ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1 CCSS: RL.11.1 WIDA ELDS: 2-5 Reading Speaking

Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Read to cite and distinguish explicit, inferential and uncertain evidence using adapted text, T-Charts and L1 support.

VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary

LFC: Modals (would, could, might), compound tenses (would have been), elements of quotations

LC: Varies by ELP level

Language Objectives

Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching Phrase Citations and Sentence Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature.

Read to cite and distinguish explicit, inferential, and uncertain evidence from literature within grade 9-11 text complexity level.

Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

Learning Supports

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word and Phrase Citations Word/Picture Bank

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word/Picture Bank

T-Charts Word Bank

T-Charts

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 2 CCSS: RL.11.2 WIDA ELDS: 2 Reading Speaking

Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

Read to determine how themes develop to produce a complex account using adapted text, Cornell Notes, visual representations, and L1 support.

VU: Interact, complex, build on, central idea; content-based, grade-level vocabulary

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine how themes develop in L1 and/or using leveled text, match word or Phrase Citations strips to visual representations of the theme.

Read to determine how themes develop in L1 and/or using leveled text, match Phrase Citations or sentence strips to visual representations of the theme.

Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences.

Read to determine how themes develop in literature at grade 9-11 text complexity level.

Read to determine how themes develop in grade level literature.

Learning Supports

Cornell Notes ( partially complete) Word/Picture Bank Word of Phrase Citations strips Visuals L1 text and/or support Cloze sentences

Cornell Notes (partially complete) Word/Picture Bank Phrase Citations or sentence strips Visuals L1 text and/or support Sentence Frame

Cornell Notes Word Bank

Cornell Notes

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 3 CCSS: RL.11.2 WIDA ELDS: 2 Reading Speaking

Provide an objective summary of the text. Read and summarize the text using adapted text,

Cornell Notes sheet, visual representations, and L1

support.

VU: Interact, complex, build on, central idea; content-based, grade-level vocabulary

LFC: Subject-verb agreement, clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Summarize the text in L1 and/or complete a summary with selected single words or short Phrase Citations in cloze sentences.

Summarize the text in L1 and/or complete a summary with selected vocabulary in Phrase Citations and short sentences.

Summarize the text using key vocabulary in a series of simple, related sentences.

Provide a summary using key vocabulary in expanded and some complex sentences.

Provide a summary of the text using precise vocabulary in multiple, complex sentences

Learning Supports

Cornell Notes ( partially complete) Word/Picture Bank Word of Phrase Citations strips Visuals L1 text and/or support Cloze sentences

Cornell Notes (partially complete) Word/Picture Bank Phrase Citations or sentence strips Visuals L1 text and/or support Sentence Frame

Cornell Notes Word Bank

Cornell Notes

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 4 CCSS: RL.11.3 WIDA ELDS: 2 Reading Speaking

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Read and analyze the impact of the author’s choices on

the development of a drama using Cause and Effect

Graphic Organizers, adapted text, and L1 support

VU: Author’s choice; content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a selected word in Phrase Citations pattern.

Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use selected vocabulary in a Phrase Citations or short sentences.

Read and analyze the impact of the author’s choices on the development of the story elements in an adapted drama using key vocabulary in a series of simple, related sentences.

Read and analyze the impact of the author’s choices on the development of the story elements in a drama within the grade-level band using key vocabulary in expanded and some complex sentences.

Read and analyze the impact of the author’s choices on the development of the story elements in a grade level drama using precise vocabulary in multiple, complex sentences.

Learning Supports

Cause/effect Graphic Organizers (partial) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers (partial) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers Word Bank

Cause/effect Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 5 CCSS: RL.11.4 WIDA ELDS: 2 Reading Speaking

Determine the meaning of words and Phrase Citations as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

Read to understand word and Phrase Citations meaning using a figurative language Word Wall, online support and student created visual representations of word meanings.

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary

LFC: Sentence s with figurative language

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to understand word and Phrase Citations meaning in L1; and/or using leveled text, match words and Phrase Citations with their visual representations.

Read to understand the meaning words and Phrase Citations in L1; and/or using leveled text, match words and Phrase Citations with their definitions and match word and Phrase Citations to visual representations.

Read to understand the meaning of words and Phrase Citations from adapted literature.

Read to understand the meaning of words and Phrase Citations from literature within the grade-level band.

Read to understand the meaning of words and Phrase Citations from grade level literature.

Learning Supports

Online support Figurative language Word Wall L1 support Word citations Visuals

Online support Figurative language Word Wall L1 support Word and Phrase Citations Visuals

Online support Figurative language Word Wall

Online support Figurative language Word Wall

Online support (dictionaries, Visuals, figurative language)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 6 CCSS: RL.11.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and Phrase Citations as they are used in the text.

Read to understand word and Phrase Citations meaning in literature using online support and student created visual representations of word meanings.

VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary

LFC: Sentence s with figurative language

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to understand word and Phrase Citations meaning in L1 ; and/or using leveled text, match words and Phrase Citations with their visual representations.

Read to understand word and Phrase Citations meaning in L1; and/or using leveled text, match words and Phrase Citations with their definitions and match word and Phrase Citations to visual representations.

Read to understand word and Phrase Citations meaning using adapted literature.

Read to understand word and Phrase Citations using literature within the grade level band.

Read to understand word and Phrase Citations meaning and analyze the impact of word choice using grade level literature.

Learning Supports

Online support Figurative language Word Wall L1 support Word citations Visuals

Online support Figurative language Word Wall L1 support Word and Phrase Citations Visuals

Online support Figurative language Word Wall

Online support Figurative language Word Wall

Online support (dictionaries, Visuals, figurative language)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 7 CCSS: RL.11.5 (this CCSS does NOT correspond to SLO-it should be: W.11.5) WIDA ELDS:

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Write to develop writing through editing and addressing purpose and audience using a Checklist for editing and a Purpose and Audience Planning Chart.

VU: Plan, revise, edit, purpose, audience; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to develop writing through editing and addressing purpose and audience in L1 and/or by producing single words and Phrase Citations.

Write to develop writing through editing and addressing purpose and audience in L1 and/or by using selected vocabulary in Phrase Citations and short sentences.

Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.

Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.

Write to develop writing through editing and addressing purpose and audience using precise vocabulary in multiple, complex sentences.

Learning Supports

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/Picture Bank Cloze sentences Visuals L1 support

Purpose and Audience Planning Chart (partially completed) Checklist for editing Word/Picture Bank Sentence Frame Visuals L1 support

Purpose and Audience Planning Chart Checklist for editing Sentence Starter Technology

Purpose and Audience Planning Chart Checklist for editing

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 8 CCSS: RL.11.6 WIDA ELDS: 2 Reading Speaking

Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Read and analyze literature that requires the reader to distinguish what is directly stated from what is really meant using a Reference Sheet and visual representations of the text.

VU: Satire, sarcasm, irony, understatement, implicit and explicit meanings; content-based, grade-level vocabulary

LFC: Sentences with subordinate clauses in compound, complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to develop an understanding of literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or using illustrated, leveled text and Teacher Modeling of common words or Phrase Citations denoting satire, sarcasm, etc.

