ELL High Intermediate - Unit 4
Content Area: ELL
Course(s): ELL HS - High Intermediate
Time Period: JanFeb
Length: 6 Weeks, Grades 9 - 12
Status: Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools Curriculum Guide
ELL High Intermediate, Grades 9 - 12
Unit 4
Belleville Board of Education 102 Passaic Avenue Belleville, NJ 07109
Prepared by: Jane Sestilio
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculum and Instruction Mathematics and Science K -8 Mr. George Droste, Director of Curriculum and Instruction Mathematics and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K - 12
Board Approved: October 17, 2016
Unit Overview
Students will analyze and complete each lesson in Unit 4, Rising Star that includes the following sections:
Lanague and Vocabulary, Prepare to Read, Read Selection, Respond to Selection, Phonics and Spelling and
Content Area Connections on the topic of Change and selected readings in North Star, units 7-8.
NJSLS
WIDA Standards
#1 ELLs communicate for social and instructional purposes within the school setting #2 ELLs communicate information, ideas and concepts necessary in Language Arts #3 ELLS Communicate information, ideas and concepts in Mathematics
#4 ELLs communicate information, ideas and concepts necessary in Science #5 ELLS Communicate information, ideas and concepts in Social Studies
LA.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic.
LA.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA.W.9-10.2.E Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
LA.RI.9-10.7 Analyze various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. LA.W.9-10.2.F Provide a concluding paragraph or section that supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
LA.RI.9-10.8 Describe and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and reasoning.
LA.RI.9-10.9 Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance, (e.g., Washington’s Farewell Address the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Declaration of the Rights of Man and Citizen, U.N. Universal Declaration of Human Rights, etc.), including how they relate in terms of themes and significant concepts.
LA.L.9-10.3 Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening.
LA.9-10.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
LA.W.9-10.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
LA.RL.9-10.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
LA.L.9-10.4.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.
LA.W.9-10.1.B Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
LA.W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LA.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details and provide an objective summary of the text.
LA.W.9-10.3.E Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
LA.L.9-10.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
LA.L.9-10.4.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, or its etymology.
LA.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
LA.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
LA.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LA.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on
addressing what is most significant for a specific purpose and audience.
LA.L.9-10.5.A Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LA.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LA.L.9-10.5.B Analyze nuances in the meaning of words with similar denotations.
LA.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
LA.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create specific effects (e.g., mystery, tension, or surprise).
LA.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LA.SL.9-10.1.D Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and justify own views. Make new connections in light of the evidence and reasoning presented.
LA.L.9-10.6 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.
LA.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.
LA.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
LA.RL.9-10.8 (Not applicable to literature)
LA.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
LA.W.9-10.9.A Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid mythology or the Bible or how a later author draws on a play by Shakespeare]”).
LA.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest.
LA.RL.9-10.9 Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare).
LA.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.
LA.W.9-10.1.C Use transitions (e.g., words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
LA.W.9-10.1.D Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
LA.RI.9-10.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
LA.RI.9-10.2 Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text.
LA.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
LA.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
LA.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
LA.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
LA.W.9-10.2.C Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
LA.L.9-10.1.B Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Exit Skills
By the end of this unit, the students will be able to: Use selected vocabulary in various forms of communication Use relevant grammar in various forms of communication
Apply their knowledge of reading literature and informational text, writing essays, speaking and listening and language to fiction and nonfiction (including novels, poems and dramas) and narratives/arguments.
Enduring Understanding
Students will be able to independently use their learning to:
Communicate correctly basic grammar points and vocabulary relating to this unit in speaking listening, writing
and reading.
Patterns.
Express their ideas and thought in written form.
Express their thoughts and ideas verbally in order to communicate effectively.
Essential Questions
Students will keep considering:
Change
How reading fiction and informational text helps in understanding everyday life.
How persuasive letters and emails enhance the understanding of the writing process.
The usefulness of using correct grammar in and out of school.
Learning Objectives
Grammar includes conditionals and complex sentences.
Reading Literature and Informational Text: Analyze and Evaluate Key Ideas and Details, Craft and Structure;
Integrate Knowledge and Ideas.
