© Austin Independent School District, 2013
ESOL I
Austin ISD Curriculum Road Map (CRM)
Reading and Writing Poetry
3rd Six Weeks
Pacing
 25 days (13 blocks)
 CRM Date Range: November 13-December 20
DESIRED RESULTS
Making Meaning
Students will immerse in the genre of poetry and compare poetry to other genres.
Transfer: Students will be able to independently use their learning to appreciate how poets illuminate reality and compare
how poems communicate theme differently than other genres.
Enduring Understandings:
Essential Questions:
 Readers understand a poet’s message because they read
 What is poetry?
with purpose and an eye for details.
 How does poetry differ from prose?
 Readers of poetry pay attention to both the literal and the
 How does communication change us?
figurative language and the denotation and connotation of  Is knowledge the same as understanding?
individual words.
 Does literary analysis rob poetry of its immediacy or
 Poetry should be read and re-read, silently and aloud, to
intimacy?
fully appreciate a poet’s message.
 Why do well-written poems make themes seem new to
 The universal message of a poem is an umbrella that
the reader?
covers all the details of a poem including its title and
 What themes would you write a poem about and why?
organization
 How does understanding the socio-historical context in
 The genre of poetry allows writers to communicate their
which a writer was living, help you to understand the
ideas in abstract and often emotionally powerful ways.
meaning of his/her poem?
 The author’s purpose can be derived from an
understanding of the socio-historical context in which
they were writing.
Unit: Reading and Writing Drama
Essential Vocabulary :
Supporting vocabulary link (this will be a hyperlink to a
Poetry: subject, theme, description and structure
supporting vocabulary document)
Figurative Language: metaphor, simile, personification,
Types of poetry and structure: narrative, dramatic, lyric,
onomatopoeia, imagery, irony, paradox, sarcasm
haiku, sonnet, couplets, quatrains, stanza
Poetic Sound devices: rhythm, rhyme, alliteration, repetition.
Student pre-requisite knowledge:
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:
 Longman Keystone (LK) 1A & 1B Teacher Edition  Penguin Readers-18 readers
 L Keystone Teacher’s Resource Book with
 Online Success tracker and essay scorer
Newcomer pages 143-168
www.pearsonsuccessnet.com
 L Keystone Placement & Exit Test
 Longman Keystone Texas website www.texasesol.com and
http://portal.mypearson.com/mypearson-login.jsp
 L Keystone Student Text
 Glencoe ELLevate Teacher Resource: Strategies for ELLs book and
 L Keystone Student Workbook
website http://texasreading.glencoe.com
 L Keystone Reader’s Companion

A+RISE
online ELPS resource in Project Share
 L Keystone Student e-book CD ROM
http://www.epsilen.com
or www.arises2s.com/texas
 L Keystone Assessment book,
 L Keystone Transparencies
The ELAR textbook adopted by Austin ISD has these ELL resources:
 L Keystone Program Audio CD
 Prentice-Hall Literature Texas edition (9, 10, 11, 12)
 L Keystone Teacher e-book & Examview CD
 Prentice-Hall Literature Reader’s Notebook English Learner’s
 L Keystone Video Program DVD
version (9, 10, 11, 12)
 Six Traits of Writing pamphlet
 Prentice-Hall Literature Reader’s Notebook Spanish version (9, 10,
Page 1 of 8
Updated: July 1, 2016
11, 12)
 L Keystone Phonics Kit- includes flash cards, 5
student workbooks, 2 readers A & B, 1
 Pearson Teacher’s Edition Language Central (9, 10, no 11 or 12)
Teacher’s Edition
 www.PHLitOnline.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 : Introduction to Genre
Arc Pacing: 1 week
Targeted Vocabulary: same as above
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Application TEKS
TEKS Knowledge & Skills
Acquisition Important knowledge and skills
STAAR: RC = Reporting Category; DC = Dual
Students Will Know
Students Will Be Able To
Coded Skills; Readiness Standard;
Supporting Standard Concepts are
addressed in another unit.
