· web viewunit name: writing. grade level: 9-12 district-approved text: the edge, cengage...

UNIT NAME: Writing

Grade level: 9-12 District-Approved Text: The EDGE, Cengage Learning

Unit : 4

Stage 1 – Desired ResultsEnduring Understanding:

Effective readers use a variety of strategies to make sense of the ideas and details presented in text. Effective readers, writers, and listeners use knowledge of language to make appropriate choices when presenting information and to clarify meaning

when reading or listening. Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.

Essential Questions: How can I analyze a text? Am I clear about what I just read? How can discussion increase knowledge and understanding of an idea(s)? How do good writers express themselves?

ESL Supports:

Adapted Text with Visuals Graphic Organizer: T-Chart Word Detective, Fryer Model Cooperative whole group/paired reading: Guided Reading, Anticipation Guide Modeling: Teacher created mentor text (Personal Narrative); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary, transition, point of view, plot line

TBOE Approved 8/26/2013

Standard Student Learning Objectives(SLO)

Content Objective (CO)Language Objective (LO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

Suggested Resources

CCSS

RL.11.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

WIDA: 2-5ReadingSpeaking

SLO: 1

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

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

ELD1: Read to cite and distinguish explicit, inferential and uncertain evidence and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain

ELD2: Read to cite and distinguish explicit, inferential and uncertain evidence and/or by matching phrase and sentence citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain.

ELD3: Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature.

ELD4: Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

ELD5: Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.

Formative Read-Aloud Choral Reading Oral Summaries Teacher

Observations Graphic Organizer

(Story Maps) Response

Journals

Summative Quizzes Cluster Tests State

assessments District

Benchmarks

Projects

Role Play/skits Choral Recitation

of Poems

http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative

http://www.thewritesource.com/studentmodels/

http://www.lepnet.sparcc.org/hck/data/krobinson/files/Personal_Narratvie_Example_2.pdf

http://www.mybookezz.org/short-personal-narrative-examples-for-kids-1103/














Stage 2 – Assessment EvidenceSuggested Performance Tasks:

I can recognize when the text I am reading is too easy or too difficult for me.

I can determine reading strategies (ask questions, make connections, take notes, make inferences, visualize, re-read) that will help me comprehend difficult text.

I can determine multiple pieces of textual evidence that strongly support explicit and inferential questions (right there answers).

I can review and/or research materials(s) to be discussed and determine key points and/or central ideas.

I can analyze an author’s words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions.

I can distinguish between literal language (what it means exactly).

Other Evidence:

Exit/Admit Slips: Phrase and sentences citations

Reflective Journal Logs

Teacher Observations

Peer-Self Assessments


UNIT NAME: Writing


Unit : 4


Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in diverse

formats.

Essential Questions:

What do good readers do? How do I know I am clear about what I just read? What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Adapted Text with Visuals Activate prior knowledge Graphic Organizer: Story Map, T-Chart Word Detective, Fryer Model Cooperative whole group/paired reading: Guided Reading, Anticipation Guide

Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary, transition, point of view, plot line, subject-verb agreement, clauses





Suggested Resources


CCSS

RL. 11.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

WIDA: 2-5ReadingSpeaking

SLO: 3

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

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

ELD1: Read to determine how themes develop and summarize the text and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.

ELD2: Read to determine how themes develop and summarize the text and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame.

ELD3: Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences.

ELP4: Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity.

ELP5: Read to determine how themes develop in grade level literature and summarize of the text using precise vocabulary in multiple, complex sentences.

Formative Read- Aloud Independent

Reading Choral Reading Jigsaw Literature/

Discussion Circles

Graphic Organizer

Write a summary Journals Socratic

Seminars Interactive

Practice Inquiry Board



Benchmarks

Projects

Role Play/skits Exhibitions Presentations

EDGE 9-12Writer’s Workout Practice Book

www.BreakingNewsEnglish.com/www.Bergen.edu/library/learning/English/index.aspwww.hbedge.netwww.clta.on.ca/EAOnline/index.htlmwww.The New York Times Learning Network.comTOEFL 4 MeTOEFL PracticeDiscover Onlinehttp://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative





I can define theme (a central idea or lesson the author is revealing-

Other Evidence:















http://www.Bergen.edu/library/learning/English/index.asp


http://www.BreakingNewsEnglish.com/


Honesty is the best policy).

I can analyze plot (the events that happen) to determine two or more themes (author’s overall messages).

I can determine how multiple themes in a text develop and interact to build on one another and produce a complex account (e.g., The Old Man and The Sea, Wuthering Heights, Jane Eyre).

I can define Summary (a shortened version of the text that states key points.)

I can compose an objective summary stating the key points of the text without adding my own opinions or feelings.




UNIT NAME: Writing


Unit : 4



Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e. g. a section, chapter, scene or

stanza) relate to each other and the whole.


