© Austin Independent School District, 2013
ESOL English I
Austin ISD Curriculum Road Map (CRM)
Research and Persuasive Writing
6th Six Weeks
Pacing
 32 Days (16 blocks)
 CRM Date Range: April 22- June 5
DESIRED RESULTS
Making Meaning
In persuasive or argumentative writing, we try to convince others to agree with our facts, share our values, accept our
argument and conclusions, and adopt our way of thinking.
Transfer: Students will be able to write as a reader and as a researcher.
Enduring Understandings:
Essential Questions:
Inside Writing – Write as a Researcher; Write as a Reader
1. Why do authors employ various kinds of information to
(Literary Response)
develop arguments?
2.
How do writers organize and write a persuasive
Research: People rely on a variety of resources to obtain
composition and effectively express a supported
information. New information often results in a new idea
opinion?
or a change of stance; incorporating information from
3. How can a reader know what message an author is trying
multiple sources provides insight that allows a writer to
to convey?
discover and support an idea or stance.
4. What does it mean to consider the perspective and
Persuasive Writing: Students will have the necessary skills
to use the following elements toward building a good
persuasive essay:






establishing facts to support an argument
clarifying relevant values for your audience
(perspective)
prioritizing, editing, and/or sequencing the facts
and values in importance to build the argument
forming and stating conclusions
"persuading" your audience that your conclusions
are based upon the agreed-upon facts and shared
values
having the confidence to communicate your
"persuasion" in writing
5.
6.
7.
8.
9.
10.
11.
perceptions of others?
How does formulating questions prior to inquiry provide
focus to research?
How do readers and writers evaluate what they know
about a subject?
How do viewers distinguish authentic versus
sensationalized information presented by media?
What research methods provide the most productive
access to information?
What criteria does a reader use to evaluate the
credibility, effectiveness, and appropriateness of
information sources?
How do writers organize and write a persuasive
composition and effectively express a supported
opinion?
Why are written words so powerful?
Unit: Research and Persuasive Writing
Essential Vocabulary
persuasive, facts, relevant, perspective, prioritizing,
editing, argument, conclusion, confidence, reliability ,
reference, prejudices, argument, sequence, discard,
emotions/emotional reactions , develop, quote, sources,
logical, development, conclusion, summarize, conclude,
refer, reflect, edit, correct, re-write, revise
Supporting Vocabulary Link
ELA High School Vocabulary and Concepts
Student pre-requisite knowledge
People rely on a variety of resources to obtain information and new information may result in a new
idea or a change of stance. An informational text is a nonfictional text.
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
Page 1 of 14
Updated: July 1, 2016
same standards in a second language that many monolingual English speakers find difficult in their first language.
Resources:
 Online Success tracker and essay scorer
 Pearson Longman Keystone 1A Teacher Edition
www.pearsonsuccessnet.com
 Longman Keystone Teacher’s Resource Book with
 Longman Keystone Texas website www.texasesol.com and
Newcomer pages 94-123
http://portal.mypearson.com/mypearson-login.jsp
 Longman Keystone Placement & Exit Test
 Glencoe ELLevate Teacher Resource: Strategies for ELLs book
and website www.ellevate.glencoe.com
 Longman Keystone Student Text
 A+RISE online ELPS resource in Project Share
 Longman Keystone Student Workbook
http://www.epsilen.com or www.arises2s.com/texas
 Longman Keystone Reader’s Companion
 Longman Keystone Student e-book CD ROM
The ELAR textbook adopted by Austin ISD has these ELL
 Longman Keystone Assessment book,
resources:
 Longman Keystone Transparencies
 Prentice-Hall Literature Reader’s Notebook English Learner’s
 Longman Keystone Program Audio CD
version (9, 10, 11, 12)
 Longman Keystone Teacher e-book & Examview CD

Prentice-Hall
Literature Reader’s Notebook Spanish version
 Longman Keystone Video Program DVD
(9,
10,
11,
12)
 Longman Keystone Phonics Kit includes flash cards, 5
 Prentice-Hall Teacher’s Edition Language Central (9, 10,no 11
student workbooks, 2 readers A & B, 1 Teacher’s
or 12)
Edition

www.PHLitOnline.com
 Six Traits of Writing pamphlet
 Penguin Readers-18 readers
 Prentice Hall Literature Texas edition, (Selections by Grade,
Genre, and Lexile, English II Writing Resources,
 ELA curriculum documents and resources
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: Critical Discussion and Choosing a Topic
Arc Pacing: 1 week
Targeted Vocabulary: expressions, opinion, evidence, substantiated, unsubstantiated, critique
Resources: English I TEKS, Texas College Career and Readiness Standards (CCRS), Technology Application TEKS
pgs. 145-152
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.
