english language 4...citing textual evidence, evaluating multiple sources of information, writing...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ENGLISH AS A SECOND LANGUAGE DEPARTMENT

ENGLISH LANGUAGE 4

Grade Level: 9-12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 25, 2014

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent Dr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee Ms. Marcella Garavaglia

Ms. Caia Schlessinger

Supervisor Ms. Deirdre Bova

ENGLISH LANGUAGE 4

COURSE PHILOSOPHY

The goal of the Freehold Regional High School District is to prepare students for the English and academic literacy demands of the world at large. The greatest responsibility for English as a Second Language (ESL) teachers is to strengthen the students’ ability to process and communicate social and academic information in English. Fluency and accuracy in both spoken and written English are emphasized. The course of study is designed for advanced speakers of English who will benefit from an integrated skills approach based on listening, speaking, reading, and writing. In order to prepare students more effectively to pursue college and careers, the English Language Learner (ELL) program’s learning objectives are based upon the 2012 WIDA Consortium English Language Development Standards for ELLs in Grade 9 through Grade 12 and the Common Core State Standards in English Language Arts. The ultimate purpose is to make English Language Learners (ELLs) literate readers, writers, and speakers in Standard American social language and academic English, as well as astute listeners and viewers. During this course, students will learn language acquisition skills that they can transfer and utilize to continue acquiring the English language while improving literacy.

COURSE DESCRIPTION

English Language 4 prepares students to transition out of the ESL program by focusing on activities that require interaction and the application of learning in meaningful contexts. The curriculum has been designed to make it more relevant and accessible to the students by focusing each language unit around essential questions or overarching enduring understandings. Each unit is based upon transfer goals, enduring understandings, and essential questions. They are developed to enable the students to gain a deeper understanding of the material. Rather than teach a series of lessons that solely address the language of a specific content area, all the activities in this guide are developed to foster an enduring understanding of a lesson that will allow the students to make connections to other disciplines, their lives, or the world in general. The curriculum establishes definite essential questions for each unit and activities that promulgate reading, writing, speaking, listening and viewing. Teachers are invited to write and/or revise them to suit the needs of their students. It is one of the goals of this curriculum model to exchange ideas regarding the teaching of the English language through academic language of the content areas.

COURSE SUMMARY

COURSE GOALS

CG1: Students will be able to use the speaking, listening, reading, and writing skills learned in this course to become productive members of a 21st century school community and society. CG2: By the end of the year, learners should be better able, on their own, to strategically and effectively read and communicate in English in their everyday academic and personal lives. CG3: Students will be able to transfer their understanding of the English Language so that on their own, they will be able to continue to acquire the English language and use that knowledge to effectively communicate.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS

CEU1: Reading in English requires the ability to determine vocabulary in context, respond to a text by summarizing and paraphrasing, compare and contrast, cite the text, determine central idea, analyze argument, evaluate structure, and integrate multiple sources of information.

CEQ1a: How does determining the meaning of words and phrases in context facilitate comprehension of text? CEQ1b: How does providing an objective summary increase understanding of a text? CEQ1c: How does comparing and contrasting enhance reading comprehension? CEQ1d: How does citing textual evidence support an analysis of a text? CEQ1e: How does determining central idea and purpose support evaluation of a text? CEQ1f: How does synthesizing multiple sources of information empower a reader?

CEU2: Communicating in English requires the ability to deliberately listen and participate orally in a variety of discussions.

CEQ2a: How does a speaker initiate and participate effectively in a range of collaborative discussions? CEQ2b: How do speakers adapt to a variety of contexts and tasks in order to successfully communicate in American society? CEQ2c: How do speakers effectively integrate credible sources in order to design solutions connected to prior learning? CEQ2d: How does a speaker express their own perspectives clearly and persuasively while integrating supporting evidence? CEQ2e: How does a speaker evaluate other speakers’ points of view and use of evidence?

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS

CEU3: Writing in English requires the ability to convey meaning by selecting appropriate vocabulary, apply correct conventions of Standard English, support claims, examine complex ideas, and develop real or imagined experiences.

CEQ3a: How does a writer determine the necessary conventions of Standard English? CEQ3b: How does a writer develop and support claims? CEQ3c: How does a writer analyze complex ideas? CEQ3d: How does a writer effectively narrate and develop real or imagined events? CEQ3e: How does a writer organize, develop, strengthen, and publish writing?

CEU4: Participation in society necessitates using technology and social media. CEQ4a: How do computers and the internet help students participate in the school community? CEQ4b: How does social media connect global citizens?

UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

1: Immigration Students will be able to transfer their understanding of historical and current reasons for immigration so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, and mathematics.

6 weeks

2: Educational Legislation Students will be able to transfer their understanding of educational legislation and the effects on bilingual/ESL education in the United States so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, and mathematics.

5 weeks

3: Career Options Students will be able to transfer their understanding of career choices and job responsibilities so that they will be able to communicate in the areas of language arts, social studies, and mathematics.

5 weeks

4: Food Production, Distribution, and

Consumption

Students will be able to transfer their understanding of food production, distribution, and consumption so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, science, and mathematics.

5 weeks

5: Communicating for Academia

Students will be able to strengthen and deepen their knowledge and skills in order to communicate information, ideas, and concepts necessary for continued academic success in all content areas.

3 weeks

6: Renewable Resources

Students will be able to transfer their understanding of energy, the environment, and the economy so that they will be able to communicate in in the areas of language arts, social studies, science, financial literacy, and mathematics.

5 weeks

7: Leadership Students will be able to transfer their understanding of influential people so that they will be able to communicate in the areas of language arts and social studies.

5 weeks

ENGLISH LANGUAGE 4

UNIT 1: IMMIGRATION SUGGESTED DURATION: 6 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of historical and current reasons for immigration so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, and mathematics.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about historical and current reasons why people immigrate.

3

The students will apply their understanding of historical and current reasons for immigration immigrate so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information about historical and current reasons why people immigrate. The student will recognize or recall specific vocabulary, such as, but not limited to:

current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), cultural information, geography, inequity, disparity, optimism, courage, liberty, self-determination, expectations, false expectations, disenchantment, disillusionment, culture shock.

The student will perform processes, such as, but not limited to:

sequencing important events, comparing/contrasting historical and modern events, summarizing and paraphrasing people and events, drawing conclusions, citing textual evidence, evaluating multiple sources of information, writing real or imagined events.

