CURRICULUM FRAMEWORK
PROGRESS GUIDE
Based on the
Maryland Common Core State Standards (CCSS)
&
World Class Instructional Design and Assessment (WIDA)
English for Speakers of Other Languages (ESOL)
ESOL Intermediate (Grades 9-12)
July 2016
Prince George’s County Public Schools
Dr. Kevin Maxwell, Chief Executive Officer
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
1
BOARD OF EDUCATION
OF
PRINCE GEORGE’S COUNTY, MARYLAND
Segun C. Eubanks, Ed.D., Chair
Carolyn M. Boston, Vice-Chair, District 6
Zabrina Epps, M.P.M., District 1
Lupi Quinteros-Grady, District 2
Dinora A. Hernandez, Esq., District 3
Patricia Eubanks, District 4
Verjeana M. Jacobs, Esq., District 5
K. Alexander Wallace, District 7
Edward Burroughs III, District 8
Sonya Williams, District 9
Beverly Anderson, Ph.D.
Mary Kingston Roche
Curtis Valentine, M.P.P.
Juwan Blocker, Student Board Member
Kevin M. Maxwell, Ph.D., Secretary/Treasurer and Chief Executive Officer
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ESOL High School Intermediate (Grades 9-12) Curriculum
2
Monica Goldson, Ed.D.
Deputy Superintendent for Teaching and Learning
Gladys Whitehead, Ph.D.
Executive Director, Curriculum and Instruction
Judith White, Ed.D.
Director, Academic Programs
Mrs. Kia McDaniel, Supervisor, ESOL/LMP Program
Instructional Supervisor, ESOL
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ESOL High School Intermediate (Grades 9-12) Curriculum
3
Acknowledgments
Prince George’s County Public Schools wish to thank the following professionals who worked on the High School ESOL Intermediate Curriculum Framework Progress
Guide:
Dr. Maria Dolores Joie N. Austria, Instructional Specialist
Ms. Tara Theroux, Instructional Lead ESOL Teacher
Ms. Selma Basmaci, ESOL Teacher
Ms. Hazar Zakour Biddle, ESOL Teacher
Ms. Xiaochun Li, ESOL Teacher
Ms. Sherry Felix, ESOL Teacher
Mrs. Selma Basmaci, ESOL Teacher (2016 revision)
Ms. Laurie Hortie, ESOL Teacher (2016 revision)
We would also like to thank the Curriculum Writing Editors for their assistance:
Mrs. Shawnee Hurley, ESOL High School Teacher Coach
Ms. Tara Theroux, Instructional Lead ESOL Teacher
Ms. Selma Basmaci, ESOL Teacher
Ms. Hazar Zakour, ESOL Teacher
Ms. Violenita Pogado, ESOL Teacher
Ms. Laurie Hortie, ESOL Teacher
Ms. Kirsten Lennon, Instructional Lead ESOL Teacher
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ESOL High School Intermediate (Grades 9-12) Curriculum
4
TABLE OF CONTENTS
Section
Introduction
Instructional Maps
Hyperlinked Resources for Quarters 3 & 4
Scope and Sequence Quarter 1
Scope and Sequence Quarter 2
Scope and Sequence Quarter 3
Scope and Sequence Quarter 4
Appendix A:
FFT Lesson Plans – Quarter 1
FFT Lesson Plans – Quarter 2
FFT Lesson Plans – Quarter 3
FFT Lesson Plans – Quarter 4
Appendix B:
Reader’s/Writer’s Notebooks
Appendix C:
Graphic Organizers and Charts
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
Page Numbers
6&7
8
9
11-15
16-21
22-30
31-39
40
41-57
58-91
92-104
n/a
105
106
107
107-125
5
Introduction
ESOL High School Intermediate Curriculum Framework
English for Speakers of Other Languages (ESOL) High School Intermediate is a one-year course of study. Students are placed into an ESOL level based on their scores on the World Class
Instructional Design and Assessment (WIDA) Assessing Communication and Comprehension (ACCESS) English language proficiency test, and their teachers’ recommendations based on
progress and assessment results at a particular ESOL level. At the end of their first year of high school in the USA, English Language Learners (ELLs) should be tested and placed into the
appropriate ESOL level for the following year.
The objectives of the ESOL program are to prepare ELLs to speak, listen, read and write in the English language in order to achieve academically and to use English in socially and
culturally appropriate ways. The program provides access to a rigorous curriculum in order to improve student mastery of English language skills and to make sufficient progress on the
following summative assessments: the High School Assessment (HSA), Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in English and math, and
the annual WIDA ACCESS test. Lastly, students are expected to meet their Student Learning Objectives (SLO), and to successfully matriculate into grade level mainstream Reading/English
Language Arts classes.
The Prince George’s County Public Schools (PGCPs) High School ESOL Curriculum Framework Progress Guide provides a program of study based on PGCPs ESOL Goals and
Objectives, which were created based on the Common Core State Standards (CCSS) and WIDA English Language Development (ELD) Standards. Maryland has adopted the CCSS and is
also a WIDA member. WIDA is a consortium that has created research-based ESOL standards and an annual ESOL assessment. The CCSS anchor standards CCR L1 and CCR L4
provide guidelines for ESOL instructional practices that address the Maryland State Department of Education's standards, indicators and assessment limits. However, teachers are advised
to incorporate the relevant Maryland Common Core Standards for the appropriate grade level as they prepare lessons for ELLs.
ESOL High School Intermediate Instructional Materials
Instructional materials have been chosen for the ESOL program to provide the resources at appropriate levels for English language learners to progressively acquire the English language
skills necessary for academic and cultural success. In addition, many schools have existing collections of resource materials that may be used to supplement the listed texts. The following
are core materials for this curriculum framework:
●
Keystone D - Keystone D is the main text used in Intermediate ESOL classes. This text “provides explicit, intensive, and focused instruction that maximizes students’
academic language proficiency and reading comprehension; giving ELLs the foundation needed for academic success. Keystone D book and resources. (Login:
PELS_Demo Password: password888)
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ESOL High School Intermediate (Grades 9-12) Curriculum
6
IFL documents should be introduced to ELLs during the second semester in the Intermediate ESOL class. This text provides an integrated, balanced approach to
learning English skills through authentic literature and informational readings. Students work with a textbook and workbook; teachers have a teacher’s guide,
assessment guide, and multiple resource materials. The program also provides videos and CDs to be used as textbook support.
● Additional Intermediate ESOL Resources: These are present at many schools and are useful as supplemental materials.
Classroom and school libraries – Intermediate students should have ample access to classroom, school and community libraries. Students should read independently
12-20
minutes per day to prepare them to enter the mainstream English classes and build their stamina for both PARCC and HAS.
ESOL High School Intermediate Scope and Sequence: The ESOL High School Intermediate Scope and Sequence consists of a series of topics from which Intermediate will acquire the
language needed to achieve academically and to progress to more advanced ESOL classes. The topics reflect the social and academic language expectations of Intermediate ELLs in
grades 9-12 attending school in the U.S., and are based on WIDA’s English Language Development (ELD) Standards. WIDA focuses on advancing academic language development and
academic achievement for ELLs. Thus, as learners progress, WIDA’s ELD standards will reflect a more robust integration of skills necessary to access content material.
●
Each ELD standard addresses a specific context for language acquisition (Social and Instructional Settings as well as Language Arts, Mathematics, Science and Social Studies). The ESOL
Intermediate class focuses on many skills necessary for the Language of Language Arts to help students matriculate into mainstream English classes. However, there is also a focus on
informational texts, academic language and disciplinary literacy in all classes, and thus all WIDA standards are addressed.
Teachers are provided with an approximate time frame in which these topics could be developed.
The purpose of each area is:
CCSS and WIDA Standards: This section explains the targeted CCSS ELA and WIDA Standards. The standards are linked to the Common Core and WIDA Standards websites
Quarterly overview: The quarterly overview provides the teacher with the general scope and time frame by weeks, unit, chapter, and reading selection.
Objectives: The content and language objectives reflect cognitive higher-level thinking. They give the teacher a focus on the main learning that should be accomplished by the time the
chapter/unit is finished. Daily objectives that contribute to the targeted outcome(s) and also address the language aspects of the chapter such as grammar, vocabulary, and word study will
need to be created by the teacher.
Essential Questions: Each unit in Keystone D and IFL documents is connected to a theme, or essential question. Themes are overarching and link the readings. They promote high-level
thinking skills and are cognitively challenging. Teacher should give students the opportunity to explore the theme throughout the unit, focusing on connecting the analysis of the readings to
the theme and analyzing subsequent changes in their own thinking.
Topics: Keystone D and IFL documents integrate these features into each reading selection: vocabulary, word study, grammar, reading strategy and/or reading skill. ESOL teachers should
address each of these aspects to ensure effective language learning.
Assessments: The assessment section contains summative and formative assessments. The main summative assessment from the Keystone D and IFL documents assessment books
contains chapter and unit tests. These performance assessments are divided into the language domains of reading/writing and listening/speaking. There is also a diagnostic pretest and
post-test. Teachers should not only give the summative Keystone D or IFL documents test but are also encouraged to assess students based on a project learning (performance
assessment) approach.
Resources: The resources section lists resources for teaching the material. The section is divided into paper-based and online. Paper-based include traditional resources such as the
textbook, workbook, etc. Teachers are encouraged to supplement with other paper-based materials such as independent reading books that are related to the theme the students are
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
7
learning. Online resources include websites and apps that can supplement learning. Brain Pop ESOL is also an important resource for grammar. See here for your school’s log in
information: Brain Pop ESL log in information
The content videos may be used to build background before students read selections. Teachers are encouraged to build students’ background to not only ensure reading comprehension
but to help them succeed in content classes. The online resources can also be used as part of the performance based assessments in a project learning approach. Teachers are also
encouraged to add their own resources to this list, including projects that can be done on smartphones in a Bring Your Own Device (BYOD) environment.
ESOL INTERMEDIATE INSTRUCTIONAL MAP-YEAR
Quarter 1
Unit 3: How Can We Tell What’s Right?
Reading 1: Fable -“The Golden Serpent”
● Prepare to Read
● Review and Practice
● Grammar and Writing
-------------------------------------------Reading 2: Editorial/Science “I (LOVE) Pluto”
● Prepare to Read
● Review and Practice
● Grammar and Writing
-------------------------------------------Reading 3: Novel
From “A Single Shard”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Reading 4: Informational Text/Social Studies“Marian Anderson: A Voice for Change”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Reading 5: Informational Text/Social Studies“Helmet Laws: Pro and Con” and “High School
Student Uniforms: A Student Debate”
● Prepare to Read
● Grammar and Writing
Quarter 2
Unit 4: Can We Think With the Heart?
(*Skip Reading 1 as it will be covered 2nd semester)
Reading 2: Play: from “The Little Prince: The Play”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Reading 3: Informational Text- “The Heart: Our
Circulatory System”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Reading 4: Short Story- “Ginger for the Heart”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Unit 5: What Can We Learn from Times of War?