Read to develop an understanding of literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or using illustrated, leveled text and Teacher Modeling of common Phrase Citations and sentences denoting satire, sarcasm, etc.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant using adapted literature.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within the grade-level band.

Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature.

Learning Supports

Reference Sheet in L1 Video Clips and Films Dramatization with props Teacher Modeling L1 support

Reference Sheet in L1 Video Clips and Films Dramatization with props Teacher Modeling L1 support

Reference Sheet Video Clips and Films Dramatization with props

Reference Sheet Video Clips and Films

Reference Sheet for definitions and examples of satire, sarcasm, irony, understatement

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 9 CCSS: RL.11.7 WIDA ELDS: 2-5 Reading Speaking

Analyze multiple interpretations of a story, drama, or poem (e.g., Recorded or Live Production of a play or recorded novel or poetry) evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Compare and contrast multiple interpretations of a literary work using a Venn Diagram, L1 support, and/or adapted text.

VU: Comparison, contrast; content-based grade-level vocabulary

LFC: Complex sentences, compound verb tenses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use selected words from leveled texts.

Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use selected vocabulary in Phrase Citations and short sentences from leveled texts.

Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.

Compare and contrast multiple interpretations of a literary work within the grade-level band using key vocabulary in expanded and some complex sentences.

Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences.

Learning Supports

Venn Diagram Recorded or Live Production Cloze sentences L1 text and/or support

Venn Diagram Recorded or Live Production Sentence Frame L1 text and/or support

Venn Diagram Recorded or Live Production Word Bank

Venn Diagram Recorded or Live Production

Venn Diagram Recorded or Live Production

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 10 CCSS: RL.11.10 WIDA ELDS: 2-5 Reading Speaking

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read to comprehend a variety of literature in the grade 9-11 text complexity band using Graphic Organizers, L1 support and online resources.

VU: Content-based, grade-level vocabulary

LFC: Subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to comprehend a variety literature in L1; and leveled literature at the word and Phrase Citations level with key vocabulary.

Read to comprehend a variety literature in L1; and/or leveled literature at the Phrase Citations level with selected vocabulary or excerpts from grade-level texts.

Read to comprehend a variety of adapted literature.

Read to comprehend a variety of literature in the grade 9-11 text complexity level.

Read to comprehend a variety of grade level literature.

Learning Supports

Online resources Graphic Organizers Word/Picture Bank L1 support Cloze sentences

Online resources Graphic Organizers Word/Picture Bank L1 support Sentence Frame

Online resources Graphic Organizers Word Bank Template

Online resources Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 11 CCSS: RI.11.1 WIDA ELDS: 2-5 Reading Speaking

Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Read to cite and distinguish explicit evidence using adapted text, T-Charts and L1 support.

VU: Literary evidence, infer, uncertain ; content-based, grade-level vocabulary

LFC: Modals (would, could, might), compound tenses (would have been), elements of quotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite and distinguish explicit, evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text.

Read to cite and distinguish explicit evidence in L1 and/or by matching Phrase Citations and Sentence Citations from leveled text to visual representations of the text.

Read to cite and distinguish explicit evidence using adapted informational text.

Read to cite and distinguish explicit evidence from informational text within the grade-level band.

Read to cite and distinguish explicit evidence from grade level informational text.

Learning Supports

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word and Phrase Citations Word/Picture Bank

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word/Picture Bank

T-Charts Word Bank

T-Charts

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 12 CCSS: RI.11.1 WIDA ELDS: 2-5 Reading Speaking

Cite strong and thorough textual evidence to support inferences drawn from the text, including determining where the text leaves matters uncertain.

Read to cite and distinguish inferential and uncertain evidence using adapted text, T-Charts and L1 support.

VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary

LFC: Modals (would, could, might), compound tenses (would have been), elements of quotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to cite and distinguish inferential and uncertain evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as inferential or uncertain.

Read to cite and distinguish inferential and uncertain evidence in L1 and/or by matching Phrase Citations and Sentence Citations from leveled text to visual representations of the text; then categorizing the citations as inferential or uncertain.

Read to cite and distinguish inferential and uncertain evidence using adapted informational text.

Read to cite and distinguish inferential and uncertain evidence from informational text within the grade-level band.

Read to cite and distinguish inferential and uncertain evidence from grade level informational text.

Learning Supports

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word and Phrase Citations Word/Picture Bank

T-Charts Phrase Citations and Sentence Citations L1 support Partner work Word/Picture Bank

T-Charts Word Bank

T-Charts

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 13 CCSS: RI.11.2 WIDA ELDS: 2-5 Reading Speaking

Determine two or more central ideas of a text and analyze their development over the course of the text.

Read to determine and analyze how themes develop to over the course of the text using Graphic Organizers, visual representations, and L1 support

VU: Interact, complex, build on, central idea, themes; content-based, grade-level vocabulary

LFC: Modals (would, could, might), compound tenses (would have been),

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine how themes develop in L1 and/or using leveled text, match word or Phrase Citations strips to visual representations of the theme.

Read to determine how themes develop in L1 and/or using leveled text, match Phrase Citations or sentence strips to visual representations of the theme.

Read to determine how themes develop using adapted informational text.

Read to determine how themes develop in informational text within the grade-level band.

Read to determine how themes develop in grade level informational text.

Learning Supports

Cornell Notes (partially complete by teacher) T-Charts Visualization L1 support Partner work Word and Phrase Citations Word/Picture Bank

Cornell Notes (partially complete by teacher) T-Charts Visualization L1 support Partner work Word/Picture Bank

Cornell Notes T-Charts Word Bank

Cornell Notes

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 14 CCSS: RI.11.3 WIDA ELDS: 2-5 Reading Speaking

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events using Cause and Effect Graphic Organizers, adapted text, and L1 support

VU: Transitional words, interact, complex, build on, content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in L1 and/or using a leveled text, use selected words in Phrase Citations patterns.

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in L1 and/or using a leveled text, use selected vocabulary in Phrase Citations and short sentences.

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in an adapted drama using key vocabulary in simple, related sentences.

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in text within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to analyze ideas or events in order to explain the interaction and development of individuals, ideas or events in a grade level text using precise vocabulary in multiple, complex sentences

Learning Supports

Cause/effect Graphic Organizers (Partially completed by teacher) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers (Partially completed by teacher) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers Word Bank

Cause/effect Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 15 CCSS: RI.11.4 WIDA ELDS: 2-5 Reading Speaking

Determine the meaning of words and Phrase Citations as they are used in a text, including figurative, connotative, and technical meanings.

Read to understand and analyze the figurative, connotative and technical meanings of words and Phrase Citations using a Graphic Organizers (i.e. Vocabulary Frame) or technology support (Word sift).

VU: Multiple meanings of a key terms, idioms, collocations, noun Phrase Citations

LFC: Complex sentences, compound verb tenses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine and analyze the meanings of words and Phrase Citations in a text in L1 and/or in a leveled text in English.

Read to determine and analyze the meanings of words and Phrase Citations in a text in L1 and/or in a leveled text in English.

Read to determine and analyze the meanings of words and Phrase Citations in an adapted informational text.

