context clues • prefixes/suffixes/roots • possessives/plurals

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



IV. Listening/Speaking /Viewing

Method: • vocabulary/syntax • verbal/nonverbal cues • awareness of dialects, accents

and speech patterns • note-taking from dictations


excerpt • multicultural materials • retell story/multimedia

selection orally


discussions • oral interpretation or recitation • develop criteria for evaluation

Method: • recognize a speaker’s purpose

and/or bias • evaluate and summarize an

oral presentation • prepares/gives persuasive

speech V. Information Literacy/ Study and Test-

taking Skills


Study/test-taking skills: • career exploration • timed reading/writing • essay/prompt • reading strategies

Study/test-taking skills: • career exploration • paraphrase/summarize/ synthesize • home learning/time

management





• compare/contrast U.S. culture/values in literature, language, and multimedia to student’s native country

Cultural Awareness: • compare/contrast U.S.

culture/values in literature, language, and multimedia to student’s native country

Cultural Awareness: • compare/contrast patriotic/

folkloric characters/symbols in U.S. and native country


Correlation of M/J Language Arts III Through ESOL CBC and SSS Reading Benchmarks First Nine Weeks



IA- Analyze nonfiction IB- Analyze and compare/contrast genres IIIA- Develop and maintain a vocabulary notebook VB- Demonstrate study and test-taking skills VIA- Compare/contrast aspects of US culture in literature

To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• analysis and identification of fiction such as American

folktales, American tall tales, and mythological tales. • strategies for writing a paraphrase of a literary selection

that reflects the same meaning and tone as the original work.

• examining the context of a sentence, paragraph, or passage to understand unfamiliar words and to determine appropriate meanings for a word with multiple meanings.

• critical reading skills for independent and informational reading, evaluating for accuracy and personal bias, statements of fact, inferences, and judgments/opinions in both reading and discussions about reading.

• learning strategies, such as reader response, previewing, reviewing, predicting content, skimming and scanning, reading for detail, graphic organizers, note taking, outlining, peer questions, and student-generated questions.

• strategies such as rereading, responding in writing, summarizing, and/or using text features (e.g., boldface, marginal notes) for self-monitoring reading and the study of literature, as part of the comprehension process.


Tested SSS Reading Benchmarks LA.A.1.3.2 The student uses a variety of strategies to analyze words and texts, draw conclusions, use context and word structure clues, and recognize organizational patterns. The Grade Level Expectations require students to • extend previously learned knowledge and skills of the seventh grade with increasingly complex reading

selections and assignments and tasks (e.g., using context and word structure, making inferences and generalizations, using graphic organizers and note-making, comparing and contrasting).

LA.A.2.2.7 The student recognizes the use of comparison and contrast in text (tested but has no eighth grade GLE). LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. The Grade Level Expectations require students to • refine previously learned knowledge and skills of the seventh grade with increasingly complex reading

texts and assignments and tasks (e.g., main ideas, supporting details, inferences, summarizing, analysis of organization, and presentation of ideas).

LA.E.2.2.1 The student recognizes cause and effect relationships in texts (tested but has no eighth grade GLE). LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). The Grade Level Expectations require students to • know the reasons for a character's actions. • know the events in the plot related to the central conflict and identify the rising action and

climax/resolution where applicable. • know ways the tone of a literary work is used to support its story line. • know from various characters’ points of view a situation related to the central conflict in a literary work. • compare and contrast characters from various texts. • compare and contrast settings from various texts. • compare and contrast plot elements from various texts. • differentiate between major and minor conflicts and their resolutions in a variety of texts.

+ 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.A.2.3.7, LA.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 VIA- LA.C.3.3.2, LA.C.3.3.3 IB- LA.E.1.3.1, LA.E.1.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts III Through ESOL CBC and SSS Writing Benchmarks First Nine Weeks


IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook VB- Demonstrate study and test-taking skills To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• preparing and maintaining a portfolio of writing that reflects

the writing process in a variety of modes and formats and shows evidence of students’ reflection and self-evaluation.



• evaluating students’ writing by applying the scoring guide and rubric (focus, organization, support, conventions) used by the Florida Writing Assessment Program.

• strategies for writing a paraphrase of a literary selection that reflects the same meaning and tone as the original work.