Reading 1: Informational Text/Social Studies -“World
War I”
● Prepare to Read
● Review and Practice
● Grammar and Writing
------------------------------------------Reading 2: Poetry, Song, Prose - “In Flanders Fields”,
“Anthem for Doomed Youth”, “Letters Home”
● Prepare to Read
● Review and Practice
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ESOL High School Intermediate (Grades 9-12) Curriculum
Quarter 3
IFL Grades 9-10, EL Unit 1,
The Effects of Action on
Others (IFL Created)
Reading 1: Ruby Bridges
Reading 2: A Life Boat
Reading 3: Story of My Life
Reading 4: A Mighty Long
Way
Quarter 4
Unit 2: Degrees of Happiness
(will be ready by January)
Reading 1: Oranges by Gary Soto
Reading 2: The Chase by Annie Dillard
Reading 3: Happiness by Yusuek
Komunyakaa
Reading 4: Two Kinds by Amy Tan
8
● Grammar and Writing
RESOURCES
Pearson‘s Keystone D (Orange Book)
Textbook, Teacher’s Edition, Workbook, Reader’s Companion, Assessment
Selected Texts
Hyperlinked Pearson Resources for Quarters 1 and 2
Keystone D Online Materials
User Name: PELS_Demo
Passcode: password888
Hyperlinked Resources for Quarters 3 and 4
Quarter 3 Curriculum Documents
Effects of action on others IFL Lesson Script
Ruby Bridges Audiotext
A Life Boat Audiotext
The Story Of My Life Audiotext
A Mighty Long Way Audiotext
Quarter 4 Curriculum Documents
Degrees of Happiness IFL Lesson Script
Oranges Audiotext
The Chase Audiotext
Happiness Audiotext
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ESOL High School Intermediate (Grades 9-12) Curriculum
9
SCOPE & SEQUENCE
QUARTERS 1-4
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ESOL High School Intermediate (Grades 9-12) Curriculum
10
CCSS and WIDA STANDARDS
Standards for Reading 1
WIDA ELD Standard 2:
Language of Language Arts
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy. RL 9-10.4
CCSS.ELA-Literacy.RL.9-10.6
CCSS.ELA-Literacy.W.9-10.1
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.RL.9-10.6
QUARTER OVERVIEW
QUARTER 1
Keystone D, Unit 3, Reading 1
WEEKS 1-2
Content Objective: Students
will be able identify story
elements that are used to teach
or convey intended moral
lessons.
Language Objectives:
Students will say one problem
the character Pundabi has and
one way he tries to solve it;
Students will write four
sentences - two using must to
express obligation and two
using must have to speculate
about the past or present.
Word Study:
● Irregular Plurals
Grammar:
● The Modal Verb: must
Reading Strategy/Skills:
● Identify problems and
solutions
ESSENTIAL QUESTIONS and
TOPICS
Reading 1: The Golden Serpent
Genre: Fable
Text-specific questions: What
kinds of stories are used to teach
lessons? Has anyone ever taught
you a lesson by tricking you? Is it
okay to trick a person in order to
teach a lesson?
What is the moral of this fable?
What does the king think happened
to his Golden Serpent? How did
Pundabi’s eyes speak to him when
he and Ali walked through the
village and around the marketplace?
Why doesn’t the king trust the blind
men? What makes the kind decide
he no longer wants to find the
Golden Serpent? Does the king
learn anything from Pundabi’s
lesson? What is the other mystery
that Pundabi refers to at the end of
the fable? What do you think
Pundabi means? Why was the king
so unaware of the wrongs suffered
by the people in his own kingdom?
Vocabulary: moral, motivation,
consult, contrast, creative, reveal
ASSESSMENTS
PAPER-BASED
Reading 1
Reading and Writing
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “how can we tell
what’s right?” and the
essential question.
Students will write a
review of a story, book,
movie, or television
show.
Listening and
Speaking:
Students will act out a
reader’s theater based
on the story and orally
present it for the class.
Student will compare
and contrast two fables
using a Venn diagram.
Students will explain the
characteristics of fables
and describe fables
from their culture in an
oral presentation.
Keystone D
Assessment:
Reading 1 Test, pp. 75-78
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ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
Reading 1
Student text,
Keystone D:
pp. 166-181
Workbook: pp.
81-87
Audio CD 3,
track 4
Assessment:
pp. 75-78
ONLINE
Reading 1
WEBSITES
Image and
Bio of Walter
Dean Myers
Noun Plurals
Billionaire
Game
Plural Noun
Worksheet
(with pictures
Singular/Plura
l Nouns
Exercise
VIDEOS
Fable: Fox
and the Crow
(3:56)
Interview with
Walter Dean
Myers (7:25)
Muppet
Fable: The
Boy Who
Cried Wolf
(9:10)
11
CCSS and WIDA STANDARDS
Standards for Reading
2:
WIDA ELD Standard 4:
Language of Science
CCSS.ELA-Literacy.RI.9-10.5
QUARTER OVERVIEW
QUARTER 1
Keystone D, Unit 3, Reading 2
WEEKS 3-4
Content Objective: Students
will identify why scientists no
longer consider Pluto a planet.
CCSS.ELA-LITERACY.RI.9-10.10 Language Objectives:
CCSS.ELA-Literacy.RST.9-10.1
CCSS.ELA-Literacy.RST.9-10.7
Students will respond orally
with three facts from the
reading; Students will write five
sentences with some and
indefinite pronouns.
CCSS.ELA-LITERACY.L.9-10.4
Word Study:
● Prefixes
Grammar:
● Some and Indefinite
Pronouns
Reading Strategy/Skills:
● Distinguish Fact from
Opinion
ESSENTIAL QUESTIONS and
TOPICS
Reading 2: I (love) Pluto
Genre: Editorial
Text-specific questions: What
are the defining characteristics of a
planet? Which defining
characteristic of a planet is Pluto
not have? Why does Pluto’s orbit
overlap Neptune’s path? How
would you describe the author’s
voice in this text? Is it different
from the author’s voice in the text
on p. 189? Do you think Pluto
should still be considered a
planet? Why is it hard for some of
us to believe that what we learned
in school, specifically science
class, can be wrong?
Vocabulary: astronomy, celestial,
eccentric, proposed, revolution,
terrestrial, biased, debate, define,
objectively
ASSESSMENTS
PAPER-BASED
Reading 2
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “how can we tell
what’s right?” and the
essential questions.
Students will compare
and contrast Pluto with
another planet in our
solar system using a
Venn diagram.
Students will compose a
persuasive letter to the
editor on a problem in
the community or
school.
Listening and
Speaking:
Students will describe
the differences between
facts and opinions.
Students will identify
and discuss other
scientific “facts” that
have turned out to be
wrong.
Keystone D
Assessment:
Reading 2 Test, pp. 7982
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
ONLINE
Reading 2
Reading 2
Student Text
Keystone D:
pp.182-193
WEBSITES:
Reader’s
Companion:
pp. 49-60
Workbook:
pp. 88-94
Assessment:
pp. 79-82
NASA Close-up
Images of Pluto
Moons of
Pluto
Our Solar
System
VIDEOS
Top Ten
Amazing Facts
About Pluto
(Dwarf Planet)
(9:30)
All About Pluto
and Dwarf
Planets for
Kids:
Astronomy and
Space for
Children (8:09)
New Horizons
Images from
Pluto (6:17)
12
ESSENTIAL QUESTIONS and
TOPICS
ASSESSMENTS
QUARTER 1
Keystone D, Unit 3, Reading 3
WEEKS 5-6
READING 3: from A Single Shard
Reading 3
Content Objective: Students
will identify the characters’
struggles with determining right
from wrong choices.
Text-specific questions: Why do
Tree-ear and Crane-man greet each
other with the question “Have you
hungered well today? What problem
does poverty present to the
characters? How would you
describe the personality of each
character? What kind of relationship
do Tree-ear and Crane-man have?
How does Tree-ear justify his
behavior at the end of the excerpt?
Do you think what Tree-ear did was
ethical?
QUARTER OVERVIEW
CCSS and WIDA STANDARDS
Standards for Reading 3:
WIDA Standard 2: Language
of Language Arts
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.6
CCSS.ELA-Literacy.W.9-10.1
Language Objectives:
Students will identify the
author’s purpose and explain it
to a partner. Students will write
five sentences using the correct
form of would.
Word Study:
 Long and short vowels
Grammar:
 The uses of would
Genre: Novel
Vocabulary: internal conflict,
theme, analyze, ethical, justify,
principle
Reading Strategy/Skills:

Identify author’s purpose
RESOURCES
PAPER-BASED
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “how can we tell
what’s right or ethical?”
and the essential
questions.
Students will compose a
persuasive paragraph
on a topic or question
they feel strongly about.
Speaking and
Listening:
Students will discuss
with a partner an
internal conflict they
have experienced.
Students will contrast
the pronunciation of the
vowel sounds long e,
long a, and short e.
ONLINE
Reading 3
Reading 3
Student Text
Keystone D:
pp. 194-205
WEBSITES
Workbook pp.
95-101
Audio CD 3,
tracks 12- 14
Assessment:
pp. 83-86
Rice Terrace
Images
Images of
Korean
culture
VIDEOS
South Korean
Rice Planting
(1:07)
Rice Terraces
of Yunnan,
China (1:02)
Songpyeon Korean Rice
Cakes
(3:28)
Cross-curricular
extension - Social
studies: Students will
research and present on
the one food eaten most
in their native country.
Keystone D
Assessment: Reading
3 Test, pp. 83-86
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ESOL High School Intermediate (Grades 9-12) Curriculum
13
CCSS and WIDA STANDARDS
Standards for Reading 4
WIDA ELD Standard 2:
Language of Language Arts
WIDA ELD Standard 5:
Language of Social Studies
CCSS.ELA-Literacy.L.9-10.4c
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.RI.9-10.5
CCSS.ELA-Literacy.SL.9-10.1
QUARTER OVERVIEW
QUARTER 1
Keystone D, Unit 3, Reading 4
WEEKS 7-8
Content Objective: Students
will identify ways Marian
Anderson fought against
discrimination.
Language Objectives:
Students will summarize three
important events in the life of
Marian Anderson. Students will
write five sentences using
superlatives.
Word Study:
 Synonyms
Grammar:
 Superlative adjectives
Reading Strategy/Skills:
 Summarize
ESSENTIAL QUESTIONS and
TOPICS
Reading 4: Marian Anderson: A
Voice for Change
Genre: Social Studies
Informational Text
Text-specific Questions: How did
racial discrimination affect Marian
Anderson? What were some of
Marian Anderson’s early goals?
How did Anderson’s congregation
help her train as a singer? What
does the author consider
Anderson’s most important
performance to be? In what ways
did Marian Anderson’s individual
struggle help African Americans in
general? Do you think the author
shows bias in this text? Do you think
artists should help to improve the
world? What professional choices
do people have today that Marian
Anderson didn’t have in her lifetime?
Do you think Maria Anderson’s story
has helped African-American artist
after her and currently?
Vocabulary: auditorium, concert,
congregation, determination,
injustice, spirituals, achievement,
individual, issue, pursue
ASSESSMENTS
RESOURCES
PAPER-BASED
Reading 4
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “how can we tell
what is right?’
Students will compose a
summary of the text
Marian Anderson: A
Voice for Change.
Students will compose
an advertisement to
promote a product, an
event or an artist.
Speaking and
Listening:
In pairs, students will
discuss personal
experiences when they
have had to fight for
something they believe
in.
In a whole class
discussion, students will
identify possible ways to
fight current injustices
they see in today’s
society.