Author’s choice: Why does it matter? What makes a story a “great story?

ESL Supports:

Adapted Text with Visuals Activate prior knowledge Graphic organizers: Cause and effect, Problem/Solution, Venn diagram Clarify ideas Gather and synthesize information Literary device: Plot, theme, foreshadow Analyze importance in sequential and chronological order Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc. Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases, exposition or argument, transitional words, warranted, justify, theme, summary, objective, informational, cause and effect, problem and solution, compare and contrast.





Suggested Resources

ELP1: Read and analyze the Formative EDGE 9-12


CCSS

RL.11.3Analyze 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).

WIDA: 2-5Reading Speaking

SLO: 4, 35

CO: 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).

LO: Read and analyze the impact of the author’s choices on the development of a drama using Cause and Effect Graphic Organizers, adapted text.

impact of the author’s choices on the development of the story elements and/or using a leveled text, use a word or phrase to complete a Graphic Organizers.

ELP2: Read and analyze the impact of the author’s choices on the development of the story elements and/or using a leveled text, use a phrase to complete a Graphic Organizers.

ELP3: 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 simple, related sentences.

ELP4: Read and analyze the impact of the author’s choices on the development of the story elements in a drama within grade-level band using key vocabulary in expanded sentences with emerging complexity.

ELP5: 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.

Read- Aloud Independent


Discussion Circles

Graphic Organizer

Write a summary Journals Socratic





Benchmarks

Projects

Role Play/skits Choral

Recitation of Poems

Writer’s Workout Practice Bookwww.BreakingNewsEnglish.com/www.Bergen.edu/library/learning/English/index.aspwww.hbedge.netwww.clta.on.ca/EAOnline/index.htlmwww.The New York Times Learning Network.comTOEFL 4 MeTOEFL PracticeDiscover Online





Stage 2 – Assessment Evidence


















Suggested Performance Tasks:

I can identify element of a story or drama (e. g., setting, events characters).

I can analyze how elements of a story or drama are developed and/or interrelated.

I can analyze the impact of an author’s in presenting elements of a story or drama.

Other Evidence:





UNIT NAME: Writing



Unit : 4


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e. g. a section, chapter, scene or stanza) relate to each

other and the whole.


Author’s choice: Why does it matter? What makes a story a “great story?

ESL Supports:

Adapted Text with Visuals Graphic Organizer: Story Map, T-Chart Cooperative whole group/paired reading: Guided Reading, Anticipation Guide

Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary, transition, point of view, plot line, similes, metaphors, hyperboles; content-based, grade-level vocabulary

Standard Student Learning Objectives

(SLO)Content Objective (CO)

Language Objective (LO)



Suggested Resources

CCSS

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.)

WIDA 2-5Reading

SLO: 5

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

LO: Read to understand the meanings of figurative,

ELD1: Read to understand word and phrase meaning and analyze the impact of word choice; and/or using leveled text, match words and phrases with their visual representations.

ELD2: Read to understand word and phrase meaning and analyze the impact of word choice ; and/or using leveled text, match words and phrases


Reading Choral

Reading Jigsaw Literature/

Discussion Circles

Graphic Organizer

Write a

EDGE 9-12Writer’s Workout Practice Bookwww.BreakingNewsEnglish.com/www.Bergen.edu/library/learning/English/index.aspwww.hbedge.netwww.clta.on.ca/EAOnline/index.htlmwww.The New York Times Learning Network.comTOEFL 4 MeTOEFL PracticeDiscover Online

Figurative Language Chart


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/FigurativeLanguageChart.pdf




Speaking connotative and technical words and phrases as they are used in a text using a Vocabulary Frame or technology support.

with their definitions and match word and Phrase Citations to visual representations.

ELD3: Read to understand word and phrase meaning and analyze the impact of word choices in adapted literature using key vocabulary in a series of simple, related sentences.

ELD4: Read to understand word and phrase meaning and analyze the impact of word choice in literature within grade-level band using key vocabulary in expanded and some complex sentences.

ELD5: Read to understand word and phrase meaning and analyze the impact of word choice in grade level literature using precise vocabulary in multiple, complex sentences

summary Journals Socratic





Benchmarks

Projects

Role Play Choral

Recitation of Poems



















I can define and identify various forms of figurative language (e. g, simile, metaphor, hyperbole, personification, alliteration, onomatopoeia).

I can distinguish between literal language ( it means exactly what you mean) and figurative language (sometimes what you say is not exactly what you mean).

I can recognize the differences denotative meanings ( all words have a dictionary definition) and connotative meaning (some words carry feelings).

I can recognize words that have technical meaning and understand their purpose in a specific text (e.g., “stem” in an article about flowers versus “stem” in an article about cell research).

I can analyze how a key term or terms are used and refined over the course of a text.

Other Evidence:





Feedback

UNIT NAME: Writing


Grade level: 9-12 District-Approved Text: The EDGE

Unit : 4


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and

technology


What do good writers do? What’s my purpose and how do I develop it? What makes a difference in writing clearly?

