ELL English GRADE 9-12

Curricular Framework – High School ELL English

1 | Page

ELL English

GRADE 9-12

BOARD APPROVAL DATE:

BOARD ADOPTION OF STATE STANDARDS:


2 | Page

Unit Overview (Standards Coverage)

Unit Standards Unit Focus Skills Overview Suggested Pacing

Unit 1 -

Connections

Across Genres -

Facing your fears

New Jersey Student

Learning Standards

Career Readiness CAEP.9.2.12.C.1 - [Standard] - Review

career goals and determine steps

necessary for attainment.

Technology TECH.8.1.12.A.CS1 - [Content

Statement] - Understand and use

technology systems.

English Language Arts

Comprehension and Collaboration

NJSLSA.SL1. Prepare for and

participate effectively in a range of

conversations and collaborations

with diverse partners, building on

others’ ideas and expressing their

own clearly and persuasively.

NJSLSA.SL2. Integrate and

evaluate information presented in

diverse media and formats,

including visually, quantitatively,

and orally.

This unit’s focus (theme) is

facing your fears.

● Practice writing for a

range of tasks, purposes,

and audiences

● Prepare for and

participate effectively in a

range of oral situations

● Integrate and evaluate the

information presented in

diverse media and

formats

● Evaluate a speaker’s point

of view, reasoning, and

use of evidence and

rhetoric

● Present information,

findings, and supporting

evidence that listeners can

follow.

● Make strategic use of

digital media and visual

displays of data to

express information and

enhance understanding of

presentations.

● Adapt speech to a variety

of contexts and

communicative tasks,

demonstrating command

of formal English when

indicated or appropriate.

And

ELL students vary in English

proficiency. Each ELL is assessed

from their ACCESS or WIDA

4 weeks


3 | Page

NJSLSA.SL3. Evaluate a

speaker’s point of view, reasoning,

and use of evidence and rhetoric.

Presentation of Knowledge and

Ideas

NJSLSA.SL4. Present

information, findings, and

supporting evidence such that

listeners can follow the line of

reasoning and the organization,

development, and style are

appropriate to task, purpose, and

audience.

NJSLSA.SL5. Make strategic use

of digital media and visual

displays of data to express

information and enhance

understanding of presentations.

NJSLSA.SL6. Adapt speech to a

variety of contexts and


demonstrating command of formal

English when indicated or

appropriate.

Range of Writing

W.11-12.10. 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.

Screener test. These assessments

give teachers the level where each

ELL starts, as far as their English

proficiency. The port of entry ELL

would be categorized as a Level 1

and an ELL ready to exit the ELL

program would have scored a 4.5,

the highest level attainable is a

6.0. ELL teachers expect ELLs to

attain the next highest level by the

end of the academic year. The

attached chart describes what

ELLs are capable of doing in the

aspects of listening, speaking, oral

language, reading, and writing.

https://docs.google.com/document/

d/1bRr73H_cfcsiFKNtZxBiU5J-x-

tmzmxqYbQ93fRosHk/edit#headin

g=h.gjdgxs

https://docs.google.com/document/d/1bRr73H_cfcsiFKNtZxBiU5J-x-tmzmxqYbQ93fRosHk/edit#heading=h.gjdgxs





4 | Page

WIDA

● Standard 2 – Language of

Language Arts

● English language learners

communicate information,

ideas and concepts

necessary for academic

success in the content area

of language arts.

Unit 2 -

Connections

Across Genres -

Overcoming

Obstacles

New Jersey Student

Learning Standards






technology systems.


Reading Literature

Key Ideas and Details

NJSLSA.R1. Read closely to

determine what the text says

explicitly and to make logical

inferences and relevant

connections from it; cite specific

This unit’s focus / theme is:

Overcoming Obstacles

● Comprehend what is

being said

● Collaborate with peers

● Pose questions

● Respond thoughtfully

● Integrate multiple sources

of information from

diverse media or formats

● Evaluate a speaker’s point

of view, reasoning, and

use of evidence and

rhetoric, identifying

distorted evidence

● Present information

● Make strategic use of

digital media

● Adapt speech to a variety

of contexts and tasks

● Demonstrate command of

the conventions of

standard English

grammar and usage

● Determine or clarify the

meaning of unknown and

multiple-meaning words

and phrases

12 weeks


5 | Page

textual evidence when writing or

speaking to support conclusions

drawn from the text.

NJSLSA.R2. Determine central

ideas or themes of a text and

analyze their development;

summarize the key supporting

details and ideas.

Craft and Structure

NJSLSA.R5. Analyze the structure

of texts, including how specific

sentences, paragraphs, and larger

portions of the text (e.g., a section,

chapter, scene, or stanza) relate to

each other and the whole.

Integration of Knowledge and

Ideas

NJSLSA.R9. Analyze and reflect

on how two or more texts address

similar themes or topics in order

to build knowledge or to compare

the approaches the authors take.

NJSLSA.R10. Read and

comprehend complex literary and

informational texts independently

and proficiently with scaffolding

as needed.

Reading Informational Text


RI.9-10.1. Accurately cite strong

and thorough textual evidence,

● Demonstrate

understanding of word

relationships and nuances

in word meanings

● Acquire and use

accurately a range of

general academic and

domain-specific words

and phrases and figurative

language

● Determine central ideas

or themes of a text and

analyze their

development

● Analyze the structure of

texts

● Analyze and reflect on

how 2 or more texts

address similar themes or

topics

● Read and comprehend

complex literary and

informational texts

independently and

proficiently with

scaffolding as needed

● Cite strong and thorough

textual evidence and

make relevant

connections to support

analysis

● Analyze a particular point

of view or cultural

experience reflected in a

work of literature from

outside the United States

● Analyze various

perspectives as presented

in different mediums


6 | Page

(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.

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.

Craft and Structure

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).

RI.9-10.6. Determine an author’s

point of view or purpose in a text

and analyze how an author uses

rhetorical devices to advance that

point of view or purpose.


Ideas

RI.9-10.7. Analyze various

perspectives as presented in

● Write

informative/explanatory

texts to examine and

convey complex ideas

and information clearly

● Produce clear and

coherent writing in which

the development,

organization, and style

are appropriate to task,

purpose, and audience

● Develop and strengthen

writing as needed by

planning, revising,

editing, rewriting or a

new approach

● Use technology to

produce and publish

writing and to interact

and collaborate with

others

● Write routinely over

extended time frames for

a range of tasks

And

● ELL students vary in

English proficiency.

Each ELL is assessed

from their ACCESS or

WIDA Screener test.

These assessments give

teachers the level where

each ELL starts, as far as

their English proficiency.