ONLINE
Reading 4
Reading 4
Student Text
Keystone D:
pp. 206-217
WEBSITES
Workbook:
pp. 102-108
Audio CD 3,
track 19
Reader’s
Companion:
pp. 61-72
Assessment:
pp. 87-90
Who is
Marian
Anderson images & bio
Denied a
Stage, She
Sang for a
Nation
VIDEOS
Marian
Anderson
Sings at
Lincoln
Memorial
(1:51)
PBS
Newshour
Special on
Marian
Anderson
(5:43)
Safari
Montage
Video: Maria
n Anderson
(26:00)
Keystone D Assessment:
Reading 4 Test, pp. 87-90
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ESOL High School Intermediate (Grades 9-12) Curriculum
14
CCSS and WIDA STANDARDS
Standards for Reading 5
WIDA ELD Standard
1: Language of Social and
Instructional Language
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.RI.9-10.6
CCSS.ELA-LITERACY.RI.9-10.8
CCSS.ELA-LITERACY.W.9-10.1
CCSS.ELA-LITERACY.W.9-10.4
CCSS.ELA-LITERACY.L.9-10.1
QUARTER OVERVIEW
QUARTER 1
Keystone D, Unit 3,
Reading 5
WEEKS 9-10
Content Objective:
Students will identify a thesis
statement and cite evidence;
Students will distinguish
differences between
substantiated and
unsubstantiated evidence and
opinions; Students will
compose a persuasive essay
Language Objective:
Students will write and speak
with rhetorical devices such
as colloquialism, energia,
ethos, pathos, logos,
evidences, examples,
analogy, delivery and
expression
Word Study: Colloquial
words, analogy, sentence
starters to give opinions
Grammar: Reciprocal
Pronouns and Subjunctive
Mood
Reading Strategies:
Compare and contrast,
identify author’s purpose;
identify thesis statement and
supporting details.
ESSENTIAL QUESTIONS and
TOPICS
Reading 5:
Helmet Laws: Pro and Con and
High School Student Uniforms: A
Student Debate
Genre: Social Studies Information
Text
Text-specific questions How can
we tell what’s right? Why do people
disagree about what is right or
wrong? Have you ever had to
choose what is right from competing
opinions? Why are some
arguments stronger than others?
Vocabulary: legislation, universal,
amendment, debate, reinstate,
agree, disagree, stereotype,
advantages, disadvantages,
outweigh, persuade, analogy,
author’s purpose, inform, entertain,
persuade, controlling idea,
substantiated, unsubstantiated,
evidence, relevant, credible,
accurate.
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Reading 5
Reading 5
Reading and Writing:
Students will write a
persuasive essay by
developing a thesis
statement, providing
evidence for their
statements built on two
opposing views.
Student Text:
pp. 218-234
WEBSITES
Students will work in
pairs/trios to draft a
debate on a social issue
of their choice.
Assessment:
pp. 91-94
Reading 5
Speaking and
Listening:
In teams, students will
debate their views on a
social issue of their
choice.
Students will present
their persuasive essays
and their peers give
feedback on the
effectiveness of the
essay using a rubric
sheet provided by the
teacher.
Keystone D
Assessment:
Reading 5 Test, pp. 9194
Workbook:
pp. 109-118
Audio CD 3,
tracks 20-21
Persuasive
Language
Writing
Persuasive
Essays
Persuasive
Essay Topics
Persuasive
Essay
Starter
Worksheets
VIDEOS
Helmet Laws
- Whose
Freedom?
(8:42)
Battle for
NYC Bike
Helmet Laws
(1:27)
The Rights
and Duties of
Cyclists Bicycle Safety
(4:20)
15
CCSS and WIDA STANDARDS
QUARTER OVERVIEW
Standards for Reading 2
QUARTER 2
Keystone D, Unit 4,
Reading 2 (Skip Reading
1)
WEEKS 11-12
WIDA ELD Standard 2:
Language of Language Arts
CCSS.ELA-LITERACY.RL.9-10.1
Content Objective:
Student will identify what we
CCSS.ELA-LITERACY.RL.9-10.5 can learn from unexpected
friendships.
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.W.9-10.4
Language Objectives:
Students will discuss the
differences between the
structures of stories, poetry and
plays.
Students will write five
sentences in present
progressive tense.
ESSENTIAL QUESTIONS and
TOPICS
Reading 2: from The Little Prince:
The Play
Genre: Fantasy Play
Text-specific questions: Have you
ever experienced being by yourself?
What characteristics do you look for
in person to start a friendship? What
kind of difficulties do you think the
Little Prince might be experiencing
by being by himself? When he
comes to Earth, what might his
reaction be when he sees so many
people?
Vocabulary: fantasy, stage
directions, establish, source, unique,
version
Word Study: Contractions
Grammar: Present and Past
Progressive
Reading Strategies:
Analyze text structure
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
Reading 2
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “can we think
with the heart?’
Students will compose
sentences that
paraphrase the original
text. Students will
compose a paragraph
summary of a story,
playbook, movie, or
television show of their
choice.
Listening and
Speaking: In pairs,
students will discuss
what they can learn from
unexpected friendships,
and report their ideas in
class. In pairs, students
will act out one scene
from the play. In small
groups, students will
discuss and respond to
comprehension and
high-level analytical
questions.
Keystone D
Assessment: Reading 2
Test, pp. 99-102
RESOURCES
PAPER-BASED
ONLINE
Reading 2
Reading 2
Student Text,
Keystone D,
pp. 260- 275
WEBSITES
Workbook,
pp.128- 134
Audio CD
4,track 6
Assessment:
pp. 99-102
The Little
Prince, the
novel summary &
images
12 Charming
Facts About
the Little
Prince
VIDEOS
The Little
Prince, the
movie trailer
(2:33)
The Little
Prince,
audiobook
(1:58:16)
The Little
Prince, Fox
Scene (2:20)
16
CCSS and WIDA STANDARDS
Standards for Reading 3
WIDA Standard 4: Language
of Science
CCSS.ELA-LITERACY.W.9-10.2
CCSS.ELA-LITERACY.W.9-10.5
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.L.9-10.5
QUARTER OVERVIEW
Quarter 2
Keystone D, Unit 4, Reading 3
WEEKS 13-14
Content Objective:
Student will identify the heart
and the circulatory system.
Language Objectives:
Students will give an oral
summary of how the heart
works. Students will write five
imperatives.
Word Study: Related words
Grammar: Imperatives
Reading Strategies:
Monitor comprehension
ESSENTIAL QUESTIONS and
TOPICS
READING 3: The Heart: Our
Circulatory System
Text-specific Questions:
What makes up the circulatory
system? What is blood made of?
How are veins different from
arteries? Why would the ventricles
need to be stronger than the atria?
Would a person with poor circulation
have warm or cold hands and feet?
Do you think your emotional state
can affect the function of your
heart? Why is it important for all
networks in the body to work
together? What can people do to
take care of their hearts? What
kinds of foods make up a healthy
diet? What are the best kinds of
exercise?
Vocabulary: arteries, blood vessels,
capillaries, circulatory, pulmonary,
veins, constantly, contract, network,
regulate, transport.
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
Reading 3
Reading and Writing:
Students will analyze
and provide evidence for
how the reading
connects to the larger
theme “can we think with
the heart?’ In pairs,
students will investigate
the meanings of related
words, and identify the
part of speech and
meaning of each.
Students will compose
an expository paragraph
giving step-by-step
instructions that explain
how to do an activity of
their choice.
Speaking and
Listening: In pairs,
students will discuss the
beating of their own
hearts and how the beat
may change when they
feel emotional. In small
groups, students will
discuss and respond to
comprehension and
high-level analytical
questions.
Keystone D
Assessment:
Reading 3 Test, pp. 10310
Reading 3
Student Text,
Keystone D,
pp. 260- 275
Workbook,
pp.135- 141
Reader’s
Companion:
pp. 87-104
ONLINE
Reading 3
WEBSITES
Live Science
Circulatory
System
Kids Health Circulatory
System in
English/Spani
sh
Audio CD 4,
track 6
VIDEOS
Assessment:
pp. 103-106
The
Circulatory
System
(22:25)
Exploring the
Heart- the
Circulatory
System (6:11)
captioned
Circulatory
System
Musical Quiz
(Heart Quiz)
(7:30)
17
CCSS and WIDA STANDARDS
Standards for Reading 4
WIDA ELD Standard 2:
Language of Language
QUARTER OVERVIEW
QUARTER 2
Keystone D, Unit 4, Reading 4
WEEKS 15-16
Content Objectives: Students
will research Chinese
immigrants and the workers
CCSS.ELA-LITERACY.RL.9-10.6
and the gold rush in California
in the 1800s to build
CCSS.ELA-LITERACY.L.9-10.5
background; Students will
identify how the characters
CCSS.ELA-LITERACY.9-10.6
“think with their hearts;”
Students will discuss
how personal interests can
conflict with affairs of love.
CCSS.ELA-LITERACY.RL.9-10.4
Language Objective: Students
will say one prediction about
the reading; Students will
identify the compound and
complex sentences in the text;
Students will write five
compound and complex
sentences
ESSENTIAL QUESTIONS and
TOPICS
Reading 4: Ginger for the Heart
Genre: Short Story
Text- Specific Questions: What a
is gold rush? What do you know
about it ? What do “ homesick” and
“memento” mean? Have ever gotten
homesick? Have you ever given
someone a memento or received it
from someone who is dear to your
heart? What is the significance of
ginger in the story?
Vocabulary: symbol, abstract,
devoted, mutual, significance,
epidemic, extinguish, ebony, nimbly,
calloused
Word Study: Symbol,
symbolism, denotation,
connotation
Grammar: Compound and
complex sentences
Reading Strategies: Analyze a
cultural context, annotate the
text
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
Reading 4
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “can we think
with the heart?’
Students will rewrite
parts of the story in the
form of a dialogue.
Students will compose a
report on a love story
from their native culture.
Students will summarize
the story using
compound and complex
sentences
Students will use a twocolumn chart of Ideas
and Textual Evidence to
compose a critical
analysis of the story.
Speaking and
Listening: Students will
act out the dialogue that
they composed based
on the text.
ONLINE
Reading 4
Reading 4
Student text:
Keystone D
pp. 290-301
WEBSITES
Literary
Devices:
Connotation
Literary
Devices:
Denotation
Workbook:
pp. 142 - 148
Audio CD 4,
track 15
Assessment:
pp. 107-109
Literary
Devices:
Symbolism
VIDEOS
Symbolism
in literature
(4:56)
Connotation and
Denotation
(11:50)
Chinese
Immigrants
and Gold Rush
in the 1850s
(1:20)
Students will orally
report/ present a love
story from their culture.
Keystone D
Assessment: Reading
4 Test, pp. 107-109
18
CCSS and WIDA STANDARDS
Standards for Reading 1
WIDA Standard 5: the
Language of Social Studies
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.RI.9-10.10
CCSS.ELA-LITERACY.W.9-10.2
CCSS.ELA-LITERACY.W.9-10.5
QUARTER OVERVIEW
QUARTER 2
Keystone D, Unit 5, Reading 1
WEEKS 17-18
Content Objectives: Students
will identify what lessons we
can learn from war.
Language Objective: Students
will discuss the causes and
effects of World War I.
Students will write five
sentences using appositives
effectively.
Word Study: Roots
Grammar: Appositives
Reading Strategies: Identify
cause and effect; Annotate the
text
ESSENTIAL QUESTIONS and
TOPICS
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Reading 1: World War I
Reading 1
Reading 1
Reading 1
Text-specific questions: What
would life be like in a war zone? Do
you know of any wars that
happened before you were born?
Do you know anyone who has
fought in a war? What was their
experience like? Do you know of
any heroic actions anyone has
taken during a war? Why do wars
begin? What can we learn from
times of war? What were some
causes of World War I? How did the
map of Europe change as a result of
World War I? Why do you think the
war ended so quickly after the
United States joined the Allies? In
some parts of the world, young men
and women are required to serve in
the armed forces for a certain period
of time. Do you think this is fair? Do
you think warfare should be subject
to rules or codes of behavior?