ESL Supports: Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Clarify ideas, audience Introduce precise , knowledgeable claims, gather information Organize information from multiple sources Online Resources Thesaurus, Bilingual Dictionary, Translators Student Model

Writing Mode:

Define Explain Graphic Organizer: Trait, Development of ideas Writing Process: Prewrite; Draft; Revise for development of ideas Edit, Proofread, Publish and Present Graphic Organizer: Persuasion Map Cloze sentences

Word Bank: Claim, counterclaim, syntax, plan, revise, edit, purpose, audience; content-based, grade-level vocabulary


Content Objective (CO)



Suggested Resources


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/WordBank.pdf


CCSS

W.11.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WIDA ELDS: 2.5Writing

SLO: 18

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

LO: Produce clear and coherent writing, suitable for task, purpose, and audience using a graphic organizer (specific to task and purpose) and visuals. Write to develop writing through editing using a Checklist for editing.

ELD1: Write to develop writing through editing and/or by producing selected single words in key phrase patterns.

ELD2: Write to develop writing through editing and/or by producing selected single words in key phrase patterns.

ELD3: Write to develop writing through editing by producing key vocabulary in a series of simple, related sentences.

ELD4: Write to develop writing through editing by producing key vocabulary in expanded and some complex sentences.

ELD5: Write to develop writing through editing and by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.

Formative Constructive

Quizzes Student

Conferences One Minute

Essay Learning Log Anecdotal Note

Cards/Notes Journals

Summative Write an

argumentative essay

Argumentative Rubric

End-of-Unit Test District

Benchmarks or interim assessments

State Assessments

Writer’s Checklist

Writer’s Workout Practice Book

http://www.iss.k12.nc.us/writing/prompts_p.htm

http://www.creative-writing-now.com/creative-writing-prompts.html

Checklist for editing

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

Technology and Technological ResourcesVisuals



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/ChecklistforEditing.pdf







Analyze substantive (influential) topic or texts to determine an argument that causes or has caused a debate in society.

Choose a side of the argument, identify precise, knowledgeable claims, and establish the significance of the claims.

Identify alternate or opposing claims that counter my argument.

Organize claims, counterclaims, reasons, and evidence into a logical sequence.

Anticipate my audience my audience’s knowledge level, concern, values, and possible biases and develop my claims and counterclaims by pointing out the most relevant strengthen and limitations of both.

Present my argument in a formal style and objective tone.

Create cohesion and clarity relationships among claims and counterclaims using transitions as well as varied syntax.

Provide a concluding statement/section that supports my argument.

Other Evidence:

Individual/Peer

Conferencing Evaluation

Journal Entries

Write summaries

UNIT NAME: Writing



Unit : 4

Stage 1 – Desired ResultsStandard Student Learning

Objectives(SLO)




Suggested Resources

CCSS

RL.11-12.6Analyze 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).

WIDA EDLS: 2-5Reading Speaking

SLO: 8

CO: Acquire and use accurately general academic and domain-specific words and phrased, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

LO: 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.

ELP1: Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant ; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected, high-frequency words or phrases denoting satire, sarcasm, etc

ELP2: Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant ; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected phrases denoting satire, sarcasm, etc.

ELP3. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in adapted literature using key vocabulary in a series of



Discussion Circles Graphic Organizer Write a summary Journals Socratic Seminars Interactive Practice Inquiry Board

Summative Quizzes Cluster Tests State assessments District Benchmarks

Projects

Role Play Choral Recitation of

Poems

EDGE 9-12Writer’s Workout Practice Bookwww.BreakingNewsEnglish.com/www.Bergen.edu/library/learning/English/index.aspwww.hbedge.netwww.clta.on.ca/EAOnline/index.htlmwww.The New York Times Learning Network.comTOEFL 4 MeTOEFL PracticeDiscover Online

Figurative Language Chart




















simple, related sentences.

ELP4. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within grade-level band using key vocabulary in expanded and some complex sentences.

ELP5. Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature using precise vocabulary in multiple, complex sentences.


I can identify an author’s point of view in a text.

I can analyze words stated directly in a text and determine when an author is requiring the reader to make an inference as to what is really meant( e.g., reading between the lines).

I can recognize when authors use literary techniques (e.g., satire, sarcasm, irony, or understatement) to shape the content and style of a text.

Other Evidence:

Feedback

Conference


Reflective Journal logs


UNIT NAME: Writing



Unit : 4


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in

diverse formats.


What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Activate prior knowledge: visuals Graphic Organizers: Cause and effect, Problem/Solution, Venn Diagram Draw Conclusion Clarify ideas Think-Pair-Share Gather information Identify/organize multiple sources of information Interpret and Evaluate information Analyze evidence Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun phrases. cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.