E1.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the
text to support their understanding. The student is expected to:
(8A) explain the controlling idea and
 Authors use both important and
 Demonstrate English
specific purpose of an expository text
less important details in
comprehension and expand
and distinguish the most important from
informational texts.
reading skills by employing
the less important details that support
inferential skills such as
the author's purpose RC3
predicting, making connections
between ideas, drawing
inferences and conclusions from
text and graphic sources, and
finding supporting text evidence
commensurate with content area
needs.
 Analyze and evaluate the central
message of an expository text and
make unique connections to
Page 2 of 14
Updated: July 1, 2016
relevant text.
 Evaluate the author’s purpose
and make unique personal and
literary connections.
 Analyze the structure of the text
and relevance of both important
and less important details.
 Choose relevant, specific and
meaningful textual evidence to
support his or her analysis.
E1.20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. The
student is expected to:
(20A) brainstorm, consult with others,
 Researchers take time to
 Internalize new, basic, and
decide upon a topic, and formulate a
formulate a plan before they
academic language by using and
major research question to address the
begin conducting research.
reusing it in meaningful ways in
major research topic
speaking and writing activities that
build concept and language
(20B) formulate a plan for engaging in
attainment.
research on a complex, multi-faceted
topic
 Ask and give information ranging
from using a very limited bank of
high-frequency, high-need,
concrete vocabulary, including key
words and expressions needed for
basic communication in academic
and social contexts, to using
abstract and content-based
vocabulary during extended
speaking assignments. Consider
what question(s) to research to
gain better understanding about
the topic.
 Choose an appropriate topic of
interest.
 Proceed in an organized and
structured way.
ARC #2: Gathering Resources
Arc Pacing: 9 days
Targeted Vocabulary: archetype, foil, attached, challenge, consequence, response, suffix,
Resources: : English I TEKS, Texas College Career and 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.
E1.9 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:
 In analyzing a piece of text, a
 Demonstrate English
position is taken and supported
comprehension and expand
with evidence from the text; this
reading skills by employing
Page 3 of 14
Updated: July 1, 2016
position must be defended in a
convincing way.
inferential skills such as predicting,
making connections between
ideas, drawing inferences and
conclusions from text and graphic
 Deconstructing the assignment’s
sources, and finding supporting
prompt is a necessary place to
text evidence commensurate with
begin figuring out your position.
content-area needs.
 Provide substantiated opinions
and make complex inferences and
conclusions.
E1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis. The student is expected to:
 Using effective arguing strategies  Demonstrate English
will help a writer build a strong
comprehension and expand
case in support of the writer’s
reading skills by employing
position.
analytical skills such as evaluating
written information and
 Authors create texts in order to
performing critical analysis
inform, persuade, entertain, or a
commensurate with content area
mixture of the three.
and grade level needs.
 Using effective arguing strategies
 Evaluate a reading and find
will help a writer build a strong
evidence within the text to
case in support of the writer’s
support understanding.
position.

Persuasion can greatly impact
society.

Using effective arguing strategies
will help a writer build a strong
case in support of the writer’s
position.
E1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. The student is expected to:
(11A) analyze the clarity of the
 Procedural texts provide
 Demonstrate English
objective(s) of procedural text (e.g.,
directions or instructions.
comprehension and expand
consider reading instructions for
reading skills by employing
software, warranties, consumer
inferential skills such as predicting,
publications) RC3
making connections between
ideas, drawing inferences and
(11B) analyze factual, quantitative, or
conclusions from text and graphic
technical data presented in multiple
sources, and finding supporting
graphical sources RC3
text evidence commensurate with
content area needs.
 Find and use procedural or other
types of factual information from
within texts and other documents
which are relevant to their needs.