E1.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student is expected to:
(3A) analyze the effects of diction and
imagery (e.g. controlling images,
figurative language, understatement,
overstatement, irony, paradox) in poetry
RC2
 Key vocabulary study is helpful
for understanding diction and
imagery.
 Analyze the effects of diction and
imagery in poetry and provide evidence
to support their analysis.
 Read materials with support of simplified
text/visuals/word banks as needed. Show
comprehension by predicting, making
connections, drawing inferences and
conclusions.
 Show comprehension of text through
analytical skills.
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. Student is expected to:
(7A) Explain the role of irony, sarcasm,
and paradox in literary works RC2
 Authors often use double
meanings.
 Express the impact of sensory language
on their understanding of a poem.
 Irony is a contradiction
between appearance and
reality.
 Show comprehension by predicting,
making connections, drawing inferences
and conclusions.
 Mature readers read a text on
two levels – literal and
symbolic.
 Use additional learning strategies such as
reasoning, pattern identification, saying
analysis.
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. Student is expected to:
(14B) Write a poem using a variety of
poetic techniques (e.g., structural
elements, figurative language) and a
variety of poetic forms (e.g., sonnets,
ballads)
 Key vocabulary study is helpful
for understanding poetic
techniques and forms.
 Express their ideas using poetic
techniques in at least two different
poetic forms.
 Use and reuse the variety of poetic
techniques in discussion/writing
activities.
 Write using acquired basic vocabulary
Page 2 of 8
Updated: July 1, 2016
and content-based vocabulary.
ARC #2 : Author’s Craft: Poetry
Arc Pacing: 1 week
Targeted Vocabulary: same as above
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Application 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.
(2A) Analyze how the genre of texts  Key figurative language vocabulary
with similar themes shapes meaning
study is helpful.
RC1
 Characteristics of literature can be
(2B) analyze the influence of mythic,
different depending on historical
classical and traditional literature on
and cultural contexts.
20th and 21st century literature RC2
 Identify allusions to previous
literary genres in contemporary
literature.
(2C) relate the figurative language of a
literary work to its historical and
cultural setting RC2
 Provide evidence for the effect of a
specific genre on the meaning of a
particular theme.
 Discern the relationship between
the use of figurative language and
its historical and cultural setting.
 Show comprehension of text
through analytical skills.
 Show comprehension by predicting,
making connections, drawing
inferences and conclusions.
E1.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student is expected to:
(3A) analyze the effects of diction and
 Key vocabulary study is important
 Analyze the effects of diction and
imagery (e.g. controlling images,
for understanding diction and
imagery in poetry and provide
figurative language, understatement,
imagery.
evidence to support their analysis.
overstatement, irony, paradox) in poetry
 Read materials with support of
RC2
simplified text/visuals/word banks
as needed.
 Show comprehension by predicting,
making connections, drawing
inferences and conclusions.
Show comprehension of text
through analytical skills.
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. Student is expected to:
(7A) Explain the role of irony, sarcasm,
 Key vocabulary study is important
 Express the impact of sensory
and paradox in literary works RC2
for understanding sensory
language on their understanding of
language.
a poem.
Page 3 of 8
Updated: July 1, 2016
 Show comprehension by predicting,
making connections, drawing
inferences and conclusions.
 Use additional learning strategies
such as reasoning, pattern
identification, saying analysis. .
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. Student is expected to:
(14B) Write a poem using a variety of
poetic techniques (e.g., structural
elements, figurative language) and a
variety of poetic forms (e.g., sonnets,
ballads)
 Key vocabulary study is helpful for
understanding poetic techniques
and forms.
 Write two poems using a variety of
poetic techniques in two poetic
forms.
 Use and reuse the variety of poetic
techniques in discussion/writing
activities.
 Write using acquired basic
vocabulary.
ARC #3 : Author’s Craft: Poetry and Literary-Nonfiction
Arc Pacing: 2 weeks
Targeted Vocabulary: same as above
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Application 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.
E1.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student is expected to:
(3A) analyze the effects of diction and
imagery (e.g. controlling images,
figurative language, understatement,
overstatement, irony, paradox) in poetry
RC2
 Key vocabulary study is important
for understanding diction and
imagery.