The student will use the following linguistic complexity, vocabulary usage, and language control:

a variety of sentence lengths of varying linguistic complexity; emerging cohesion to provide detail and clarity;

usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident;

generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference.

2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about historical and current reasons why people immigrate.

1 The student always needs assistance from a teacher to communicate key information about historical and current reasons why people immigrate.

0 Even with help, the student does not exhibit understanding of how to communicate key information about historical and current reasons why people immigrate.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS


EU1: Reading about the topic of social studies requires using context to understand academic/technical vocabulary and phrases.

EU2: Analyzing and evaluating literary and informational text requires the ability to compare and contrast.

EU3: Responding to a text requires the ability to cite the text to support analysis.

EU4: Summarizing and paraphrasing facilitates the evaluation of textual information.

EU5: An author makes deliberate choices about how to develop a story.

EQ1: How does determining figurative, connotative, and technical meanings in context help students read? EQ2: How does comparing and contrasting multiple sources of information help students read and evaluate information about historical and current reasons why people immigrate? EQ3: How does citing textual evidence support analysis? EQ4: How does summarizing and paraphrasing help students analyze text? EQ5: How does an author’s choice impact the reader?


EU6: Communicating requires the ability to discuss the topic of language arts, social studies, and mathematics.

EQ6a: How does a speaker clearly and persuasively express their own perspectives about historical and current reasons why people immigrate? EQ6b: How does a speaker evaluate others’ points of views about historical and current reasons why people immigrate? EQ6c: How does nonverbal communication affect communication?


EU7: Writing about the topic of historical and current reasons why people immigrate requires the understanding of figurative language, word relationships, and nuances in word meanings.

EU8: Writing for academic purposes requires the ability to demonstrate the command of Standard English conventions.

EU9: Academic writing requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ7: How does expanding vocabulary help students write about historical and current reasons why people immigrate? EQ8: How do capital letters, punctuation, and spelling aid students in writing about historical and current reasons why people immigrate? EQ9: How does organization, planning, editing, and rewriting improve writing about real or imagined narrative experiences for academic purposes?

CEU4: Participation in society necessitates using technology and social media.

EU10: Technology and social media are necessary in order to research and share information on historical and current reasons why people immigrate.

EQ10a: How does technology and social media help students investigate multiple sources of information about historical and current reasons why people immigrate? EQ10b: How does technology and social media help students create and/or share information about historical and current reasons why people immigrate?

WIDA & COMMON CORE STANDARDS WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 5: The Language of Social Studies 11-12.ELA.RL.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. 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.5: 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. 11-12.ELA.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.ELA.W.7: 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. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.2: 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. 11-12.ELA.SL.4: 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. 11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.SL.4: 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.

WIDA & COMMON CORE STANDARDS

11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.ELA.L.3: 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. 11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELAL.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG1 EU1-10 EQ1-10 11-12.ELA.RL.1 11-12.ELA.RI.1, 2, 3, 4, 7, 10 11-12.ELA.W.3, 4, 6, 7, 10 11-12.ELA.SL.1, 2, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2,3,5 DOK 2-4

Part 1: Speaking

Students will present and debate persuasive arguments for immigrating to a new country or staying in their native country by referencing historical and current reasons for immigration for their particular region of the world.

Part 2: Listening

Students will listen to the presenter’s arguments in order to classify them into pros and cons in preparation for their rebuttal. Part 3: Reading

Students will research credible websites in order to compare and contrast information about immigration. Part 4: Writing

Students will write a narrative of real and imagined events describing either their personal reasons for immigrating or a family member’s reasons for immigrating. They will reference historical and current reasons for immigration for their particular region of the world.

Part 5: Technology

Students will cite credible articles they find on the district’s online media center catalog to write their speech.

Students will share their final drafts and reflections after their debates on the class web page.

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Speaking and Listening 1. Students will explain an immigrant experience by referencing important and relevant

timeline events.

Students may choose to role play/dramatize the events.

Students may cite native language texts.

2. Students will debate pros and cons of immigration.

Students may use a purpose and audience planning chart.

Students may use cue cards.

Students may use T-charts.

Students may work with a partner or a triad.

Current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), cultural information, geography, inequity, disparity, optimism, courage, liberty, self-determination, expectations, false expectations, disenchantment, disillusionment, culture shock

DOK 1

11-12.ELA.SL.1 Question or respond to clarify, verify, or challenge conclusions posed by others 11-12.ELA.SL.4

Present information, findings, and supportive evidence that conveys a clear and distinct perspective such that listeners can follow a line of reasoning

Present alternate and opposing perspectives

11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6

Use general academic and domain-specific words and phrases at the college and career readiness level

Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge

DOK 3,4



Reading 1. Students will cite textual evidence from literature and informational text.

Students may use K-I-S charts. 2. Students will summarize and paraphrase narrative and informational text.

Students can work in pairs or triads.

Teacher can provide support and modeling. 3. Students will compare and contrast information from multiple sources of information.

Students can use a Venn diagram.

Students can use sentences starters. 4. Students will determine meaning in context.

Students may use multiple specialized reference materials such as a thesaurus, an electronic translator, an online multi-lingual glossary, an online pronunciation dictionary, print and digital dictionaries, and bilingual and English dictionaries.


DOK 1

11-12.ELA.RL.1

Explain inferences drawn from the text

Cite strong and thorough textual evidence to support the text

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.7 Integrate and evaluate multiple sources of information presented in diverse media or formats, as well as in words, to address a question or solve a problem 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4



Writing

1. Students will integrate research as to why people immigrate by sequencing events and writing real or imagined events.

Shared writing

Students will be allowed to mark the text. 2. Students will plan, edit, and revise written work.

Peer editing

Graphic organizers

Checklist for editing 3. Students will incorporate academic vocabulary in their writing.

Students may use a personal dictionary.

The teacher will provide a word wall.


DOK 1

11-12.ELA.W.3

Write a narrative that engages the readers with a significant problem, situation, or observation and introduce a narrator and/or characters

Write a narrative that uses a variety of transitions to develop a coherent sequence of events

Write a narrative that uses appropriate precise, descriptive, and sensory language

Write a narrative that includes a reflective conclusion that follows from what is experienced, observed, or resolved

11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach 11-12.ELA.W.7 Conduct steps for short research projects to answer a question 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4

ENGLISH LANGUAGE 4

UNIT 2: EDUCATIONAL LEGISLATION SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of educational legislation and the effects on bilingual/ESL education in the United States so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, and mathematics.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about educational legislation and the effects on bilingual/ESL education in the United States.