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme “what can we
learn from times of
war?’
In pairs, students will
begin the cause and
effect graphic
organizer on World
War I.
Student Text:
Keystone D
pp. 330-343
WEBSITES
Recognizing
Appositives
Students will complete
an additional cause
and effect graphic
organizer about a
conflict in the school
between group or a
problem identified in
social studies.
Assessment:
pp. 115-118
Vocabulary: alliance, armistice,
assassination, civilians,
surrendered, trenches, neutral,
resources, technology, tension,
vehicles
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
Students will compose
a cause and effect
paragraph about a
problem in our
community, school, or
a social problem they
learned about in social
studies using their
individual graphic
organizer..
Workbook:
pp. 161-167
Reader’s
Companion: pp.
105-116
Audio CD 5,
tracks 1-2
Definition of
Appositives
Appositives
Practice
Activity
Cause-effect
VIDEOS
Cause-effect
in Text
Structure
(11:19)
Appositives Two Minute
Teacher
Lesson(2:57)
Hip Hop
Appositives
(4:20)
Grammar Flip
Video Appositive
Phrases
(3:23)
Celebrity
Mugshots
Described by
Appositives
(2:07)
19
CCSS and WIDA STANDARDS
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
Standards for Reading 1
QUARTER 2
Keystone D, Unit 5, Reading 1
WIDA Standard 5: the Language
WEEKS 17-18
of Social Studies
CONT.
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.RI.9-10.10
CCSS.ELA-LITERACY.W.9-10.2
CCSS.ELA-LITERACY.W.9-10.5
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Listening and
Speaking:
In pairs, students will
generate original
sentences using each
targeted academic word;
students will discuss
those words’ definition
and their root; students
will read aloud the
highlighted words in the
text and discuss the
meaning of each.
In pairs, students will
discuss the key events
of World War I and
complete a cause and
effect graphic organizer
on WWI.
Keystone D,
Assessment: Reading
1 Test, pp.115-118
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
20
CCSS and WIDA STANDARDS
Standards for Reading 2
WIDA ELD Standard 2:
Language of Language Arts
CCSS.ELA-LITERACY.9-10.1
CCSS.ELA-LITERACY.9-10.7
CCSS.ELA-LITERACY.910.10
QUARTER OVERVIEW
QUARTER 2
Keystone D, Unit 5,
Reading 2
WEEKS 19-20
Content Objective: Students
will analyze and interpret the
different responses people can
have to war.
Students will compare and
contrast the genres in the unit.
Language Objective: Students
will write five sentences that
shows contrast and opposition
Word Study: Homophones,
literary terms: personification
Grammar: Contrast and
opposition
ESSENTIAL QUESTIONS and
TOPICS
Reading 2: In Flanders Fields,
Anthem for Doomed Youth,
Three Wonderful Letters from
Home and Letter Home
Genres: Poetry, Song and Prose
Text-specific questions: What can
we learn from the times of war?
Why do you think flowers are
mentioned in the poem? What is the
message from each text about
World War I? What do you think
about the tone in each text?
Vocabulary: context, create,
impact, quarrel, foes, stutter,
orisons, demented, shells, pallor,
pall, caress, misery, misgiving,
bleak
Reading Strategies: Analyze
historical context, compare and
contrast
ASSESSMENTS
Reading 2
Reading and Writing:
Students will write an
expository essay to
compare and contrast
and the song and the
letter in the unit.
Students will change the
poem “ Three wonderful
Letters from Home” to
prose.
Students will change “
Letter Home” to a poem.
Students will search
and gather information
to write about the
sufferings of people
involved in the war.
Speaking and
Listening:
Students will recite “
Three Wonderful Letters
from Home”
Students will present
their research in the
class.
RESOURCES
PAPER-BASED
ONLINE
Reading 2
Reading 2
Student Text,
pp. 344-355
Workbook,
pp.168-174
Audio CD 5,
track 6
Keystone D
Assessment:
pp. 119 -122
WEBSITES
The Tone in
the Poetry
Worksheet
Poetry Forms
and
Categories
Letters from
soldiers
written
during World
War I
VIDEOS
In Flanders
Fields (2:27)
Anthem for
Doomed
Youth (2:34)
Three
Wonderful
Letters from
Home (1:53)
Keystone D:
Assessment, Reading
2 Test, pp.119- 122
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
21
CCSS and WIDA STANDARDS
Standards
CCSS.ELA-LITERACY.9-10
WIDA ELD STANDARDS
QUARTER OVERVIEW
QUARTER 3
Unit Overview
INTRODUCTION:
IFL LESSONS
WEEKS 21-30
Word Study: compound words,
word formation, idiomatic
expressions, Figurative speech
Grammar:
Parts of Speech, past simple
tense, past perfect tense,
punctuation
Reading Strategies:
Cause & Effect
Compare & Contrast
Skim & Scanning
Close Reading
Making Inferences
ESSENTIAL QUESTIONS and
TOPICS
Essential Questions:
What are some ways in which a
person’s actions affect other people?
What do these texts tell you about
the effects of a person’s actions on
the lives of others? How does an
author develop and refine ideas in a
text through the use of particular
words, sentences, and paragraphs?
How can we make sense of new
words we do not understand? How
can those words be used in
sentences? Which moment in the
text did you find to be the most
significant? How can two texts be
used to create a better
understanding of a topic? How can
one text change how we view
another text? What do we notice
about sentences written in the past
tense and sentences written in the
present tense? How does changing
the tense of a verb change a
sentence? What was interesting,
surprising, or new information in the
text?
 Reading 1: 50 Years After
Stand, Ruby Bridges Still Works
for Change by Lottie L. Joiner
 Reading 2: A Life Boat, by
Judith Ortiz Cofer
 Reading 3 : The Story of My
Life by Helen Keller
 Reading 4: A Mighty Long
Way by Carlotta Walls Lanier
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
PERFORMANCEBASED
ASSESSMENTS
Student Text:
IFL texts in
Appendix)
Culminating unit
projects:
Students will research
and create a PowerPoint
presentation about the
cases example of social
injustices and how the
case has been resolved
and what progress has
been made in the case.
Reading 1
50 Years
After Stand,
Ruby Bridges
Still Works for
Change by
Lottie L.
Joiner
Students will mock a
rally and they will create
banners and slogans to
rally against any social
injustice.
Students will interview
their peers to reflect the
difficulties that they are
going through as an
ESL student in a new
country.
Reading 2
A Life Boat,
by
-Judith Ortiz
Cofer
Reading 3
The Story of
My Life by
Helen Keller
Reading 4
A Mighty
Long Way by
Carlotta Walls
LaNier
ONLINE
WEBSITES
Amnesty
International
cases of social
injustice
Huffington Post
top 10 famous
people who
have overcome
disabilities
BiographiesBiography.com
VIDEOS
Can our actions
affect others
video (8:44)
APPS:
Educreations
Prezi
ONLINE
QUIZZES:
Kahoot
22
CCSS and WIDA STANDARDS
Standards
CCSS.ELA-LITERACY.9-10
WIDA ELD STANDARDS
QUARTER OVERVIEW
QUARTER 3
Unit Overview
CONT.
ESSENTIAL QUESTIONS and
TOPICS
Vocabulary:
Tier 1: (common words)
Tier 2: confidently, persisted,
escorted, impact, tolerance,
desegregate, racism, integration,
sacred, eligible vaguely, lingered),
languor, dense, tangible, reveal,
imitate, confounding, keenly,
sentiment, rapidly, vainly,
Tier 3: unconstitutional, “separate
but equal”
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Students will do
research about famous
people in history with
physical disabilities and
how they have
overcome their
disabilities to become
successful in life; and
then they will write a
photo essay or a 3
paragraph essay about
that person.
23
CCSS and WIDA STANDARDS
Standards for Reading 1:
WIDA ELD STANDARD 5:
Language of Social Studies
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
QUARTER OVERVIEW
QUARTER 3
Reading 1
WEEK 21-22
Content Objectives:
Students will compare and
contrast the American
education system pre and
post Brown vs. Board and
analyze the cause and effect
of Ruby Bridge’s life on the
American education system.
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.1
Language Objectives:
Students will differentiate
between the past simple tense
and the present simple tense
in the text and distinguish the
parts of speech of words.
Word Study:
Confidently, Persisted,
Escorted, Impact, Tolerance,
Desegregate, Racism,
Integration, Sacred, Eligible
ESSENTIAL QUESTIONS and
TOPICS
Reading 1:
Ruby Bridges
Text-specific Questions:
What do we know about Ruby’s first
day at William Frantz Public
School? Why was Ruby’s
attendance at William Frantz Public
School significance? What does
Ruby say about how each of her
parents reacted to her being the
first African-American student in her
school? What does the author tell
us about racism? What does Ruby
say about how communities might
end violence? How did the actions
of the people of New Orleans affect
Ruby? How can we make sense of
new words we do not understand?
How can those words be used in
sentences?
Vocabulary:
Confidently, persisted, escorted,
impact, tolerance, desegregate,
racism, integration, sacred, eligible,
unconstitutional, “separate but
equal”
RESOURCES
ASSESSMENTS
PAPER-BASED
Reading 1:
Reading 1:
Reading and Writing:
Students will analyze
and provide evidence
for how the reading
connects to the larger
theme ‘‘effects of
actions on others?’
and the essential
questions.
Student Text:
IFL Text
Students will build
background on how
‘separate but equal’
affected the whole
American education
system using a
timeline/ WH-chart.
(pre-reading).
Students will analyze
the cause and effect
relationship in Ruby
Bridges of her actions
on the American
education system and
the effect in their own
lives using a causeeffect chart.
“50 Years
After
Childhood
Stand, Ruby
Bridges Still
Works for
Change” by
Lottie L.
Joiner
Display:
Timeline
Chart: CauseEffect
Chart:
Essential
Questions
WH- Chart:
Who, What,
When,
Where, and
How
Chart: Venn
Chart
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ONLINE
Reading 1
AUDIO:
Ruby Bridges
WEBSITE:
Ruby Bridges
painting image
present simple
review
past tense
PBS Brown V.
Board info.
separate but equal
history of
American public
education
American Public
schools timeline
VIDEOS:
PBS Ruby Bridges
A YouTube
Video on
Ruby Bridges
APPS: Brain
Pop ESL
ONLINE
QUIZZES:
Parts of speech
quiz
24
CCSS and WIDA STANDARDS
Standards for Reading 1:
WIDA ELD STANDARD 5:
Language of Social Studies
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
QUARTER 3
Reading 1
WEEK 21-22
CONT.
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
ASSESSMENTS
RESOURCES
PAPER-BASED
Students will compare
and contrast Ruby and
Cassie’s school
experiences of pre-and
post-Brown vs. Board
using a Venn Diagram.
Students will compare
and contrast the bravery
and experiences of
Ruby and Cassie in
confronting
institutionalized racism
in school in writing.
ONLINE
Parts of
Speech Chart
Reader/Writer
notebook
Chart paper
and markers
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.1
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
Students will create a
dialogue between
Ruby Bridges and
other characters
25
CCSS and WIDA STANDARDS
Standards for Reading 2:
CCSS.ELA-LITERACY.RI.9-10.1
QUARTER OVERVIEW
QUARTER 3
Reading 2
WEEKS 23-24
CCSS.ELA-LITERACY.RI.9-10.2 Content Objectives: Students
will discuss the metaphors in
the story to compare and
contrast the author’s
CCSS.ELA-LITERACY.W.9-10.4
experience with Alejandro’s
CCSS.ELA-LITERACY.SL.9-10.1 experience.
