© Austin Independent School District, 2013
ESOL I
Austin ISD Curriculum Road Map (CRM)
Reading and Writing Fiction
1st Six Weeks
Pacing
 29 days (14 blocks)
 CRM Date Range: August 27- October 5
DESIRED RESULTS
Making Meaning
Students will immerse in reading and writing fiction. As students begin to look at different genres, they need to build a
foundational knowledge of the structures of informational types of text.
Transfer: Student will be able to independently use their learning to appreciate the creativity and craft of the genre of fiction
and learn how to communicate universal experiences through the genre.
Enduring Understandings:
Essential Questions:
 Writers of fiction use plot devices, complex
 How does the way one treats others reveal one’s
characterization, and point of view to engage, surprise,
character?
and thwart the reader
 Is it ever justifiable to put your own self interests before
the interests of others?
 Writers use different writing strategies to imply
meaning in different genres
 How does an understanding of the different genres and
their characteristics help the reader better comprehend
 The writing strategies readers learn to interpret are the
same strategies they should use in their own writing
the meaning of text?
 Characteristics of genre may overlap or cut across lines
 Why write? Why share personal experiences in writing?
of genre.
 What makes good writing good?
 Using analysis to compare and contrast texts to discover
 How do effective writers hook and hold their readers?
similar themes will further understanding of literature.
What is the best beginning? the best ending? sequence?
 Why does a writer choose the form of writing he/she does?
 What is the relationship between reader and writer?
 Why do we need grammar?
Essential Vocabulary
ELA HS Supporting Vocabulary
 Anticlimax
 Alliteration
 Essay:
 Metaphor
Reflective,
 Conventional Symbol
 Anecdote
 Narrative
Narrative,
 Epiphany
 Author’s
 Personal
Descriptive
Viewpoint
Symbol
 Rising Action
 External Conflict  Personification  Interior Monologue
 Connotation
Falling Action
 Context
 Perspective
 Foil

Figurative
 Denotation
 Reflective
 Inciting Incident
Language
 End Rhyme
 Round/ Flat
 Linear Plot Development
 Imagery
Character
 Sub-plots
 Internal Conflict  Simile
 Parallel Plot Structures

 Theme
 Surprise Ending
 Non-Linear Plot Development
Student pre-requisite knowledge
Read and interpret poems, fiction, and literary nonfiction. Understand and execute the steps of the writing cycle
Development of academic language and grammatical structures are a major factor in academic success of ELLs. In addition,
ELLs are acquiring English language at the same time they are learning content in English. ELLs are expected to meet the
same standards in a second language that many monolingual English speakers find difficult in their first language.
Resources:
 The First Twenty Days Instruction for HS ESOL (documents and teacher notes)
 Pearson Longman Keystone 1A Teacher Edition
 Longman Keystone Texas website www.texasesol.com and
http://portal.mypearson.com/mypearson-login.jsp
 Longman Keystone Teacher’s Resource Book with
Newcomer pages 94-123
 Glencoe ELLevate Teacher Resource: Strategies for ELLs book
and website www.ellevate.glencoe.com
 Longman Keystone Placement & Exit Test
 A+RISE online ELPS resource in Project Share
 Longman Keystone Student Text
http://www.epsilen.com or www.arises2s.com/texas
 Longman Keystone Student Workbook
Page 1 of 9
Updated: July 19, 2012
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Longman Keystone Reader’s Companion
The ELAR textbook adopted by Austin ISD has these ELL
Longman Keystone Student e-book CD ROM
resources:
Longman Keystone Assessment book,
 Prentice-Hall Literature Reader’s Notebook English Learner’s
Longman Keystone Transparencies
version (9, 10, 11, 12)
Longman Keystone Program Audio CD

Prentice-Hall
Literature Reader’s Notebook Spanish version (9,
Longman Keystone Teacher e-book & Examview
10,
11,
12)
CD
 Prentice-Hall Teacher’s Edition Language Central (9, 10,no 11 or
 Longman Keystone Video Program DVD
12)
 Longman Keystone Phonics Kit includes flash cards,
 www.PHLitOnline.com
5 student workbooks, 2 readers A & B, 1 Teacher’s
Edition
 Prentice Hall Literature Texas edition, (Selections by Grade,
 Six Traits of Writing pamphlet
Genre, and Lexile, English II Writing Resources,
 Penguin Readers-18 readers

ELA
curriculum documents and resources
 Online Success tracker and essay scorer
www.pearsonsuccessnet.com
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards
(ELPS) to support English Language Learners.