• learning strategies, such as reader response, previewing, reviewing, predicting content, skimming and scanning, reading for detail, graphic organizers, note taking, outlining, peer questioning, and student-generated questions.


Tested SSS Writing Benchmarks LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insights into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are used


The Grade Level Expectations require students to • focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious

information). • use devices to develop relationships among ideas (e.g., transitional devices; paragraphs that show

a change in time, idea, or place; cause and effect relationships). • use supporting ideas, details, and facts from a variety of sources to develop and elaborate topic. • demonstrate a commitment to and an involvement with the subject that engages the reader. • demonstrate a command of the language (including but not limited to precise word choice and use

of appropriate figurative language). • use an effective organizational pattern and substantial support to achieve a sense of completeness

or wholeness (e.g., considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).



LA.B.2.3.3 The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. The Grade Level Expectations require students to • select and use a format for writing that addresses the audience, purpose, and occasion (including

but not limited to narrative, persuasive, expository).



Correlation of M/J Language Arts III Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks


CBC Components and Competencies IA- Analyze nonfiction IB- Analyze and compare/contrast genres IIIA- Develop and maintain a vocabulary notebook IVA- Deliver a persuasive speech VB- Demonstrate study and test-taking skills VIA- Compare/contrast aspects of US culture in literature To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• strategies for writing a paraphrase that reflects the same

meaning and tone as the original work. • analyzing and evaluating persuasive materials, such as

debates, editorials, commercials, political speeches, etc. • analysis of fiction, such as myth or drama, emphasizing

character, plot, setting, and theme. • analysis of elements of author’s craft, such as figurative

language, foreshadowing, flashback, symbolism, and irony and the way they contribute to shaping the theme in a work.

• techniques for oral presentation. • critical reading/thinking skills, such as generating questions,

recognizing propaganda, clarifying information, evaluating an author’s purpose and perspective towards a topic, and using evidence from a selection to support an opinion.

• critical reading skills for independent and informational reading and functional materials, such as newspapers, periodicals, manuals, instructions, schedules, common forms, maps, graphs, charts, tables.

• differentiating between connotation and denotation of a word and recognizing bias, tone, and point of view in a passage.


Tested SSS Reading Benchmarks LA.A.2.3.2 The student identifies the author's purpose and/or point of view in a variety of texts and uses the information to construct meaning. The Grade Level Expectations require students to • understand ways the author’s perspective or point of view affects a text. • state the author's purpose and relate it to specific statements from the text.

LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, in such ways as differentiating fact and opinion, identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws. The Grade Level Expectations require students to • extend previously learned knowledge and skills of the seventh grade with increasingly complex

texts and assignments and tasks (e.g., differences between fact and opinion, strong versus weak arguments, relevant and irrelevant information, comparison and contrast, influence of personal values).

LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions). The Grade Level Expectations require students to • know the reasons for a character's actions. • know the events in the plot related to the central conflict and identify the rising action and

climax/resolution where applicable. • know ways the tone of a literary work is used to support its story line. • know from various characters’ points of view a situation related to the central conflict in a literary

work. • compare and contrast characters from various texts. • compare and contrast settings from various texts. • compare and contrast plot elements from various texts. • differentiate between major and minor conflicts and their resolutions in a variety of texts.

+ 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.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 IVA- LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 IB- LA.E.1.3.1, LA.E.1.3.3 VIA- LA.C.3.3.2, LA.C.3.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts III Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks

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

• maintaining a portfolio of writing that reflects the writing

process in a variety of modes and formats and shows evidence of students’ reflection and self-evaluation.



• evaluating students’ writing by applying the scoring guide and rubric (focus, organization, support, conventions) used by the Florida Writing Assessment Program.

• strategies for writing a paraphrase of a literary selection that reflects the same meaning and tone as the original work.

• composing pieces that exhibit word choice that is correct and appropriate to audience, purpose, and subject, reflecting an author’s point of view, attitude, and tone, including appropriate use of figurative language and dialogue.


Tested SSS Writing Benchmarks LA.B.1.3.2 The student drafts and revises writing that

• is focused, purposeful, and reflects insights into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are used


The Grade Level Expectations require students to

• focus on a central idea or topic (e.g., excluding loosely related, extraneous, or repetitious information).