Read to understand and analyze the meanings of words and Phrase Citations in a text within the grade-level band.

Read and analyze the meanings of words and Phrase Citations in a grade level text.

Learning Supports

Online support Content based Word Wall Vocabulary Frame L1 support Word citations Visuals Cognates

Online support Content based Word Wall Vocabulary Frame L1 support Word and Phrase Citations Visuals Cognates

Online support Content based Word Wall Vocabulary Frame

Online support

Online support (dictionaries, Visuals, thesaurus, word sift)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 16 CCSS: RI.11.5 WIDA ELDS: 2-5 Reading Speaking

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Read to analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument using Cause and Effect Graphic Organizers, adapted text, and L1 support.

VU: Transitional words, interact, complex, build on, content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to develop an understanding of the effectiveness of the structure an author uses in his or her exposition or argument in L1 and/or using illustrated, leveled text use selected words in Phrase Citations patterns.

Read to develop an understanding of the effectiveness of the structure an author uses in his or her exposition or argument in L1 and/or using illustrated, leveled text, use selected vocabulary in Phrase Citations and short sentences.

Read to analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument in adapted text using key vocabulary in simple, related sentences.

Read to analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument in text within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to develop an understanding of the effectiveness of the structure an author uses in his or her exposition or argument in grade-level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Cause/effect Graphic Organizers (Partially completed by teacher) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers (Partially completed by teacher) Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers Word/Picture Bank Phrase Citations bank L1 text and/or support

Cause/effect Graphic Organizers Word Bank

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 17 CCSS: RI.11.6 WIDA ELDS: 2-5 Reading Speaking

Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective.

Read to determine and analyze author’s point of view using Graphic Organizers, adapted text, and L1 support.

VU: Transitional words, vocabulary used to persuade, content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine and analyze author’s point of view in L1 and/or read to develop an understanding of author’s point of view using illustrated, leveled text and selected words.

Read to determine and analyze author’s point of view in L1 and/or read to develop an understanding of author’s point of view using pictures and selected words in Phrase Citations and short sentences.

Read to determine and analyze author’s point of view in adapted text using key vocabulary in simple, related sentences.

Read to determine and analyze author’s point of view using text within the grade-level band using key vocabulary in expanded and some complex sentences.

Read to determine and analyze author’s point of view in grade-level text using precise vocabulary in multiple, complex sentences..

Learning Supports

Graphic Organizers Sentence Frame Word/Picture Bank Phrase Citations bank L1 text and/or support

Graphic Organizers Sentence Frame Word/Picture Bank Phrase Citations bank L1 text and/or support

Graphic Organizers Sentence Starter Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 18 CCSS: RI.11.7 WIDA ELDS: 2-5 Reading Speaking

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Read to integrate and evaluate multiple sources of information presented in different media, formats and words in order to address a question or solve a problem by using Graphic Organizers, adapted text, and L1 support.

VU: Multiple meanings of a key terms; content-based, grade-level vocabulary

LFC: Complex sentences, conditional clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to integrate and evaluate multiple sources of information presented in different media, in L1 and/or using illustrated, leveled text and selected words in Phrase Citations patterns.

Read to integrate and evaluate multiple sources of information presented in different media in L1 and/or using pictures and selected vocabulary in Phrase Citations and short sentences.

Read to integrate and evaluate multiple sources of information presented in different media, using key vocabulary in simple, related sentences.

Read to integrate and evaluate multiple sources of information presented in different media, using key vocabulary in expanded and some complex sentences.

Read to integrate and evaluate multiple sources of information presented in different media, using precise vocabulary in multiple, complex sentences.

Learning Supports

Sentence Frame Graphic Organizers Word/Picture Bank L1 text and/or support

Sentence Frame Graphic Organizers Word/Picture Bank Phrase Citations bank L1 text and/or support

Graphic Organizers Sentence Starter Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 19 CCSS: RI.11.8 WIDA ELDS: 2 – 5 Reading Speaking

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents).

Read to evaluate an author’s argument using a persuasion map Graphic Organizers and Teacher Modeling.

VU: Evaluate, argument, claims, valid, evidence; content-based, grade-level vocabulary

LFC: Complex, compound sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to evaluate an author’s argument in L1 and/or using a leveled text, use pictures and selected words in Phrase Citations.

Read to evaluate an author’s argument in L1 and/or using a leveled text, use selected vocabulary in Phrase Citations and short sentences.

Read to evaluate an author’s argument in an adapted informational text.

Read to evaluate an author’s argument in an informational text within the grade-level band.

Read to evaluate an author’s argument in a grade level informational text.

Learning Supports

Persuasion Map Graphic Organizers (partial) Word/picture Bank Native Language Text L1 support Partner Work

Persuasion Map Graphic Organizers (partial) Phrase Citations Bank Native Language Text L1 support Partner Work

Persuasion Map Graphic Organizers Partner Work

Persuasion Map Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 20 CCSS: RI.11.10 WIDA ELDS: 2-5 Reading Speaking

By the end of grade 11, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read and comprehend a variety of nonfiction literature using Graphic Organizers and Marking the Text.

VU: Nonfiction literature, complexity; content-based, grade-level vocabulary

LFC: Varies according to reading task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read and comprehend a variety of nonfiction literature in L1 and/or understand excerpts from a grade-level text read aloud.

Read and comprehend a variety of nonfiction literature in L1 and/or read and comprehend excerpts from a grade-level text.

Read and comprehend a variety of nonfiction literature in an adapted text.

Read and comprehend a variety of nonfiction literature within the grade-level band.

Read and comprehend a variety of nonfiction literature in a grade level text.

Learning Supports

Graphic Organizers (partially completed) Sentence Citations Illustrations Native Language Support Native Language Texts Teacher Support Word/Picture Bank

Graphic Organizers (partially completed) Sentence Citations Illustrations Native Language Support Native Language Texts Teacher Support Word/Picture Bank

Graphic Organizers Marking the Text Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 21 CCSS: W.11.3 WIDA ELDs: 2 Writing

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using multiple reference materials and Shared Writing activities.

VU: Sensory, details, vivid, events, setting, characters, thesaurus, synonym, antonym

LFC: Descriptive adjectives, descriptive verbs, descriptive adverbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or integrate sensory language by writing word level captions for pictures and by matching words to pictures.

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or write to integrate sensory language into a sentence level narrative by matching descriptive Phrase Citations to appropriate pictures.

Write to develop real or imagined experiences with sensory language into a three paragraph narrative using key vocabulary in simple, related sentences.

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative using key vocabulary in expanded and some complex sentences.

Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple reference materials Shared Writing Template Cloze sentences L1 support Visuals

Multiple reference materials Shared Writing Template Sentence Frame L1 support Visuals

Multiple reference materials Shared Writing Template

Multiple reference materials (thesaurus, dictionary, online support)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 22 CCSS: W.11.3.a WIDA ELDS: 1-5 Writing

When writing narratives, engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

Compose well-structured, detailed, and engaging narratives using a Story Map and a Word/Picture Bank.