 Analyze the effects of diction and
imagery in poetry and provide
evidence to support their analysis.
 Read materials with support of
simplified text/visuals/word banks
as needed.
 Show comprehension by
predicting, making connections,
drawing inferences and
conclusions.
 Show comprehension of text
through analytical skills.
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. Student is expected to:
(7A) Explain the role of irony, sarcasm,
 Authors often use double meanings.  Express the impact of sensory
and paradox in literary works RC2
language on their understanding of
 Irony is a contradiction between
a poem.
appearance and reality.
 Use additional learning strategies
 Mature readers read a text on two
such as reasoning, pattern
levels – literal and symbolic.
Page 4 of 8
Updated: July 1, 2016
identification, saying analysis.
 Show comprehension by
predicting, making connections,
drawing inferences and
conclusions.
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. Student is expected to:
(14A) write an engaging story with a
well-developed conflict and resolution,
interesting and believable characters,
and a range of literary strategies (e.g.,
dialogue, suspense) and devices to
enhance the plot RC4
 Stories contain key aspects and key
literary strategies.
ARC #4 : Author’s Craft: Poetry and Informational Texts
 Write a story with a plot enhanced
by literary strategies and devices.
 Write using a variety of grade
appropriate sentence lengths,
patterns and connecting words to
combine phrases, clauses, and
sentences in increasingly accurate
ways.
 Narrate, describe, and explain
with increasing specificity and
detail to fulfill content area writing
needs as more English is acquired.
Arc Pacing: 2 week
Targeted Vocabulary: same as above
Resources: English 1 TEKS, Texas College and Career Readiness Standards (CCRS), Technology Application 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.
E1.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Student is expected to:
(3A) analyze the effects of diction and
imagery (e.g. controlling images,
figurative language, understatement,
overstatement, irony, paradox) in poetry
RC2
 Key vocabulary study is important
for understanding diction and
imagery.
 Analyze the effects of diction and
imagery in poetry and provide
evidence to support their analysis.
 Read materials with support of
simplified text/visuals/word banks
as needed.
 Show comprehension by predicting,
making connections, drawing
inferences and conclusions.
 Show comprehension of text
through analytical skills.
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. Student is expected to:
(7A) Explain the role of irony, sarcasm,
 Key vocabulary study is important
 Express the impact of sensory
and paradox in literary works RC2
for understanding sensory
language on their understanding of
language.
a poem.
 Show comprehension by predicting,
making connections, drawing
Page 5 of 8
Updated: July 1, 2016
inferences and conclusions.
 Use additional learning strategies
such as reasoning, pattern
identification, saying analysis.
E1.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purposes. Student is expected to:
(15Ai) effective introductory and
 Being mindful of the organizational  Write an expository and procedural
concluding paragraphs and a variety of
structures of expository and
text.
sentence structures RC4/RC5
procedural texts aids in
 Use rhetorical devices, thesis, and
(15Aii) rhetorical devices, and
understanding.
transitions.
transitions between paragraphs
 Authors use rhetorical devices,
 Write using a variety of sentence
RC4/RC5
thesis, and transitions.
lengths, patterns, and connecting
(15Aiii) a controlling idea or thesis
words to combine phrases, clauses,
RC4/RC5
and sentences in increasingly
(15Aiv) an organizing structure
accurate ways as more English is
appropriate to purpose, audience, and
acquired.
context RC4/RC5
 Narrate, describe, and explain with
(15Av) relevant information and valid
increasing specificity and detail to
inferences RC4/RC5
fulfill content-area writing needs as
more English is acquired.
Page 6 of 8
Updated: July 1, 2016
ASSESSMENT EVIDENCE
TEA mandate requires the use of linguistic accommodations for ELLs as determined by the LPAC.
Data is available from the 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.
 Explain to the class the use of one metacognitive technique the student used to
understand while they were reading.

Listen to a stand-up comedian perform and
identify elements of sarcasm, irony.