Suggested Resources



CCSS

RL.11.7Analyze 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.)

WIDA EDLS: 2-5Reading Speaking

SLO: 9

CO: 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.)

LO: Compare and contrast multiple interpretations of a literary work using a Graphic Organizers (i.e. 3 rings Venn Diagram) support and/or adapted text.

ELD1: Compare and contrast multiple interpretations of a grade level literary work; and/or use selected words from leveled texts to complete a Graphic Organizers or cloze sentences.

ELD2: Compare and contrast multiple interpretations of a grade level literary work; and/or use short phrases from leveled texts to complete a Graphic Organizers or Sentence Frame.

ELD3: Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences.

ELD4: Compare and contrast multiple interpretations of a literary work within grade-level band using key vocabulary in expanded sentences with emerging complexity.

ELD5: Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences


Reading Choral Reading Jigsaw Questioning Think-Pair-

Share Teacher

Observation Literature/

Discussion Circles

Graphic Organizer

Outline Write a

summary Journal Writing Socratic


notebook

Summative Quizzes Cluster Test Wrap-up unit District

Benchmarks State

assessments

Projects Write a

character analysis

EDGE 9-12 Writer’s Workout

Practice Book www.BreakingNewsE

nglish.com/ www.Bergen.edu/

library/learning/English/index.asp

www.hbedge.net www.inspiration.com/ www.clta.on.ca/

EAOnline/index.htlm www.The New York

Times Learning Network.com

TOEFL 4 Me TOEFL Practice Discover Online Online resources

(dictionaries, Visuals, Figurative Language Chart, bilingual)

Figurative Language Chart word wall

Phrase Citations Online resources

(dictionaries, Visuals, Figurative Language Chart, bilingual) Figurative Language Chart word wall Phrase CitationsVisuals

Venn DiagramRecorded or Live Production


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/Recordedorliveproduction.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/VennDiagram.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/PhraseCitations.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/OnlineResources.pdf

http://www.hbedge.net/






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf

Rubric for character analysis


I can compare and contrast multiple interpretations of a literary work within grade-level.

I can use selected words from leveled texts to complete a graphic organizers or cloze sentences.

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

Other Evidence:

Feedback

Conferencing




UNIT NAME: Writing


Unit : 4


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in

diverse formats.



What will help me make meaning from a variety of sources? In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

ESL Supports:

Activate prior knowledge Graphic Organizers: Cause and effect, Problem/Solution, Venn Diagram Draw Conclusion Clarify ideas Think-Pair-Share Gather information Identify/organize multiple sources of information Interpret and Evaluate information Analyze evidence Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector

Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, specific to text; content-based, grade-level vocabulary, multiple meanings of a key terms, idioms, collocations, noun phrases. cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.





Suggested Resources

CCSS

RL.11.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity

SLO: 10

CO: 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.

LO: Read to comprehend a variety of literature in the grade 9-11 text

ELP1. Read to comprehend a variety of literature; and/or selected words and phrases from excerpts of grade-level literature read-aloud.

ELP2. Read to comprehend a variety of literature; and/or selected phrase and sentence excerpts from grade-level literature read.

ELP3. Read to comprehend a variety of adapted literature.


Reading Choral Reading Jigsaw Questioning Think-Pair-

Share Teacher

Observation


Practice Book www.BreakingNews

English.com/ www.Bergen.edu/


www.hbedge.net www.inspiration.com

/








band proficiently, with scaffolding as needed at the high end of the range

WIDA ELDS: 2-5Reading Speaking

complexity band using Graphic Organizers support and online resources.

ELP4. Read to comprehend a variety of literature within grade 9-11 text complexity band.

ELP5. Read to comprehend a variety of grade-level literature.

Literature/Discussion Circles

Graphic Organizer

Outline Write a

summary Journals Socratic


notebook

Summative Quizzes Cluster Test Reflection Wrap-up unit District

Benchmarks State

assessments

Projects Write a

character sketch

Rubric for character sketch

www.clta.on.ca/ EAOnline/index.htlm

www.The New York Times Learning Network.com




Phrase Citations Visuals Online resources

(dictionaries, Visuals, Figurative Language Chart, bilingual) Figurative Language Chart word wall Phrase CitationsVisuals

Venn DiagramRecorded or Live Production

Online resourcesGraphic Organizers s Word/picture band Cloze sentences


I can define point of view as how the author feels about the

Other Evidence:

Feedback


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/GraphicOrganizers.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/Recordedorliveproduction.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/VennDiagram.pdf













situation/topic of a text.

I can determine an author’s point of view (What do I know about the author’s opinions, values, and/or belief?) and explain his/her purpose for writing the text.

I can define rhetoric ( a technique an author uses to persuade a reader to consider a topic from a different perspective).

I can analyze how the author’s style and content contribute to power, persuasiveness, or beauty of the text.