The port of entry ELL

would be categorized as a

Level 1 and an ELL ready

to exit the ELL program


7 | Page

different mediums (e.g., a person’s

life story in both print and

multimedia), determining which

details are emphasized in each

account.

Speaking and Listening












and orally.





Ideas

NJSLSA.SL4. Present







audience.

would have scored a 4.5,

the highest level

attainable is a 6.0. ELL

teachers expect ELLs to

attain the next highest

level by the end of the

academic year. The

attached chart describes

what ELLs are capable of

doing in the aspects of

listening, speaking, oral

language, reading, and

writing.

● https://docs.google.com/d

ocument/d/1bRr73H_cfcsi

FKNtZxBiU5J-x-

tmzmxqYbQ93fRosHk/edi

t#heading=h.gjdgxs







8 | Page











appropriate.

Writing

Text Types and Purposes

NJSLSA.W1. Write arguments to

support claims in an analysis of

substantive topics or texts, using

valid reasoning and relevant and

sufficient evidence.

NJSLSA.W2. Write

informative/explanatory texts to

examine and convey complex ideas

and information clearly and

accurately through the effective

selection, organization, and

analysis of content.

Production and Distribution of

Writing

NJSLSA.W4. Produce clear and

coherent writing in which the

development, organization, and


9 | Page

style are appropriate to task,

purpose, and audience.

NJSLSA.W5. Develop and

strengthen writing as needed by

planning, revising, editing,

rewriting, or trying a new

approach.

NJSLSA.W6. Use technology,

including the Internet, to produce

and publish writing and to interact

and collaborate with others.

Range of Writing






of tasks, purposes.

Language

Conventions of Standard English

NJSLSA.L1. Demonstrate

command of the conventions of

standard English grammar and

usage when writing or speaking.



standard English capitalization,


10 | Page

punctuation, and spelling when

writing.

Knowledge of Language

NJSLSA.L3. 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.

Vocabulary Acquisition and Use

NJSLSA. L4. Determine or clarify

the meaning of unknown and

multiple-meaning words and

phrases by using context clues,

analyzing meaningful word parts,

and consulting general and

specialized reference materials, as

appropriate.



relationships and nuances in word

meanings.

NJSLSA.L6. Acquire and use

accurately a range of 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

encountering an unknown term


11 | Page

important to comprehension or

expression.

WIDA


Language Arts


communicate information,

ideas and concepts

necessary for academic

success in the content area

of language arts.

Unit 3 -

Connections

Across Genres -

Revenge

New Jersey Student

Learning Standards






technology systems.


Reading Literature





This unit’s focus is: Revenge ● Comprehend what is being

said


● Pose questions

● Respond thoughtfullyIntegrate

multiple sources of

information from diverse

media or formats

● Evaluate a speaker’s point of

view, reasoning, and use of

evidence and rhetoric,

identifying distorted evidence


● Make strategic use of digital

media

● Adapt speech to a variety of

contexts and tasks

● Demonstrate command of the

conventions of standard

English grammar and usage




phrases

10 weeks


12 | Page










details and ideas.

NJSLSA.R3. Analyze how and

why individuals, events, and ideas

develop and interact over the

course of a text.

Craft and Structure

NJSLSA.R4. Interpret words and

phrases as they are used in a text,

including determining technical,

connotative, and figurative

meanings, and analyze how

specific word choices shape

meaning or tone.







NJSLSA.R6. Assess how point of

view or purpose shapes the content

and style of a text.

● Demonstrate understanding of

word relationships and

nuances in word meanings

● Acquire and use accurately a

range of general academic and

domain-specific words and

phrases and figurative

language

● Determine central ideas or

themes of a text and analyze

their development

● Analyze the structure of texts

● Analyze and reflect on how 2

or more texts address similar

themes or topics



informational texts

independently and proficiently

with scaffolding as needed


textual evidence and make

relevant connections to

support analysis

● Analyze a particular point of

view or cultural experience

reflected in a work of

literature from outside the

United States

● Analyze various perspectives

as presented in different

mediums

● Write informative/explanatory

texts to examine and convey

complex ideas and

information clearly

● Produce clear and coherent

writing in which the

development, organization,


13 | Page


Ideas

NJSLSA.R7. Integrate and

evaluate content presented in


including visually and

quantitatively, as well as in words.

NJSLSA.R8. Delineate and

evaluate the argument and specific

claims in a text, including the

validity of the reasoning as well as

the relevance and sufficiency of the

evidence.










as needed.







and style are appropriate to

task, purpose, and audience


writing as needed by planning,

revising, editing, rewriting or

a new approach

● Use technology to produce

and publish writing and to

interact and collaborate with

others

● Write routinely over extended

time frames for a range of

tasks

● Use digital tools to access,

manage, evaluate, and

synthesize information in

order to solve problems

individually and collaborate

and to create and

communicate knowledge.

● Apply appropriate academic

and technical skills

● Communicate clearly and

effectively and with reason.

● Utilize critical thinking to

make sense of problems and

persevere in solving them.

● Use technology to enhance

productivity.

● Write arguments to support

claims

● Write narratives

And

● ELL students vary in English

proficiency. Each ELL is

assessed from their ACCESS

or WIDA Screener test. These

assessments give teachers the


14 | Page





matters uncertain.






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.

Craft and Structure











of a newspaper).

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

level where each ELL starts,

as far as their English

proficiency. The port of entry

ELL would be categorized as

a Level 1 and an ELL ready to

exit the ELL program would

have scored a 4.5, the highest

level attainable is a 6.0. ELL

teachers expect ELLs to attain

the next highest level by the



ELLs are capable of doing in

the aspects of listening,

speaking, oral language,

reading, and writing.

● https://docs.google.com/docu

ment/d/1bRr73H_cfcsiFKNtZx

BiU5J-x-

tmzmxqYbQ93fRosHk/edit#he

ading=h.gjdgxs







15 | Page

of a text (e.g., a section or

chapter).







Ideas







account.













and orally.


16 | Page





Ideas

NJSLSA.SL4. Present







audience.











appropriate.

Writing








17 | Page

NJSLSA.W2. Write








Writing










approach.





Range of Writing






of tasks, purposes.


18 | Page

Language










writing.

















appropriate.


19 | Page




meanings.












expression.

WIDA


Language Arts


communicate information, ideas

and concepts necessary for

academic success in the content

area of language arts.

Unit 4 -

Connections

Across Genres -

Impact On One’s

Actions On Others

New Jersey Student

Learning Standards




Technology

This unit’s focus is: Impact on

one’s actions on others.