VU: Elements of plot; content-based, grade-level vocabulary

LFC: Quotation marks, dialogue tags, pronouns, adverbs of time, prepositional Phrase Citations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Compose well-structured, detailed, and engaging narratives in L1 and/or by producing single words that represent key ideas in Phrase Citations.

Compose well-structured, detailed, and engaging narratives in L1 and/or by producing Phrase Citations and short sentences with selected vocabulary.

Compose well-structured, detailed, and engaging narratives by producing key vocabulary in simple, related sentences.

Compose well-structured, detailed, and engaging narratives by producing key vocabulary in expanded and some complex sentences.

Compose well-structured, detailed, and engaging narratives using precise vocabulary in multiple, complex sentences.

Learning Supports

Story Map (partially completed) Charts/Posters Cloze Sentences Word/Picture Bank Technology Visuals Native Language Support

Story Map (partially completed) Charts/Posters Sentence Frame Word/Picture Bank Technology Visuals Native Language Support

Story Map Word/Picture Bank Charts/Posters

Story Map Word/Picture Bank

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 23 CCSS: W.11.3.a WIDA ELDS: 1-5 Writing

When writing narratives, create a smooth progression of experiences or events.

Compose a smooth progression of events using a Story Map and a Word/Picture Bank.

VU: Elements of plot; content-based, grade-level vocabulary

LFC: Adverbs of time, transitional Phrase Citations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Compose a smooth progression of events in L1 and/or by producing pictures and single words that represent key ideas.

Compose a smooth progression of events in L1 and/or by producing Phrase Citations and short sentences that represent ideas using selected vocabulary.

Compose a smooth progression of events using key vocabulary in simple, related sentences

Compose a smooth progression of events using key vocabulary in expanded and some complex sentences

Compose a smooth progression of events using precise vocabulary in multiple, complex sentences.

Learning Supports

Story Map (partially completed) Charts/Posters Cloze Sentences Word/Picture Bank Technology Visuals Native Language Support

Story Map (partially completed) Charts/Posters Sentence Frame Word/Picture Bank Technology Visuals Native Language Support

Story Map Word/Picture Bank Charts/Posters

Story Map Word/Picture Bank

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 24 CCSS: W.11.3.b WIDA ELDS: 2 – 5 Writing

Write narratives to develop real or imagined experiences or events using effective technique; use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Develop experiences, events, and or characters by implementing narrative techniques using a Literary Techniques Reference Sheet Reference Sheet, Charts and a Story Map.

VU: Dialogue, pacing, description, reflection; content-based, grade-level vocabulary

LFC: Various verb forms, descriptive verbs; quotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or by producing pictures and single words that represent key ideas in Phrase Citations.

Develop experiences, events, and or characters by implementing narrative techniques in L1 and/or by producing Phrase Citations and short sentences with selected vocabulary.

Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in simple, related sentences.

Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in expanded and some complex sentences.

Develop experiences, events, and or characters by implementing narrative techniques using precise vocabulary in multiple, complex sentences.

Learning Supports

Literary Techniques Reference Sheet Story Map (partially completed) Charts Cloze Sentences Word/Picture Bank Visuals Native Language Support

Literary Techniques Reference Sheet Story Map (partially completed) Charts Sentence Frame Word/Picture Bank Visuals Native Language Support

Literary Techniques Reference Sheet Charts Word Bank

Literary Techniques Reference Sheet

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 25 CCSS: W.11.3.c WIDA ELDS: 2 – 5 Writing

When writing narratives, use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Compose a coherent narrative applying effective plot sequence using a Timeline and a bank of transitional Phrase Citations.

VU: Techniques, sequence, coherent; content-based, grade-level vocabulary

LFC: Sentences containing transitional Phrase Citations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Compose a coherent narrative applying effective plot sequence in L1 and/or by producing pictures and single words that represent key ideas in Phrase Citations.

Compose a coherent narrative applying effective plot sequence in L1 and/or by producing Phrase Citations and short sentences with selected vocabulary

Compose a coherent narrative applying effective plot sequence using key vocabulary in simple, related sentences.

Compose a coherent narrative applying effective plot sequence using key vocabulary in expanded and some complex sentences.

Compose a coherent narrative applying effective plot sequence using precise vocabulary in multiple, complex sentences.

Learning Supports

Timeline Word Bank of Transitional Phrase Citations Story Map (partially completed) Cloze Sentences Word/Picture Bank Visuals Native Language Support

Timeline Word Bank of Transitional Phrase Citations Story Map (partially completed) Sentence Frame Word/Picture Bank Visuals Native Language Support

Timeline Word Bank of Transitional Phrase Citations Sentence Starter

Timeline Word Bank of Transitional Phrase Citations

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 26 CCSS: W.11.3.d WIDA ELDS: 2-5 Writing

When writing narratives, use precise words and Phrase Citations, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description using a Reference Sheet of figurative language and a Word Bank.

VU: Sensory details, vivid; content-based, grade-level vocabulary

LFC: Descriptive adjectives, descriptive verbs, descriptive adverbs, varied dialogue tags

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or by producing pictures and single words that represent key ideas.

Write to integrate sensory vocabulary in order to provide the reader with a vivid description in L1 and/or by producing Phrase Citations and short sentences with pictures and selected vocabulary.

Write to integrate key sensory vocabulary in order to provide the reader with a vivid description by producing simple, related sentences.

Write to integrate key, sensory vocabulary in order to provide the reader with a vivid description using expanded and some complex sentences.

Write to integrate precise sensory vocabulary in order to provide the reader with a vivid description using multiple, complex sentences.

Learning Supports

Reference Sheet of Figurative Language Word/Picture Bank Cloze Sentences Visuals Native Language Support

Reference Sheet of Figurative Language Word/Picture Bank Sentence Frame Visuals Native Language Support

Reference Sheet of Figurative Language Word Bank Sentence Starter

Reference Sheet of Figurative Language Word Bank

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 27 CCSS: W.11.3.e WIDA ELDS: 2-5 Writing

When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Write to conclude a narrative in an effective manner using an essay Template and Sentence Frame.

VU: Concluding statement; content-based, grade-level vocabulary

LFC: Transitional Phrase Citations; subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to conclude a narrative in an effective manner in L1 and/or by producing pictures and single words that represent key ideas.

Write to conclude a narrative in an effective manner in L1 and/or using selected vocabulary in Phrase Citations and short sentences.

Write to conclude a narrative in an effective manner using key vocabulary in simple, related sentences.

Write to conclude a narrative in an effective manner using key vocabulary in expanded and some complex sentences.

Write to conclude a narrative in an effective manner writing using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Sentence Frame Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Sentence Frame Word/Picture Bank Technology Visuals L1 support

Essay Template Sentence Starter Word Bank Technology

Essay Template

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 28 CCSS: W.11.1 WIDA ELDS: 2-5 Writing

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write to analyze topics using valid and sufficient evidence using a Persuasion Map Graphic Organizers and Mentor Texts.

VU: Argument, claim, valid, sufficient, reasoning, evidence; content-based, grade-level vocabulary

LFC: Transitional Phrase Citations, subject-verb agreement

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to analyze topics using valid and sufficient evidence in L1 and/or by producing pictures and single words that represent key ideas.