E1.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds
work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth
in increasingly more complex texts. The student is expected to:
Page 4 of 14
Updated: July 1, 2016
(12A) compare and contrast how events
are presented and information is
communicated by visual images (e.g.,
graphic art, illustrations, news
photographs) versus non-visual texts
RC2/RC3

Just as diction, style and imagery
help an author create meaning in
a text, words, sounds, images and
graphics help a director and/or
actor communicate meanings in
media.
(12B) analyze how messages in media are
conveyed through visual and sound
techniques (e.g., editing, reaction shots,
sequencing, background music)

Comprehension is enhanced by
different forms of media.
(12C) compare and contrast coverage of
the same event in various media (e.g.,
newspapers, television, documentaries,
blogs, Internet)
 Demonstrate English
comprehension and expand
reading skills by employing
analytical skills such as evaluating
written information and
performing critical analysis
commensurate with content area
and grade level needs.
 Demonstrate English
comprehension and expand
reading skills by employing
inferential skills such as predicting,
making connections between
ideas, drawing inferences and
conclusions from text and graphic
sources, and finding supporting
text evidence commensurate with
content area needs.
 Have greater comprehension by
gleaning meaning from various
presentation forms associated
with a text.
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. The student is expected to:
(15Bi) write procedural or work-related
 Organized thoughts are necessary  Write using a variety of gradedocuments (e.g., instructions, e-mails,
to produce an organized
appropriate sentence lengths,
correspondence, memos, project plans)
document.
patterns, and connecting words to
that include organized and accurately
combine phrases, clauses, and
 Reader-friendly formatted text
conveyed information
sentences in increasingly accurate
will aid in comprehension.
ways as more English is acquired.
(15Bii) write procedural or work-related
 Share specific information in a
documents (e.g., instructions, e-mails,
manner that is accessible to the
correspondence, memos, project plans)
intended audience.
that include reader-friendly formatting
techniques
E1.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather. The student is expected to:
(21A) follow the research plan to compile  Writers shift from one idea to the 
Demonstrate English
data from authoritative sources in a
other by using paragraphs.
comprehension and expand
manner that identifies the major issues
reading skills by employing
 Anticipating the audience and
and debates within the field of inquiry
analytical skills such as
their reaction will help a writer
evaluating written information
(21B) organize information gathered
implement changes in a draft.
and performing critical analysis
from multiple sources to create a variety
commensurate with content
of graphics and forms (e.g., notes,
area and grade level needs.
learning logs)

Evaluate written information
(21C) paraphrase, summarize, quote, and
and also record that information
accurately cite all researched information
in an organized way.
according to a standard format (e.g.,
author, title, page number)
Page 5 of 14
Updated: July 1, 2016
ARC #3: Synthesizing Information
Arc Pacing: 8 days
Targeted Vocabulary: accurate, beneficial, features, ignorance, hyphenated, make-believe, high-pitched, warm-blooded,
disease-carrying
Resources: English I TEKS, Texas College Career and 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.
E1.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the
text to support their understanding. The student is expected to:
(8A) explain the controlling idea and
 Authors write for specific
 Analyze and evaluate the central
specific purpose of an expository text
purposes to specific audiences.
message of an expository text and
and distinguish the most important from
make unique connections to
 The central idea of a work is
the less important details that support
relevant text.
created by details and some of
the author's purpose RC3
the details are more important
 Evaluate the author’s purpose and
than others.
make unique personal and literary
connections.
 Analyze the structure of the text
and the relevance of both
important and less important
details.
 Choose relevant, specific and
meaningful textual evidence to
support his or her analysis.
 Show comprehension through
inferential skills.
 Show comprehension through
analytic skills.
E1.9 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:
(9A)summarize text and distinguish
 In analyzing a piece of text, a
 Demonstrate English
between a summary that captures the
position is taken and supported
comprehension and expand
main ideas and elements of a text and a
with evidence from the text; this
reading skills by employing
critique that takes a position and
position must be defended in a
inferential skills such as predicting,
expresses an opinion RC3
convincing way.
making connections between
ideas, drawing inferences and
(9B) differentiate between opinions that
conclusions from text and graphic

Deconstructing
the
assignment’s
are substantiated and unsubstantiated
sources, and finding supporting
prompt
is
a
necessary
place
to
in the text RC3
text evidence commensurate with
begin figuring out your position.