● Comprehend what is being

said


● Pose questions


● Integrate multiple sources of

information from diverse

media or formats

● Evaluate a speaker’s point of

view, reasoning, and use of

10 weeks of instruction

3 weeks of NJ State testing

● ACCESS

● NJ Math and ELA tests


20 | Page

TECH.8.1.12.A.CS1 - [Content


technology systems.


Reading Literature














details and ideas.

NJSLSA.R3. Analyze how and

why individuals, events, and ideas

develop and interact over the

course of a text.

Craft and Structure

NJSLSA.R4. Interpret words and

phrases as they are used in a text,

including determining technical,

connotative, and figurative

evidence and rhetoric,



● Make strategic use of digital

media

● Adapt speech to a variety of

contexts and tasks

● Demonstrate command of the

conventions of standard

English grammar and usage




phrases

● Demonstrate understanding of

word relationships and


● Acquire and use accurately a

range of general academic and

domain-specific words and

phrases and figurative

language

● Determine central ideas or

themes of a text and analyze

their development


● Analyze and reflect on how 2

or more texts address similar

themes or topics



informational texts

independently and proficiently



textual evidence and make

relevant connections to

support analysis


21 | Page

meanings, and analyze how

specific word choices shape

meaning or tone.







NJSLSA.R6. Assess how point of

view or purpose shapes the content

and style of a text.


Ideas

NJSLSA.R7. Integrate and

evaluate content presented in


including visually and


NJSLSA.R8. Delineate and

evaluate the argument and specific

claims in a text, including the

validity of the reasoning as well as

the relevance and sufficiency of the

evidence.




● Analyze a particular point of

view or cultural experience

reflected in a work of

literature from outside the

United States

● Analyze various perspectives

as presented in different

mediums

● Write informative/explanatory

texts to examine and convey

complex ideas and

information clearly

● Produce clear and coherent

writing in which the

development, organization,

and style are appropriate to

task, purpose, and audience


writing as needed by planning,

revising, editing, rewriting or

a new approach

● Use technology to produce

and publish writing and to

interact and collaborate with

others

● Write routinely over extended

time frames for a range of

tasks

● Use digital tools to access,

manage, evaluate, and

synthesize information in

order to solve problems

individually and collaborate

and to create and


● Apply appropriate academic

and technical skills

● Communicate clearly and

effectively and with reason.


22 | Page







as needed.











matters uncertain.






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.

Craft and Structure

● Utilize critical thinking to

make sense of problems and

persevere in solving them.

● Use technology to enhance

productivity.

● Write arguments to support

claims


● Describe and evaluate the

argument and specific claims

in a text.

● Conduct short research

projects

● Gather relevant information

from multiple sources. assess

the credibility and accuracy of

each source, and integrate the

information while avoiding

plagiarism.

● Draw evidence from literary

or informational texts to

support analysis, reflection,

and research.

And

ELL students vary in English

proficiency. Each ELL is assessed

from their ACCESS or WIDA

Screener test. These assessments

give teachers the level where each

ELL starts, as far as their English

proficiency. The port of entry ELL

would be categorized as a Level 1

and an ELL ready to exit the ELL

program would have scored a 4.5,

the highest level attainable is a

6.0. ELL teachers expect ELLs to

attain the next highest level by the


23 | Page











of a newspaper).

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).







Ideas







account.

RI.9-10.8. Describe and evaluate

the argument and specific claims

in a text, assessing whether the



ELLs are capable of doing in the

aspects of listening, speaking, oral

language, reading, and writing.

https://docs.google.com/document/

d/1bRr73H_cfcsiFKNtZxBiU5J-x-

tmzmxqYbQ93fRosHk/edit#headin

g=h.gjdgxs






24 | Page

reasoning is valid and the evidence

is relevant and sufficient; identify

false statements and reasoning.

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.













25 | Page


and orally.





Ideas

NJSLSA.SL4. Present







audience.











appropriate.

Writing






26 | Page



NJSLSA.W2. Write








Writing










approach.





Research to Build and

Present Knowledge

NJSLSA.W7. Conduct short as well

as more sustained research

projects, utilizing an inquiry-based

research process, based on focused


27 | Page

questions, demonstrating

understanding of the subject under

investigation.

NJSLSA.W8. Gather relevant

information from multiple print

and digital sources, assess the

credibility and accuracy of each

source, and integrate the

information while avoiding

plagiarism.

NJSLSA.W9. Draw evidence from

literary or informational texts to

support analysis, reflection, and

research.

Range of Writing






of tasks, purposes.

Language







28 | Page





writing.

















appropriate.




meanings.








29 | Page






expression.

WIDA


Language Arts


communicate information, ideas

and concepts necessary for

academic success in the content

area of language arts.

This document outlines in detail the answers to the following four questions:

1. What do we want our students to know?

2. How do we know if they learned it?

3. What do we do if they did not learn it?

4. What do we do when they did learn it?


30 | Page

Unit 1 INTRODUCTION

Content & Practice Standards (write in full) Interdisciplinary Standards Critical Knowledge & Skills

● New Jersey Student Learning Standards

●

● English Language Arts

● Comprehension and Collaboration

● NJSLSA.SL1. Prepare for and participate

effectively in a range of conversations and

collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and

persuasively.

● NJSLSA.SL2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

● NJSLSA.SL3. Evaluate a speaker’s point of view,

reasoning, and use of evidence and rhetoric.

● Presentation of Knowledge and Ideas

● NJSLSA.SL4. Present information, findings, and

supporting evidence such that listeners can follow

the line of reasoning and the organization,

development, and style are appropriate to task,


● NJSLSA.SL5. Make strategic use of digital media

and visual displays of data to express information

and enhance understanding of presentations.

● NJSLSA.SL6. Adapt speech to a variety of

contexts and communicative tasks, demonstrating

command of formal English when indicated or

appropriate.

WIDA

● Standard 2 – Language of Language Arts

● English language learners communicate information,

ideas and concepts necessary for academic success in

the content area of language arts.

New Jersey Student Learning Standards

Career Readiness CAEP.9.2.12.C.1 - [Standard] - Review career goals and

determine steps necessary for attainment.

Technology TECH.8.1.12.A.CS1 - [Content Statement] - Understand and use

technology systems.

● Practice writing for a range of tasks, purposes,

and audiences

● Prepare for and participate effectively in a range

of oral situations

● Integrate and evaluate the information presented

in diverse media and formats

● Evaluate a speaker’s point of view, reasoning,

and use of evidence and rhetoric

● Present information, findings, and supporting

evidence that listeners can follow.

● Make strategic use of digital media and visual

displays of data to express information and

enhance understanding of presentations.