Write to analyze topics using valid and sufficient evidence in L1 and/or by producing selected vocabulary in Phrase Citations and short sentences.

Write to analyze topics using valid and sufficient evidence by producing key vocabulary in simple, related sentences.

Write to analyze topics using valid and sufficient evidence by producing key vocabulary in expanded and some complex sentences.

Write to analyze topics using valid and sufficient evidence using precise vocabulary in multiple, complex sentences.

Learning Supports

Persuasion Map Graphic Organizers (partially completed) Mentor Texts Cloze sentences Word/Picture Bank Technology Visuals L1 support

Persuasion Map Graphic Organizers (partially completed) Mentor Texts Sentence Frame Word/Picture Bank Technology Visuals L1 support

Persuasion Map Graphic Organizers Mentor Texts Sentence Starter Word Bank Technology

Persuasion Map Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 29 CCSS: W.11.1.a WIDA ELDS: 2-5 Writing

When writing arguments, introduce precise, knowledgeable claim(s) and establish the significance of the claim(s).

Write to distinguish precise claim(s) and establish the significance of the claim(s) using an essay Template.

VU: Argument, precise, claim; content-based, grade-level vocabulary

LFC: Subject-verb agreement, mechanics

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to distinguish precise claims and establish the significance of the claim(s) in L1 and/or by producing pictures and single words that represent key ideas.

Write to distinguish precise claims and establish the significance of the claim(s) in L1 and/or by producing selected vocabulary in Phrase Citations and short sentences.

Write to distinguish precise claims and establish the significance of the claim(s) by producing key vocabulary in simple, related sentences.

Write to distinguish precise claims and establish the significance of the claim(s) using key vocabulary in expanded and some complex sentences.

Write to distinguish precise claims and establish the significance of the claim(s) using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Sentence Frame Word/picture Bank Technology Visuals L1 support

Essay Template Sentence Starter Word Bank Technology

Essay Template

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 30 CCSS: W.11.1.a WIDA ELDS: 2-5 Writing

When writing arguments, introduce precise, knowledgeable claim(s), and distinguish the claim(s) from alternate or opposing claims.

Write to create precise claim(s) and distinguish opposing claim(s) using an essay Template and Mentor Texts.

VU: Argument, precise, claim, alternate, opposing; content-based, grade-level vocabulary

LFC: Specific to task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to distinguish precise claims and establish the significance of the claim(s) in L1 and/or by producing pictures and single words that represent key ideas.

Write to create precise claims and distinguish opposing claim(s) in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to create precise claims and distinguish opposing claim(s) using key vocabulary in simple, related sentences.

Write to create precise claims and distinguish opposing claim(s) using key vocabulary in expanded and some complex sentences.

Write to create precise claims and distinguish opposing claim(s) using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Mentor Texts Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Mentor Texts Sentence Frame Word/Picture Bank Technology Visuals L1 support

Essay Template Mentor Texts Sentence Starter Word Bank Technology

Essay Template

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 31 CCSS: W.11.1.a WIDA ELDS: 2-5 Writing

When writing arguments, introduce precise, knowledgeable claim(s), and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Write to distinguish precise claim(s) and create a logical sequence using an essay Template and Mentor Texts.

VU: Argument, precise, claim, logical; content-based, grade-level vocabulary

LFC: Transitions, embedded clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to distinguish precise claims and create a logical sequence in L1 and/or by producing pictures and single words that represent key ideas.

Write to distinguish precise claims and create a logical sequence in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to distinguish precise claims and create a logical sequence using key vocabulary in simple, related sentences.

Write to distinguish precise claims and create a logical sequence using key vocabulary in expanded and some complex sentences.

Write to distinguish precise claims and create a logical sequence using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Mentor Texts Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Mentor Texts Sentence Frame Word/Picture Bank Technology Visuals L1 support

Essay Template Mentor Texts Sentence Starter Word Bank Technology

Essay Template Mentor Texts

Mentor Texts

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 32 CCSS: W.11.1.b WIDA ELDS: 2-5 Writing

When writing arguments, develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Write to develop claims and counterclaims while addressing the audience’s needs using a Persuasion Map Graphic Organizers and a Purpose and Audience Planning Chart.

VU: Claim, counterclaim, evidence, strength, limitation, anticipate; content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to develop claims and counterclaims while addressing the audience’s needs in L1 and/or by producing pictures and single words that represent key ideas.

Write to develop claims and counterclaims while addressing the audience’s needs in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to develop claims and counterclaims while addressing the audience’s needs using key vocabulary in simple, related sentences.

Write to develop claims and counterclaims while addressing the audience’s needs using key vocabulary in expanded and some complex sentences.

Write to develop claims and counterclaims while addressing the audience’s needs using precise vocabulary in multiple, complex sentences.

Learning Supports

Persuasion Map Graphic Organizers and Purpose and Audience Planning Chart (partially completed) Word/Picture Bank Cloze sentences Visuals L1 support

Persuasion Map Graphic Organizers and Purpose and Audience Planning Chart (partially completed) Word/picture Bank Sentence Frame Visuals L1 support

Persuasion Map Graphic Organizers Purpose and Audience Planning Chart Sentence Starter Technology

Persuasion Map Graphic Organizers Purpose and Audience Planning Chart

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 33 CCSS: W.11.1.c WIDA ELDS: 2-5 Writing

When writing arguments, use words, Phrase Citations, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.

Write to create cohesion when writing arguments using a Word Bank of transitional words and Phrase Citations.

VU: Words, Phrase Citations, clauses, link, create cohesion

LFC: Embedded clauses, mechanics

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to create cohesion when writing arguments in L1 and/or by producing pictures and single words that represent key ideas.

Write to create cohesion when writing arguments in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to create cohesion when writing arguments using key vocabulary in simple, related sentences.

Write to create cohesion when writing arguments using key vocabulary in expanded and some complex sentences.

Write to create cohesion when writing arguments using precise vocabulary in multiple, complex sentences.

Learning Supports

Word Bank of transitional words Cloze sentences Visuals L1 support

Word Bank of transitional words and Phrase Citations Sentence Frame Visuals L1 support

Word Bank of transitional words and Phrase Citations Sentence Starter

Word Bank of transitional words and Phrase Citations

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 34 CCSS: W.11.1.c WIDA ELDS: 2-5 Writing

When writing arguments, use words, Phrase Citations, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between reasons and evidence.

Write to create cohesion between reasons and evidence when writing arguments using a Word Bank of transitional words and Phrase Citations.

VU: words, Phrase Citations, clauses, link, create cohesion

LFC: specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to create cohesion between reasons and evidence when writing arguments in L1 and/or by producing pictures and single words that represent key ideas.

Write to create cohesion between reasons and evidence when writing arguments in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to create cohesion between reasons and evidence when writing arguments using key vocabulary in simple, related sentences.

Write to create cohesion between reasons and evidence when writing arguments using key vocabulary in expanded and some complex sentences.

Write to create cohesion between reasons and evidence when writing arguments using precise vocabulary in multiple, complex sentences.