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
Language Objectives:
Students will identify the
metaphors in the memoir.
Word Study: Figurative
speech, compound words
and idiomatic expressions,
metaphor, metaphor maker,
translator of an experience,
shipwreck, lifeboat, mental
files.
Grammar: Parts of Speech;
punctuation: use of commas.
Reading Strategies: Cite
evidence, close reading;
author’s purpose
ESSENTIAL QUESTIONS and
TOPICS
Reading 2:
A Life Boat by Judy Ortiz
Text-specific Questions
What is Ortiz Cofer trying to
explain about how she tried to
understand new words? What
made Ortiz Cofer’s experience
likes a “shipwreck? ”What does it
mean to be the one who doesn’t
understand? What does this text
say about the relationship
between teachers and students?
What is Ortiz Cofer saying about
the way teachers can affect
students’ lives? Which words,
phrases and sentences
demonstrate Ortiz Cofer’s view of
how teachers affect students?
How are the experiences that
Ortiz Cofer, Alejandro, and Ruby
Bridges have with their teachers
similar or different? Which
moment in the text did you find
most significant? How did you
select the moment as significant?
How can we make sense of new
words we do not understand?
How can those words be used in
sentences? What do you notice
about how the author uses
commas to affect meaning?
RESOURCES
ASSESSMENTS
PAPER-BASED
Reading 2
Reading and Writing:
Students will identify the
metaphors in the story
using a chart and
working in pairs.
Students will analyze
how a person affects
other people in the text
using a cause-effect
graphic organizer.
Students will define and
apply new vocabulary
words through creating
flashcards.
Students will identify
compound words from
the text and create
descriptive sentences
about the characters
using compound words.
Students will identify
sentences with commas
and analyze how they
are used in the text in a
two- column chart.
ONLINE
Reading 2
Reading 2
Student Text:
IFL Text
WEBSITES:
“A Life Boat”
by Judith Ortiz
Cofer
Puerto Rico
information
Chart:
Essential
Questions
(from Task
1.1)
Chart:
Metaphors
Chart: Parts of
Speech
Reader/Writer
notebook
shipwreck images
compound nouns
explanation
images of maps of
Puerto Rico
comma use
VIDEOS:
Life Boat by Judy
Ortiz (6:15)
APPS:
Quizlet
(flashcards)
Chart paper
and markers
ONLINE QUIZZES
Story Analysis
Worksheet/Template
Vocabulary:
Disdain, alienated, sear(ed),
setback, empowering,
aggressively, destined, rebellion,
defeated, monologue
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
26
CCSS and WIDA STANDARDS
Standards for Reading 2:
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
QUARTER 3
Reading 2
WEEKS 23-24
CONT.
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.W.9-10.4
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.4
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Listening and
Speaking:
Students will analyze the
point of view and the
author’s viewpoint
through role-play.
Students will compare
and contrast Ortiz Cofer,
Alejandro and Ruby
Bridges’ experiences with
teachers using a Venn
Diagram.
CCSS.ELA-LITERACY.L.9-10.5
Students will discuss the
difficulties the author and
Alejandro have as ELLs
and create connections
about their personal
difficulties.
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
27
CCSS and WIDA STANDARDS
Standards for Reading 3:
CCSS. ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.W.9-10.4
CCSS.ELA-LITERACY.SL.9-10.4
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
QUARTER OVERVIEW
QUARTER 3
Reading 3
WEEKS 25-26
Content Objectives: Students
will analyze how the genre of
autobiography facilitates the
analysis of the author’s
viewpoint. Students will analyze
how the literary devices of tone,
narration, stream of
consciousness and flashback
work to reveal the author’s
purpose and viewpoint.
Students will identify the
figurative speech to create
inferences about Keller’s
experience and interactions.
Language Objective: Students
will differentiate among the
prefix, root and suffix of words
in the text and analyze how
learning word parts helps them.
Word Study: Prefix/Root/ Suffix:
Immeasurable, eventful, vaguely,
unusual, unconsciously,
consciousness, bitterness,
continually, passionate, tangible,
darkness, wordless, approaching,
uncomprehending, sensation,
tenderness, discomfort
ESSENTIAL QUESTIONS and
TOPICS
Reading 3:
The Story of My Life by Helen
Keller
Text-specific Questions:
How did Helen make sense of the
world? How did Miss Sullivan help
Helen? What do you notice about
Helen’s reaction to Miss Sullivan’s
teaching? What is Helen saying
about what she learned? How
does Keller use adverbs to
describe actions? Provide or site
specific details from the text. Why
do you think she does this? Which
moment in the text did you find
most significant to illustrate how a
person’s actions affect others?
Explain why you think this. How
can we make sense of new words
we do not understand? How can
those words be used in
sentences?
Vocabulary:
Vaguely, linger(ed), languor,
dense, tangible, reveal, imitate,
confounding, keenly, sentiment,
rapidly, vainly
Grammar: Past Perfect
Tense, Parts of Speech
Reading Strategies: Make
inferences
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
ASSESSMENTS
Reading 3
Reading and Writing:
Students will analyze
significant moments
through the graphic
organizer.
Students will analyze
the essential questions
using the chart graphic
organizer.
Students will infer and
confirm the meaning of
vocabulary words in a
chart and analyze the
importance of
vocabulary in reading
comprehension.
Students will identify
and analyze figurative
speech in the ‘Figuring
Out Figurative Speech
chart’.
Students will research a
famous person with a
physical disability and
how they overcame their
disabilities to become
very successful in life in
a written photo - essay.
Students will imagine
and draft a dialogue
between Helen Keller
and her tutor.
PAPER-BASED
ONLINE
Reading 3
Reading 3
Student Text:
The Story of
My Life by
Helen Keller,
Keystone D,
pp. 246-259
AUDIO:
An
Audioscript on
Helen Keller:
WEBSITES:
Autobiography
Chart:
Vocabulary
Teacher Tube tone
video
Word Wall
Narration
Reader/Writer
notebook
Stream of
Consciousness
Chart paper
and markers
Flashback website
and video
Helen Keller article
Author's Purpose
Author's viewpoint
VIDEOS:
Movie about
Helen Keller
Figurative
Language
Song about prefix
28
CCSS and WIDA STANDARDS
Standards for Reading 3:
CCSS. ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.RI.9-10.1
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
QUARTER 3
Reading 3
WEEKS 25-26
CONT.
CCSS.ELA-LITERACY.RI.9-10.2
ASSESSMENTS
RESOURCES
PAPER-BASED
Listening & Speaking:
Students will conduct an
imaginary interview with
Helen Keller.
ONLINE
Teacher Tube
tone video
APPS:
Voki
Students will act out a
dialogue between Helen
Keller and her tutor.
CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.W.9-10.4
CCSS.ELA-LITERACY.SL.9-10.4
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
29
CCSS and WIDA STANDARDS
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
Standards for Assessment
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
This section was
intentionally left blank.
This section was
intentionally left blank.
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
ASSESSMENTS
PERFORMANCEBASED
ASSESSMENTS
This text will be used for
assessment purposes
RESOURCES
PAPER-BASED
ONLINE
This section
was
intentionally
left blank.
This section
was
intentionally
left blank.
A Mighty Long Way
Session 1: Handout:
Assessment Task
Handout: Teacher
created scoring Rubric
Handout: Model Text
Session 2: Completed
Assessment Task.
Handout: Teacher
Created Scoring Rubric
Reader/writer notebook
Session 3: Student work
with teacher feedback.
Handout: Teacher
Created Scoring Rubric
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
30
CCSS and WIDA STANDARDS
Standards:
CCSS.ELA-LITERACY.9-10
WIDA ELD STANDARDS
QUARTER OVERVIEW
QUARTER 4
UNIT OVERVIEW
INTRODUCTION:
IFL LESSONS
WEEKS 31 – 39
Word Study:
Word Sort (words of sight and
words of sound), rhyming
words, word identification and
word meaning and word
formation
Grammar:
Simple past tense, past perfect
tense, compound sentences,
complex sentences (dependent
and independent sentences),
transitional words and
connectors
Reading Strategies:
Build Prior Knowledge
Make Connections
Visualize
Make inference
Evaluate character
perspectives and Identify
author’s purpose
Additional Poetry Reading
Strategies: Preview, Read
aloud, Reread for different
purposes: find the theme and
clarify meaning and highlight
the speaker’s voice
ESSENTIAL QUESTIONS and
TOPICS
ASSESSMENTS
PAPER-BASED
Essential questions:
What do these texts reveal about
the idea of happiness and the
complexities of discovering it? What
are different meanings of
happiness? What is a theme? What
are the themes developed in a
literary text? How do writers of
narrative poems and stories
develop themes and characters’
perspectives? What words have
been used to describe the
characters’ experiences? How can
those words be used in sentences?
 Reading 1: “ Oranges” by
Gary Soto
 Reading 2: “ The Chase”
by Annie Dillard
 Reading 3:“Happiness” by
Yusef Komunyakaa
 Reading 4: “ Two Kinds ”
by Amy Tan
Culminating unit
projects:
Students will compare
two poems “ Oranges”
by Gary Soto and “
Happiness” by Yusef
Komunyakaa by
answering the
questions: What makes
the persons in the
poems happy and how
do their interactions with
people around them
shape their happiness?
Vocabulary:
weighted, cracking, aisle, tiered,
bleachers, fingered, quietly,
distance, strategy, hesitated, turf,
vanished, strained, impelled,
compelled, frantic, staggering,
cherishing, satisfied, snaked,
overflowed, jostled, cakewalk, bank,
regret, emerged, assortment,
quoted, frenzied, ungrateful,
balanced, pretended, trickle,
forgiveness, sentimental
Students will create
connections with two
characters in the “Two
Kinds” (Jing Mei and her
brother) and compare
and contrast cultural
similarities and
differences.
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
PERFORMANCEBASED
ASSESSMENTS
Students will compare
and contrast themes in
“Oranges” and “The
Chase” in an expository
text.
ONLINE
Student Text:
IFL Text
WEBSITES:
Reading 1:
“Oranges” by
Gary Soto
Miscellaneous
Grammar
Reading 2:
“ The Chase”
by Annie
Dillard
Reading 3:
“Happiness” by
Yusef
Komunyakaa
Reading 4:
“Two Kinds ” by
Amy Tan
Supplemental
Lessons/Topi
cs
Task 2.6:
Analysis –
Theme Across
Texts
Annotated
Essay – Lives
on Mango,
Rides the
Whale∗
Inference –song
and a video
VIDEOS:
A visual story
about a poet .
The importance
of using the
commonly
confused words
The Effect of
cultural
Immersion
APPS:
Google drive
(docs-writing on
devices)
ONLINE
QUIZZES:
www.quizlet.c
om
Quiz about
commonly
confused words
in poetry
Grammar/
Simple past
Irregular
verbs dictionary
31
CCSS and WIDA STANDARDS
Standards for Reading 1:
QUARTER OVERVIEW
QUARTER 4
Reading 1
WEEKS 31-32
CCSS.ELA-LITERACY.RL.9-10.1
Content Objective:
Students will analyze the
methods authors use to
CCSS.ELA-LITERACY.RI.9-10.4 develop different perspectives
for their characters and cite
CCSS.ELA-LITERACY.W.9-10.9 evidence to contrast the
characters’ perspectives on
CCSS.ELA-LITERACY.W.9-10.10 happiness.