Conference


Reflective Journal logs


UNIT NAME: Writing


Unit : 4



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation

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






Suggested Resources

CCSS

W.11-12.3.a-dWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

WIDA ELDS: 1-5Writing

SLO: 8, 9, 10, 11

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

LO: Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using a Template, multiple reference materials and Shared Writing

ELD1: Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative ; and/or integrate sensory language by writing word- level captions for pictures and by matching words to pictures.

ELD2: Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative ; and/or write to integrate sensory language into a sentence level narrative by matching descriptive phrases to appropriate pictures.

ELD3: Write a narrative by developing real or imagined experiences using sensory language and key vocabulary in a series of simple, related sentences.

ELD4: Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and key vocabulary in expanded sentences with emerging complexity.

ELD5: Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and precise vocabulary in multiple, complex sentences

Formative

Constructive Quizzes

Student Conferences

One Minute Essay

Anecdotal Note Cards/Notes

Summative Write a personal

narrative essay Write a

Poem (s)

End-of-Unit Test





I can use narrative techniques (e.g. dialogue, Other Evidence:










pacing, description, reflection and/or multiple plot lines) to develop experiences, events, and/or characters where one event logically leads to another.

I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure (ties up all loose ends and leaves the reader satisfied).

Individual/Peer conferencing and Evaluation Journal Entries Summaries

UNIT NAME: Writing


Unit : 4



technology.



ESL Supports:

Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation Story Map Charts/Posters Cloze Sentences Word/Picture Bank/Visuals



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf

Word Bank: Task, purpose, audience; content-based, grade-level vocabulary





Suggested Resources

CCSS

W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences


SLO: 16

CO: When writing narratives/informational text, 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.

LO: Write routinely for specific time frames and for various purposes, tasks and audiences using graphic organizers (specific to time frame, purpose, task, and audience). Compose well-structured, detailed, and engaging narratives using a Story Map and a word/picture bank.

ELP1: Compose well-structured, detailed, and engaging narratives and/or by producing selected single words in key phrase patterns.

ELP2: Compose well-structured, detailed, and engaging narratives and/or by producing selected vocabulary in key phrases and short sentences.

ELD3: Compose well-structured, detailed, and engaging narratives by producing key vocabulary in a series of simple, related sentences.

ELD4: Compose well-structured, detailed, and engaging narratives by producing key vocabulary in expanded and some complex sentences.

ELD5: Compose well-structured, detailed, and engaging narratives by producing clear and coherent writing using precise vocabulary in multiple, complex sentences


Quizzes Student

Conferences One Minute Essay


Summative Write a personal

narrative essay Write a

Poem (s)

End-of-Unit Test





I can use narrative techniques (e.g. dialogue, pacing, description, reflection and/or multiple plot lines) to develop experiences,

Other Evidence:

Individual/Peer conferencing and Evaluation









events, and/or characters where one event logically leads to another.


Journal Entries

Summaries

UNIT NAME: Writing


Unit : 4



technology.



ESL Supports:

• Four Corners• Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web• Online Resources • Thesaurus, Bilingual Dictionary, Translation• Elements of plot; content-based, grade-level vocabulary

Word Bank: claim, counterclaim, syntax






Suggested Resources

CCSS

RL11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


SLO: 1

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

LO: Compose a narrative with a smooth progression of events using a Timeline, Story Map and a word/picture bank.

ELD1: Compose a narrative with a smooth progression of events and/or by producing drawings and selected words in key phrase patterns.

ELD2: Compose a narrative with a smooth progression of events and/or by producing illustrations and selected vocabulary in key phrases and short sentences.

ELD3: Compose a narrative with a smooth progression of events by producing key vocabulary in a series of simple, related sentences

ELD4: Compose a narrative with a smooth progression of events by producing key vocabulary in expanded and some complex sentences.

ELD5: Compose a narrative


Quizzes Student


Essay Anecdotal Note

Cards/Notes

Summative

Write a personal narrative essay

Write a Poem (s)

End-of-Unit Test











with a smooth progression of events by producing precise vocabulary in multiple, complex sentences.


I can use narrative techniques (e.g. dialogue, pacing, description, reflection and/or multiple plot lines) to develop experiences, events, and/or characters where one event logically leads to another.


Other Evidence:


UNIT NAME: Writing

Grade level: 9-12 District-Approved Text: The EDGE

Unit : 4



technology.


What do good writers do?


What’s my purpose and how do I develop it? What makes a difference in writing clearly?

ESL Supports: Four Corners Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web Online Resources Thesaurus, Bilingual Dictionary, Translation

Word Bank: Dialogue, pacing, description, reflection; content-based, grade-level vocabularyStandard Student Learning Objectives





Suggested Resources

CCSS

W.11-12.3b-d, W.12.4-5 When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters, that is clear, coherent, appropriate to task, purpose, and audience.