● Adapt speech to a variety of contexts and

communicative tasks, demonstrating command

of formal English when indicated or appropriate.

And

ELL students vary in English proficiency. Each ELL is

assessed from their ACCESS or WIDA Screener test.

These assessments give teachers the level where each

ELL starts, as far as their English proficiency. The port of

entry ELL would be categorized as a Level 1 and an ELL

ready to exit the ELL program would have scored a 4.5,

the highest level attainable is a 6.0. ELL teachers expect

ELLs to attain the next highest level by the end of the

academic year. The attached chart describes what ELLs

are capable of doing in the aspects of listening, speaking,

oral language, reading, and writing.

https://docs.google.com/document/d/1bRr73H_cfcsiFKNt

ZxBiU5J-x-tmzmxqYbQ93fRosHk/edit#heading=h.gjdgxs




31 | Page

● Range of Writing

● W.11-12.10. 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.

Unit 1 ELL English - Facing your Fears

Stage 1 – Desired Results

UNIT SUMMARY CORE AND SUPPLEMENTAL MATERIALS/RESOURCES (OPEN RESOURCES)

The purpose of this unit is to introduce the students to the technical platforms used

in this class and the class expectations. In this unit, students will learn the

ELL English Journal Portfolio

Online program - Read Theory (https://readtheory.org)

Online program - Moby Max (https://www.mobymax.com)

https://readtheory.org/

https://www.mobymax.com/


32 | Page

language learning strategies needed to aid in comprehension of listening, speaking

and writing in English.

Online program - KidBlog (https://kidblog.org/home/)

Online program - Padlet (https://padlet.com/)

Online program - Kahoot (https://kahoot.com/)

Online program - Canva (https://www.canva.com/)

Teacher made sentence and paragraph frames

Teacher created English Grammar Booklet

Teacher created English grammar “Rapid Review”

Teacher created Google Slides introductory presentations

Online program - MLA Style (http://www.bibme.org/mla8)

Google Docs

Google Slides

Google Classroom

WIDA Screener Assessment DRC Insight platform link (https://www.drcedirect.com/all/eca-

portal-ui/welcome/DRCPORTAL)

One Republic song Connection Video

(https://www.youtube.com/watch?v=iJUM11goXAU)

2015 - 2019 ELL English Personal Narratives

UNDERSTANDINGS

Students will understand . . .

● Listening requires giving deliberate attention to speakers in order to build on their ideas and respond to their questions.

● Speaking requires the ability to present information in a logical manner, to pose questions, and to challenge listeners.

● Writing requires organization, correct spelling, grammar, and punctuation, practice as well as an understanding of making connections.

Students will know . . . Students will be able to…

● It is ok to be afraid of different ideas, but by actively listening you can

build on their ideas and effectively respond to others.

● Learning strategies and practicing speaking in English, students will be

able to face their fears of speaking in English to ask questions, challenge

listeners and orally communicate their thoughts and feelings.

● Trying to write in English can be formidable, but can be accomplished by

practicing in a range of tasks and using models /frames.

● Process what is being said, explained and argued to be able to form their own ideas

and be able to respond to others without the fear of being made fun of for their

English speaking proficiency and for having different ideas.

● Recount, explain and argue by practicing their oral English language skills through

practicing using class discussions, small group discussions and Speaking Projects

without being afraid of making mistakes.

● Recount, explain and argue effectively through writing in English in a range of

writing tasks (journaling and blogging) being able to be willing to try more

complicated forms of sentence and paragraph structures - not to be afraid to try new

writing styles.

Stage 2 – Assessment Evidence

Performance Tasks:

(Formative Assessments)

Other Evidence (Alternate Assessments):

● Listening

https://kidblog.org/home/

https://padlet.com/

https://kahoot.com/

https://www.canva.com/

http://www.bibme.org/mla8

https://www.drcedirect.com/all/eca-portal-ui/welcome/DRCPORTAL

https://www.drcedirect.com/all/eca-portal-ui/welcome/DRCPORTAL

https://www.youtube.com/watch?v=iJUM11goXAU


33 | Page

● Listening

○ Students will listen and view the introductory presentations

○ Students will work in cooperative groups creating an

introductory multimedia presentation.

● Speaking

○ Students will participate in class discussions

○ Students will ask questions when needed

● Writing

○ Journal writing

○ Blogging

(Summative Assessments)

● Speaking Projects: This project combines listening, speaking and

writing aspects using a student chosen song.

○ Students will listen to a student chosen song learning the

correct pronunciation of the English words.

○ Students will recite a portion of a student chosen song and

orally answer a question that relates to the blogging using the

Padlet.

○ Students will answer questions and respond to other students’

comments on the blogging platform, Kidblog.

● Multimedia presentation / ELL English Class Expectations:

○ Students will work in cooperative groups creating a multimedia

presentation introducing themselves, what are their challenges

with English, how they will face these challenges and their

expectations for the year.

○ Students will present their presentations

○ Students will be asked comprehension questions that are modified by word

count or using native translation such as other students and Google Translate

● Speaking

○ Students will use more visuals and less speaking in their presentations

○ Students will be able to use their native language for comprehension

○ Students will recite a smaller portion of the song

○ Students will oral participation will correlate with their language proficiency

○ Students will use thumbs up/down when asked questions.

● Writing

○ Paragraph/sentence frames will be used

○ Students may use visuals to communicate their thoughts

Stage 3 – Learning Plan

Pre-assessments:

● Review of students’ ACCESS scores from Spring 2019 or Screener scores

● Read Theory pre-assessment

● MobyMax English Language pre-assessment

● Journal Writing as a writing pre-assessment

Acquisition:

● Part 1 (Program Introduction)

○ Students will be introduced to the Egg Harbor Township High School ELL program and services

○ Students will be introduced to the Egg Harbor Township High School ELL English program and expectations


34 | Page

● Part 2 (Technology Introduction)

○ Students will be introduced to the technology utilized in the ELL English program

○ Students will be given the join codes for the technology

● Part 3 (Student Introduction)

○ Students will be introduced to past students using the personal narratives from previous years

● Part 4 (Speaking and Listening)

○ Students will be instructed in how to pronounce English words using a student chosen song.

○ Students will listen to the song (in English) to hear how the English words are pronounced.

● Part 5 (Writing)

○ Students will be instructed in how to create a journal entry

Meaning:


○ Class and small group discussions on the introduction presentations

○ Students will create their own expectations for their ELL English class via journal writing


○ Students will log in to the technology platforms

○ Students will take their pre-assessments using Read Theory and MobyMax as well as journal writing

○ Part 3 (Student Introduction) ○ Students will introduce themselves to the class (name - pronunciation of their name; age, grade, native country, native language, etc.)