3

The students will apply their understanding of educational legislation so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information about educational legislation and the effects on bilingual/ESL education in the United States. The student will recognize or recall specific vocabulary, such as, but not limited to:

current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), educational legislation, NJ Dream Act, Bilingual Education, Instate tuition bill 2014 NJ, law, bill, advocate, lobby.


sequencing important events leading to a piece of legislation, comparing/contrasting informational and seminal U.S. texts, describing and summarizing legislation, drawing conclusions, developing a logical argument, citing textual evidence, evaluating multiple sources of information.


a variety of sentence lengths of varying linguistic complexity; emerging cohesion to provide detail and clarity;

usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident;


2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about educational legislation and the effects on bilingual/ESL education in the United States.

1 The student always needs assistance from a teacher to communicate key information about educational legislation and the effects on bilingual/ESL education in the United States.

0 Even with help, the student does not exhibit understanding of how to communicate key information about educational legislation and the effects on bilingual/ESL education in the United States.



EU1: Reading about the topic of social studies requires using context to understand academic/technical vocabulary and phrases.

EU2: Analyzing, evaluating, and integrating informational and seminal U.S. text requires the ability to compare and contrast.

EU3: Synthesizing text requires the ability to cite the text to support analysis.

EU4: Summarizing and paraphrasing the central idea and main arguments facilitates the evaluation of textual information and structure.

EU5: Analyzing argument aids students in developing their own positions on a topic.

EQ1: How does determining figurative, connotative, and technical meanings in context help students read? EQ2: How does comparing and contrasting multiple sources of information help students read and evaluate information about education legislation? EQ3: How does citing textual evidence support analysis? EQ4: How does summarizing and paraphrasing help students analyze the central idea and structure of a text? EQ5: How does analyzing an author’s argument help students develop a position?

CEU2: Communicating in English requires the ability to participate orally in a variety of discussions.

EU6: Communicating requires the ability to discuss the topic of language arts, social studies and mathematics.

EQ6a: How does a speaker clearly and persuasively express their own perspectives about educational legislation in the United States? EQ6b: How does a speaker evaluate others’ points of views about educational legislation in the United States? EQ6c: How does nonverbal communication affect communication?


EU7: Writing about the topic of educational legislation in the United States requires the understanding of figurative language, word relationships, and nuances in word meanings.

EU8: Writing for academic purposes requires the ability to demonstrate the command of Standard English conventions.

EU9: Argumentative writing requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ7: How does expanding vocabulary help students to support claims and analyze complex ideas about educational legislation in the United States? EQ8: How do capital letters, punctuation, and spelling aid students in analyzing information about educational legislation in the United States? EQ9: How does organization, planning, editing, and rewriting improve writing for academic purposes?


EU10: Technology and social media are necessary in order to research, integrate, and share information on educational legislation in the United States.

EQ10a: How does technology and social media help students investigate multiple sources of information about educational legislation in the United States? EQ10b: How does technology and social media help students create and/or share of information about educational legislation in the United States?

WIDA & COMMON CORE STANDARDS WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 5: The Language of Social Studies 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.8: 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) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.5: 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. 11-12.ELA.W.7: 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; 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. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.1.a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparations by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 11-12.ELA.SL.1.c: 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. 11-12.ELA.SL.2: 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. 11-12.ELA.SL.4: 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. 11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


11-12.ELA.L.3: 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. 11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELA.L.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

COMMON ASSESSMENT


LG1 EU1-10 EQ1-10 11-12.ELA.RI.1, 4, 7, 8, 10 11-12.ELA.W.1, 4, 7, 10 11-12.ELA.SL.1, 2, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2,3,5 DOK 2-4

Part 1: Speaking

Students will present and debate persuasive arguments for a student-chosen piece of educational legislation by referencing historical and current reasons for the legislation.

Part 2: Listening

Students will listen to the presenter’s arguments in order to classify them into pros and cons in preparation for their rebuttal. Part 3: Reading

Students will research and integrate credible sources of informational and seminal American texts in order to compare and contrast information about educational legislation.

Part 4: Writing

Students will write an argumentative essay by integrating multiple, credible sources in order to propose a new piece of educational legislation.

Part 5: Technology





Speaking and Listening 1. Students will explain a piece of legislation by referencing informational and

seminal American texts.

Students may present in pairs.


2. Students will debate pros and cons of specific legislation.

Students may use a purpose and audience planning chart.



Current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), educational legislation, NJ Dream Act, Bilingual Education, law, bill, advocate, lobby

DOK 1, 3, 4

11-12.ELA.SL.1

Pose and respond to questions to probe reasoning and evidence

Consider all positions on a topic or issue and respond thoughtfully

Reference evidence from texts and research to support comments and ideas

Question or respond to clarify, verify, or challenge conclusions posed by others

11-12.ELA.SL.2 Integrate multiple sources of information presented 11-12.ELA.SL.4 Present information, findings, and supportive evidence that conveys a clear and distinct perspective such that listeners can follow a line of reasoning 11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3,4



Reading 1. Students will cite textual evidence from informational and seminal U.S texts.

Students may use K-I-S charts. 2. Students will summarize and paraphrase informational and seminal U.S texts.


Teacher can provide support and modeling. 3. Students will compare and contrast information from multiple sources of

information.





DOK 1

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.RI.2 Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.8 Evaluate works of public advocacy, including premises, purposes, and arguments 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4



Writing

1. Students will integrate research from informational and seminal U.S texts when writing argumentative essays or speeches

Shared writing


Peer editing

Graphic organizers





DOK 1

11-12.ELA.W.1 Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach 11-12.ELA.W.7 Conduct steps for short research projects to answer a question 11-12.ELA.W.10 Write routinely over shorter or extended time frames 11-12.ELA.L.2 Apply correct capitalization, punctuation, and spelling rules 11-12.ELA.L.5 Demonstrate nuances in the meanings of words with similar denotations 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4

ENGLISH LANGUAGE 4

UNIT 3: CAREER OPTIONS SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of career choices and job responsibilities so that they will be able to communicate in the areas of language arts, social studies, and mathematics.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about career choices and job responsibilities.

3

The students will apply their understanding career choices and job responsibilities so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information about career options. The student will recognize or recall specific vocabulary, such as, but not limited to:

careers, occupations, duties, United States Department of Labor, Occupational Outlook Handbook, median annual pay, educational degrees, projected growth rate, internship, apprenticeship, salary, advancement.


comparing/contrasting occupations and careers, describing and summarizing job requirements and duties, researching information about career opportunities, integrating multiple sources of information, presenting information to peers, persuading peers about job viability, responsibilities, and job statistics.


a variety of sentence lengths of varying linguistic complexity in a single organized paragraph; cohesion and organization;

usage of specific and technical language related to the content area; lack of needed vocabulary may be rarely evident;


2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about career choices and job responsibilities.