(9C) make subtle inferences and draw
content-area needs.
complex conclusions about the ideas in
text and their organizational patterns
 Provide substantiated opinions
RC3
and make complex inferences and
conclusions.
(9D) synthesize and make logical
connections between ideas and details
Page 6 of 14
Updated: July 1, 2016
in several texts selected to reflect a
range of viewpoints on the same topic
and support those findings with textual
evidence RC1
E1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis. The student is expected to:
(10A) analyze the relevance, quality,
 Using effective arguing strategies  Demonstrate English
and credibility of evidence given to
will help a writer build a strong
comprehension and expand
support or oppose an argument for a
case in support of the writer’s
reading skills by employing
specific audience RC3
position.
analytical skills such as evaluating
written information and
(10B) analyze famous speeches for the
 Authors create texts in order to
performing critical analysis
rhetorical structures and devices used to
inform, persuade, entertain, or a
commensurate with content area
convince the reader of the authors'
mixture of the three.
and grade level needs.
propositions RC3
 Persuasion can greatly impact
 Evaluate a reading and find
society.
evidence within the text to
support their understanding.
E1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. The student is expected to:
(11A) analyze the clarity of the
 Procedural texts provide directions
 Use text information and graphics
objective(s) of procedural text (e.g.,
or instructions.
in procedural texts to glean and
consider reading instructions for
use information.
 Charts, graphs and images
software, warranties, consumer
provided in text and electronically
 Show comprehension through
publications) RC3
contribute to a reader’s
analytic skills.
(11B) analyze factual, quantitative, or
understanding of the information.
 Analyze and utilize the data
technical data presented in multiple
presented in multiple graphical
graphical sources RC3
sources, resulting in the ability to
understand/complete a task.
 Contribute to making meaning of
expository texts in procedural text
centers.
 Show comprehension through
basic reading skills.
E1.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds
work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts. The student is expected to:
(12A) compare and contrast how events
 Media take advantage of the
 Identify the wide range of medium
are presented and information is
dynamic range offered by visuals,
in media and how its creators use
communicated by visual images (e.g.,
graphics, illustrations, and
it to their advantage.
graphic art, illustrations, news
photographs to communicate
 Use techniques to learn new
photographs) versus non-visual texts
about events.
vocabulary.
RC2/RC3
 A viewer must be aware of the
 Analyze tools used in print text vs.
(12B) analyze how messages in media are
intended audience, the author’s
tools used in visual text that are
conveyed through visual and sound
message, and which tools the
used to create a similar message.
techniques (e.g., editing, reaction shots,
author uses to create the message.
 Derive meaning from a variety of
Page 7 of 14
Updated: July 1, 2016
sequencing, background music)
(12C) compare and contrast coverage of
the same event in various media (e.g.,
newspapers, television, documentaries,
blogs, Internet)
 Different news outlets and genres
report events differently.
media.
 Compare and contrast coverage of
same events in various media.
 Shifts usually indicate a clue to
meaning.
 Contribute to making meaning of
text in informational text centers.
 Looks for shifts as clues to
interpret a text.
 Show comprehension through
analytic skills.
(12D) evaluate changes in formality and
tone within the same medium for
specific audiences and purposes
RC2/RC3
E1.22 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected
information. The student is expected to:
(22A) modify the major research
 Researchers allow their findings
 Narrate, describe, and explain with
question as necessary to refocus the
to guide their search and
increasing specificity and detail to
research plan
sometimes their questions
fulfill content-area writing needs
change dependent upon what
as more English is acquired.
(22B) evaluate the relevance of
they learn.
information to the topic and determine
 Navigate through new findings in
the reliability, validity, and accuracy of
research, thoughtfully reformulate
sources (including Internet sources) by
questions as necessary as research
examining their authority and objectivity
reveals new information.
(22C) critique the research process at
each step to implement changes as the
need occurs and is identified.
ARC #4: Organizing and Presenting Ideas
Arc Pacing: 2 Weeks
Targeted Vocabulary: context, generalizations, quotations, citations, chimpanzees, commercial, existence, laboratories,
sanctuaries, smuggle, committed, inadequate, intelligent, project
Resources: English I TEKS, Texas College Career and 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.