• use devices to develop relationships among ideas (e.g., transitional devices; paragraphs that show a change in time, idea, or place; cause and effect relationships).

• use supporting ideas, details, and facts from a variety of sources to develop and elaborate topic. • demonstrate a commitment to and an involvement with the subject that engages the reader. • demonstrate a command of the language (including but not limited to precise word choice and

use of appropriate figurative language). • use an effective organizational pattern and substantial support to achieve a sense of

completeness or wholeness (e.g., considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).



LA.B.2.3.3 The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. The Grade Level Expectations require students to

• select and use a format for writing that addresses the audience, purpose, and occasion (including but not limited to narrative, persuasive, expository).



Correlation of M/J Language Arts III Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks

Genre Focus: Drama

CBC Components and Competencies IA- Analyze nonfiction IIIA- Develop and maintain a vocabulary notebook IVA- Deliver a persuasive speech VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIA- Compare/contrast aspects of US culture in literature To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• analyzing passages or works to examine textual patterns, such as analogies,

comparison/contrast, cause/effect, problem/solution, and order of importance. • analyzing functional materials, such as cause/effect diagram, questionnaire,

graphic, chart, table, sign, or map. • analyzing and evaluating persuasive materials, such as debates, editorials,

commercials, political speeches, etc. • techniques for oral presentation. • investigating a subject using resources/references, developing organizational

frameworks, and generating a written product which draws from and gives credit to sources.

• critical reading skills for independent and informational reading. • 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.

Tested SSS Reading Benchmarks LA.A.1.3.2 The student uses a variety of strategies to analyze words and texts, draw conclusions, use context and word structure clues, and recognize organizational patterns. LA.A.2.2.7 The student recognizes the use of comparison and contrast in text. LA.A.2.3.1 The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. LA.A.2.3.2 The student identifies the author's purpose and/or point of view in a variety of texts and uses the information to construct meaning (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). LA.A.2.3.8 The student checks the validity and accuracy of information obtained from research, such as differentiating fact and opinion, identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws. LA.E.2.2.1 The student recognizes cause and effect relationships in text. LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Graded Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.B.2.3.1, LA.B.2.3.2, LA.D.2.3.5 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IVA- LA.C.2.3.2, LA.C.3.3.1, LA.C.3.3.3 VIA- LA.C.3.3.2, LA.C.3.3.3


Correlation of M/J Language Arts III Through ESOL CBC and SSS Writing Benchmarks Third Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Prepare and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • writing in a variety of modes (expository, persuasive,

narrative/expressive, including editorials). • evaluating students’ writing by applying the scoring guide and

rubric (focus, organization, support, conventions) used by the Florida Writing Assessment Program.

• maintaining a portfolio of writing which reflects the writing process in a variety of modes and formats and which shows evidence of students reflection and self-evaluation.

• choosing language that is correct and appropriate to the audience.

• investigating a subject using resources/references, developing organizational frameworks, and generating a written product which draws from and gives credit to sources.


Tested SSS Writing Benchmarks LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insights into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are



*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Graded Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.3 VA- LA.A.1.3.4, LA.B.2.3.2 IIB- LA.B.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IIIA- LA.A.1.3.3


Correlation of M/J Language Arts III Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks

Genre Focus: Novel

CBC Components and Competencies IB- Analyze and compare/contrast genres IIIA- Develop and maintain a vocabulary notebook VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIA- Compare/contrast aspects of US culture in literature To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in

• analysis of how literature is influenced by and reflects culture,

including a variety of cultural vocabularies and dialects. • critical reading skills for mythological and dramatic literature. • analysis of elements of fiction, such as characterization, plot

(conflict/problem, chain of events, climax, resolution), setting, theme, point of view, and tone.

• analysis of elements of author’s craft, such as figurative language, foreshadowing, flashback, symbolism, and irony.

• recognizing and generating figurative language such as metaphor and simile.

• choosing the most efficient, credible source for finding information on a given topic, such as card catalog, thesaurus, atlas, literary work, schedule, periodical, technology.

• critical reading skills for independent and informational reading. • 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.