1 The student always needs assistance from a teacher to communicate key information about career choices and job responsibilities.

0 Even with help, the student does not exhibit understanding of how to communicate key information about career choices and job responsibilities.



EU1: Reading about the topic of careers requires using context to understand academic/technical vocabulary and phrases.

EU2: Analyzing, evaluating, and integrating text requires the ability to compare and contrast.

EU3: Synthesizing text requires the ability to cite the text to support analysis.

EU4: Summarizing and paraphrasing facilitates the evaluation of textual information.

EQ1: How does determining figurative, connotative, and technical meanings in context help students read? EQ2: How does comparing, contrasting and integrating multiple sources of information help students read, evaluate, and present information about career choices and job responsibilities? EQ3: How does citing text evidence support claims? EU4: How does summarizing and paraphrasing help students analyze text?


EU5: Communicating requires the ability to speak about the topic of careers choices and job responsibilities.

EQ5a: How does a speaker clearly and persuasively express their own perspectives about career choices and job responsibilities? EQ5b: How does a speaker evaluate others’ points of views about career choices and job responsibilities? EQ5c: How does nonverbal communication affect communication?


EU6: Writing about the topic of career choices and job responsibilities requires the understanding of figurative language, word relationships, and nuances in word meanings.

EU7: Writing for academic purposes requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EU8: informative/explanatory writing requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ6: How does expanding vocabulary help students evaluate, support, and present claims about career choices and job responsibilities? EQ7: How do capital letters, punctuation, and spelling aid students in analyzing information about career choices and job responsibilities? EQ8: How does organization, planning, editing, and rewriting improve writing for academic purposes?


EU9: Technology and social media are necessary in order to research, integrate, and share information on career choices and job responsibilities.

EQ9a: How does technology and social media help students investigate and integrate multiple sources of information about career choices and job responsibilities? EQ9b: How does technology and social media help students create and/or share information about career choices and job responsibilities?


WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 5: The Language of Social Studies 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.7: 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. 11-12.ELA.W.8: 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; 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. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.1.a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparations by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 11-12.ELA.SL.1.c: 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. 11-12.ELA.SL.1.d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 11-12.ELA.SL.2: 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. 11-12.ELA.SL.4: 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.


11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.ELA.L.3: 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. 11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELA.L.4.a.: 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. 11-12.ELA.L.4.b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 11-12.ELA.L.4.c.: 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. 11-12.ELA.L.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.ELAL.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

COMMON ASSESSMENT


LG1 EU1-9 EQ1-9 11-12.ELA.RI.1, 4, 7, 10 11-12.ELA.W.2, 4, 5, 7, 8, 10 11-12.ELA.SL.2, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2,3,5 DOK 2-4

Part 1: Speaking

Students will present and debate arguments for job viability by referencing job responsibilities and statistics gathered from multiple sources.

Part 2: Listening

Students will listen to the presenter’s arguments in to summarize them and make a decision as to which career path has the most viability.

Part 3: Reading

Students will research and integrate credible sources of informational text about careers and job responsibilities in order to integrate information into a summary.

Part 4: Writing

Students will write informative texts by integrating multiple, credible sources in order to present research about a specific career path. Part 5: Technology





Speaking and Listening 1. Students will compare, contrast, and describe certain careers after

researching the information.


Students may use note cards.

Students may practice presenting to smaller audiences before presenting to the entire class.

2. Students will debate pros and cons of specific jobs.

Students may use a checklist of debate strategies.



Careers, occupations, duties, United States Department of Labor, Occupational Outlook Handbook, median annual pay, educational degrees, projected growth rate, internship, apprenticeship, salary, advancement

DOK 1

11-12.ELA.SL.1


Reference evidence from texts and research to support comments and ideas


11-12.ELA.SL.2 Integrate multiple sources of information presented 11-12.ELA.SL.4 Present information, findings, and supportive evidence that conveys a clear and distinct perspective such that listeners can follow a line of reasoning 11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3,4



Reading 1. Students will cite textual evidence from informational texts and credible

websites.

Students may use K-I-S charts. 2. Students will summarize, paraphrase, and integrate information read in

informational texts.



information.





DOK 1

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.RI.2 Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.7 Integrate and evaluate multiple sources of information presented in diverse media or formats, as well as in words, to address a question or solve a problem 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4



Writing

1. Students will integrate research from informational texts when writing argumentative or informational essays or speeches.

Shared writing


Peer editing

Graphic organizers





DOK 1

11-12.ELA.W.2 Write informative/explanatory texts that examine/convey complex ideas, concepts, and information, demonstrating clear and accurate understanding of content 11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.7 Conduct steps for short research projects to answer a question 11-12.ELA.W.8 Gather relevant information from multiple authoritative print and digital sources 11-12.ELA.W.10 Write routinely over shorter or extended time frames 11-12.ELA.L.2 Apply correct capitalization, punctuation, and spelling rules 11-12.ELA.L.5 Demonstrate nuances in the meanings of words with similar denotations 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4

ENGLISH LANGUAGE 4

UNIT 4: FOOD PRODUCTION, DISTRIBUTION, AND CONSUMPTION SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of food production, distribution, and consumption so that on their own, they will be able to successfully communicate in the areas of language arts, social studies, science, and mathematics.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about food production, distribution, and consumption.

3

The students will apply their understanding of food production, distribution, and consumption so that on their own, and according to their WIDA language proficiency level, they will be able to successfully communicate key information about food production, distribution, and consumption. The student will recognize or recall specific vocabulary, such as, but not limited to:

diet, food allergens, food recalls, food poisoning, genetically modified food, organic foods, processed foods, food inequities, drought, flood, hostile environment, supply and demand, migrant workers.

The student will perform basic processes, such as, but not limited to:

comparing/contrasting benefits and drawbacks of genetically modified foods and organic foods, persuading audiences to consume or not consume genetically modified foods, persuading companies to sell or not sell genetically modified foods, persuading developing countries to accept or reject donations of genetically modified foods, reading and evaluating argumentative texts, interpreting charts, graphs, and diagrams related to food production and distribution, synthesizing multiple resources and informational texts, presenting information using technology about the link between immigration and food production.


a variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization;

usage of specific and technical language related to the content area; lack of needed vocabulary may be rarely evident;


2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about food production, distribution, and consumption.