SLO: 9, 10, 11, 12, 13,

CO: When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

LO: Develop experiences, events, and or characters by implementing narrative techniques using a Literary Techniques Reference Sheet Reference Sheet and Charts

ELD1: Develop experiences, events, and or characters by implementing narrative techniques and/or use pictures and selected single words in key phrase patterns.

ELD2: Develop experiences, events, and or characters by implementing narrative techniques and/or use pictures and selected vocabulary in key phrases and short sentences.

ELD3: Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.

ELD4: Develop experiences, events, and or characters by implementing narrative techniques using key vocabulary in a series of simple, related sentences.


Quizzes Student


Essay Anecdotal Note

Cards/Notes

Summative

Write a personal narrative essay

Write a Poem (s)

End-of-Unit Test




Literary Techniques Reference Sheet Story Map

Charts/PostersCloze Sentences

Word/Picture Bank

Visuals

Native Language Support





http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Posters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/StoryMap.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/LiteraryTechniquesReferenceSheet.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/LiteraryTechniquesReferenceSheet.pdf









WIDA ELDS: 2 – 5Writing ELD5: Develop experiences,

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


I can use narrative techniques (e.g. dialogue, pacing, description, reflection and/or multiple plot lines) to develop experiences, events, and/or characters where one event logically leads to another.


Other Evidence:


UNIT NAME: Writing


Unit : 4



technology.


Writing clearly: What makes a difference? Final product: What does it take?


ESL Supports::

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Cloze sentences Writing Mode: Expository Graphic Organizer Writing Process Poster Organizer: Prewrite, Draft, Edit and Proofread, Publish and Present

Word Bank: Author’s purpose, audience, writing tasks, style (e.g., narrative, argument, informative, persuasive, research etc).





Suggested Resources

CCSS

W.11.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


SLO: 18

CO: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LO: Produce clear and coherent writing, suitable for task, purpose, and audience using a Graphic Organizers (specific to task and purpose) and Visuals

ELD1: Produce clear and coherent writing and/or use pictures and selected single words in key phrase patterns.

ELD2: Produce clear and coherent writing ; and/or produce an emerging expression of ideas using pictures and selected vocabulary in repetitive phrasal and sentence patterns.

ELD3: Produce emerging expression of multiple related ideas using key vocabulary in a series of simple sentences.

ELD4: Produce organized expression of ideas with emerging cohesion using key vocabulary in expanded and some complex sentences.

ELD5: Produce clear and coherent writing using precise vocabulary in multiple,


Quizzes Student


Essay


Summative

Write argument \narrative /persuasive/expository essay

Write a Poem (s)

End-of-Unit Test

EDGE 9-12 Writer’s Workout Practice

Book www.BreakingNewsEngli

sh.com/ www.Bergen.edu/library/

learning/English/index.asp







Phrase Citations








complex sentences matched to the purpose and task.

Visuals

Online resources (dictionaries, Visuals, Figurative Language Chart,

Graphic Organizers – partially completed by teacher (appropriate to task)


I can use writing techniques (e.g. dialogue, pacing, description, reflection and/or multiple plot lines, etc.) to develop experiences, events, and/or characters where one event and/or factual evidence logically leads to another,

I can use descriptive words and phrases that reveal details, appeal to the senses, and help convey a vivid picture of the experiences, events, setting, and/or characters (create mind pictures) or convey specific facts of a chosen topic.

I can sequence events and signal changes in time and place by using transition words, phrases, and clauses to show the relationships among experiences, events and/or facts.

I can create coherent whole and build toward a particular tone and outcome using a variety of techniques (e.g., repetition, vivid description, point of view).


Other Evidence:

Individual/Peer conferencing and Evaluation Journal Entries

Summaries

Shared WritingSentence Starter

UNIT NAME: Writing


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/SentenceStarters.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/SharedWriting.pdf






Grade level: 9-12 District-Approved Text: The Edge, Cengage Learning

Unit : 4



technology.



ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository Graphic Organizer Writing Process Poster Organizer: Prewrite, Draft, Edit and Proofread, Publish and Present Trait: Development of ideas Visuals Figurative Language Chart Word Wall Phrase Citations Online resources (dictionaries, Visuals, Figurative Language Chart, Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart (partially completed) Checklist for editing

Word Bank: Author’s purpose, audience, writing tasks, style, cloze sentences (e.g., narrative, argument, informative, persuasive, research, etc.) , plan, revise, edit, purpose, audience




Suggested Resources



CCSS

W.11.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

WIDA ELDS: 2 – 5ReadingWriting

SLO: 19

CO: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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

ELD1: Write to develop writing through editing and addressing purpose and audience and/or use drawings and selected single words in key phrase patterns.

ELD2: Write to develop writing through editing and addressing purpose and audience and/or use pictures and selected vocabulary in phrases and short sentences.

ELD3: Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.

ELD4. Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.

ELD5. Write to develop writing through editing and addressing purpose and audience using precise vocabulary in multiple, complex sentences.