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.SL.9-10.1
Language Objective:
CCSS.ELA-LITERACY.L.9-10.4
Students will identify the words
used to describe the boy’s
experience and analyze how
the word choice illuminates the
boy’s perspective.
CCSS.ELA-LITERACY.L.9-10.5
Word Study:
Word Sort: words of sound,
words of sight
Grammar:
Adjectives, past simple
Reading Strategies:
Read aloud
Reread for different
purposes: find the theme and
clarify meaning and analyze the
speaker’s voice
ESSENTIAL QUESTIONS and
TOPICS
ASSESSMENTS
Reading 1:
Oranges by Gary Soto
Reading 1:
Reading and Writing:
Text-specific Questions:
What is the setting of this poem?
What is happening here? What do
we know about the narrator? What
do we know about the other
characters? Infer why the speaker
brought two oranges. What
conclusion can be drawn from the
speaker’s inference related to the
oranges? How does Soto develop
and contrast the characters’
perspectives? (lines 40, and 49end)? What words does the author
use to describe the boy’s
experiences? How can those words
be used in sentences? Evaluate
what kind of person is the speaker.
Explain and support your answer
with the evidence from the poem.
Which moment in the text did you
find most significant? How did you
select the moment as significant?
What are examples of
personification and similes in the
poem “Orange”? What do the
examples of personification and
simile spark in your imagination as a
reader? What does the “orange”
symbolize in lines 1-4; 34-40, and
49-end?
Students will
demonstrate
comprehension through
using the Essential
Questions graphic
organizer.
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
PAPER-BASED
Students will
personalize words
through defining them
and applying the words
in sentences using
graphic organizers.
Students will analyze
characters perspectives
in the ‘Character’s
Perspective Chart’.
Students will determine
a significant moment
and analyze it using the
Significant Moment
chart graphic organizer.
Students will
differentiate among
words that appeal to the
senses of sight, sound,
hearing, taste or touch
in a sensory images
chart graphic organizer.
Reading 1:
Student Text:
IFL lessons
“Oranges” by
Gary Soto
Chart:
Essential
Questions
Chart:
Vocabulary –
“Oranges”
Chart:
Significant
Moments from
“Oranges”
Chart:
Character’s
Perspective
Chart:
Happiness
Reader/Writer
Notebook
Chart paper
and markers
ONLINE
Reading 1:
AUDIO:
Oranges Audio
Adjectives Audio
Practice from
Movies
WEBSITES:
Oranges by Gary
Soto (video)
VIDEOS:
Oranges by Gary
Soto (video)
Video about
PLOT in a story
APPS:
Animoto (video
of characters’
dialogue/monol
ogue)
ONLINE
QUIZZES:
Quiz about the
plot in a
narrative
Reading
Worksheet
Prepositions of
location
32
CCSS and WIDA STANDARDS
Standards for Reading 1:
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RL.9-10.2
QUARTER OVERVIEW
QUARTER 4
Reading 1
WEEKS 31-32
CONT.
ESSENTIAL QUESTIONS and
TOPICS
What is a theme in the text? What
are other themes in the poem
“Oranges”? How are these themes
developed? How do the characters
and the plot of the poem interact to
help develop the theme?
CCSS.ELA-LITERACY.RI.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
Vocabulary:
weighted, cracking, aisle, tiered,
bleachers, fingered, quietly,
distance
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
Students will visualize
the poem by matching
the poem lines with
images online in a
power point.
ONLINE
Examples of
personality traits
Passive voice
Students will create
connections through
creating a poem about a
moment they felt happy
and describe their
interactions with others.
Listening and
Speaking:
Students will present
their poems in a poetry
slam/spoken word
event.
33
CCSS and WIDA STANDARDS
Standards for Reading 2:
CCSS.ELA-LITERACY.RL.9-10.1
QUARTER OVERVIEW
QUARTER 4
Reading 2
WEEKS 33-34
Content Objectives:
Students will compare and
CCSS.ELA-LITERACY.RL.9-10.4 contrast themes in “The Chase”
and Oranges.
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.W.9-10.9
Language Objectives:
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
Students will analyze how
commas can change the
meaning of a sentence and
create sentences with commas
about the theme.
Word Study:
Phrasal Verbs, Compound
Nouns; use of comma.
Grammar:
Simple Past Tense, Compound
sentences and punctuation.
Reading Strategies:
Visualize
Make Inferences
Close Reading
Read- Stop- Think – Jot
Evaluate characters’
perspectives
ESSENTIAL QUESTIONS and
TOPICS
Reading 2:
The Chase by Annie Dillard
Text-specific Questions:
What is happening in the text? What
do we know about the other
characters?
Why does the man keep chasing the
kids? What words, phrases and
sentences demonstrate that the
man does not give up?
How does Dillard express point of
view in the text?
How do the characters and plot of
”The Chase” interact to help develop
theme?
What is another common theme in
both “The Chase” and “Oranges”?
Compare and contrast how that
theme is developed in each text.
What words does Dillard, the author,
use to describe her experiences?
How can those words be used in
sentences?
Can you find and explain two
moments in the text that you think
are significant to the plot of ‘The
Chase’?
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
RESOURCES
ASSESSMENTS
PAPER-BASED
Reading 2:
Reading and Writing:
Students will
demonstrate reading
comprehension through
correctly answering
reading comprehension
questions in the
Essential Questions
Chart.
Students will determine
the meaning of key
vocabulary and apply it
in the key focus words
chart graphic organizer.
Students will describe
an anecdote about a
significant moment that
they got into a difficult
situation at one point in
their lifetime in a written
account.
Students will imagine
the story from different
characters’ perspectives
in a written journal entry.
Listening and
Speaking:
Students will create
dialogue for “The
Chase” in a reader’s
theater.
Reading 2:
Student Text:
“The Chase”
by Annie
Dillard
Chart:
Essential
Questions
Reader/Writer
Notebook
Chart paper
and markers
ONLINE
Reading 2
AUDIO:
Annie Dillard
Collection
WEBSITES:
Online PDF copy
of "The Chase"
My View on
Dillard's The
Chase
Sample Essay
on "The Chase"
Flashcards
Online Resource
Guide
VIDEOS:
Writing by
Dillard
"The Chase"
Power Point for
"The Chase"
Prezi
Presentation
Online
Quizzes:
Warm Up
Activities
Fun Trivia
Reading
Quizzes
APPS:
Go Animate
34
CCSS and WIDA STANDARDS
Standards for Reading 2:
CCSS.ELA-LITERACY.RL.9-10.1
QUARTER OVERVIEW
QUARTER 4
Reading 2
WEEKS 33-34
CONT.
ESSENTIAL QUESTIONS and
TOPICS
Vocabulary:
turf, strategy, hesitate, vanish,
straining, impel, compel, frantic,
stagger, cherish
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Students will debate
with each other on “
Why does the man keep
chasing the kids?”
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
Students will initiate a
class discussion by
working collaboratively
in constructing the
criteria they think will
make a good
informative//expository
essay.
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
35
CCSS and WIDA STANDARDS
Standards for Reading 3:
CCSS.ELA-LITERACY.RL.9-10.1
QUARTER OVERVIEW
QUARTER 4
READING 3
WEEKS 35-36
Content Objective:
Students will analyze the
figurative language and make
CCSS.ELA-LITERACY.RL.9-10.4
inferences about the theme.
CCSS.ELA-LITERACY.RI.9-10.2
CCSS.ELA-LITERACY.W.9-10.9
Language Objective:
CCSS.ELA-LITERACY.W.9-10.10
Students will define and identify
examples of allusion and
CCSS.ELA-LITERACY.SL.9-10.1
figurative language.
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
Word Study:
Word Definition, Parts of
speech with a focus on “allude,
allusion, allusive, allusively
Grammar:
Use of apostrophe, contraction
and possession, compound
nouns
Reading Strategies:
Preview
Read aloud
Analyze the speaker’s voice
ESSENTIAL QUESTIONS and
TOPICS
Reading 3:
Happiness by Yusef Komunyakaa
Text-specific Questions:
What’s happening in the text? What
is the message of the poem ? Who
is the narrator and what do we know
about him?
“What made Yusef happy?
What’s your evidence?
What are examples of figures of
speech and allusions in the poem
“Happiness”? What do the examples
spark in your imagination as a
reader?
Which moment in the text did you
find most significant to the theme?
Why is the moment most significant
to the theme of ‘Happiness’? Why is
Yusef happy when his arms hurt?
What words does the author use to
describe his experiences? How can
those words be used in sentences?
Which words are easy to use?
Which are difficult to use?
Vocabulary:
satisfied, snaked, overflowed,
jostled, cakewalk, bank, hesitated,
concentration, and furious
All rights reserved © 2016 Prince George's County Public Schools ESOL Department
ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
RESOURCES
PAPER-BASED
Reading 3:
Reading and Writing:
Students will define
vocabulary and apply in
sentences using
vocabulary graphic
organizers (see the IFL
lessons).
Reading 3
Reading 3
Student Text:
IFL Text
WEBSITES:
Poetry.org
“Happiness” by
Yusef
Komunyakaa
Allusion
explanation
Chart:
Student will determine and
Essential
explain the most
Questions
significant moment to the
theme using the
Reader/Writer
Significant Moment
graphic organizer.
Notebook
Students will identify
and analyze allusion
Chart Paper
and figures of speech in
and markers
the ‘Figures of Speech
and Illusion chart.
Students will visualize
the poem through
creating images for lines
of the poem on a power
point/prezi.
Students will create
poems about a
celebration in their
family or culture using
allusions and explain it
through using images on
a power point.
ONLINE
Conversation
with Yusef
Kumonyakaa
Apostrophe
VIDEOS:
Yusef
Kumonyakaa
Figurative
Language Rap
Identify theme
APPS:
Prezi
(powerpoint)
Online
Quizzes:
Poetry
Collection
Worksheets
36
CCSS and WIDA STANDARDS
Standards for Reading 3:
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
QUARTER OVERVIEW
ESSENTIAL QUESTIONS and
TOPICS
QUARTER 4
READING 3
WEEKS 35-36
CONT.
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Students will determine
one of the themes in
“Happiness” and
analyze how the theme
is developed in the
poem in a multiparagraph essay.
Listening & Speaking:
Students will orally
present their poems and
present photo essays on
their family.
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
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37
CCSS and WIDA STANDARDS
Standards for Reading 4:
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
QUARTER OVERVIEW
QUARTER 4
Reading 4
WEEKS 37-39
Content Objective:
CCSS.ELA-LITERACY.RL.9-10.4 Students will compare and
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.4
CCSS.ELA-LITERACY.L.9-10.5
contrast personal traits of JingMei and her mother and
analyze the conflict.
Language Objective
Students will identify the
descriptive words to make
character inferences.
Word Study:
Cognates (Spanish- English)
Grammar:
Complex Sentences
Reading Strategies
Make inferences
Compare and Contrast
ESSENTIAL QUESTIONS and
TOPICS
Reading 4:
Two Kinds by Amy Tan
Text-specific Questions:
What’s happening here? What do
we know about the other
characters? What do we know
about Jing-mei? What kind of
person is she? Why would Jingmei’s mother want her to see the girl
on the TV? What do you think Jingmei will do to put a stop to her
mother’s foolish pride? (prediction)
Why would Jing-mei’s mother think
that Jing-mei is ungrateful? Is the
mother in “Two Kinds” a happy
person and why do you think so?