Tested SSS Reading Benchmarks LA.A.2.3.2 The student identifies the author's purpose and/or point of view in a variety of texts and uses the information to construct meaning (includes LA.A.2.2.2 identifies the author’s purpose in a simple text, and LA.A.2.2.3 recognizes when a text is primarily intended to persuade). LA.A.2.3.5 The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task (includes LA.A.2.3.6 uses a variety of reference materials, including card catalogs and computer catalogs, to gather information for research topics, and LA.A.2.3.7 synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, note cards, spreadsheets, and outlines). LA.E.2.3.1 The student understands how character and plot development, point of view, and tone are used in various selections to support a central conflict or story line (includes LA.E.1.3.2 recognizes complex elements of plot, including setting, character development, conflicts, and resolutions).

*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Graded Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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.E.1.3.1, LA.E.1.3.3 VA- LA.A.1.3.4, LA.B.2.3.2 IIIA- LA.A.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 VIA- LA.C.3.3.2, LA.C.3.3.3


Correlation of M/J Language Arts III Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks

CBC Components and Competencies IIA- Write to a prompt IIB- Present and submit a composition portfolio IIIA- Develop and maintain a vocabulary notebook VA- Conduct research using four sources VB- Demonstrate study and test-taking skills VC- Present an informative presentation VIA- Compare/contrast aspects of US culture in literature To support the SSS Benchmarks/GLE and the CBC, the teacher will provide instruction and/or reinforcement in • the completion and presentation of a portfolio that

reflects the writing process in a variety of modes and formats and shows evidence of students reflection and self-evaluation.

• choosing the most efficient, credible source for finding information on a given topic, such as card catalog, thesaurus, atlas, literary work, schedule, periodical, technology.

• investigating a subject, using resources/references, developing organizational frameworks, and generating a written product which draws from and gives credit to sources.


Tested SSS Writing Benchmarks LA.B.1.3.2 The student drafts and revises writing that • is focused, purposeful, and reflects insights into the writing situation; • conveys a sense of completeness and wholeness with adherence to the main idea; • has an organizational pattern that provides for a logical progression of ideas; • has support that is substantial, specific, relevant, concrete, and/or illustrative; • demonstrates a commitment to and an involvement with the subject; • has clarity in presentation of ideas; • uses creative writing strategies appropriate to the purpose of the paper; • demonstrates a command of language (word choice) with freshness of expression; • has varied sentence structure and sentences that are complete except when fragments are used



*Teachers should continue to review and reinforce reading strategies that address the Sunshine State Standards and tested benchmarks. Graded Level Expectations for these benchmarks are listed in their entirety in the First Nine Weeks and Second Nine Weeks Correlations. + 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. IIA- LA.B.1.3.1, LA.B.1.3.3, LA.D.1.3.3, LA.D.2.3.3 VA- LA.A.1.3.4, LA.B.2.3.2 IIB- LA.B.1.3.3 VC- LA.B.1.3.1, LA.C.3.3.3 IIIA- LA.A.1.3.3 VIA- LA.C.3.3.2, LA.C.3.3.3