● Part 4 (Speaking and Listening) ○ Students will practice reciting a portion of the song aloud in pairs

○ Students will peer review each other's speech.


○ Students will practice writing a journal entry.

○ Students may utilize a journal model

Transfer:


○ Students will be given scenarios of typical ELL issues and need to explain how to resolve the issue using the information given to them in the introduction

presentations.


○ Students will complete their pre-assessments and speaking project

● Part 3 (Student Introduction)

○ Students will work on their culminating project (outlined below)

● Part 4 (Speaking and Listening) ○ Students will utilize the online platform Padlet to recite a portion of the student chosen song

○ Students will answer a question that was discussed on Kidblog.


○ Students will peer edit their journal entries

○ Students will be able to create a written blog

Suggested learning activities:

● Class discussions

● Journal writing


35 | Page

● Online computer programs for presentations

● Cooperative learning

● Blogging

● Listening, Speaking and Writing Projects

Planned Differentiation & Interventions for Tiers I, II, III, ELL, 504s, SPED, and Gift & Talented Students

Gifted & Talented:

Gifted and Talented students will be given the following responses to intervention strategies, but not limited to:

● Access to Google translate for most documents

● Access to translation dictionaries

● Extra reading instruction using the online program Read Theory

● Extra language instruction using the online program Moby Max

● Time given to teach other students the classroom content

● Giving the student a concept to teach to the class

● Translanguaging

● Sheltered Instruction

● Sheltered Instruction Observation Protocol (SIOP)

● Connecting students’ background to content being taught

● Giving the student an independent project that connects to the topic being taught in class

Tier I:

Tier I students will be given the following responses to intervention strategies, but not limited to:



● Explanations of content and/or instructions made in native language, if available

● Extra instruction time during ELL Office Hours, if available



● Texts have videos for students to watch (when available)

● Audio version of texts that can be slowed down(when available)

● Total Physical Response instruction

● Translanguaging




Tier II:

Tier II students will be given the following responses to intervention strategies, but not limited to:



● Paragraphs frames/sentence frames







36 | Page

● Audio version of texts that can be slowed down (when available)

● Translanguaging




● Total Physical Response

Tier III:

Tier III students will be given the following responses to intervention strategies, but not limited to:




● Extra time

● Modified practice

● Modified assessments







● Translanguaging





ELL:

504s:

Individual 504s will be followed.

Some accommodations that can be used for this unit are, but not limited to:

● Extra time

● Access to technology to write work (broken arm/hand)

● Quiet place to complete work

● Preferential seating

SPED:

Individual IEP’s will be followed.

Some modifications that can be used for this unit are,but not limited to:

● Extra time

● Modified text

● Paragraph frames / sentence frames


Unit 2 Overcoming Obstacles


37 | Page

Content & Practice Standards Interdisciplinary Standards Critical Knowledge & Skills



Reading Literature


NJSLSA.R1. Read closely to determine what the text

says explicitly and to make logical inferences and

relevant connections from it; cite specific textual

evidence when writing or speaking to support

conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a

text and analyze their development; summarize the

key supporting details and ideas.

Craft and Structure

NJSLSA.R5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or

stanza) relate to each other and the whole.

Integration of Knowledge and Ideas

NJSLSA.R9. Analyze and reflect on how two or more

texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors

take.

WIDA


English language learners communicate information,

ideas and concepts necessary for academic success in the

content area of language arts.





technology systems.

● Comprehend what is being said


● Pose questions


● Integrate multiple sources of information from


● Evaluate a speaker’s point of view, reasoning, and

use of evidence and rhetoric, identifying distorted

evidence


● Make strategic use of digital media

● Adapt speech to a variety of contexts and tasks

● Demonstrate command of the conventions of

standard English grammar and usage

● Determine or clarify the meaning of unknown and

multiple-meaning words and phrases

● Demonstrate understanding of word relationships and


● Acquire and use accurately a range of general

academic and domain-specific words and phrases and

figurative language

● Determine central ideas or themes of a text and

analyze their development


● Analyze and reflect on how 2 or more texts address

similar themes or topics

● Read and comprehend complex literary and

informational texts independently and proficiently


● Cite strong and thorough textual evidence and make

relevant connections to support analysis

● Analyze a particular point of view or cultural

experience reflected in a work of literature from


● Analyze various perspectives as presented in

different mediums

● Write informative/explanatory texts to examine and

convey complex ideas and information clearly


38 | Page

NJSLSA.R10. Read and comprehend complex literary

and informational texts independently and

proficiently with scaffolding as needed.



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.

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.

Craft and Structure

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).

RI.9-10.6. Determine an author’s point of view or

purpose in a text and analyze how an author uses

rhetorical devices to advance that point of view or

purpose.


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.

● Produce clear and coherent writing in which the

development, organization, and style are appropriate

to task, purpose, and audience

● Develop and strengthen writing as needed by

planning, revising, editing, rewriting or a new

approach

● Use technology to produce and publish writing and to

interact and collaborate with others

● Write routinely over extended time frames for a

range of tasks

● Use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems

individually and collaborate and to create and


● Apply appropriate academic and technical skills

● Communicate clearly and effectively and with

reason.

● Utilize critical thinking to make sense of problems

and persevere in solving them.

● Use technology to enhance productivity.

● Prepare for and participate effectively in a range of

oral situations

● Integrate and evaluate the information presented in

diverse media and formats


use of evidence and rhetoric

● Present information, findings, and supporting

evidence that listeners can follow.

● Make strategic use of digital media and visual

displays of data to express information and enhance


● Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

And


39 | Page



NJSLSA.SL1. Prepare for and participate effectively

in a range of conversations and collaborations with

diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

NJSLSA.SL2. Integrate and evaluate information



NJSLSA.SL3. Evaluate a speaker’s point of view,


Presentation of Knowledge and Ideas

NJSLSA.SL4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

NJSLSA.SL5. Make strategic use of digital media and

visual displays of data to express information and


NJSLSA.SL6. Adapt speech to a variety of contexts

and communicative tasks, demonstrating command of


Writing


















40 | Page

NJSLSA.W1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

NJSLSA.W2. Write informative/explanatory texts to

examine and convey complex ideas and information

clearly and accurately through the effective selection,

organization, and analysis of content.

Production and Distribution of Writing

NJSLSA.W4. Produce clear and coherent writing in

which the development, organization, and style are

appropriate to task, purpose, and audience.

NJSLSA.W5. Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or

trying a new approach.

NJSLSA.W6. Use technology, including the Internet, to

produce and publish writing and to interact and

collaborate with others.