How would you describe Jing-mei’s
relationship with her mother? How is
their relationship similar or different
from your relationship with your
mother?
What words does the author use to
describe Jing-mei’s experiences?
How can those words be used in
sentences?
Select and explain one moment that
strikes you as significant to “Two
Kinds”.
How do descriptive words tell us
about the characters in “Two
Kinds”?
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ESOL High School Intermediate (Grades 9-12) Curriculum
ASSESSMENTS
Reading 4:
RESOURCES
PAPER-BASED
ONLINE
Reading 4
Reading 4
Reading and writing:
Students will define and
apply the vocabulary
words in complex
sentences.
Student Text:
IFL Text
Students will analyze
the conflict between
Jing-mei and her mother
and the conflict’s role in
Jing-mei’s journey on
the path to happiness in
a three-paragraph
essay.
Chart:
Vocabulary –
“Two Kinds”
Students will identify the
descriptive words for
Jing-mei and her mother
in the text and record
them in a Venn Diagram
graphic organizer.
Chart:
Significant
Moments in
“Two Kinds”
Students will compare
and contrast Jung-mei
and her mother’s
character traits in a
three-paragraph essay.
“Two Kinds” by
Amy Tan
Chart:
Vocabulary
Sentences –
“Two Kinds”
WEBSITES:
Printable
resources
Chinese
culture info.
Shirley
Temple info.
and video
VIDEOS:
Two kinds by
Amy Tan
video
APPS:
Piccollage
Reader/Writer
Notebook
Chart paper
and markers
Students will compare
and contrast the cultural
differences in
generations in the texts
‘Two Kinds’ with ‘Abuela
Invents the Zero’.
38
CCSS and WIDA STANDARDS
Standards for Reading 4:
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RI.9-10.2
QUARTER OVERVIEW
QUARTER 4
Reading 4
WEEKS 37-39
CONT.
ESSENTIAL QUESTIONS and
TOPICS
Vocabulary:
regret, emerged, assortment,
quoted, frenzied, ungrateful,
balanced, pretended, trickle,
forgiveness, sentimental
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.W.9-10.9
CCSS.ELA-LITERACY.W.9-10.10
CCSS.ELA-LITERACY.SL.9-10.1
CCSS.ELA-LITERACY.L.9-10.4
ASSESSMENTS
RESOURCES
PAPER-BASED
ONLINE
Listening and
Speaking:
Students will analyze
the significant moments
in a graphic organizer
and discuss.
Students will brainstorm
and create a group
project to overcome the
generation gap and
present in a PowerPoint,
video, collage, photoessay, etc.
CCSS.ELA-LITERACY.L.9-10.5
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Appendix A
Lesson Plans
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ESOL High School Intermediate (Grades 9-12) Curriculum
40
ESOL intermediate
Framework for Teaching Sample Lesson Plan
Quarter 1, Unit 3, Reading 1
THE GOLDEN SERPENT (Day 1)
(90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone.
CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
WIDA Reading Standard 2: Language of Language Arts: Determine the correct definition of a word from multiple definitions by comparing its use in
sentence context.
LESSON OBJECTIVE(S)/OUTCOMES
Content objective: Students will prepare to read the text “The Golden Serpent” by completing a series of literary and vocabulary-based activities.
Language objective: Students will use their understanding of the key literary and academic terms in order to compose responses to specific
questions.
Learning strategy objective: Students will identify problems and find solutions.
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Outcome: Students will identify the moral of a brief story.
Warm-up Activity: In pairs, have students read aloud “the Fox and the Crow” on page 168 (or show video for students to view Fable: Fox and the
Crow) and identify the lesson the fox teaches the crow. Have pairs of students share out their answers. Once a consensus on the lesson is reached
(the fox teaches the crow not to trust people who flatter you), tell students that the lesson we learn from a story is called a “moral.” SAY: “So the moral
of this story is stated in the last line: ‘Do not trust flatterers.’”
Time: 10 minutes
Language Domains: reading, speaking, listening, writing
Grouping: pairs, whole group
Outcome: Students will discuss stories from their cultures that teach lessons and make connections between how these stories and fables teach moral
lessons.
Activity 1: Build Background - ASK “What stories from your own culture teach a lesson?” Model answering the question by sharing a story from your
culture that teaches a lesson. Then, in small groups, have students discuss their native culture stories and the lessons they teach. SAY “In what ways
are the stories similar?” Have students share out the results of their discussions. SAY “Some stories that teach lessons are fables. A fable is a brief
story that teaches a lesson. Fables often include animal characters that have human qualities, but some fables just have human characters. You are
about to read a fable that has human characters.” Have a volunteer read aloud “Build Background” on Student Text page 168. SAY “Before we read the
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41
fable, we need to review some key literary and academic terms, as well as irregular plurals you will encounter in the text.”
Guided Practice - 30-45 min.
(We do)
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, small group, whole group
We do:
Outcome: Students will use the literary terms moral and motivation to determine the motivations of the character and identify the moral of a brief story
about a crow (Student Text p. 169).
Activity 2: Literary Words - Read aloud the literary words moral and motivation to model the pronunciation, and have students repeat after you. (May
use audio CD if you prefer.) Have a volunteer student read the paragraph that explains the term moral. SAY, “The moral of a literary work is not always
stated at the end of a literary work as it is in ‘The Fox and the Crow.’ Sometimes you have to figure out the moral on your own. Next, have a volunteer
read aloud the paragraph that defines motivation. ASK, “How do we know the fox’s motivation in the story was hunger? How do we know the motivation
of the crow was her need for compliments?” Have students turn and talk with one or two other students before sharing responses with the whole group.
Ask students to cite examples from the text.
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, small group, whole group
Activity 3: Literary Words - Have a volunteer read aloud the directions for the Practice activity on page 169. In pairs, have students take turns reading
sections of the fable aloud and write responses to the three questions: What is the crow’s motivation? What is the moral of the fable? Is the moral stated
directly or left for the reader to figure out? (The crow’s motivation is his thirst. The moral of the fable is ‘little by little does the trick.’ The moral is stated
directly in the last line in the story.) Circulate among the pairs as students work in order to provide support and clarification. Ask clarifying questions in
groups where discussion is off track or needs a starting point. Take notes of what you heard and make reference to the big points in whole groups.
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Activity 4: Academic Words - From page 170, read aloud the academic words consult, contrast, creative, and reveal to model the pronunciation, and
have students repeat after you. (May use audio CD if you prefer.) Have a volunteer student read aloud the definition and sample sentence for the first
word, consult. ASK “Can you think of a time when you consulted someone? Why did you choose this particular person to consult?”
Continue this model for the next three words, asking students to respond to these questions as you go through the words: What is one contrast
between your life in your country and your life here in the US? What kinds of jobs require you to be creative? What is something about the US that was
revealed to you once you moved here?
Have a volunteer read aloud the directions for the Practice activity on page 170. In pairs, have students compose answers to each question. SAY “You
will post your answers on the chart papers posted on the wall.” (Prepare ahead of time, one chart paper for each question in the activity.) Circulate
among the pairs, assisting them and making sure they include the words in their written response whenever possible. As students finish, they should
write one or two of their responses on the posted chart papers. Once all students have finished, review the charts as a class, asking students to identify
any similarities or recurring themes in the responses.
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42
Time: 20 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Activity 5: Word Study - ASK “What is a noun? What is a plural noun?” Clarify correct responses and then have a volunteer read aloud the paragraph
at the top of page 171: Word Study - Irregular Plurals. Write these ending on the board: -s, -z, -x, -sh, -ch, some nouns with -o). ASK, “What nouns do
you know that end with these letters?” SAY “To form the plurals of these nouns, add -es.”
Have volunteers come to the board to write plurals for each of these words: pass (passes), quiz (quizzes), fox (foxes), toothbrush (toothbrushes), lunch
(lunches), zero (zeroes). Then, write the other noun ending on the board: consonant + y, -f or -fe, and ASK, “What are some nouns that end with these
ending?” List students’ responses on the board.
Then, have volunteers come up and write the plural, if they know it. Fill in any missing irregular plurals they do not know. Some sample words are
(consonant + y) = family (families), supply (supplies), party (parties); (-f ) = calf (calves), half (halves), self (selves); (-fe) = knife (knives), life (lives).
SAY, “but not all nouns change in the plural form. Some nouns stay exactly the same: deer, series, sheep, fish, sheep, aircraft, shrimp and buffalo.”
List on board for students to copy.
Place on chart paper to post in classroom for future reference.
Independent Task(s) - 20 min. (You
do)
Instructional Materials and Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes) (We do)
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: whole group
Have students independently complete the Practice activity on page 171 and Workbook page 83 AFTER you review the directions. Collect these
exercises for evaluation and to identify specific items that may need to be retaught.
Keystone D, Student Text, pp. 166-181.
Keystone D, Teacher’s Edition
Audio files - Online Pearson Resources or Companion CD
Workbook pp. 81-87
Chart Paper (25” x 30” poster size), markers
This fable is very suitable for the diverse learners in ESOL classes as most cultures in the world have stories that teach lessons. By asking students
early in the lesson to identify stories from their own culture that teach moral lessons they can connect themselves to the genre/reading.
Outcome: Students will identify the reference pages for the workbook pages assigned for homework and clarify the directions to be followed in those
exercises.
Activity: Review again the pronunciation of the literary and academic terms studied today (moral, motivation, consult, contrast, creative, reveal).
Review the directions for each exercise on Workbook pages 81 & 82, showing students that the workbook exercises connect directly with specific pages
of the textbook (169 & 170). Students may begin in class and complete for homework.
Homework Workbook, pp. 81- 82
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43
ESOL intermediate
Framework for Teaching Sample Lesson Plan
Quarter 1, Unit 3, Reading 1
THE GOLDEN SERPENT (Day 2)
(80 - 90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
LESSON OBJECTIVE(S)/OUTCOMES
Standards:
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-LITERACY.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
WIDA Standard 2: Language of Language Arts
• Students will give examples of literature from native cultures
• Students will identify main ideas and supporting details related to questions about the text
Content objective: Students will identify stories that are used to teach lessons.
Language objectives: Students will respond orally with one problem the character Pundabi has and one way he tries to solve it.
Learning strategy objective: Students will identify problems and find solutions. (Read first for the plot and then for the deeper meanings of the story.)
Introductory & Developmental
Activities - 15 min.
Outcome: Students will identify reading strategies with which they are familiar and discuss how these strategies can help readers.
Warm-up Activity: What are reading strategies?
Students respond individually to the warm-up question, and then turn and share their response with a partner. Then, the teacher selects various
students to share their answers by listing them on the board. Discuss the strategies identified, and ASK, “How do these reading strategies help the
reader?”
Time: 5 minutes
Language Domains: reading, speaking, listening, writing
Grouping: individual, pairs, whole group
Outcome: Students will identify problems in two short reading passages and propose possible solutions.
Activity 1: Reading Strategies - Select some volunteer students to read aloud Reading Strategy - Identify Problems and Solutions on text page 171.
Then, SAY, “Remember to try to answer these questions as you read the fable to help you understand the text better. Now, we will practice using this
strategy before we read the fable.” Share copies of Workbook page 84 and have a volunteer student read aloud the first passage at the top of the
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ESOL High School Intermediate (Grades 9-12) Curriculum
44
page. ASK, “What is the problem in the passage?” Select various students to respond the question and as a group compose a sample written
response. Write on board so students can copy. ASK, “What is a possible solution to the problem? Call on students to respond, accept all possible
solutions, and compose a sample written response. Write on board so students can copy.