ARC #1 : Introducing the Genre
Arc Pacing: 1 week (2.5 blocks)
Targeted Vocabulary: Internal Conflict, External Conflict, Falling Action, Round/Flat Character, Rising Action, Inciting
Incident, Linear Plot Development
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Applications TEKS,
TEKS Knowledge & Skills
Acquisition Important knowledge and skills
STAAR: RC = Reporting Category; DC =
Students Will Know
Students Will Be Able To
Dual Coded Skills; Readiness Standard;
Supporting Standard Concepts are
addressed in another unit.
E1.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
E1.5A analyze non-linear plot
 advanced plot structures
 Identify plot structures and begin
development (e.g., flashbacks,
(flashbacks, parallel plot)
to incorporate these structures in
foreshadowing, sub-plots, parallel plot
their own fictional pieces.
 characterization strategies.
structures) and compare it to linear plot
 Appreciate complex
development RC2
 point of view and how it affects
characterization and incorporate
which characters know what.
this strategy in their own fictional
pieces.
 fiction writers use particular
writing strategies for their genre.
 Understand the nuance of
different points of view and use
 fiction writers also use strategies
point of view as an effective
other writers use in their genres.
strategy in their own writing.
 Contribute to making meaning of a
fictional text in a literature circle.
 show comprehension through
inferential skills. ELPS 4J
Page 2 of 9
Updated: July 19, 2012
ARC #2 : Exploring Character and Conflict
Arc Pacing: 2 weeks, 5 Blocks
Targeted Vocabulary: summary, main idea
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Applications TEKS,
Austin ISD ELL Academic Plan 2011-2012, Resources pp. 160-164. (hyperlink takes you to aisdweb intranet)
TEKS Knowledge & Skills
Acquisition Important knowledge and skills
STAAR: RC = Reporting Category; DC =
Students Will Know
Students Will Be Able To
Dual Coded Skills; Readiness Standard;
Supporting Standard Concepts are
addressed in another unit.
E1.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from
the text to support their understanding.
E1.2A analyze how the genre of texts
 Experiences are universal and are
 Identify theme.
with similar themes shapes meaning
portrayed in various genres
 Compare and contrast theme
RC1
through theme.
through different genres.
E1.2B analyze the influence of mythic,
 Students will know attributes of
classical and traditional literature on
 Identify attributes of mythic,
mythic, classical and traditional
20th and 21st century literature RC2
classical, and traditional literature
literature.
E1.2C relate the figurative language of
in 20th and 21st century literature.
 Authors take inspiration from
a literary work to its historical and
 Describe the effect of the
older texts and use their
cultural setting RC2
attributes on contemporary
attributes to breathe life into
literature.
their own texts.
 Analyze theme in a group setting
 Figurative language is shaped by
and individually.
culture and time period.
 Identify figurative language.
 Explain how it portrays historical
and cultural setting.
 Show comprehension through
inferential skills. ELPS 4J
 show comprehension through
analytic skills. ELPS 4K
E1.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
E1.5A analyze non-linear plot
• Students will know basic plot
• Identify plot structures and begin to
development (e.g., flashbacks,
structures.
incorporate these structures in their
foreshadowing, sub-plots, parallel plot
own fictional pieces.
• Students will know advanced plot
structures) and compare it to linear plot
structures (flashbacks, parallel plot). •Appreciate complex characterization
development RC2
and incorporate this strategy in
• Students will know characterization
E1.5B analyze how authors develop
their own fictional pieces.
strategies.
complex yet believable characters in
• Understand the nuance of different
• Students will know point of view
works of fiction through a range of
points of view and use point of view
and how it affects which characters
literary devices, including character
as an effective strategy in their own
know what.
foils RC2
writing.
E1.5C analyze the way in which a work  Fiction writers use particular writing
 Contribute to making meaning of a
of fiction is shaped by the narrator's
strategies for their genre.
fictional text in a literature circle.
point of view RC2;
 Fiction writers also use strategies
E1.5D demonstrate familiarity with
other writers use in their genres.
works by authors from non-EnglishPage 3 of 9
Updated: July 19, 2012
speaking literary traditions with
emphasis on classical literature.
E1.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to
support their understanding.
E1.7A explain the role of irony, sarcasm,  Authors often use double
 Locate places in text when authors
and paradox in literary works RC2
meanings.
use irony, sarcasm and/or paradox.
 Irony is a contradiction between
appearance and reality .
 Mature readers read a text on two
levels – literal and symbolic.
 Explain the effect that irony,
sarcasm and/or paradox have on
the meaning of a text.