Learning Supports

Word Bank of transitional words Cloze sentences Visuals L1 support

Word Bank of transitional words and Phrase Citations Sentence Frame Visuals L1 support

Word Bank of transitional words and Phrase Citations Sentence Starter

Word Bank of transitional words and Phrase Citations

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 35 CCSS: W.11.1.d WIDA ELDS: 2-5 Writing

When writing arguments, establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Write to establish an objective tone specific to a discipline using Sentence Frame and an essay Template.

VU: Formal, style, objective, tone, norms, conventions, discipline

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to establish an objective tone specific to a discipline in L1 and/or by producing pictures and selected single words that represent key ideas.

Write to establish an objective tone specific to a discipline in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to establish an objective tone specific to a discipline by producing key vocabulary in simple, related sentences.

Write to establish an objective tone specific to a discipline by producing key vocabulary in expanded and some complex sentences.

Write to establish an objective tone specific to a discipline using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Sentence Frame Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Sentence Frame Word/Picture Bank Technology Visuals L1 support

Essay Template Sentence Starter Word Bank Technology

Essay Template

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 36 CCSS: W.11.1.e WIDA ELDS: 2-5 Writing

When writing arguments, provide a concluding statement or section that follows from and supports the argument presented.

Write to conclude an argument in an effective manner using an essay Template, Shared Writing activities and writing to a Rubric.

VU: Concluding statement; content-based, grade-level vocabulary

LFC: Transitional Phrase Citations, embedded clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to conclude an argument in an effective manner in L1 and/or by producing pictures and single words that represent key ideas.

Write to conclude an argument in an effective manner in L1 and/or by producing pictures and selected vocabulary in Phrase Citations and short sentences.

Write to conclude an argument in an effective manner by producing key vocabulary in simple, related sentences.

Write to conclude an argument in an effective manner by producing key vocabulary in expanded and some complex sentences.

Write to conclude an argument in an effective manner using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template (partially completed) Shared Writing Rubric Sentence Frame Cloze sentences Word/Picture Bank Technology Visuals L1 support

Essay Template (partially completed) Shared Writing Rubric Sentence Frame Word/Picture Bank Technology Visuals L1 support

Essay Template Shared Writing Rubric Sentence Starter Word Bank Technology

Essay Template Rubric

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 37 CCSS: W.11.6 WIDA ELDS: 2-5 Writing

Use technology, including the Internet, to produce, publish, and update individual or Shared Writing products.

Write to edit and publish individual and collaborative writing pieces using a checklist of steps.

VU: Transitional words, word choice, general, specific and technical language

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or write to edit and publish individual and collaborative writing pieces using pictures and single words that represent key ideas.

Write to edit and publish individual and collaborative multi-paragraph writing pieces in L1; and/or write to edit and publish individual and collaborative Phrase Citations and short sentences with selected vocabulary.

Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using key vocabulary in simple sentences.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using key vocabulary in expanded and some complex sentences.

Write to edit and publish individual and collaborative multi-paragraph writing pieces using precise vocabulary in multiple, complex sentences.

Learning Supports

Checklist for publishing Phrase Citations bank Peer/teacher editing Word/Picture Bank L1 support

Checklist for publishing Sentence Starter Peer/teacher editing Word/Picture Bank L1 support

Checklist for publishing Online resources Peer editing Word Bank

Checklist for publishing Peer editing

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 38 CCSS: W.11.8 WIDA ELDS: 2-5 Writing Speaking

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience.

Write to assess strengths and limitation of gathered multiple authoritative sources by using a checklist specific to evaluating task, purpose and audience along with peer and L1 support.

VU: Transitional words, word choice, general, specific and technical language

LFC: Comparative terms and Phrase Citations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to assess strengths and limitations of gathered multiple authoritative sources by using L1 and/or pictures and single words that represent key ideas.

Write to assess strengths and limitations of gathered multiple authoritative sources by using L1 and/or use pictures and selected vocabulary in Phrase Citations and short sentences.

Write to assess strengths and limitations of gathered multiple authoritative sources by using key vocabulary in simple, related sentences.

Write to assess strengths and limitations of gathered multiple authoritative sources by using key vocabulary in expanded and some complex sentences.

Write to assess strengths and limitations of gathered multiple authoritative sources using precise vocabulary in multiple, complex sentences.

Learning Supports

Checklist for publishing Phrase Citations bank Peer/teacher editing Word/Picture Bank L1 support

Checklist for publishing Sentence Starter Peer/teacher editing Word/Picture Bank L1 support

Checklist for publishing Online resources Peer editing Word Bank

Checklist for publishing Peer editing

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 39 CCSS: W.11.8 WIDA ELDS: 2-5 Writing

Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Write to integrate information correctly using an essay Template and cloze sentences.

VU: Sources, searches, relevant, authoritative

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to integrate information correctly in L1 and/or use selected vocabulary in key Phrase Citations.

Write to integrate information correctly in L1 and/or use selected vocabulary in key Phrase Citations and short sentences.

Write to integrate information correctly using key vocabulary in a series of simple, related sentences.

Write to integrate information correctly using key vocabulary in expanded and some complex sentences.

Write to integrate information correctly by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Learning Supports

Essay Template Cloze Sentences Word/Picture Bank Partner Work Native Language Support

Essay Template Cloze Sentences Sentence Starter Partner Work Word/Picture Bank Native Language Support

Essay Template Cloze Sentences Partner Work Word Bank

Essay Template Cloze Sentences

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 40 CCSS: W.11.9.a WIDA ELDS: 2, 4-5 Writing Reading

Draw evidence from literary texts to support analysis, reflection, and research; apply grade 11 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, peer and L1 support.

VU: Transitional words, word choice, content-based, grade-level vocabulary

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature using L1 and/or pictures and single words that represent key ideas.

Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature using L1 and/or pictures and selected vocabulary in Phrase Citations and short sentences.

Write to cite evidence from literary texts to support analysis and reflection from adapted nonfiction literature using key vocabulary in simple, related sentences.

Write to cite evidence from literary texts within the grade-level band to support analysis and reflection using key vocabulary in expanded and some complex sentences.

Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Phrase Citations bank Peer/Teacher Support Word/Picture Bank L1 support

Graphic Organizers Sentence Starter Peer/Teacher Support Word/Picture Bank L1 support

Graphic Organizers Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 41 CCSS: W.11.9.b WIDA ELDS: 2 – 5 Reading Writing

Apply grade 11 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Write to cite evidence from informational texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, peer and L1 support.

VU: Transitional words, word choice, general, specific and technical language

LFC: Specific to writing task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to cite evidence from informational texts to support analysis and reflection using L1 and/or pictures and single words that represent key ideas.

Write to cite evidence from informational texts to support analysis and reflection using L1 and/or pictures and selected vocabulary in Phrase Citations and short sentences.

Write to cite evidence from informational texts to support analysis and reflection from adapted texts using key vocabulary in simple, related sentences.

Write to cite evidence from informational texts within the grade-level band to support analysis and reflection using key vocabulary in expanded and some complex sentences.

Write to cite evidence from informational texts to support analysis and reflection from grade level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers Phrase Citations bank Peer/Teacher Support Word/Picture Bank L1 support

Graphic Organizers Sentence Starter Peer/Teacher Support Word/Picture Bank L1 support

Graphic Organizers Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 42 CCSS: SL.11.1 WIDA ELDS: 2 – 5 Reading Speaking Listening

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Partner works on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Listen to and exchange ideas based on research findings relevant to the discussion using a Graphic Organizers (e.g., main idea and supporting detail and/or Cornell Notes).