1 The student always needs assistance from a teacher to communicate key information about food production, distribution, and consumption.

0 Even with help, the student does not exhibit understanding of how to communicate key information about food production, distribution, and consumption.



EU1: Reading about the topic of food production, distribution, and consumption requires using context and knowledge of how language functions in order to determine meaning of academic/technical vocabulary and phrases.

EU2: Analyzing, evaluating, and integrating informational text requires the ability to compare and contrast.

EU3: Evaluating argument requires the ability to cite the text to support analysis.

EU4: Summarizing and paraphrasing multiple sources of information facilitates the evaluation of textual information.

EQ1: How does understanding how language functions help determine figurative, connotative, and technical meanings in context? EQ2a: How does comparing, contrasting and integrating multiple sources of information help students read, evaluate, and present information about food production, distribution, and consumption? EQ2b: How can a reader evaluate the structure of an argument? EQ3: How does citing text evidence support claims and counterclaims? EU4a: How does summarizing and paraphrasing multiple sources of information help students analyze text? EQ4b: How do print and digital reference materials help students in analyzing statistical information about food production, distribution, and consumption?

CEU2: Communicating in English requires the ability to participate in a variety of discussions.

EU5: Communicating requires the ability to initiate and participate effectively in discussions about language arts, social studies, science, and mathematics.

EQ5a: How does a student clearly and persuasively express their own perspectives about food production, distribution, and consumption? EQ5b: How does a speaker evaluate and respond to others’ points of views about food production, distribution, and consumption? EQ5c: How does nonverbal communication affect communication?


EU6: Writing about food production, distribution, and consumption requires the ability to apply knowledge of figurative language, word relationships, and nuances in word meanings.

EU7: Writing for academic purposes requires the ability to demonstrate command of Standard English conventions.

EU8: Argumentative writing requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ6: How does expanding vocabulary help students evaluate, support, and present claims about food production, distribution, and consumption? EQ7: How do capital letters, punctuation, and spelling aid students in analyzing information about food production, distribution, and consumption? EQ8: How does organization, planning, editing, and rewriting improve writing for academic purposes?


EU9: Technology and social media are necessary in order to research, integrate, share, and update information.

EQ9a: How does technology and social media help students investigate multiple sources of information about food production, distribution, and consumption? EQ9b: How does technology and social media help students create, share, and update information about food production, distribution, and consumption?


WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 4: The Language of Science WIDA Standard 5: The Language of Social Studies 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.5: 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. 11-12.ELA.W.7: 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. 11-12.ELA.W.8: Gather relevant information from multiple print 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; 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. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.1.a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparations by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 11-12.ELA.SL.1.c: 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. 11-12.ELA.SL.1.d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 11-12.ELA.SL.2: 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. 11-12:ELA.SL.3: 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.


11-12.ELA.SL.4: 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. 11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.ELA.L.3: 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. 11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELA.L.4.a.: 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. 11-12.ELA.L.4.b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 11-12.ELA.L.4.c.: 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. 11-12.ELA.L.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.ELA.L.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

COMMON ASSESSMENT


LG1 EU1-9 EQ1-9 11-12.ELA.RI.1, 4, 7, 10 11-12.ELA.W.1, 4, 7, 8, 10 11-12.ELA.SL.2, 3, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2,3, 4, 5 DOK 2-4

Part 1: Speaking

Students will present and debate arguments related to food production, distribution, and consumption by referencing research and statistics gathered from multiple sources.

Part 2: Listening

Students will listen to the presenter’s arguments in order to summarize them and make a decision as to the validity of arguments related to food production, distribution, and consumption.

Part 3: Reading

Students will research and integrate credible sources of information about food production, distribution, and consumption in order to integrate information into a summary.

Part 4: Writing

Students will write argumentative texts by integrating multiple, credible sources in order to present arguments related to the topic of food production, distribution, and consumption.

Part 5: Technology





Speaking and Listening 1. Students will compare, contrast, and evaluate arguments related to the

topic of food production, distribution, and consumption after researching the information.




2. Students will debate claims and counterclaims related to the topic of food production, distribution, and consumption.

Students can use previously rehearsed vocabulary and phrases.



Diet, food allergens, food recalls, food poisoning, genetically modified food, organic foods, processed foods, food inequities, drought, flood, hostile environment, supply and demand, migrant workers

DOK 1

11-12.ELA.SL.1



11-12.ELA.SL.2 Integrate multiple sources of information presented 11-12.ELA.SL.4 Use appropriate organization, development, substance, and style 11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3,4



Reading 1. Students will cite textual evidence from informational texts and credible

websites.





information.





DOK 1

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.R1.2 Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.7 Integrate and evaluate multiple sources of information presented in diverse media or formats, as well as in words, to address a question or solve a problem 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4



Writing

1. Students will integrate research from informational texts and reference materials when writing argumentative essays or speeches.

Shared writing


Peer editing

Graphic organizers

Checklist for editing 3. Students will incorporate academic/technical vocabulary in their writing.



Students may use multiple reference materials.


DOK 1

11-12.ELA.W.1 Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach 11-12.ELA.W.7 Conduct steps for short research projects to answer a question 11-12.ELA.L.5 Demonstrate nuances in the meanings of words with similar denotations 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4

ENGLISH LANGUAGE 4

UNIT 5: COMMUNICATING FOR ACADEMIA SUGGESTED DURATION: 4 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to strengthen and deepen their knowledge and skills in order to communicate information, ideas, and concepts necessary for continued academic success in all content areas.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to read, write, speak, and listen using academic vocabulary.

3

The students will apply their understanding of language skills so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information in all content areas. The student will recognize or recall specific vocabulary, such as, but not limited to:

vocabulary related to the Language of Language Arts, the Language of Mathematics, the Language of Science, and the Language of Social Studies; academic vocabulary connected to a task (synthesize, critique).


distinguish, analyze, categorize, compare, contrast, sequence, interpret, evaluate, negotiate meaning, synthesize, critique, produce original writing. The student will use the following linguistic complexity, vocabulary usage, and language control:


usage of technical language related to the content area; lack of needed vocabulary may be rarely evident;

approaching comparability to that of English proficient peers; errors don’t impede comprehensibility.

2 The student sometimes needs assistance from a teacher and/or makes minor mistakes when asked to read, write, speak, and listen using academic vocabulary.