 Use irony, sarcasm, and paradox to
improve their writing.
E1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined
people, events, and ideas. Students are responsible for at least two forms of literary writing.
E1.14A write an engaging story with a
 Reading good literature should
 Write a real or imagined story.
well-developed conflict and resolution,
inform good writing.
 Engage the reader through a
interesting and believable characters,
believable conflict.
 Planning conflict and character
and a range of literary strategies (e.g.,
motivation leads to engaging
 Create true-to-life characters.
dialogue, suspense) and devices to
stories.
 Use writing strategies to engage,
enhance the plot RC4
surprise the reader.
ARC #3 : Author’s Craft: Comparing Fiction and Poetry
Arc Pacing: 1.5 weeks, 6 Blocks
Targeted Vocabulary: End Rhyme, Alliteration, Connotation, Denotation, Figurative Language, Imagery, Metaphor,
Personification, Simile
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Applications TEKS,
TEKS Knowledge & Skills
Acquisition Important knowledge and skills
STAAR: RC = Reporting Category; DC =
Students Will Know
Students Will Be Able To
Dual Coded Skills; Readiness Standard;
Supporting Standard Concepts are
addressed in another unit.
E1.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from
the text to support their understanding. The student is expected to:
E1.2B analyze the influence of mythic,
 Students will know the attributes
 Identify attributes of mythic,
classical and traditional literature on
of mythic, classical and traditional
classical, and traditional literature
20th and 21st century literature RC2
literature.
in 20th and 21st century literature
 Show comprehension through
analytic skills. ELPS 4K
E1.3 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw
conclusions about expository text and provide evidence from text to support their understanding. The student is expected
to:
E1.3A analyze the effects of diction and
 Poets use particular writing
 read, understand, interpret and
imagery (e.g., controlling images,
strategies for their genre: line
analyze simple and complex
figurative language, understatement,
structure, enjambment, etc.
poems
overstatement, irony, paradox) in poetry
 Poets use writing strategies other
 compare poetry to other genres
RC2
writers use in their genres: diction,
 contribute to making meaning of
controlling imagery, figurative
poetry in a literature circle
language, understatement,
overstatement, irony, and
 read linguistically accommodated
Page 4 of 9
Updated: July 19, 2012
paradox).
content-area materials

Show comprehension through
inferential skills. ELPS 4K

Show comprehension through
analytic skills. ELPS 4J
E1.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
E1.5A analyze non-linear plot
• Students will know basic plot
• Identify plot structures and begin to
development (e.g., flashbacks,
structures.
incorporate these structures in their
foreshadowing, sub-plots, parallel plot
own fictional pieces.
• Students will know advanced plot
structures) and compare it to linear plot
structures (flashbacks, parallel plot). • Appreciate complex
development RC2
characterization and incorporate
• Students will know characterization
E1.5B analyze how authors develop
this strategy in their own fictional
strategies.
complex yet believable characters in
pieces.
•
Students
will
know
point
of
view
works of fiction through a range of
• Understand the nuance of different
and how it affects which characters
literary devices, including character
points of view and use point of view
know what.
foils RC2
as an effective strategy in their own
E1.5C analyze the way in which a work  Fiction writers use particular writing
writing.
of fiction is shaped by the narrator's
strategies for their genre.
 Contribute to making meaning of a
point of view RC2;
fictional text in a literature circle.
 Fiction writers also use strategies
E1.5D demonstrate familiarity with
other writers use in their genres.
works by authors from non-Englishspeaking literary traditions with
emphasis on classical literature.
E1.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to
support their understanding.
E1.7A explain the role of irony, sarcasm,
 Authors often use double
 Locate places in text when authors
and paradox in literary works RC2
meanings.
use irony, sarcasm and/or paradox.
 Irony is a contradiction between
appearance and reality.
 Mature readers read a text on
two levels – literal and symbolic.
 Explain the effect that irony,
sarcasm and/or paradox have on
the meaning of a text.
 Use irony, sarcasm, and paradox to
improve their writing.
 Expand repertoire of language
learning strategies to acquire
language. ELPS 1H
 Show comprehension through
inferential skills. ELPS 4J
E1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined
people, events, and ideas. Students are responsible for at least two forms of literary writing.
E1.14A write an engaging story with a
 Reading good literature should
 Write a real or imagined story.
well-developed conflict and resolution,
inform good writing.
 Engage the reader through a
interesting and believable characters,
 Planning conflict and character
believable conflict.
and a range of literary strategies (e.g.,
motivation leads to engaging
 Create true-to-life characters.
dialogue, suspense) and devices to
stories.
