New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.

Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 1, September: Chapter 1 Tapestry Writing 4,, Independent reading

novel, and Chapters 1-2 Reading Explorer 4 Unit 2, October Chapters 3-4 Reading Explorer 4, Independent reading novel, and Discovering Fiction chapters 1 and 10

Essential Question(s): Have you ever thought about how you write? What is the most difficult part of starting the writing process? What do you think you do well when you write?

What are themes and how do they relate to literature? What were the themes in Tears of a Tiger? What themes are expressed in the stories we are reading?

Content

Short stories with vocabulary development exercises Narratives and poems about writing and styles Exercises for difficult subject verb agreement cases Comprehension questions about the content and the writing Culminating writing activity Language learning strategies and applications Novel for independent reading with comprehension, narrative elements, and vocabulary development

Short stories in literature Vocabulary exercises Comprehension questions Discussion questions Writing activities Literary Devices Short stories with vocabulary exercises Novel for independent reading with comprehension, narrative elements and vocabulary development

Skills: Vocabulary development for assigned readings (meaning in context) synonyms, antonyms

Vocabulary development for assigned readings (meaning in context) synonyms, antonyms

Writing a poem Identifying imagery Writing a descriptive composition using your senses Prewriting strategies – Brainstorming to get ideas Using invention techniques to get ideas such as free writing, quick writing, and word mapping Keeping a journal to develop writing ideas Correction of subject-verb agreement errors in writing Understand the connection between reading and writing Writing descriptive essays using imagery Develop independent reading interest for novels and poetry Understand connection between author/poet and society Contrast different reading and writing genres and the specific elements of each

Keeping a journal to develop writing ideas Understand the connection between reading and writing Understand connection between author/poet and society Learn to identify themes and express themes in literature Comprehension of text Identifying figurative language Express narrative elements such as setting, characters, plot Write character sketches Understand plot development Process writing

Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Assessments/Resources

Reading Explorer 4 Tears of a Tiger Langston Hughes Collection of Poems Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary

Reading Explorer 4 Discovering Fiction 2 Tears of A Tiger Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary

Teacher prepared study guide for independent reading vocabulary practice Reading Independent Reading Oral exercises Written Exercises Group work Composition Writing Oral discussion

Teacher prepared study guide for independent reading vocabulary practice Reading Independent reading Oral exercises Written Exercises Group work Composition writing Oral discussion Independent Writing

*These standards reflect the actual learning of a Transitional level student.

New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.

Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 3, November Romeo and Juliet Unit 4, December Romeo and Juliet

Essential Question(s):

Who was William Shakespeare? What was Elizabethan England like? How was the language of Shakespeare different from English now? What are the elements and structure of dramatic plays (Shakespearean tragedies)?

Why do we study a play that's over 400 years old? How is drama different from other literature? How are settings, characterization and conflict developed? Are Shakespeare's views on such themes as love, loyalty, friendship and fate still relevant today?

Content

Romeo and Juliet Pre-reading questionnaires, activities Vocabulary activities Notes Biographical material on Shakespeare Graphic organizers and study guide

Romeo and Juliet Pre-reading questionnaires, activities Vocabulary activities Notes Biographical material on Shakespeare Graphic organizers and study guide Movie

Skills:

● Identify examples of literary terms (and their importance) in the literature that they read.

● Develop a thesis around a theme that appears in the play and use evidence from the literature and their lives to support it.

● Dramatic reading ● Note taking ● Structure of drama ● Learn and recognize: ● Foreshadowing ● Conflict/Resolution ● Plot ● Foil ● Tragic Hero ● Soliloquy ● Monologue ● Aside ● Dramatic Irony ● Paraphrasing ● Blank Verse ● Climax ● Puns ● Allusions

● Identify examples of literary terms (and their importance) in the literature that they read.

● Develop a thesis around a theme that appears in the play and use evidence from the literature and their lives to support it.

● Dramatic reading ● Note taking ● Structure of drama ● Learn and recognize: ● Foreshadowing ● Conflict/Resolution ● Plot ● Foil ● Tragic Hero ● Soliloquy ● Monologue ● Aside ● Dramatic Irony ● Paraphrasing ● Blank Verse ● Climax ● Puns ● Allusions

● Personification ● Metaphors ● Independent Writing

● Personification ● Metaphors ● Independent Writing

Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Assessments/Resources

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and scenes vocabulary practice Independent reading Group work Composition writing Oral discussion Scene Summaries Study guide

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and scenes vocabulary practice Independent reading Group work Composition writing Scene summaries Study guide Oral discussion

*These standards reflect the actual learning of a Transitional level student.