Range of Writing

W.11-12.10. Write routinely over extended time


and shorter time frames (a single sitting or a day or

two) for a range of tasks, purposes.

Language



41 | Page

NJSLSA.L1. Demonstrate command of the

conventions of standard English grammar and usage

when writing or speaking.


conventions of standard English capitalization,

punctuation, and spelling when writing.


NJSLSA.L3. 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.


NJSLSA. L4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

NJSLSA.L5. Demonstrate understanding of word

relationships and nuances in word meanings.

NJSLSA.L6. Acquire and use accurately a range of

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 encountering an unknown term

important to comprehension or expression.

Unit 2 Overcoming Obstacles



42 | Page


In this unit students will explore the concept of overcoming obstacles. The

question they will explore is: How do you handle obstacles in your life? In doing

this students will be working on the aspects of listening, reading, speaking,

writing, English grammar and English vocabulary.

“The Terror” by Junot Diaz (https://www.commonlit.org/en/texts/the-terror)

“The Most Dangerous Game” by Richard Connell

(https://www.youtube.com/watch?v=26zBjrQ-spQ)


A song about overcoming obstacles that the ELL English Teaching Assistants chose










Google Docs

Google Slides

Google Classroom

UNDERSTANDINGS

Students will understand that…

• Listening requires giving deliberate attention to speakers in order to build on their ideas and respond to their questions.

• Speaking requires the ability to present information in a logical manner, to pose questions, and to challenge listeners.

• Reading text requires the ability to analyze text by citing the relevant information and summarizing key points and details, making connections and understanding vocabulary.

• Writing requires organization, correct spelling, grammar, and punctuation, as well as an understanding of the text by making connections.

Students will know… Students will be able to…

● It is difficult to listen and comprehend another language, but by actively

listening you can build on other speakers’ ideas and effectively respond

to others and therefore overcome the obstacle of comprehending listening

in English.


able to overcome the obstacle of speaking in English to ask questions,

challenge listeners and orally communicate their thoughts and feelings.

● Reading new texts in a different language can be intimidating, but by

utilizing different reading comprehension learning strategies, students

can overcome the obstacle of comprehension in reading in English.


and be able to respond to others overcoming the obstacle of the fear of using their

own voice.



overcoming the obstacle of being afraid of making mistakes.

● Comprehend English vocabulary, details, central ideas of various texts utilizing

annotating skills.



https://www.commonlit.org/en/texts/the-terror

https://www.youtube.com/watch?v=26zBjrQ-spQ




https://padlet.com/

https://kahoot.com/




43 | Page


practicing in a range of tasks and using models /frames students will be

able to overcome the obstacle of writing in English.


writing styles.



● Pose questions


● Integrate multiple sources of information from diverse media or formats

● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,





● Demonstrate command of the conventions of standard English grammar and usage

● Determine or clarify the meaning of unknown and multiple-meaning words and

phrases

● Demonstrate understanding of word relationships and nuances in word meanings

● Acquire and use accurately a range of general academic and domain-specific words

and phrases and figurative language

● Determine central ideas or themes of a text and analyze their development


● Analyze and reflect on how 2 or more texts address similar themes or topics

● Read and comprehend complex literary and informational texts independently and

proficiently with scaffolding as needed

● Cite strong and thorough textual evidence and make relevant connections to support

analysis

● Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States

● Analyze various perspectives as presented in different mediums

● Write informative/explanatory texts to examine and convey complex ideas and

information clearly

● Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience

● Develop and strengthen writing as needed by planning, revising, editing, rewriting or

a new approach

● Use technology to produce and publish writing and to interact and collaborate with

others

● Write routinely over extended time frames for a range of tasks


44 | Page

● Use digital tools to access, manage, evaluate, and synthesize information in order to

solve problems individually and collaborate and to create and communicate

knowledge.


● Communicate clearly and effectively and with reason.

● Utilize critical thinking to make sense of problems and persevere in solving them.



Performance Tasks:


Listening

● Students will listen to the reading selections. (All literary selections have

audio versions)

● Students will listen to and participate in classroom discussions

● Students will work in cooperative groups formulating a plan of things

that they find challenging (in vocabulary, comprehension and English

grammar) to bring to whole class discussions

Reading

● Annotating for vocabulary, literary elements, comprehension and

English grammar

Speaking

● Participating in class discussions

● Asking questions when needed.

Writing

● Journal writing

● Blogging

● Sentence and/or paragraph writing








Padlet.


Listening

● Students will be asked comprehending questions that are modified by word count

Reading

● Students will have less performance tasks on reading assessments

● Students will be able to use translated texts for comprehension of texts

● Students will use Read Theory at their level and work at their own pace

Speaking

● Students will recite a smaller portion of the chosen song

● Students will utilize the thumbs up/down when asked questions

● Students oral participation will correlate with their language proficiency

● Students may ask questions in their native language, if another native language

speaking student is available. If another native language speaker is not available

Google Translate can be utilized

Writing

● Paragraph / sentence frames will be used

● Students may use visuals to communicate their thoughts


45 | Page



● Vocabulary Assessment

○ Students will take a vocabulary assessment using the Kahoot

online platform.

○ This assessment will focus on using new English vocabulary,

obtain for the texts they are reading, in context.

Culminating Project

● Students will create a written literary analysis that connects all the texts

(fiction, non-fiction, song) discussed in this unit.

● The analysis will need to discuss how the texts connect to the themes

found in the texts.

● Analyses will be in MLA format.

● Analyses will use correct English conventions


Pre-assessment:

Students will create a journal entry on the topic “Overcoming obstacles - How do you handle obstacles in your life?”

Class will have a class discussion on the concepts that were written about in their journal writing.

Acquisition:

● Part 1 (Vocabulary) ○ Students will be given a sentence in a language that is not spoken in the class and be asked to draw a picture of the sentence.

○ A class discussion about the strategies that students used to find the meaning of the sentence will occur.

○ Students will be instructed in utilizing context clues to find the meaning of new words.

○ Students will practice the strategies/skills that they have learned on an English excerpt.

● Part 2 (Reading)

○ Students will be instructed in the literary elements of plot, theme, symbols, conflict and imagery, etc.

○ Students will be given a “bookmark” with annotating marks

○ Students will listen/read the text again annotating for literary elements and reading comprehension

○ Students will need to support their reading comprehension discussions from the text and their own experiences.

● Part 3 (English Conventions)

○ Students will be instructed in the English conventions of parts of speech, basic sentence construction and punctuation.

○ Students will listen/read the text again identifying the English conventions discussed.

○ Students will be instructed in MLA format to cite their support.