1 The student always needs assistance from a teacher to read, write, speak, and listen using academic vocabulary.

0 Even with help, the student does not exhibit understanding of how to read, write, speak, and listen using academic vocabulary.



EU1: Reading about academic subjects requires the ability to process, interpret, and evaluate written language, symbols, and text with understanding and fluency.

EQ1: How does a student improve and apply reading skills?

CEU2: Communicating in English requires the ability to deliberately listen participate orally in a variety of discussions.

EU2: Listening to academic information requires the ability to process, interpret, and evaluate spoken language.

EU3: Speaking for academic purposes requires the ability to communicate thoughts and ideas with organization and fluency.

EQ2: How does a student improve and apply listening skills? EQ3: How does a student improve and apply speaking skills?


EU4: Writing for academic purposes requires the ability to communicate thoughts and ideas with organization and fluency.

EQ4: How does a student improve and apply writing skills?


WIDA Standard 1: Social and Instructional Language WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 4: The Language of Science WIDA Standard 5: The Language of Social Studies

COMMON ASSESSMENT


LG1 EU1-4 EQ1-4 WIDA 1, 2, 3, 4, 5 DOK 2-4

Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs)



Speaking 1. Students will engage in debates.

Students can use notecards.

Students can practice before the debate.

2. Students will negotiate meanings in pairs.

Students can use reference materials.

Teacher support

3. Students will identify, describe, and analyze what they see in a content-related picture or diagram.

Word bank

Previously taught vocabulary

Vocabulary related to the Language of Language Arts, the Language of Mathematics, the Language of Science, and the Language of Social Studies; academic vocabulary connected to a task (synthesize, critique) Distinguish, analyze, categorize, compare, contrast, sequence, interpret, evaluate, negotiate meaning, synthesize, critique DOK 1

WIDA Standard 1, 2, 3, 4, 5 Speaking for academic purposes requires the ability to communicate thoughts and ideas with organization and fluency in the areas of Language Arts, Mathematics, Science, and Social Studies. DOK 3, 4

Listening 1. Students will compare, contrast, analyze, sequence, interpret, and synthesize

information based on extended oral discourse.

The teacher will repeat the information.

The teacher will provide pictures and a word bank of academic words.

Vocabulary related to the Language of Language Arts, the Language of Mathematics, the Language of Science, and the Language of Social Studies; academic vocabulary connected to a task (synthesize, critique) Distinguish, analyze, categorize, compare, contrast, sequence, interpret, evaluate, negotiate meaning, synthesize, critique DOK 1

WIDA Standard 1, 2, 3, 4, 5 Listening to academic information requires the ability to process, interpret, and evaluate spoken language in the areas of Language Arts, Mathematics, Science, and Social Studies. DOK 3, 4



Reading

1. Students will interpret, evaluate, and synthesize near grade level material.

The teacher will reduce the amount of reading.

The teacher will reduce the Lexile level of the reading. .

Vocabulary related to the Language of Language Arts, the Language of Mathematics, the Language of Science, and the Language of Social Studies; academic vocabulary connected to a task (synthesize, critique) Distinguish, analyze, categorize, compare, contrast, sequence, interpret, evaluate, negotiate meaning, synthesize, critique, DOK 1

WIDA Standard 1, 2, 3, 4, 5 Reading about academic subjects requires the ability to process, interpret, and evaluate written language, symbols, and text with understanding and fluency in the areas of Language Arts, Mathematics, Science, and Social Studies. DOK 3, 4

Writing 1. Students will produce content related reports.

Sentence frames

The teacher will provide first language support if needed. 2. Students will justify or defend ideas or opinions.

Purpose and planning chart

T-chart 3. Students will summarize content-related notes from lectures or text.

Writing outline 4. Students will write original narrative and expository texts.

Purpose and planning chart

Reference materials

Vocabulary related to the Language of Language Arts, the Language of Mathematics, the Language of Science, and the Language of Social Studies; academic vocabulary connected to a task (synthesize, critique) Distinguish, analyze, categorize, compare, contrast, sequence, interpret, evaluate, negotiate meaning, synthesize, critique, produce original writing DOK 1

WIDA Standard 1, 2, 3, 4, 5 Writing for academic purposes requires the ability to communicate thoughts and ideas with organization and fluency in the areas of Language Arts, Mathematics, Science, and Social Studies. DOK 3, 4

ENGLISH LANGUAGE 4

UNIT 6 : RENEWABLE RESOURCES SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of energy, environment, and the economy so that they will be able to communicate in in the areas of language arts, social studies, science, financial literacy, and mathematics.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about energy, the environment, and the economy.

3

The students will apply their understanding of energy and the environment so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information about energy, the environment, and the economy. The student will recognize or recall specific vocabulary, such as, but not limited to:

renewable energy, natural resources: sunlight, wind, rain, tides, and waves; electricity, conventional fuels, recycling, waste management, pollution, smog, destruction, deforestation, reforestation, acid rain, erosion, innovation, supply and demand.


comparing/contrasting various sources of renewable energy, analyzing data from diagrams and charts, describing environmental impacts of certain energies, convincing peers of the benefits or detriments of certain energies through developing a logical argument, citing textual evidence, evaluating multiple sources of energy.



usage of technical language related to the content area; lack of needed vocabulary may be rarely evident;

approaching comparability to that of English proficient peers; errors don’t impede comprehensibility.

2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about energy, the environment, and the economy.

1 The student always needs assistance from a teacher to communicate key information about energy, the environment, and the economy.

0 Even with help, the student does not exhibit understanding of how to communicate key information about energy, the environment, and the economy.

http://en.wikipedia.org/wiki/Wind

http://en.wikipedia.org/wiki/Rain

http://en.wikipedia.org/wiki/Tidal_power

http://en.wikipedia.org/wiki/Wave_power



EU1: Reading about the topics of energy, environment, and the economy requires using context and knowledge of how language functions in order to determine meaning of academic/technical vocabulary and phrases.

EU2: Analyzing, evaluating, and integrating informational text requires the ability to compare and contrast.

EU3: Evaluating craft and structure requires the ability to cite explicit and inferential evidence.

EU4: Summarizing and paraphrasing multiple sources of information facilitates the evaluation of textual information.

EQ1: How does determining figurative, connotative, and technical meanings in context help students read? EQ2: How does comparing, contrasting, and integrating multiple sources of information help students read, evaluate, and present information about the topics of energy, environment, and the economy? EQ3: How do explicit and inferential citations assist students in evaluating craft and structure? EU4a: How does summarizing and paraphrasing multiple sources of information help students analyze text? EQ4b: How do print and digital reference materials help students in analyzing statistical information about energy, environment, and the economy?