Compare and contrast two poems one with
figurative language and one without. Explain
the impact that the use of figurative language
has on the reader.
 Students will use a graphic organizer to plan
and write a story with engaging literary devices.
 Compare and contrast two stories, one well
written and one without use of literary devices.
 Demonstrate the use of reading strategies to
identify main ideas and author purpose.
 Write a summary which traces the logic of an
argument.
 Write an expository and a procedural essay
using graphic organizer.
Short Cycle Assessment
3rd Six Weeks SCA
Tested TEKS:
1A, 7, 7A
 Poem: 3,3A,F19B
 Literary Nonfiction: 6,6A, 9A,9C,F19B
Window: December 12-20th
Eligible ELLs may use linguistic accommodations when taking SCAs
or other assessments. Refer to
http://www.tea.state.tx.us/student.assessment/accommodations/
Additional Suggestions for Assessment
 Observations by teachers and administrators of Reader/Writer
Notebook, Vocabulary Development, Active Reading Strategies,
and Effective Group Learning, Accountable Talk.

Texas Skill Builder Test
 Poetry sharing with class or in pairs.

Quiz on Academic language.
 Identify ironic, sarcastic and paradoxical
elements within a text.
 Use Marzano’s six steps for vocabulary
development and ESOL text book 1B.
 Create a drawing illustrating a sensory imagery
used in a poem.
 Write two different poems using different poetic
techniques.
 Neologisms: Create new words using Latin,
Greek and other roots and affixes.
 Write a poem that reflects a current aspect of
our culture. Use figurative language. The class
will be expected to guess the theme through
oral response.
Page 7 of 8
Updated: July 1, 2016
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: Introduction to Genre: Poetry.
Suggested Pacing: 2 days/1 block
TEKS: 3, 3A, 14B
ESOL Exemplar Lesson 2 – Arc 1: Introduction to Genre: Poetry. Prentice-Hall Literature Reader’s Notebook English
Learner’s version (grade 9) “The Cask of Amontillado” pp. 38-42
Suggested Pacing: 2 blocks
TEKS: 3, 3A, 14, 14B
ELA Exemplar Lesson - Arc 1: Introduction to Poetry
Suggested Pacing: 1 block
TEKS: 2, 2A, 3, 3A, 14, 14A, 14B
ESOL Exemplar Lesson 1 - Arc 2: Author’s Craft: Poetry. Longman Keystone 1A “Tiny Giant” pp. 206-212
Suggested Pacing: 3 days
TEKS: 3, 3A, 14, 14B
ELA Exemplar Lesson 2 – Arc 2:
Suggested Pacing:
TEKS: 2, 2A, 2B, 2C, 3, 3A, 7, 7A, 14, 14
ESOL Exemplar Lesson 1 – Arc 3: Author’s Craft: Poetry and Literary Nonfiction. Longman Keystone 1A “Writing Process
Handbook” pp.T344-349, Writing Workshop, Longman Keystone 1B “Expository Essay” pp. T402-405
Suggested Pacing: 3 blocks
TEKS: 2, 2A, 3, 3A, 14, 14B
ELA Model Lesson 2 - Arc 3: Comparing Poetry and Literary Nonfiction
Suggested Pacing: 1 block
TEKS: 2 , 2A, 3, 14, 14B
ESOL Exemplar Lesson 1 – Arc 4: Author’s Craft: Poetry and Informational Text.
ELA Model Lesson 2- Arc 4: Comparing Informational Text and Poetry
Suggested Pacing: 1 block
TEKS: 3 , 3A 9, 9C
Instructional Resources
 www.starfall.com
 Austin ISD ELL Academic Plan 2013-2014, Resources pp. 160-164. (hyperlink
takes you to aisdweb intranet)
 www.eflnet.com
 Navigating the ELPS in the English Language Arts and Reading Classroom:
 www.pumarosa.com
Using the Standards to improve instruction for ELLs, (J. Seiditz).
 www.daveseslcafe.com

English
I STAAR Writing Resources
 www.colorincolorado.com
Page 8 of 8
Updated: July 1, 2016