Writing Persuasive Letters and Emails: Analyze, Evaluate and Examine Topic and Convey ideas, Create and
Produce Writing, Research to Build and Present Knowledge and Range of Writing.
Speaking and Listening: Comprehend and Collaborate.
Language: Remember, Understand, Apply, Analyze, Evaluate, and Create Conventions of Standard English,
Knowledge of Language, Vocabulary Acquisition and Use.
Interdisciplinary Connections
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
SCI.9-12.5.1.12 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
CAEP.9.2.8.B Career Exploration
PFL.9.1.12.A Income and Careers
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury. Key subjects include:
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
Government and Civics21st Century/Interdisciplinary Themes
• Civic Literacy .
• Environmental Literacy .
• Financial, Economic, Business and Entrepreneurial Literacy .
• Global Awareness .
• Health Literacy .
21st Century Skills
• Communication and Collaboration .
• Creativity and Innovation .
• Critical thinking and Problem Solving .
• Information Literacy .
• Life and Career Skills .
• Media Literacy .
Technology Infusion
Differentiation
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:
NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State
Standards http://www.state.nj.us/education/modelcurriculum/success/math/k2/
Special Education
• printed copy of board work/notes provided .
• additional time for skill mastery .
• assistive technology .
• behavior management plan .
• Center-Based Instruction .
• check work frequently for understanding .
• computer or electronic device utilizes .
• extended time on tests/ quizzes .
• have student repeat directions to check for understanding .
• highlighted text visual presentation .
• modified assignment format .
• modified test content .
• modified test format .
• modified test length .
• multiple test sessions .
• multi-sensory presentation .
• preferential seating .
• preview of content, concepts, and vocabulary .
• reduced/shortened reading assignments .
• Reduced/shortened written assignments .
• secure attention before giving instruction/directions .
• shortened assignments .
• student working with an assigned partner .
• teacher initiated weekly assignment sheet .
• Use open book, study guides, test prototypes .
ELL
• using videos, illustrations, pictures, and drawings to explain or clarif .
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
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• allowing students to correct errors (looking for understanding) .
• allowing the use of note cards or open-book during testing .
• decreasing the amount of workpresented or required .
• having peers take notes or providing a copy of the teacher’s notes .
• modifying tests to reflect selected objectives .
• providing study guides .
• reducing or omitting lengthy outside reading assignments .
• reducing the number of answer choices on a multiple choice test .
• tutoring by peers .
• using computer word processing spell check and grammar check features .
• using true/false, matching, or fill in the blank tests in lieu of essay tests .
Intervention Strategies
• allowing students to correct errors (looking for understanding) .
• teaching key aspects of a topic. Eliminate nonessential information .
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning .
• allowing students to select from given choices .
• allowing the use of note cards or open-book during testing .
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to reflect objectives for the student, eliminate sections of the test, and determine how the grade will be determined prior to giving the test.
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• decreasing the amount of workpresented or required .
• having peers take notes or providing a copy of the teacher’s notes .
• marking students’ correct and acceptable work, not the mistakes .
• modifying tests to reflect selected objectives .
• providing study guides .
• reducing or omitting lengthy outside reading assignments .
• reducing the number of answer choices on a multiple choice test .
• tutoring by peers .
• using authentic assessments with real-life problem-solving .
• using true/false, matching, or fill in the blank tests in lieu of essay tests .
• using videos, illustrations, pictures, and drawings to explain or clarify .
Evidence of Student Learning-CFU's
• Admit Tickets .
• Anticipation Guide .
• Common benchmarks .
• Compare & Contrast .
• Create a Multimedia Poster .
• Define . • Describe . • Evaluate . • Evaluation rubrics . • Exit Tickets . • Explaining .
• Fist- to-Five or Thumb-Ometer .
• Illustration . • Journals . • KWL Chart . • Newspaper Headline . • Outline . • Question Stems . • Quickwrite . • Quizzes .
• Red Light, Green Light .
• Self- assessments .
• Socratic Seminar .
• Study Guide .
• Teacher Observation Checklist .
• Think, Pair, Share .
• Think, Write, Pair, Share .
• Top 10 List .
• Unit tests .