E1.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the
text to support their understanding. The student is expected to:
(8A) explain the controlling idea and
 Authors use both important and
 Demonstrate English
specific purpose of an expository text
less important details in
comprehension and expand
and distinguish the most important from
informational texts.
reading skills by employing
the less important details that support
inferential skills such as
the author's purpose RC3
predicting, making connections
between ideas, drawing
inferences and conclusions from
text and graphic sources, and
finding supporting text evidence
Page 8 of 14
Updated: July 1, 2016
commensurate with content area
needs.
 Analyze and evaluate the central
message of an expository text and
make unique connections to
relevant text.
 Evaluate the author’s purpose
and make unique personal and
literary connections.
 Analyze the structure of the text
and relevance of both important
and less important details.
 Choose relevant, specific and
meaningful textual evidence to
support his or her analysis.
E1.9 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:
9A)summarize text and distinguish
 In analyzing a piece of text, a
 Demonstrate English
between a summary that captures the
position is taken and supported
comprehension and expand
main ideas and elements of a text and a
with evidence from the text; this
reading skills by employing
critique that takes a position and
position must be defended in a
inferential skills such as predicting,
expresses an opinion RC3
convincing way.
making connections between
ideas, drawing inferences and
(9B) differentiate between opinions that  Deconstructing the assignment’s
conclusions from text and graphic
are substantiated and unsubstantiated
prompt is a necessary place to
sources, and finding supporting
in the text RC3
begin figuring out your position.
text evidence commensurate with
(9C) make subtle inferences and draw
content-area needs.
complex conclusions about the ideas in
 Provide substantiated opinions
text and their organizational patterns
and make complex inferences and
RC3
conclusions.
(9D) synthesize and make logical
connections between ideas and details
in several texts selected to reflect a
range of viewpoints on the same topic
and support those findings with textual
E1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis. The student is expected to:
(10A) analyze the relevance, quality,
 Using effective arguing strategies  Demonstrate English
and credibility of evidence given to
will help a writer build a strong
comprehension and expand
support or oppose an argument for a
case in support of the writer’s
reading skills by employing
specific audience RC3
position. Authors create texts in
analytical skills such as evaluating
order to inform, persuade,
written information and
(10B) analyze famous speeches for the
entertain, or a mixture of the
performing critical analysis
rhetorical structures and devices used to
three.
commensurate with content area
convince the reader of the authors'
and grade level needs.
propositions RC3
 Using effective arguing strategies
will help a writer build a strong
 Evaluate a reading and find
case in support of the writer’s
evidence within the text to
position. Persuasion can greatly
support their understanding.
Page 9 of 14
Updated: July 1, 2016
impact society.

Using effective arguing strategies
will help a writer build a strong
case in support of the writer’s
position.
E1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. The student is expected to:
(11A) analyze the clarity of the
 Procedural texts provide directions
 Use text information and graphics
objective(s) of procedural text (e.g.,
or instructions.
in procedural texts to glean and
consider reading instructions for
use information.
 Charts, graphs and images
software, warranties, consumer
provided in text and electronically
 Show comprehension through
publications) RC3
contribute to a reader’s
analytic skills.
(11B) analyze factual, quantitative, or
understanding of the information.
 Analyze and utilize the data
technical data presented in multiple
presented in multiple graphical
graphical sources RC3
sources, resulting in the ability to
understand/complete a task.
 Contribute to making meaning of
expository texts in procedural text
centers.
 Show comprehension through
basic reading skills.
E1.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds
work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth
in increasingly more complex texts. The student is expected to:
(12A) compare and contrast how events
 Media take advantage of the
 Identify the wide range of medium
are presented and information is
dynamic range offered by
in media and how its creators use it
communicated by visual images (e.g.,
visuals, graphics, illustrations,
to their advantage.
graphic art, illustrations, news
and photographs to
 Use techniques to learn new
photographs) versus non-visual texts
communicate about events.
vocabulary.
RC2/RC3
 A viewer must be aware of the
 Analyze tools used in print text vs.