New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.

Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 5, January Of Mice and Men Unit 6, February Of Mice and Men

Essential Question(s):

What is society’s responsibility towards people who cannot make choices for themselves? How does understanding the times in which the novel is written help us to understand the novel? What is a dialect? How does using a dialect make literature seem more real?

Can murder ever be justified? What’s the difference between murder and mercy-killing? Who decides? What is the importance of our dreams? Do the best-laid plans often go awry? What happens if our dreams are never realized?

Content

Background notes on author, Great Depression, Dust Bowl, and migrant workers Vocabulary preparation Dialect Of Mice and Men Study Guide Pre-reading activities

Post reading activites Comprehension questions and study guide Discussion Vocabulary preparation Of Mice and Men Film

Skills: Understanding how social standing of the times affects what is being written about Understanding of narrative elements of a story Understand how dialect and dialogue affect twritten language Recognize themes of story including the American Dream

Understanding how social standing of the times affects what is being written about Understanding of narrative elements of a story Understand how dialect and dialogue affect twritten language Recognize themes of story including the American Dream

Recognize character conflict, external and internal Analyze characters and character conflicts and relationships Learn literary devices and styles: Foreshadowing Flashback Irony Learn vocabulary and idiomatic expressions in novel Write about changes in character and effects of conflict on characters Oral and independent reading Ability to use details from story to support ideas and judgments

Recognize character conflict, external and internal Analyze characters and character conflicts and relationships Learn literary devices and styles: Foreshadowing Flashback Irony Learn vocabulary and idiomatic expressions in novel Write about changes in character and effects of conflict on characters Oral and independent reading Ability to use details from story to support ideas and judgments

Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Assessments/Resources

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide

Independent writing Independent writing *These standards reflect the actual learning of a Transitional level student.

New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.

Department: Course Title Unit 7, March Unit 8, April

Essential Question(s):

What characteristics define a short story? What techniques does an author use in characterization? What elements are used to define an author’s style?

What are O Henry’s stories known for? What is the effect of irony on O Henry’s endings? What is the purpose of writing? What are the 2 main goals in writing? What is the effect of transition words in writing?

Content

Pre-reading, during, and post reading activities Author biographical information O Henry Reader Vocabulary exercises Comprehension and discussion questions Writing activities

O Henry reader Vocabulary exercises Comprehension and discussion questions Writing activities Writing skills for cohesiveness Process writing skills for essays

Skills:

Understanding the organization and elements of short stories Understanding plot elements Recognizing sequence of events Understanding and identifying conflict in short stories Understanding the use of suspense and details in creating suspense

Understanding the organization and elements of short stories Understanding plot elements Recognizing sequence of events Understanding and identifying conflict in short stories Understanding the use of suspense and details in creating suspense

Identifying themes Recognizing how irony creates a surprise ending Recognizing literary devices in the short stories such as foreshadowing and allusions Writing about characters and setting and its affect on the plot

Identifying themes Recognizing how irony creates a surprise ending Recognizing literary devices in the short stories such as foreshadowing and allusions Writing about characters and setting and its affect on the plot Learn 2 main goals of writing Learn to improve details and examples Learn main ways to organize writing Learn techniques to improve introductions, conclusion and body of essay

Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Assessments/Resources

Journal writing O Henry Reader Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide

Journal writing O Henry Reader Ten Skills You Need Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion

Independent writing

Study guide Independent writing Writing packets Writing workshop

*These standards reflect the actual learning of a Transitional level student.

New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.

Department: Course Title Unit 9, May Catcher In The Rye Unit 10, June Catcher In the Rye

Essential Question(s): How can alienation and isolation be shown in different works? Is rebellion an inevitable part of growing up? Can anyone avoid being “phony”?

What gives our lives meaning, and who defines that for us? Who determines what happiness is, and what happiness is for us personally?