46 | Page


○ Students will review journal writing format

Meaning

● Part 1 (Vocabulary)

○ Students will begin annotating a text for vocabulary.

■ Students will work in cooperative groups

■ Students will listen to one paragraph at a time

■ Students will highlight words that they do not understand

■ Students will write on the board words that they do not understand

■ As a whole class each word will be discussed. Using context clues skills, students will find the meaning of the words on the board

■ Students will annotate words that they do not understand in their annotations


○ Students will begin annotating a text for comprehension and literary elements.



■ Students will highlight literary elements

■ Students will answer guided comprehension questions


○ Students will begin annotating a text for English conventions.



■ Students will highlight English conventions


○ Students will peer review each others speech.

● Part 5 (Writing) ○ Students will create journal entries on class discussion topics and vocabulary.

○ Students will create blogs responses concerning the student chosen song.

○ Students will create a literary analysis.

Transfer


○ As students annotate the text for vocabulary, each group will only be able to write down less words. The students will need to transfer their annotating skills and

use those skills in their individual groups.

○ Eventually students will only be writing down one or two words to go over as a whole class

○ Students will be given an assessment using the online program Kahoot with vocabulary words that have been gone over in class.



47 | Page

○ As students listen/read the text they will debate questions that connect the text to their personal background knowledge and the theme of this unit - “Overcoming

Obstacles.” The specific questions will be chosen according to the class discussions that occur while reading the text. The students will need to transfer their

critical thinking skills to debate effectively.

○ Students will create a presentation using the online program Canva that explains the literary elements discussed in class.

○ Students will utilize MLA format in supporting their ideas.


○ As students listen/read the text for English conventions, each group will create a summary of a given section using correct English conventions.

○ The above summaries will be used the next class period as an editing exercise.

○ Students will utilize MLA format in supporting their writing.

○ Students will also create blogs and responses to other students blogs on the online program Kidblog concerning the student picked song using correct English

conventions.




○ Students will create journal entries on class discussion topics and vocabulary.

○ Students will create blogs responses concerning the student chosen song.

○ Students will create a literary analysis connecting all texts.



● Journal writing


● Debating

● Annotating


● Blogging

● Projects

Gifted & Talented:








● Translanguaging



48 | Page




Tier I:











● Translanguaging




Tier II:











● Translanguaging





Tier III:





● Extra time






49 | Page





● Translanguaging





ELL:

504s:



● Extra time




SPED:



● Extra time

● Modified text




50 | Page

Unit 3- High School ELL English - Revenge



Reading Literature










NJSLSA.R3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

Craft and Structure

NJSLSA.R4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.





NJSLSA.R6. Assess how point of view or purpose

shapes the content and style of a text.

WIDA









technology systems.



● Pose questions






evidence












figurative language















different mediums


51 | Page


NJSLSA.R7. Integrate and evaluate content presented

in diverse media and formats, including visually and


NJSLSA.R8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of

the evidence.




take.











uncertain.











approach




range of tasks







reason.




● Write arguments to support claims


And











52 | Page

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.

Craft and Structure







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).




purpose.

















53 | Page













audience.







Writing










54 | Page











Range of Writing





Language










55 | Page





listening.
















Unit 3 - Revenge



In this unit students will explore the concept of revenge. The question they will

explore is: What is the best way to obtain revenge? In doing this students will be

working on the aspects of listening, reading, speaking, writing, English grammar

and English vocabulary.

“Malal Yousafazi: A Normal Yet Powerful Girl” by NPR Staff

(https://www.commonlit.org/en/texts/malala-yousafzai-a-normal-yet-powerful-

girl?search_id=22622674)

“The Cask of Amontillado: by Edgar Allan Poe (https://www.commonlit.org/en/texts/the-cask-

of-amontillado?search_id=22622770)


A song about revenge that the ELL English Teaching Assistants chose





https://www.commonlit.org/en/texts/malala-yousafzai-a-normal-yet-powerful-girl?search_id=22622674

https://www.commonlit.org/en/texts/malala-yousafzai-a-normal-yet-powerful-girl?search_id=22622674

https://www.commonlit.org/en/texts/the-cask-of-amontillado?search_id=22622770

https://www.commonlit.org/en/texts/the-cask-of-amontillado?search_id=22622770




https://padlet.com/


56 | Page






Google Docs

Google Slides

Google Classroom

UNDERSTANDINGS







● It is difficult to listen and comprehend another language and many

students are made fun of for not understanding oral discourse in English

well. But by actively listening you can build on other speakers’ ideas and

effectively respond to others and therefore learn that the best revenge on

the people who say that they cannot do it is to do it.


able to face those who say that they cannot speak English. By speaking

in English to ask questions, challenge listeners and orally communicate

their thoughts and feelings, students are finding revenge of the negative

people in their lives by doing it.



can quell those who say they cannot (sometimes even themselves) read in

English in a constructive way.



able to show the doubters in their lives that they can read in English.



own voice.





annotating skills.




writing styles.



● Pose questions






https://kahoot.com/




57 | Page





phrases










analysis





information clearly




a new approach


others




knowledge.








Performance Tasks:



58 | Page


Listening


audio versions)





Reading


English grammar

Speaking



● Debate

○ Participating in a debate (What is the best way to get revenge?

2-4 choices will be given. The choices will be chosen from

what the students discuss and write in their journals.

Writing

● Journal writing

● Blogging









Padlet.





online platform.



Listening


Reading




Speaking







Writing




59 | Page

Culminating Project

● Students will create a personal narrative that connects their native

cultures to the theme of revenge.

● Presentations will be in MLA format.

● Students’ personal narratives will be compiled into a book.

● A copy of the students’ personal narrative will be presented to the

Atlantic County Library and the Egg Harbor Township High School

Library (pending approval)

● Students will create an event that connects the theme of revenge to their

native culture in which the staff of Egg Harbor Township High School

will be invited.


Pre-assessment:

Students will create a journal entry on the topic “Revenge - Is revenge always necessary?”


Acquisition:

● Part 1 (Vocabulary) ○ Students will review utilizing context clues to find the meaning of new words.



○ Students will be instructed in the literary elements of characterization, mood/tone, figurative language, etc.





○ Students will be instructed in writing a personal narrative

○ Students will analyze a personal narrative for effective techniques such as dialogue, well chosen details, and well-structured event sequences.





○ Students will be instructed in the English conventions of parts of speech, transitions, basic sentence and paragraph construction and punctuation.