(12B) analyze how messages in media are
intended audience, the
tools used in visual text that are
conveyed through visual and sound
author’s message, and which
used to create a similar message.
techniques (e.g., editing, reaction shots,
tools the author uses to create
sequencing, background music)
the message.
 Derive meaning from a variety of
media.
(12C) compare and contrast coverage of
 Different news outlets and
the same event in various media (e.g.,
genres report events
 Compare and contrast coverage of
newspapers, television, documentaries,
differently.
same events in various media.
blogs, Internet)
 Shifts usually indicate a clue to
 Contribute to making meaning of
meaning.
text in informational text centers.
 Looks for shifts as clues to interpret
a text.
(12D) evaluate changes in formality and
tone within the same medium for specific
audiences and purposes RC2/RC3
Page 10 of 14
 Show comprehension through
analytic skills.
Updated: July 1, 2016
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. The student is expected to:
( 15D) produce a multimedia
 Not all presentations will appeal
 Write using a variety of gradepresentation (e.g., documentary, class
to all audiences.
appropriate sentence lengths,
newspaper, docudrama, infomercial,
patterns, and connecting words to
visual or textual parodies, theatrical
combine phrases, clauses, and
 Careful consideration of how best
production) with graphics, images, and
sentences in increasingly accurate
to appeal to specific audiences is
sound that conveys a distinctive point of
ways as more English is acquired.
a vital step in the planning
view and appeals to a specific audience
process.
 Narrate, describe, and explain with
increasing specificity and detail to
fulfill content-area writing needs
as more English is acquired.
Demonstrate own ideas and
originality through use of a
presentation medium.
E1. 16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience
on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
(16A) a clear thesis or position based on  In analyzing a piece of text, a
 Narrate, describe, and explain with
logical reasons supported by precise and
position is taken and supported
increasing specificity and detail to
relevant evidence RC5
with evidence from the text; this
fulfill content area writing needs
position must be defended in a
as more English is acquired. Write
(16B) consideration of the whole range
convincing way.
using a variety of gradeof information and views on the topic
appropriate sentence lengths,
and accurate and honest representation
 Deconstructing the assignment’s
patterns, and connecting words to
of these views;
prompt is a necessary place to
combine phrases, clauses, and
begin figuring out your position.
(16C) counter-arguments based on
sentences in increasingly accurate
evidence to anticipate and address
ways as more English is acquired
objections RC5
(16D) an organizing structure
appropriate to the purpose, audience,
and context RC5
E1.23 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to
the purpose of the research and their audience. Students are expected to synthesize the research into a written or an
oral presentation that:
(23A) marshals evidence in support of a
 To be credible, an argument must  Demonstrate English
clear thesis statement and related claims
be supported with evidence.
comprehension and expand
reading skills by employing
(23B) provides an analysis for the
 The effective use of visuals often
inferential skills such as
audience that reflects a logical
provides a more efficient and
predicting, making connections
progression of ideas and a clearly stated
effective means of
between ideas, drawing
point of view
communication.
inferences and conclusions from
(23C) uses graphics and illustrations to
text and graphic sources, and
 Researchers routinely evaluate
help explain concepts where appropriate
finding supporting text evidence
peers and their own work for
commensurate with content area
achieving stated purpose with
(23D) uses a variety of evaluative tools
needs.
reliable data.
(e.g., self-made rubrics, peer reviews,
teacher and expert evaluations) to
examine the quality of the research
(23E) uses a style manual (e.g., Modern
Language Association, Chicago Manual
of Style) to document sources and format
Page 11 of 14
 Academic and professional
writing require a specific format
in order to avoid plagiarism,
provide source information for
further reading and to illustrate
that the author has support for
 Develop and expand repertoire of
leaning strategies such as
reasoning inductively or
deductively, looking for patterns
in language, and analyzing sayings
and expressions. Use strategic
Updated: July 1, 2016
written materials
his or her argument.
learning techniques such as
concept mapping, drawing,
memorizing, comparing,
contrasting, and reviewing to
acquire basic and grade level
vocabulary. Narrate, describe,
and explain with increasing
specificity and detail to fulfill
content area writing needs as
more English is acquired. Use
visual and contextual support and
support from peers and teachers
to read grade-appropriate
content-area text, enhance and
confirm understanding, and
develop vocabulary, grasp of
language structures, and
background knowledge needed to
comprehend increasingly
challenging language. Monitor oral
and written language production
and employ self-corrective
techniques or other resources.