 Use writing strategies to engage,
enhance the plot RC4
Page 5 of 9
Updated: July 19, 2012
surprise the reader.
ARC #4 : Authors Craft: Comparing Fiction and Literary
Arc Pacing: 1.5 weeks, 6 Blocks
Nonfiction
Targeted Vocabulary: Context, Perspective, Reflective, Narrative, Anecdote, Author’s Viewpoint, Essay: Reflective,
Narrative, Descriptive
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Applications TEKS,
Austin ISD ELL Academic Plan 2011-2012, Resources pp. 160-164. (hyperlink takes you to aisdweb intranet)
TEKS Knowledge & Skills
Acquisition Important knowledge and skills
STAAR: RC = Reporting Category; DC =
Students Will Know
Students Will Be Able To
Dual Coded Skills; Readiness Standard;
Supporting Standard Concepts are
addressed in another unit.
E1.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
E1.5A analyze non-linear plot
• Students will know basic plot
• Identify plot structures and begin to
development (e.g., flashbacks,
structures.
incorporate these structures in their
foreshadowing, sub-plots, parallel plot
own fictional pieces.
• Students will know advanced plot
structures) and compare it to linear plot
structures (flashbacks, parallel plot). •Appreciate complex characterization
development RC2
and incorporate this strategy in
• Students will know characterization
E1.5B analyze how authors develop
their own fictional pieces.
strategies.
complex yet believable characters in
• Understand the nuance of different
• Students will know point of view
works of fiction through a range of
points of view and use point of view
and how it affects which characters
literary devices, including character
as an effective strategy in their own
know what.
foils RC2
writing.
E1.5C analyze the way in which a work  Fiction writers use particular writing
 Contribute to making meaning of a
of fiction is shaped by the narrator's
strategies for their genre.
fictional text in a literature circle.
point of view RC2;
 Fiction writers also use strategies
E1.5D demonstrate familiarity with
other writers use in their genres.
works by authors from non-Englishspeaking literary traditions with
emphasis on classical literature.
E1.6 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to
support their understanding.
E1.6A analyze how literary essays
interweave personal examples and ideas
with factual information to explain,
present a perspective, or describe a
situation or event RC2
 A variety of forms and structures
are part of literary nonfiction.
 Interpreting literary nonfiction
requires linking information
across parts of a text.
 Literary nonfiction use particular
writing strategies for their genre:
personal reflection and
biographical details.
 Literary nonfiction writers use
writing strategies other writers
use in their genres.
Page 6 of 9
 Make inferences about the
structural patterns and features of
literary nonfiction.
 Evaluate the effectiveness of the
author’s examples and factual
information and adequately explain
the effect such strategies have on
the reader.
 Use writer strategies in literary
nonfiction to bolster their own
writing.
 Contribute to making meaning of
literary nonfiction in a literature
circle.
Updated: July 19, 2012
 Read linguistically accommodated
content-area materials. ELPS 4E
E1.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to
support their understanding.
E1.7A explain the role of irony, sarcasm,
 Authors often use double
 Locate places in text when authors
and paradox in literary works RC2
meanings.
use irony, sarcasm and/or paradox.
 Irony is a contradiction between
appearance and reality.
 Mature readers read a text on
two levels – literal and symbolic.
 Explain the effect that irony,
sarcasm and/or paradox have on
the meaning of a text.
 Use irony, sarcasm, and paradox to
improve their writing.
 Expand repertoire of language
learning strategies to acquire
language. ELPS 1H
 Show comprehension through
inferential skills. ELPS 4J
E1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined
people, events, and ideas. Students are responsible for at least two forms of literary writing.
E1.14A write an engaging story with a
 Reading good literature should
 Write a real or imagined story that
well-developed conflict and resolution,
inform good writing.
engages the reader through a
interesting and believable characters,
believable conflict.
 Planning conflict and character
and a range of literary strategies (e.g.,
motivation leads to engaging.
 Create true-to-life characters.
dialogue, suspense) and devices to
enhance the plot RC4
 Use writing strategies to engage,
surprise the reader.
 Write using newly acquired
vocabulary. ELPS 5B
 Narrate, describe, and explain in
writing. ELPS 5G
ASSESSMENT EVIDENCE
TEA mandate requires the use of linguistic accommodations for ELLs as determined by the LPAC.
Data is available from LPAS (Language Proficiency Assessment System.)