EU5: Communicating requires the ability to speak about language arts, social studies, science, financial literacy, and mathematics.

EQ5a: How does a student effectively communicate complex ideas about scientific subjects and the economy? EQ5b: How does a speaker evaluate various points of views about renewable energy?


EU6: Writing about energy, environment, and the economy requires the ability to apply knowledge of figurative language, word relationships, and nuances in word meanings.

EU7: Writing for academic purposes requires the ability to demonstrate command of Standard English conventions.

EU8: Argumentative, informational and explanatory writing requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ6: How does expanding vocabulary help students evaluate, support, and present claims and information? EQ7: How do capital letters, punctuation, and spelling aid students in analyzing information about the energy, environment, and the economy? EQ8: How does organization, planning, editing, and rewriting improve writing about complex topics for academic purposes?


EU9: Technology and social media are necessary in order to research, integrate, share, and update information.

EQ9a: How does technology and social media help students investigate multiple sources of information about energy, the environment, and the economy? EQ9b: How does technology and social media help students create and/or share of information about energy, the environment, and the economy?


WIDA Standard 2: The Language of Language Arts WIDA Standard 3: The Language of Mathematics WIDA Standard 4: The Language of Science WIDA Standard 5: The Language of Social Studies 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.5: 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. 11-12.ELA.W.7: 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. 11-12.ELA.W.8: 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; 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. 11-12.ELA.W.9: Draw evidence from informational texts to support analysis, reflection and research. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.1.a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparations by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 11-12.ELA.SL.1.c: 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. 11-12.ELA.SL.1.d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 11-12.ELA.SL.2: 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.


11-12:ELA.SL.3: 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. 11-12.ELA.SL.4: 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. 11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.ELA.L.3: 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. 11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELA.L.4.a.: 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. 11-12.ELA.L.4.b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 11-12.ELA.L.4.c.: 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. 11-12.ELA.L.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.ELAL.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

COMMON ASSESSMENT


LG1 EU1-9 EQ1-9 11-12.ELA.RI.1, 7, 10 11-12.ELA.W.1, 4, 8, 9, 10 11-12.ELA.SL.2, 3, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2, 3, 4, 5 DOK 2-4

Part 1: Speaking

Students will present and debate arguments related to energy, the environment, and the economy by referencing research and statistics gathered from multiple sources.

Part 2: Listening

Students will listen to the presenter’s arguments in to summarize them and make a decision as to the validity of arguments related to energy, the environment, and the economy.

Part 3: Reading

Students will research and integrate credible sources of information about energy, the environment, and the economy in order to integrate information into an argument.

Part 4: Writing

Students will write argumentative texts and/or explanatory texts by integrating multiple, credible sources in order to present arguments and/or information related to the topic of energy, the environment, and the economy.

Part 5: Technology





Speaking and Listening 1. Students will compare, contrast, and evaluate arguments related to the topic of

energy, the environment, and the economy after researching the information.




2. Students will debate claims and counterclaims related to the topic of energy, the environment, and the economy.

Students can use previously rehearsed vocabulary and phrases.



Renewable energy, natural resources: sunlight, wind, rain, tides, and waves; electricity, conventional fuels, recycling, waste management, pollution, smog, destruction, deforestation, reforestation, acid rain, erosion, innovation, supply and demand

DOK 1

11-12.ELA.SL.1 Pose and respond to questions to probe reasoning and evidence Reference evidence from texts and research to support comments and ideas 11-12.ELA.SL.2 Integrate multiple sources of information presented 11-12.ELA.SL.4 Present information, findings, and supportive evidence that conveys a clear and distinct perspective such that listeners can follow a line of reasoning 11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3,4







Reading 1. Students will cite textual evidence from informational texts and credible websites.





information.





DOK 1

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.RI.2 Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.7 Integrate and evaluate multiple sources of information presented in diverse media or formats, as well as in words, to address a question or solve a problem 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4








Writing

1. Students will integrate research from informational texts and reference materials when writing an argumentative essay or speech.

Shared writing


Peer editing

Graphic organizers

Checklist for editing 3. Students will incorporate academic/technical vocabulary in their writing.



Students may use multiple reference materials.


DOK 1

11-12.ELA.W.1 Write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach 11-12.ELA.W.7 Conduct steps for short research projects to answer a question 11-12.ELA.L.2 Apply correct capitalization, punctuation, and spelling rules 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4






ENGLISH LANGUAGE 4

UNIT 7: LEADERSHIP SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will be able to transfer their understanding of influential leaders so that they will be able to communicate in the areas of language arts and social studies.

UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can assist other students who are at a lower proficiency level to communicate key information about influential leaders.

3

The students will apply their understanding of influential leaders so that on their own, and according to their language proficiency level, they will be able to successfully communicate key information about influential leaders. The student will recognize or recall specific vocabulary, such as, but not limited to:

biographies, autobiographies, current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), qualities of effective leaders.


sequencing important events, comparing/contrasting people and events, describing and summarizing people and events, analyzing the contributions the leaders made to society, writing real or imagined narratives about influential leaders or about people they know.


a variety of sentence lengths of varying Linguistic Complexity in a single organized paragraph or in extended text; cohesion and organization;

usage of technical and precise language related to the content area; lack of needed vocabulary may be rarely evident;

approaching comparability to that of English proficient peers; rarely made errors don’t impede comprehensibility.

2 The student sometimes needs assistance from a teacher and/or makes minor mistakes in successfully communicating key information about influential leaders.

1 The student always needs assistance from a teacher to communicate key information about influential leaders.

0 Even with help, the student does not exhibit understanding of how to communicate key information about influential leaders.



EU1: Reading about influential people requires using context and knowledge of how language functions in order to determine meaning of academic/technical vocabulary and phrases.

EU2: Analyzing, evaluating, and integrating informational and literary text requires the ability to compare and contrast.

EU3: Textual analysis requires the ability to cite explicit and inferential text.

EU4: Summarizing and paraphrasing facilitates the evaluation of literary and informational text.

EU5: An author makes deliberate choices about how to develop a literary text.

EQ1: How does determining figurative, connotative, and technical meanings in context help students read? EQ2: How does comparing, contrasting, and integrating multiple sources of information help students read, evaluate, and present information about influential leaders? EQ3: How does citing explicit and influential textual evidence support analysis? EQ4: How does summarizing and paraphrasing help students analyze text? EQ5: How does an author’s choices about structure and meaning impact the reader?