VU: Refer, stimulate, probe; content-based, grade-level vocabulary

LFC: Declarative sentences, interrogatives, prosodic features (e.g., stress), specific to topic

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher-facilitated discussion using selected single words that represent key ideas.

Listen to a grade level discussion and exchange ideas in L1; and/or listen to and participate in a teacher facilitated discussion using selective vocabulary in phrasal and sentence patterns.

Listen to a discussion about multiple related concepts and exchange ideas based on research using key vocabulary in simple, related sentences.

Listen to a grade level discussion and exchange ideas based on research using key vocabulary in expanded and some complex sentences.

Listen to a grade level discussion and exchange ideas based on research using precise vocabulary in multiple, complex sentences.

Learning Supports

Cornell Notes (partially completed) Word/Picture Bank Cloze sentences L1 support

Cornell Notes (partially completed) Word/Picture Bank Sentence Frame L1 support

Cornell Notes Word Bank

Cornell Notes

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 43 CCSS: SL.11.1.b WIDA ELDS: 1 – 5 Speaking Listening

Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

Speak and listen to create goals, deadlines and roles for collaborative discussions using a Reference Sheet of specific discussion rules and cue cards.

VU: Rules, directions, checklist, speaking Rubric

LFC: Signal verbs, action verbs, appropriate language, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or by using pictures and single, spoken words that represent key ideas.

Speak and listen to create goals, deadlines and roles for collaborative discussions in L1 and/or using selected vocabulary in Phrase Citations and short sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in simple, related sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using key vocabulary in expanded and some complex sentences.

Speak and listen to create goals, deadlines and roles for collaborative discussions using precise vocabulary in multiple, complex sentences.

Learning Supports

Reference Sheet of specific rules Note Cards Word/picture Wall Visuals Gestures L1 support

Reference Sheet of specific rules Note Cards Word/picture Wall Visuals L1 support

Reference Sheet of specific rules Note Cards

Reference Sheet of specific rules

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 44 CCSS: SL.11.1.c WIDA ELDS: 2 – 5 Speaking Listening

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Pose and respond to questions that probe reasoning and evidence by using Graphic Organizers along with peer and L1 support.

VU: Refer, stimulate, probe, content-based, grade-level vocabulary

LFC: Declarative sentences, interrogatives, specific to topic

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Pose and respond to questions that probe reasoning and evidence in L1 and/or use pictures and selected vocabulary in Phrase Citations.

Pose and respond to questions that probe reasoning and evidence in L1 and/or use selected vocabulary in Phrase Citations and short sentences.

Pose and respond to questions that probe reasoning and evidence using key vocabulary in simple, related sentences.

Pose and respond to questions that probe reasoning and evidence using key vocabulary in expanded and some complex sentences.

Pose and respond to questions that probe reasoning and evidence using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed by teacher) Word/Picture Bank Cloze sentences L1 support

Graphic Organizers (partially completed by teacher) Word/Picture Bank Sentence Frame L1 support

Graphic Organizers (i.e. Cornell Notes) Word Bank

Graphic Organizers (i.e. Cornell Notes)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 46 CCSS: SL.11.2 WIDA ELDS: 1-5 Reading Speaking Listening

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Speak and listen to integrate multiple sources of information as a means of making informed decision and solving problems by using Graphic Organizers along with peer and L1 support.

VU: Refer, stimulate, probe, content-based, grade-level vocabulary

LFC: Declarative sentences, interrogatives, specific to topic

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to develop an understanding of integrating multiple sources of information as a means of making informed decision in L1 and/or use pictures and selected single words that represent key ideas.

Speak and listen to integrate multiple sources of information as a means of making informed decision in L1 and/or use prompts and selected vocabulary in Phrase Citations and short sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision using key vocabulary in simple, related sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision using key vocabulary in expanded and some complex sentences.

Speak and listen to integrate multiple sources of information as a means of making informed decision using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed) Word/Picture Bank Cloze sentences L1 support

Graphic Organizers (partially completed) Word/Picture Bank Sentence Frame L1 support

Graphic Organizers Word Bank

Graphic Organizers

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 47 CCSS: SL.11.3 WIDA ELDS: 1-5 Speaking Listening

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric by using Graphic Organizers along with peer and L1 support.

VU: Purpose, perspective, distinct, alternative, rhetoric; content-based, grade-level vocabulary

LFC: Past and present tenses, indirect/direct object, subject/verb agreement, pronouns, retelling, relating, usage of quotes

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to develop an understanding of assessing strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or using pictures and selected single words that represent key ideas.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric in L1 and/or use selected vocabulary in Phrase Citations and short sentences.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in simple, related sentences.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric using key vocabulary in expanded and some complex sentences.

Speak and listen to assess strengths and limitation of a speaker’s point of view, reasoning and use of evidence and rhetoric specific using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed) Word/Picture Bank Cloze sentences L1 support

Graphic Organizers (partially completed) Word/Picture Bank Sentence Frame L1 support

Graphic Organizers (i.e. Cornell Notes) Word Bank

Graphic Organizers (i.e. Cornell Notes)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 48 CCSS: SL.11.4 WIDA ELDS: 1-5 Reading Speaking Listening

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Present information in a concise formal or informal oral report that has a distinct perspective and addresses opposing perspectives using technology, notes and props

VU: Perspective, distinct, alternative, opposing, content-based, grade-level vocabulary

LFC: Past and present tenses, modals, indirect/direct object, subject/verb agreement, pronouns

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Present information in a concise formal or informal oral report in L1; and/or use pictures and single words that represent key ideas.

Present information in a concise formal or informal oral report in L1; and/or use selected vocabulary in Phrase Citations and short sentences.

Present information in a concise formal or informal oral report about multiple related ideas using key vocabulary in simple, related sentences.

Present information in a concise formal or informal oral report using key vocabulary in expanded and some complex sentences.

Present information in a concise formal or informal oral report using precise vocabulary in multiple, complex sentences.

Learning Supports

PowerPoint Note Cards Cloze sentences Visuals Props Word/Phrase Citations banks L1 support

PowerPoint Note Cards Sentence Starter/frames Visuals Props Phrase Citations banks L1 support

PowerPoint Note Cards Word Banks Props

PowerPoint Note Cards Props

PowerPoint Props

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 49 CCSS: L.11.1.b WIDA ELDS: 2-5 Reading Speaking Writing

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Write and speak to demonstrate command of standard English grammar and usage when writing or speaking at the respective ELP level by using multiple resources (i.e., dictionaries, grammar reference books).

VU: Content-based, grade-level vocabulary

LFC: Sentence structure, modals, all verb tenses, grammar and syntax specific to purpose

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write and speak to demonstrate command of standard English grammar at ELP level 1, using pictures and selected single words that represent key ideas.

Write and speak to demonstrate command of standard English grammar at ELP level 2, by using selected vocabulary in phrasal and sentence patterns.