Refer to http://www.tea.state.tx.us/student.assessment/accommodations
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Choose from the tasks below based on ELL
proficiency level and your pacing.
Page 7 of 9
Updated: July 19, 2012
 Literature circle participation
 In literature circles, complete graphic organizer
on characterization: “Actions, Thoughts, and
Feeling.” Write a short character analysis based
on notes
 Visual representation of a non-linear plot
 Processed Literary Story
Short Cycle Assessment
1st Six Weeks SCA
 1B, 1D, 1E, 2, 2A
 Short Story: F19B, 5, 5A, 5B, 5C
 Poem: F19B, 3, 3A
Window: October 1-9
 Graphic organizers comparing genre
 Ongoing list of writing strategies and examples
in writer’s notebook
 Grammar focus- a) be able to use articles, b)
simple past tense- regular and irregular verbs
Additional Suggestions for Assessment
 Exit tickets that list theme, conflicts, character traits of stories read
 Answering “4 Questions” found in lesson portfolio
 Plot diagram
 Character maps
 Write short story that models theme/essential question
LESSON PLANNING TOOLS
Teacher Notes
1. Additional text selections at different lexile levels are available in the Resources section, p 2 of this CRM.
(See link: Prentice Hall Literature Texas edition, (Selections by Grade, Genre, and Lexile, English II Writing
Resources)
2. Several lessons are included for each arc. Choose lessons based on proficiency of your ELLs and pacing
considerations.
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
ESOL Exemplar Lesson 1 - Arc 1: Introducing the Genre - Fiction. Longman Keystone 1A Unit 1, “Jewel in the Sand” pp.
T44—T50
Suggested Pacing: 4 days/2 blocks
TEKS: 2B, 4A, 5D
ESOL Exemplar Lesson – Arc 1: Thank You, Ma’am
ESOL Exemplar Lesson 2 - Arc 1: Introducing the Genre - Fiction. Longman Keystone 1A Unit 2, “The Trojan Horse”
pp 68 – 70
Suggested Pacing: 4 days/2 blocks
TEKS: 2B, 4A, 5D
ELA Model Lesson 3- Arc 1: Introduction to Fiction/Purpose of Fiction, “Thank You, Ma’m”
Suggested Pacing: 4 days/2 blocks
TEKS: F19B, 2A, 5B
ESOL Exemplar Lesson 1 - Arc 2: Exploring Character and Conflict. Longman Keystone 1A Unit 5, “The Great Minu” pp
166- 168
Suggested Pacing: 2 days/1 blocks
TEKS: 2B, 5D, 7A
Page 8 of 9
Updated: July 19, 2012
ESOL Exemplar Lesson 2 – Arc 2: Exploring Character and Conflict. Longman Keystone 1A Unit 8, “Aaron’s Gift” pp 262267
Suggested Pacing: 2 days/1 blocks
TEKS: 8A, 11B
ELA Exemplar Lesson—Arc 2: Exploring Character and Plot/Lit Circles with Short Stories
Suggested Pacing: 4 days/2 blocks
TEKS: 5A, 5B
ESOL Exemplar Lesson 1 – Arc 3: Comparing Fiction and Poetry. Longman Keystone 1A Unit 6, pp. T205-212, Poem “Tiny
Giant”
Suggested Pacing: 4 days/2 blocks
2B, 2C, 3A, 5D, 8A, 9A
ELA Exemplar Lesson 2—Arc 3: Comparing Fiction and Poetry
Suggested Pacing: 4 days/2 blocks
TEKS: 3A
ESOL Exemplar Lesson 1 – Arc 4: Author’s Craft: Comparing Fiction and Literary Nonfiction. Longman Keystone 1A Unit
7, “Amazing Plants” pp 218-221 and “Apollo and Daphne” pp 226-228.
Suggested Pacing: 4 days/2 blocks
TEKS: 2B, 8A, 11B, 9A
ELA Model Lesson 2—Arc 4: Comparing Fiction and Nonfiction/It’s All In The Tone
Suggested Pacing: 4 days/2 blocks
TEKS: 5, 6, 6A
Instructional Resources
 www.starfall.com
 www.eflnet.com
 www.pumarosa.com
 www.daveseslcafe.com
 www.colorincolorado.com
Page 9 of 9
 Austin ISD ELL Academic Plan 2013-2014, Resources pp. 160-164. (hyperlink
takes you to aisdweb intranet)
 Navigating the ELPS in the English Language Arts and Reading Classroom:
Using the Standards to improve instruction for ELLs, (J. Seiditz).
 English I STAAR Writing Resources
Updated: July 19, 2012