EU6: Communicating requires the ability to discuss the topics of language arts and social studies.

EQ6a: How does a speaker clearly and persuasively express their own perspectives about influential leaders? EQ6b: How does a speaker evaluate others’ points of views about influential leaders?


EU7: Writing about influential leaders requires the ability to apply knowledge of figurative language, word relationships, and nuances in word meanings.

EU8: Writing for academic purposes requires ability to demonstrate command of Standard English conventions.

EU9: Writing about real and imagined events requires the ability to develop and strengthen writing in order to ensure clarity and coherence.

EQ7: How does expanding vocabulary help students write about influential leaders? EQ8: How do capital letters, punctuation, and spelling aid students in writing about influential leaders? EQ9: How does organization, planning, editing, and rewriting improve writing about real or imagined narrative experiences for academic purposes?


EU10: Technology and social media are necessary in order to research, integrate, share, and update information on influential leaders.

EQ10a: How does technology and social media help students investigate multiple sources of information about influential leaders? EQ10b: How does technology and social media help students create and/or share information about influential leaders?


WIDA Standard 2: The Language of Language Arts WIDA Standard 5: The Language of Social Studies 11-12.ELA.RI.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. 11-12.ELA.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 11-12.ELA.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.ELA.RI.7: 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. 11-12.ELA.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 11-12.ELA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 11-12.ELA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.ELA.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.ELA.W.8: 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; 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. 11-12.ELA.W.9: Draw evidence from informational texts to support analysis, reflection and research. 11-12.ELA.W.10: 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. 11-12.ELA.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 11-12.ELA.SL.1.a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparations by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 11-12.ELA.SL.2: 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. 11-12.ELA.SL.4: 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. 11-12.ELA.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 11-12.ELA.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 11-12.ELA.L.3: 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.


11-12.ELA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a arrange of strategies. 11-12.ELA.L.4.a.: 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. 11-12.ELA.L.4.b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). 11-12.ELA.L.4.c.: 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. 11-12.ELA.L.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 11-12.ELAL.5: Demonstrate understandings of figurative language, word relationships, and nuances in word meanings. 11-12.ELA.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

COMMON ASSESSMENT


LG1 EU1-10 EQ1-10 11-12.ELA.RI.1, 7, 10 11-12.ELA.W.3, 4, 9, 10 11-12.ELA.SL.2, 4 11-12.ELA.L.1, 2, 3, 4, 5, 6 WIDA 2, 3, 4, 5 DOK 2-4

Part 1: Speaking

Students will present information about an influential person by referencing literary text, informational text, and reference materials. Part 2: Listening

Students will listen to the presenter’s main points in order to summarize them and make comparisons to their own research. Part 3: Reading

Students will research and integrate credible sources of information about an influential person in order to integrate information into a narrative or explanatory text.

Part 4: Writing

Students will write a narrative by integrating multiple, credible sources in order to share real or imagined writing about an influential people.

Part 5: Technology


Students will share their final drafts and reflections about their writing on the class web page.



Speaking and Listening 1. Students will compare, contrast, and evaluate arguments related to the topic of

energy, the environment, and the economy after researching the information. a. Students may present in pairs. b. Students may use note cards. c. Students may practice presenting to smaller audiences before presenting to

the entire class.

2. Students will debate claims and counterclaims related to the topic of energy, the environment, and the economy.

a. Students can use previously rehearsed vocabulary and phrases. b. Students may use note cards. c. Students may use T-charts.

Biographies, autobiographies, current events, important historical events, timelines (ordinal numbers, sequencing, transitional words), qualities of effective leaders

DOK 1

11-12.ELA.SL.1 Pose and respond to questions to probe reasoning and evidence Question or respond to clarify, verify, or challenge conclusions posed by others 11-12.ELA.SL.2 Integrate multiple sources of information presented 11-12.ELA.SL.4 Use appropriate organization, development, substance, and style 11-12.ELA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when speaking 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3,4



Reading 3. Students will cite textual evidence from informational texts and credible websites.

a. Students may use K-I-S charts. 4. Students will summarize, paraphrase, and integrate information read in literary and

informational texts. a. Students can work in pairs or triads. b. Teacher can provide support and modeling.

5. Students will compare and contrast information from multiple sources of information.

a. Students can use a Venn diagram. b. Students can use sentences starters.

6. Students will determine meaning in context. a. Students may use multiple specialized reference materials such as a

thesaurus, an electronic translator, an online multi-lingual glossary, an online pronunciation dictionary, print and digital dictionaries, and bilingual and English dictionaries.


DOK 1

11-12.ELA.RI.1 Cite strong and thorough textual evidence to support the text 11-12.ELA.R1.2 Formulate an objective summary that includes how two or more central ideas interact and build on one another to provide a complex analysis 11-12.ELA.RI.4 Determine figurative, connotative, and technical meaning of words and phrases 11-12.ELA.RI.7 Integrate and evaluate multiple sources of information presented in diverse media or formats, as well as in words, to address a question or solve a problem 11-12.ELA.L.3 Use knowledge of syntax to study complex texts when reading 11-12.ELA.L.4 Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple-meaning word or phrase 11-12.ELA.L.6 Use appropriate contextual clues when demonstrating independence in gathering vocabulary knowledge DOK 3, 4



Writing

7. Students will integrate research from informational texts and reference materials when writing narrative texts.

a. Shared writing b. Students will be allowed to mark the text.

8. Students will plan, edit, and revise written work. a. Peer editing b. Graphic organizers c. Checklist for editing

9. Students will incorporate academic/technical vocabulary in their writing. a. Students may use a personal dictionary. b. The teacher will provide a word wall. c. Students may use multiple reference materials.


DOK 1

11-12.ELA.W.3 Write a narrative that engages the readers with a significant problem, situation, or observation and introduce a narrator and/or characters 11-12.ELA.W.4 Produce writing both clear and coherent, with idea development, organization, and style 11-12.ELA.W.5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach 11-12.ELA.W.8 Gather relevant information from multiple authoritative print and digital sources 11-12.ELA.L.2 Apply correct capitalization, punctuation, and spelling rules 11-12.ELA.L.5 Demonstrate nuances in the meanings of words with similar denotations 11-12.ELA.L.6 Use general academic and domain-specific words and phrases at the college and career readiness level DOK 3, 4

english language 4...citing textual evidence, evaluating multiple sources of information, writing...

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