Quizzes Student

Conferences Written Essay Read essay

aloud Check for

understanding Anecdotal Note

Cards/Notes

Summative Write argument \

narrative /persuasive/expository essay

Revise and edit writing

End-of-Unit Test


Practice Book www.BreakingNewsEn

glish.com/ www.Bergen.edu/








I can use prewriting strategies to formulate ideas (e.g., graphic organizers. Brainstorming, list).

Other Evidence:

Individual/Peer conferencing and Evaluation








I can recognize that a well-developed piece of writing requires more than one draft.

I can apply revision strategies (e.g., reading aloud, checking for understandings, adding and deleting details) with the help of others.

I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc.

I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary.

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.

Journal Entries

Summaries


UNIT NAME: Writing


Unit : 4






technology.



ESL Supports:

Modeling: Teacher created essay (narrative; persuasive, research) Document Reader/Overhead Projector Writing Mode: Expository, narrative, argument, persuasive, informative,research. Word/Picture Bank: Author’s purpose, audience, writing tasks, style, cloze sentences (e.g., narrative, argument, informative, persuasive,

research etc). Figurative Language Chart word wall Phrase Citations Visuals Online resources (dictionaries, Visuals, Figurative Language Chart, Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart (partially completed) Checklist for editing

Word Bank: Transitional words, word choice, general, specific and technical language





Suggested Resources

CCSS

W.11.6

SLO: 20, 21, 22

CO: Use Technology and

ELD1: Write to edit and publish individual and collaborative multi-paragraph writing pieces ;


Quizzes Student





Use technology, including the Internet, to produce, publish, and update individual or shared writing products.

WIDA ELDS: 2 – 5WritingReading

Technological Resources, including the Internet, to produce, publish, and update individual or shared writing products.

LO: Write to edit and publish individual and collaborative writing pieces using a checklist of steps and a Partner work.

and/or edit and publish individual and collaborative writing pieces using selected single words in key phrase patterns.

ELD2: Write to edit and publish individual and collaborative multi-paragraph writing pieces; and/or edit and publish individual and collaborative pieces using selected vocabulary in repetitive phrasal and sentence patterns.

ELD3: Write to edit and publish individual and collaborative three paragraph writing pieces about multiple related ideas using key vocabulary in simple sentences.

ELD4: Write to edit and publish individual and collaborative multi-paragraph writing pieces using key vocabulary in expanded and some complex sentences.

ELD5: Write to edit and publish individual and collaborative multi-paragraph writing pieces using precise vocabulary in multiple, complex sentences.

Conferences Write research

paper Read essay

aloud Check for


Cards/Notes

Summative

Write research paper


End-of-Unit Test






TOEFL 4 Me TOEFL Practice Discover Online


I can identify technology (e.g., Word, Publisher, PowerPoint, wiki, blog) that will help me produce, publish and update my individual or shared writing products.

I can determine the most efficient technology medium to complete my writing task.

I can respond to ongoing feedback and /or new arguments

Other Evidence: Individual/Peer conferencing and Evaluation Journal Entries

Project







or information to produce, publish, and update my writing projects.


UNIT NAME: Literature/Writing


Unit : 4


Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.


What do good researchers do? “Cut and Paste:” What is the problem?

ESL Supports:

Figurative Language Chart Word Wall Phrase Citations Visuals/ Word/Picture Bank Online resources (dictionaries, Visuals) Graphic Organizers – partially completed by teacher (appropriate to task) Purpose and Audience Planning Chart (partially completed) Checklist for editing Distinguish how research differs Research around a problem, choose several resources Synthesize information Determine if it need to be narrow or broaden its inquiry

Word Bank: Research, solve, inquiry, content-based grade-level vocabulary, transitional words, word choice, central question, synthesize, general and specific technical language.

Standard Student Learning Objectives





Suggested Resources

CCSS

W.11.7

SLO: 20, 21, 22

CO: Conduct short as well

ELD1: Write answers that solve problems based on research and/or use pictures,


Quizzes Student

EDGE 9-12 Writer’s Workout Practice

Book www.BreakingNewsEngli





Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WIDA ELDS: 2 – 5WritingSpeaking

as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LO: Write answers that solve problems based on research using a Template, Question Stem Bank and online resources.

drawings and selected single words in key phrase patterns.

ELD2: Write answers that solve problems based on research and/or use pictures, diagrams and selected vocabulary in key phrases and short sentences.

ELD3: Write answers that solve problems based on research using key vocabulary in a series of simple, related sentences.

ELD4: Write answers that solve problems based on research using key vocabulary in expanded and some complex sentences.

ELD5: Write answers that solve problems based on research using precise vocabulary in multiple, complex sentences.


paper Read essay

aloud Check for


Cards/Notes

Summative



End-of-Unit Test

sh.com/ www.Bergen.edu/library/

learning/English/index.asp














I can define research and distinguish how research differs from other types of writing.