 Synthesize and present
information from multiple sources
which supports a thesis statement,
integrates graphics and is in the
correct style format.
 Use visuals to enhance their
message.
 Use rubrics to objectively evaluate
research for quality.
 Effectively cite references using a
style manual.
Page 12 of 14
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://tea.state.tx.us/student.assessment/accommodations.
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
Choose from the tasks below based on ELL
proficiency level and your pacing.
 With a partner or in a group, discuss and explain some
common sayings
 Analyze readings and discuss whether opinions in each
were substantiated or not
 Write a critique about one of the two speeches about
curfews, summarizing the main ideas and evaluating
the argument(s)
 Create a web with main idea and details
 Write a paragraph with main idea supported by facts
and examples
 Use a writing checklist for self-assessment
 Play Bingo game using unit vocabulary
 Analogy practice with vocabulary
 Pairs or small groups prepare a short 1-2 minute
dialogue on topic to present to class
 List examples of archetypes from literature or popular
culture
 Respond in a complete sentence to vocabulary
questions
 Read short stories in Keystone 1B, Unit 6 and make
connections: What are the most important events in
the story? What is the theme of the story? What story
ideas support this theme?
 Write headlines “What we’ve learned so far” – pairs,
small groups
 Fill out a KWL chart about topic
essay, student work samples, observations, etc.)
Short Cycle Assessment
SCA Testing Window: May 28-June 5
Tested TEKS:
Persuasive: F19B, 10, 10A, 10B
Procedural: F19B, 11, 11A, 11B, 1D, 8, 8A
Additional Suggestions for Assessment
 Structured review with partner or group – summarizing,
listing key points
 Informal summarizing review – how what they’ve learned
from text has influenced their opinions and in what way
 On-the-spot, ongoing opportunities to determine the
extent of students’ learning. Includes teacher observations,
anecdotal reports, informal
 Writing rubric
 Ask Literary Check questions and extend these into openended classroom discussion
 Answer comprehension questions
 Quick Writes
 Class discussion about the topic – pets/animals
 Game playing such as Wheel of Fortune, Jeopardy with
facts from unit stories
 Workbook responses
 Notes taken on subject
 Poster
 Research paper Rubric
 Conversations with students
 Research various kinds of animals, such as bats on the
internet or in encyclopedias
 Read a story, such as “Getting to Know Real Bats” pg.
426-431, and answer comprehension questions
 Create a poster with at least one illustration and factual
information
 Use a map or atlas to identify travel patterns
Page 13 of 14
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 – Arc 1: Critical Discussion and Choosing a Topic
Longman Keystone 1A, Unit 4, “Opinions and Evidence” pg. 145-153
Suggested Pacing: 1 week
TEKS: 8, 20
ESOL Exemplar Lesson – Arc 2: Gathering Resources. Longman Keystone 1B, Unit 6, pg. 414-421
Suggested Pacing: 9 days
TEKS: 9, 10, 11, 12
ELA Exemplar Lesson – Arc 2:
Suggested Pacing:
TEKS: 9, 10, 11
ESOL Exemplar Lesson – Arc 3: Synthesizing Information. Longman Keystone 1B, Unit 6, “Getting to Know Real Bats”, pg.
422-435
Suggested Pacing: 8 days
TEKS: 8A, 22, 22B
ESOL Exemplar Lesson – Arc 4: Organizing and Presenting Information. Longman Keystone 1B, Unit 6, “The Chimpanzees
I Love”, pg. 448-461
Suggested Pacing: 10 days
TEKS: 11, 23
Instructional Resource
 English I STAAR Writing Resources
 www.starfall.com
 Austin ISD ELL Academic Plan 2013-2014, Resources pp.
160-164. (hyperlink takes you to aisdweb intranet)
 www.eflnet.com
 www.pumarosa.com
 Navigating the ELPS in the English Language Arts and
Reading Classroom: Using the Standards to improve
 www.daveseslcafe.com
instruction for ELLs, (J. Seiditz).
 www.colorincolorado.com
Page 14 of 14
Updated: July 1, 2016