M/J Language Arts III Through ESOL Weekly Guide of SSS Tested Benchmarks

First Nine Weeks







1

All Reading Pre-test All Writing Pre-test

2






• Journal writing

3


• Q-card 1 • Note-taking strategies


• Write simple sentences • Model framed paragraphs

4





5





6





7





8





9


• Two-column notes • Sentence frames


• Introduce transitional devices • Model story strips

10 LA.E.2.3.1 Analyzing literature


Relationships



Form, Topic



Second Nine Weeks







1


• Marginal note taking • Story plan


• Review Focus • Develop writing process

2


• QAR • Free-form mapping


• Review Organization • One-sentence summary

3


• Note-taking strategies • Underlining/

highlighting


• Review Support • Use of graphic organizers

4 LA.A.2.3.2 Author’s purpose/ Point of view



• Framed paragraphs • Use of transitional devices

5


• Learning logs • Graphic organizers


• Review Conventions • Portfolio maintenance

6


• Q-card 9 • Think-Pair-Share


• Model RAFT • Develop writing process

7


• Two-column notes • Graphic organizers



• Complete RAFT

8





9


MID-TERM

• QAR • Paraphrasing

EXAMS


MID-TERM


EXAMS

10


MID-TERM

• Note-taking strategies • Graphic organizers

EXAMS


MID-TERM


editing EXAMS









1

L.A.E.2.3.1 Analyzing literature

• Q-card 10 • Graphic organizer


• Review FOSC • Introduce GIST-Generating

Interaction between Student and Text

2


• Q-card 4 • GIST


• Review FIRES • Respond to expository and

persuasive prompts

3






4


• Q-card 6 • Learning logs


• Portfolio maintenance • Self-evaluation and peer

editing

5




• GIST • Self-evaluation and peer

editing

6

FCAT

TESTING

FCAT

TESTING

7

FCAT

TESTING

FCAT

TESTING

8




• Journal writing • Respond to expository and

persuasive prompts

9


• Two-column notes • Underlining/highlighting



editing



Fourth Nine Weeks







1


• Q-card 1 • Story plan



2




• One-sentence summary • Self-evaluation and peer

editing

3


• Q-card 7 • Sticky notes


• Journal writing • Free-form mapping

4




• GIST • Note taking

5


• Brainstorming • Free-form mapping • Note-taking strategies




6

LA.A.2.3.2 Author’s purpose/Point of view



• Use of transitional devices

• Note-taking

7


• QAR • Story plan


• Portfolio submission • Self-evaluation and peer

editing

8




• Graphic organizers for planning final essay

9


10

FINAL

EXAMS

FINAL

EXAMS


Name of Student _____________________________ Course M/J Language Arts III Through ESOL

Name of Teacher _____________________________ Period ________________________________

Benchmark Code



Reading












Writing



15



Suggested Readings for M/J Language Arts III Through ESOL

Short Stories

• “The Dance” by Judith Ortiz Cofer • “An Episode of War” by Stephen Crane • from Flowers for Algernon by Daniel Keyes • “Hamadi” by Naomi Shihab Nye • “The Lady or the Tiger?” by Frank R. Stockton • “The Medicine Bag” by Virginia Driving Hawk Sneve • “The Smallest Dragon Boy” by Ann MaCaffrey • “Stop the Sun” by Gary Paulsen • “Tears of Autumn” by Yoshiko Uchida • “The Tell-Tale Heart” by Edgar Allan Poe • “Up the Slide” by Jack London

Poetry • “Between Two Worlds: Saying Yes, Still Finidng Out, Roots” by Diana Cheng, Arnold Adoff, and

Francisco X. Alarcon • “Caged Bird” by Maya Angelou • “Harlem Night Song” by Langston Hughes • “I’m Nobody!” by Emily Dickinson • “love is a place” by e.e. cummings • “Mother to Son” by Langston Hughes • “O Captain! My Captain!” by Walt Whitman • “Paul Revere’s Ride” by Henry Wadsworth Longfellow • “The Road Not Taken” by Robert Frost • “Two Haiku” by Bashō and Moritake • “When I Taste Salt” by Carmen Agra Deedy

Nonfiction • “The Flood” by Ralph Helfer • “Gifted Hands” by Ben Carson, M.D. • “Harriet Tubman: Guide to Freedom” by Ann Petry • “Melba’s Choice” by Melba Pattillo Beals • “Once Upon a Time When We Were Colored” by Clifton L. Taulbert • “Passage to Freedom” by Ken Mochizuki • “Power of the Powerless: A Brother’s Lesson” by Christopher de Vinck • from “Something to Declare” by Julia Alvarez • “The Underground Railroad” by Robert W. Peterson • The Diary of Anne Frank by Anne Frank

Drama

• The Monkey’s Paw by W. W. Jacobs, dramatized by Mara Rockliff • The Diary of Anne Frank by Frances Goodrich and Albert Hackett • The Hitchhiker by Lucille Fletcher • Life is Beautiful by Roberto Benigni and Vincenzo Cerami


Novels

• The Contender by Robert Lipsyte • The Giver by Lois Lowry • The House of Dies Drear by Virginia Hamilton • The House on Mango Street by Sandra Cisneros • The Outsiders by S.E. Hinton • The True Confessions of Charlotte Doyle by Avi • A Wrinkle in Time by Madeleine L’Engle

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