I can focus my research around a problem to be solved, a central question that is provided, or self-generated question I have determine (e.g., How did Edgar Allan Poe’s life experiences influence his writing style?).

I can choose several sources (e.g., biographies, non-fiction texts, online encyclopedia) and synthesize information to answer my research inquiry.

I can determine if I need to narrow or broaden my inquiry based on the information gathered.

I can create a research paper/project to demonstrate understanding of the subject under investigation.

Other Evidence:


Project







Unit : 4





ESL Supports:

Determine credibility of a source Assess the strengths and limitation of my sources Determine appropriate task, purpose, and audience Advanced searches and digital sources Gather information Define plagiarism Determine when to quote information Follow standard format for citation

Word Bank: Research central question, synthesize, credibility, overreliance, advanced search, plagiarism paraphrase, authoritative print, transitional words, word choice; content-based, grade-level vocabulary, textual evidence, analysis, reflection.





Suggested Resources



CCSS

W.11.9.aDraw 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”).

WIDA ELDS: 2, 4-5WritingReading

SLO: 22

CO: 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”).

LO: Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using Graphic Organizers, Marking the Text, peer.

ELD1: Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature and/or use selected single words or phrase patterns in grade-level text to demonstrate understanding.

ELD2: Write to cite evidence from literary texts to support analysis and reflection from nonfiction literature and/or use selected vocabulary in phrases and short sentences from specific excerpts in grade-level text to demonstrate understanding.

ELD3: Write to cite evidence from literary texts to support analysis and reflection from adapted nonfiction literature using key vocabulary in a series of simple, related sentences.

ELD4: Write to cite evidence from literary texts to support analysis and reflection from text within the grade-level band using key vocabulary in expanded and some complex sentences.

ELD5: Write to cite evidence from literary texts to support analysis and reflection from grade level nonfiction literature using precise vocabulary in multiple, complex sentences.


Quizzes Student


paper Read essay

aloud Marking the

Text Check for


Cards/Notes

Summative



End-of-Unit Test


Practice Book www.BreakingNe

wsEnglish.com/ www.Bergen.edu/


www.hbedge.net www.inspiration.c

om/ www.clta.on.ca/

EAOnline/index.htlm

www.The New York Times Learning Network.com


(dictionaries, Visuals, Figurative Language Chart,


I can determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written.

I can assess the strengths and limitations of my sources to

Other Evidence:









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/TextSupports/MarkingtheText.pdf




determine those that are most appropriate for my task, purpose, and audience avoiding overreliance on any one source.

I can use advanced searches with multiple authotitative print and/or digital sources effectively to gather information needed to support my research.

I can define plagiarism (using someone else’s words/idea as my own).

I can avoid plagiarism by paraphrasing (putting in my own words) and /or summarizing my research findings.

I can determine my research data or facts must be quoted (directly stated ‘word for word”) and integrate the information into my text to maintain the flow of ideas.

I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quote in my writing.

I can determine textual evidence that supports my analysis, reflection, and/or research.

I can compose written responses and include textual evidence to strengthen my analysis, reflection and/or research.

Project




Unit : 4

Stage 1 – Desired Results




Enduring Understanding:




ESL Supports:

Determine credibility of a source Assess the strengths and limitation of my sources Determine appropriate task, purpose, and audience Advanced searches and digital sources Gather information Determine when to quote information Follow standard format for citation

Word Bank: Research, central question, synthesize, credibility, overreliance, advanced search, plagiarism paraphrase, authoritative print, transitional words, word choice; content-based, grade-level vocabulary, textual evidence, analysis, reflection, writing style, task, purpose, audience.





Suggested Resources

CCSS

W.11.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

SLO: 23

CO: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LO. Write routinely for specific time frames and for various

ELD1: Write routinely for specific time frames and for various purposes, tasks and audiences and/or use visuals and selected single words in key phrases.

ELD2: Write routinely for specific time frames and for various purposes, tasks and audiences and/or use visuals and selected vocabulary in key phrases and short sentences.


Quizzes Student


paper Read essay

aloud Marking the

Text Check for















two) for a range of tasks, purposes, and audiences.

WIDA ELDS: 2 – 5WritingSpeaking

purposes, tasks and audiences using a Purpose and Audience Planning Chart and Essay Templates specific to task.

.

ELD3: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in a series of simple, related sentences

ELD4: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in expanded and some complex sentences.

ELD5. Write routinely for specific time frames and for various purposes, tasks and audiences using precise vocabulary in multiple, complex sentences.


Cards/Notes

Summative



End-of-Unit Test






I can determine a writing format/style to fit my task, purpose, and/or audience.

I can recognize that different writing tasks(e.g., journal, reflection, research) require varied time frames to complete.

I can write for a variety of reasons (e. g., to inform, to describe, to persuade, to entertain/convey an experience.)

Other Evidence:


Project





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