Write and speak to demonstrate command of standard English grammar at ELP level 3, using key vocabulary in simple, related sentences.

Write and speak to demonstrate command of standard English grammar at ELP level 4, using key vocabulary in expanded and some complex sentences.

Write and speak to demonstrate command of standard English grammar using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Cloze activity L1 support Teacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Sentence Starter/frames L1 support Teacher Modeling

Multiple resources (i.e., dictionaries, grammar Reference Sheets) Teacher Modeling

Multiple resources (i.e., dictionaries, grammar reference books).

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 50 CCSS: L.11.2.a WIDA ELDS: 2 – 5 Reading Writing

Observe hyphenation conventions Write to apply standard English mechanics and conventions to the use of hyphenation conventions and spelling using technology (i.e., a word processing program) and multiple resources (i.e., a dictionary).

VU: Capitalization, punctuation and spelling

LFC: Sentence structure, capitalization, punctuation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write to apply standard English mechanics and conventions when using single words at the Phrase Citations level.

Write to apply standard English mechanics and conventions when using repetitive phrasal and sentence patterns.

Write to apply standard English mechanics and conventions when using simple, related sentences.

Write to apply standard English mechanics and conventions when using expanded and some complex sentences.

Write to apply standard English mechanics and conventions when using multiple, complex sentences.

Learning Supports

Word/Picture Bank Cloze sentences Word processing program Multiple resources L1 support

Word/Phrase Citations/picture bank Sentence Starter/frames Word processing program Multiple resources L1 support

Multiple resources Word processing program Word Bank

Multiple resources Word processing program

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 51 CCSS: L.11.3.a WIDA ELDS: 2 – 5 Reading Writing

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening; vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse using think alouds. Apply knowledge of syntax when speaking and writing using visual representations and multiple resources.

VU: Syntax; content-based, grade-level vocabulary

LFC: Sentences with various applications of syntax

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Identify how syntax impacts meaning, tone and style in simple Phrase Citations and oral discourse at the phrasal level. Apply knowledge of syntax when speaking and writing at the level of phrasal level of grammatical structures.

Identify how syntax impacts meaning, tone and style in simple text and oral discourse at the phrasal level. Apply knowledge of syntax when speaking and writing at the level of repetitive phrasal and sentence patterns.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing at the level of repetitive grammatical structures with occasional variation.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing at the level of expanded and some complex sentences.

Explain how syntax impacts meaning, tone and style in text and oral lectures or discourse. Apply knowledge of syntax when speaking and writing at the level of multiple, complex sentences.

Learning Supports

Multiple resources (print and digital, bilingual) Word/picture banks Reference Sheets L1 support Cloze activities Teacher Support

Multiple resources (print and digital, bilingual) Word/picture banks Reference Sheets L1 support Sentence Starter/frames Teacher Support

Multiple resources (print and digital) Word Banks Reference Sheets

Multiple resources (print and digital)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 52 CCSS: L.11.4.a WIDA ELDS: 2 – 5 Reading and listening

Determine or clarify the meaning of unknown and multiple-meaning words and Phrase Citations based on grade 11 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or Phrase Citations.

Read and listen to clarify the meaning of unknown words and Phrase Citations using Cognates, a bilingual dictionary, and a Reference Sheet for context clues.

VU: Multiple-meaning words, Phrase Citations, strategies; content-based, grade-level vocabulary

LFC: Varies by task

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read and listen to clarify the meaning of unknown words and Phrase Citations in L1 and/or by matching words from leveled text to visual representations of the text.

Read and listen to clarify the meaning of unknown words and Phrase Citations in L1 and/or by matching words from leveled text to visual representations of the text.

Read and listen to clarify the meaning of unknown words and Phrase Citations more fully from adapted text and presentations.

Read and listen to clarify the meaning of unknown words and Phrase Citations more fully from text and presentations within the grade-level band

Read and listen to clarify the meaning of unknown words and Phrase Citations from grade level text and presentations.

Learning Supports

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals Word Bank L1 support

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work Visuals Word Bank

Cognates Bilingual Dictionary Reference Sheet for Context Clues Partner Work

Cognates Bilingual Dictionary Reference Sheet for Context Clues

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 53 CCSS: L.11.4.b WIDA ELDS: 2 – 5 Reading

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Use context clues and morphology in order to comprehend unfamiliar vocabulary using a Reference Sheet, word families and multiple resources.

VU: Multiple meaning words, academic word list

LFC: Sentences with context clues and words with similar morphological constructions

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Use context clues and morphology in order to comprehend unfamiliar, high-frequency vocabulary within a leveled text.

Use context clues and morphology in order to comprehend unfamiliar, general content vocabulary within a leveled text.

Use context clues and morphology in order to comprehend unfamiliar, content-related vocabulary within a leveled text.

Use context clues and morphology in order to comprehend unfamiliar vocabulary within the grade-level band.

Use context clues and morphology in order to comprehend unfamiliar grade level vocabulary.

Learning Supports

Reference Sheet on context clues Word families poster Multiple resources (print and digital, bilingual) L1 support/Cognates

Reference Sheet on context clues Word families poster Multiple resources (print and digital, bilingual) L1 support/Cognates

Reference Sheet on context clues Word families poster Multiple resources (print and digital, bilingual)

Reference Sheet on context clues Multiple resources (print and digital)

Multiple resources (print and digital)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 54 CCSS: L.11.4.c WIDA ELDS: 2 – 5 Reading

Determine or clarify the meaning of unknown and multiple-meaning words and Phrase Citations based on grade 11 reading and content, choosing flexibly from a range of strategies; consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

VU: Specific language, multiple meaning words, synonyms, antonyms, homonyms, affixes, root words, specific to topic/text

LFC: Sentence structure, modals, all verb tenses, match of language forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners and in the L1.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials developed for English language learners.

Read, write, speak and listen to apply elements of vocabulary words by consulting general and specialized reference materials at grade level

Learning Supports

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning L1 support/Cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning L1 support/Cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning

Reference materials (dictionaries and thesauruses)

Reference materials (dictionaries and thesaurus)

ELA – Grades 11&12 - Unit 5 – ELL Scaffold

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency. .

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 55 CCSS: L.11.5.a WIDA ELDS: 2 – 5 Reading

Demonstrate understanding of figurative language; interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text when writing and speaking.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning using context, Visuals and reference materials.

VU: Nuances, figures of speech, connotation, hyperbole, paradox

LFC: Sentences with figurative language and words with similar denotations

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Read to determine the meaning of high-frequency figures of speech and nuances in common words with different shades of meaning in leveled texts.

Read to determine the meaning of common figures of speech and nuances in general vocabulary words with different shades of meaning in leveled texts.

Read to determine the meaning of figures of speech and nuances in content related words with different shades of meaning in leveled texts.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning within the grade level band.

Read to determine the meaning of figures of speech and nuances in words with different shades of meaning in grade-level texts.

Learning Supports

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning L1 support/Cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning L1 support/Cognates Visuals

Reference materials (dictionaries and thesauruses, bilingual) Figures of speech Reference Sheet Paint strips/shades of meaning

Reference materials (dictionaries and thesauruses)