Content

The Catcher in the Rye Study guide questions and literary analysis Biographical information about J.D. Salinger Pre-reading, during and post reading activities Vocabulary exercises Comprehension and discussion questions Writing activities

The Catcher in the Rye Study guide questions and literary analysis Biographical information about J.D. Salinger Pre-reading, during and post reading activities Vocabulary exercises Comprehension and discussion questions Writing activities

Skills:

Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices:

Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices:

Flashback Irony Symbols Motifs Foreshadowing allusions Writing about characters Recognizing the point of view, mood and tone Learning vocabulary, idioms, slang, and dialect Writing to respond to literature Oral and independent reading

Flashback Irony Symbols Motifs Foreshadowing allusions Writing about characters Recognizing the point of view, mood and tone Learning vocabulary, idioms, slang, and dialect Writing to respond to literature Oral and independent reading

Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Assessments/Resources

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion

Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion

Study guide Independent writing

Study guide Independent writing

*These standards reflect the actual learning of a Transitional level student.

Differentiation/Accommodations/Modifications

Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure

Explore concepts in depth/encourage independent study/Conduct research and provide presentation of topics.

Encourage creative expression and thinking by allowing students to choose how to approach an assignment. Invite students to explore different points of view on a

Modified Assignments

Native Language Translation (peer,

online assistive technology, translation

device, bilingual dictionary)

Extended time for assignment

completion as needed

Highlight key vocabulary and important

information

Pair visual prompts with verbal

presentations

Ask students to restate

information, directions, and

assignments.

Repetition and and practice

Model skills / techniques to be

mastered.

Extended time to complete class

Pair visual prompts with verbal presentations

Ask students to restate information, directions,

and assignments.

Repetition and and practice

Model skills / techniques to be mastered.

Extended time to complete class work

Provide copy of classnotes

topic and compare two. Provide opportunities where students are in charge of their learning. Design surveys to generate and analyze data to be used in discussion.

Debate topics of interest / cultural importance.

Authentic listening and

reading sources that provide

Emphasize critical/key information

Use graphic organizers

Refer to relevant previously taught or

mastered skills

Use multiple analogies and examples

Provide study guide and notes

Provide models and demonstrations

Repeat/review

Shortened assignments

work

Provide copy of classnotes

Preferential seating

Student may request to use a computer to complete assignments. Establish expectations for correct spelling on assignments. Extra textbooks for home. Student request books on tape/CD / digital media, as

Preferential seating Student may request to use a computer to

complete assignments.

Establish expectations for correct spelling on

assignments.

Extra textbooks for home.

Student may request books on tape / CD / digital

media, as available and appropriate.

Assign a peer helper in the class setting Provide oral reminders and check student work

data and support for speaking

and writing prompts.

Exploration of art and/or

artists to understand society

and history.

Implement RAFT Activities as

they pertain to the types /

modes of communication

(role, audience, format, topic).

Use Higher Level

Consistent, immediate feedback

Vocabulary files

Visual aids

show student example/model of any

assignment

Modify reading required

Modify writing required

available and appropriate. Assign a peer helper in the class setting Provide oral reminders and check student work during independent work time

Assist student with long and short

term planning of assignments

Encourage student to proofread assignments and tests Provide regular parent/ school communication

during independent work time

Assist student with long and short term planning

of assignments

Encourage student to proofread assignments and tests Provide regular parent/ school communication Teachers will check/sign student agenda daily

Student requires use of other assistive technology

device

Extended time to complete assignments.

Student requires more complex assignments to

Questioning Techniques that

require students to look into

causes, experiences, and

facts to draw conclusions or

make connections to other

areas of learning

Provide assessments at a

higher level of thinking

Teachers will check/sign student

agenda daily

Student requires use of other

assistive technology device

Extended time to complete

assignments.

Student requires more complex

assignments to be broken up and

explained in smaller units, with

work to be submitted in phases.

be broken up and explained in smaller units, with

work to be submitted in phases.

Provide student with clearly stated (written)

expectations and grading criteria for assignments.

Modifications for Assessments Extended time on tests and quizzes.

Student may take/complete tests in an alternate

setting as needed.

Restate, reread, and clarify directions/questions

Distribute study guide for tests.

Establish accommodations / modifications for

Provide student with clearly

stated (written) expectations and

grading criteria for assignments.

Modifications for Assessments

Extended time on tests and

quizzes.

Student may take/complete tests

in an alternate setting as needed.

Restate, reread, and clarify

directions/questions

assessments.

Distribute study guide for tests.

Establish or accommodations /

modifications for assessments.