Meaning




60 | Page













○ Students will formulate a debate on the prompt: “Which type of revenge is better - Malala’s or Montresor’s”


■ Students will support their stance from the texts discussed

■ Students will cite their supports in MLA format


○ Students will compose a personal narrative on the prompt: “What dish from your native culture, would you serve someone who wronged you?”

■ Students will utilize:

● graphic organizers

● paragraph frames

● personal narrative models








Transfer








61 | Page

○ As students listen/read the text they will debate questions that connect the text to their personal background knowledge and the theme of this unit - Revenge. The

specific questions will be chosen according to the class discussions that occur while reading the text. The students will need to transfer their critical thinking skills

to debate effectively.

○ Students will create a presentation using the online program Canva that explains the literary elements discussed in class.



○ Students will participate in peer reviews

○ Students will participate in peer editing








conventions.


● Personal Narrative

● Trip to the Atlantic Country, Egg Harbor Branch, Library


● Journal writing


● Debating

● Annotating


● Blogging

● Projects


Gifted & Talented:








● Translanguaging





62 | Page


Tier I:











● Translanguaging




Tier II:











● Translanguaging





Tier III:





● Extra time






63 | Page





● Translanguaging





ELL:

504s:



● Extra time




SPED:



● Extra time

● Modified text




64 | Page

Unit 4 - Impact on One’s Actions on Another




Reading Literature










NJSLSA.R3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

Craft and Structure

NJSLSA.R4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.





WIDA









technology systems.



● Pose questions






evidence












figurative language















different mediums


65 | Page

NJSLSA.R6. Assess how point of view or purpose

shapes the content and style of a text.


NJSLSA.R7. Integrate and evaluate content presented

in diverse media and formats, including visually and


NJSLSA.R8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of

the evidence.




take.











uncertain.








approach




range of tasks







reason.






● Describe and evaluate the argument and specific

claims in a text.

● Conduct short research projects

● Gather relevant information from multiple sources.

assess the credibility and accuracy of each source,

and integrate the information while avoiding

plagiarism.

● Draw evidence from literary or informational texts to

support analysis, reflection, and research.

And





66 | Page




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.

Craft and Structure







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).




purpose.






RI.9-10.8. Describe and evaluate the argument and

specific claims in a text, assessing whether the














67 | Page

reasoning is valid and the evidence is relevant and

sufficient; identify false statements and reasoning.

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.

















audience.


68 | Page







Writing



















Research to Build and Present Knowledge


69 | Page

NJSLSA.W7. Conduct short as well as more sustained

research projects, utilizing an inquiry-based research

process, based on focused questions, demonstrating

understanding of the subject under investigation.

NJSLSA.W8. Gather relevant information from

multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the

information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or

informational texts to support analysis, reflection, and

research.

Range of Writing





Language









70 | Page






listening.
















Unit 4 - Impact on One’s Actions on Another



In this unit students will explore the concept of the impact of their actions on

others. The question they will explore is: How do your actions affect others? In

doing this students will be working on the aspects of listening, reading, speaking,

writing, English grammar and English vocabulary.

“ADOLESCENCE AND THE TEENAGE CRUSH” by Dr. Carl Pickhardt

(https://www.commonlit.org/en/texts/adolescence-and-the-teenage-crush)

“Romeo and Juliet” by William Shakespeare - Abridged Version from Oxford University

Press


A song about impact on one’s actions on another that the ELL English Teaching Assistants

chose


https://www.commonlit.org/en/texts/adolescence-and-the-teenage-crush



71 | Page









Google Docs

Google Slides

Google Classroom

UNDERSTANDINGS







● It is difficult to listen and comprehend another language and many

students misinterpret oral discourse in English which leads to many

misunderstandings academically and socially. But by actively listening to

students can minimize these misunderstandings and create a meaningful

impact on others by building on other speakers’ ideas and effectively

respond to others.


able to interact in a meaningful way to those who speak English. By

speaking in English to ask questions, challenge listeners and orally

communicate their thoughts and feelings, students will be able to create a

stronger impact on those around them.



can learn how easy it is to impact others in different aspects of their lives.



able to impact those around them, their community and the world.



own voice.





annotating skills.




writing styles.



● Pose questions




https://padlet.com/

https://kahoot.com/




72 | Page









phrases










analysis





information clearly




a new approach


others




knowledge.







73 | Page



Performance Tasks:


Listening


audio versions)





Reading


English grammar

Speaking



● Debate

○ Participating in a debate ( “Who’s fault was the death of Romeo

and Juliet - the families or the teenagers?”) 2-4 choices will

be given. The choices will be chosen from what the students

discuss and write in their journals.

Writing

● Journal writing

● Blogging









Padlet.


Listening


Reading




Speaking







Writing




74 | Page





online platform.



Culminating Project

● Students will create a presentation (format is their choice) that connects

all the texts (fiction, non-fiction, song) discussed in this unit through a

literary analysis.

● The presentation will need to discuss how the texts connect to the

themes discussed this year..

● Presentations will be in MLA format.


Pre-assessment:

Students will create a journal entry on the topic “Your actions impact others - Describe a situation where your actions had an impact on others.”


Acquisition:

● Part 1 (Vocabulary) ○ Students will review utilizing context clues to find the meaning of new words.



○ Students will review in the literary elements of drama, characterization, mood/tone, figurative language, etc.





○ Students will be instructed in writing a research presentation.

○ Students will analyze different research formats.





○ Students will be instructed in the English conventions of parts of speech, transitions, basic sentence and paragraph construction and punctuation.



75 | Page


Meaning




■ Students will listen to one scene / paragraph a time








■ Students will listen to one scene / paragraph at a time



■ Students will act out each scene (Romeo and Juliet)

○


○ Students will compose a research presentation on the prompt: “Connect “Romeo and Juliet to one theme discussed this year - making connections, revenge and

your actions impacting others.”

■ Students will utilize:

● graphic organizers

● paragraph frames

● research presentation models






■ Students will listen to one scene / paragraph at a time


Transfer







76 | Page


○ As students listen/read the text they will debate questions that connect the text to their personal background knowledge and the theme of this unit - Actions

impacting others. The specific questions will be chosen according to the class discussions that occur while reading the text. The students will need to transfer

their critical thinking skills to debate effectively.

○ Students will create a research presentation.



○ Students will participate in peer reviews

○ Students will participate in peer editing








conventions.



● Journal writing


● Debating

● Annotating


● Blogging

● Projects


Gifted & Talented:









77 | Page

● Translanguaging





Tier I:











● Translanguaging




Tier II:











● Translanguaging





Tier III:





● Extra time




78 | Page







● Translanguaging





ELL:

504s:



● Extra time




SPED:



● Extra time

● Modified text



Documents

ELL English GRADE 9-12