In pairs, have students read aloud the second passage and work together to compose written responses to each question. Circulate among students
as they work in order to provide assistance and clarification. Review responses by having several students share their responses with the class. SAY,
“The title of the fable is The Golden Serpent. Everyone, try to make a prediction about the fable based on the title.” Accept all possible answers. SAY,
“Now we will read the fable and see if your predictions are correct.”
Guided Practice - 50 min.
(We do)
Time: 15 minutes
Language Domains: reading, speaking, listening, writing
Grouping: individual, pairs, whole group
Outcome: Student will read and analyze the text in order to respond to comprehension and analysis questions on the text.
Activity 2: Reading the Text - Before you begin, seat students in pairs. SAY “‘The Golden Serpent’ takes place in ancient India. A wise man leads a
king on a quest for his missing Golden Serpent and teaches the king a lesson about what is truly valuable in life. Now, what is the Big Question we are
asking in this unit?” (How can we tell what’s right?)
Next, have a volunteer read aloud the purpose for reading at the top of page 172. Have students copy the question ‘What does Pundabi think is right?’
into their notebooks and SAY “You will have to present details that support your answer to this question and also explain how the reading relates to the
the Big Question. Now, let’s read the text to get the gist, or main idea, of the story.” Start the audio for the fable at the beginning and have students
listen and follow along in their texts. Continue reading the story all the way to the end the first time, without stopping.
Read the text a second time, stopping periodically to check for comprehension.
● step one: play the audio for pages 172 & 173
● step two: stop the audio and have the students, in pairs, compose responses to the Before You Go On questions at the bottom of page 173
● step three: have volunteer students read aloud each question and a different volunteer provide a response. Repeat these three steps for
pages 174 & 175, and 176 & 177.
Independent Task(s) - 5 min. (You do)
Time: 50 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Outcome: Students will correctly respond to five selected response questions on the text and compose a alternate ending to the story.
Independent Activity: Just after you finish reviewing the last set of Before You Go On questions on page 177, share copies of Workbook p. 85 and
have students independently complete both sections. Collect for evaluation.
Instructional Materials and Resources
Keystone D, Student Text, pp. 166-193.
Keystone D, Teacher’s Edition
Audio files - Online Pearson Resources or Companion CD
Workbook pp. 81-87
Chart Paper (25” x 30” poster size), markers
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ESOL High School Intermediate (Grades 9-12) Curriculum
45
Suitability for Diverse Learners
This fable is very suitable for the diverse learners in ESOL classes as most cultures in the world have stories that teach lessons. By asking students
early in the lesson to identify stories from their own culture that teach moral lessons they can connect themselves to the genre and the text.
CLOSING (10 minutes) (We do)
Outcome: Students will cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Exit Ticket: Students independently respond to comprehension questions #1-4 on page 178.
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Homework: Comprehension questions #5-8 on page 179. Copy the questions and write sentences to respond to each.
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ESOL High School Intermediate (Grades 9-12) Curriculum
46
ESOL intermediate
Framework for Teaching Sample Lesson Plan
Quarter 1, Unit 3, Reading 2
I (LOVE) PLUTO (Day 1)
(90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.9-10.4.D: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LESSON OBJECTIVE(S)/OUTCOMES
WIDA ELD Standard 4: Language of Science
● Describe in sentences features of planets depicted in illustrations or graphic organizers
WIDA ELD Standard 2: Language of Language Arts
● Determine the correct definition of a word from multiple definitions by comparing its use in sentence context.
Content objective: Students will identify why scientists no longer consider Pluto a planet.
Language objectives: Students will use English to obtain, process, construct and provide subject matter information in spoken and written form.
Learning strategy objective: Students will use context and dictionaries to determine the meaning of unknown words.
Introductory & Developmental
Activities - 15 min.
Outcome: Students will list the facts they know about Pluto and the characteristics of planets.
Warm-up Activity: What is Pluto? Have students independently respond to the question and then turn and talk to share their response with a partner
or small group. SAY, “So, what is Pluto?” and call on a few students to share their responses. SAY, “This reading, an informational science text, is
about Pluto. Pluto was formerly classified as a planet.” In pairs, have students read and discuss the first paragraph on page 182.
Then, as a whole group, have students read aloud each question in the paragraph and have different students provide responses. Accept all realistic
responses. SAY “So, how can we tell what’s right? When scientists study the universe, they follow a set of rules and definitions to determine what is
right. We are going to read about a time when scientists had to change their mind about a fact that had been accepted for many years.”
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ESOL High School Intermediate (Grades 9-12) Curriculum
47
Time: 10 minutes
Language Domains: reading, speaking, listening, writing
Grouping: individual, pairs, whole group
Outcome: Students will examine an image of the solar system, identify the planets and share their knowledge of our solar system.
Activity 1: Build Background - Have a student read aloud the Build Background paragraph on page 150. Clarify the meaning of fondness (affection,
liking) and dwarf planet (a spherical celestial body revolving about the sun, similar to a planet but not large enough to gravitationally clear its orbital
region of most or all other celestial bodies). ASK “ Why would a scientist express affection for the planet Pluto? Do you have a favorite planet? If so,
which one and why?”
Show students a model or illustration of our solar system. Point out that our solar system contains all kinds of heavenly bodies - planets, dwarf planets,
a sun, comets, and asteroids. SAY, “Ours is NOT the only solar system in the Universe, and there might be more than one universe. Now, the text we
are going to read is an editorial.” ASK, “Where can we find editorials?” Accept appropriate responses and then show the class a printed newspaper or
magazine that contains editorials. Remind students that editorials are opinions.
Guided Practice - 55 min.
(We do)
Time: 5 minutes
Language Domains: reading, speaking, listening
Grouping: individual, pairs, whole group
Outcome: Students will use context to figure out the meanings of key terms used in the text.
Activity 2: Keywords - Read aloud the keywords on page 183 to model the pronunciation, and have students repeat after you. (May use audio CD if
you prefer.) SAY “All of the words except proposed relate directly to studying the universe.” Model using context to determine meaning of unknown
words: read aloud sentence 1 for the key word astronomy. SAY, “If I were unsure about the meaning of astronomy, I would search this sentence for
clues. I find important clues in the words to study and learning about stars and planets. Astronomy must be the study of stars and planets.” In
pairs, have students copy the words into the chart and use the context clues to write their own definitions for the rest of the key words. After they write
their own definitions, they will use a print or online dictionary to check the meaning of each word.
Word
My definition
Dictionary definition
astronomy
celestial
eccentric
proposed
revolution
terrestrial
Once most students are done, draw a web diagram on the board with the word universe in the center and the key words around it. Have students
describe how each key word relates to universe. (If students have trouble with the word eccentric, explain that it originally meant “out of the center” or
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ESOL High School Intermediate (Grades 9-12) Curriculum
“off center,” hence, its usage to mean “an orbit that is not quite round.”)
Have a volunteer read aloud the directions for the Practice activity on page 183. Now, students copy the six sentences into their notebooks and fill in
each blank with a keyword from the list. Next, call on students to read aloud each sentence with the key words inserted in the blank. Have the
students determine whether each sentence is correct or incorrect.
Time: 20 minutes
Language Domains: reading, writing
Grouping: pairs
Outcome: Students will use the academic words to respond orally to questions posed by the teacher.
Activity 3: Academic Words - From page 184, read aloud the academic words biased, debate, define, and objectivity to model the pronunciation, and
have students repeat after you. (May use audio resource, if you prefer.) Have a volunteer student read aloud the definition and sample sentence for
the first word, biased. ASK, “Can you think of a time when you were biased against someone? Why were you biased against this particular person?
Who can use the word biased in a sentence?”
Continue this model for the next three words, asking students to respond orally to these questions as you go through the words: What is one issue that
we debate here in the US? Can you have a debate in which no one is biased? Who can use the word debate in a sentence? How would you define
yourself? Can anyone define a word related to astronomy? Who can use the word define in a sentence? What jobs require people to think objectively?
Why are scientists supposed to think objectively when they do research? Who can use the word objectively in a sentence?
Time: 10 minutes
Language Domains: reading, speaking, listening
Grouping: whole group
Outcome: Students will show comprehension of the academic words by composing sentences using the words.
Activity 4: Academic Words - Have a volunteer read aloud the directions for the Practice activity on page 184. In pairs, have students compose
answers to each question. SAY “You will post your answers on the chart papers posted on the wall.” (Prepare ahead of time, one chart paper for each
question in the activity.) Circulate among the pairs, assisting them and making sure they include the words in their written response whenever
possible. As students finish, they should write one or two of their responses on the posted chart papers. Once all students have finished, review the
charts as a class, asking students to identify any similarities or recurring themes in the responses.
Time: 15 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Outcome: Students will show comprehension of the prefixes inter-, un- and re- by combining the correct prefix to a base word in order to complete a
sentence.
Activity 5: Word Study - Have a student read aloud the opening paragraph on page 153. SAY “Adding a prefix to a base word alters, or changes, the
meaning of the word. Knowing the meanings of common prefixes will help you understand longer words and build your vocabularies. For example,
suppose I see the word interplanetary in a text, and I am not sure of the word’s exact meaning. I see that the word contains the prefix inter-, which
means “between a group of things or people.” I also see the base word planet, which I know means “a large round object in space.’ So I can figure out
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interplanetary means ‘something happening between planets. Let’s practice using this skill.”
Have a student read aloud the directions for the Practice activity on page 185. In pairs, students complete the exercise in their notebooks. Have
students post their sentences on the board and review as a group, discussing how the addition of the prefix changes the meaning.
Time: 10 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Independent Task(s) - 15 min. (You
do)
Instructional Materials and Resources
Suitability for Diverse Learners
CLOSING (5 minutes) (We do)
Outcome: Students will reinforce the key and academic term concepts by connecting the lessons’ activities with independent practice.
Independent Activity: Workbook pages 88 & 89
Time: 15 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
Keystone D, Student Text, pages 182-197
Keystone D, Teacher’s Edition
Audio Files - Online Pearson Resources or Companion CD
Workbook pp. 88 - 94
Chart Paper (25” x 30” poster size), markers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening for ELLs . In addition, the lesson
includes visuals, graphic organizers and audio/visual presentation.
Outcome: Students will consider how prefixes change words and how that affects vocabulary development.
Exit Ticket: How can learning the meanings of prefixes help to increase your vocabulary? Give an example.
Time: 5 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs
Homework: Workbook page 90. Student will need a dictionary to complete this worksheet.
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ESOL intermediate
Framework for Teaching Sample Lesson Plan
Quarter 1, Unit 3, Reading 2
I (LOVE) PLUTO (Day 2)
(90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
LESSON OBJECTIVE(S)/OUTCOMES
Standards:
CCSS.ELA-Literacy.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).
CCSS.ELA-LITERACY.RI.9-10.10 Read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as
needed.
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of
explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart)
and translate information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal
tone).
WIDA ELD Standard 4: Language of Science
● Describe in sentences features of planets depicted in illustrations or graphic organizers
● Compare/contrast in paragraph form features of planets depicted in illustrations or graphic organizers
Content objective: Students will identify why scientists no longer consider Pluto a planet.
Language objectives: Students will say three facts from the reading; Students will be able to write five sentences with some and indefinite
pronouns.
Learning strategy objective: Students will distinguish fact from opinion
Introductory & Developmental
Activities - 10 min.
Outcome: Students will identify clues that enable them to tell difference between facts and opinions.
Warm-up Activity: What is a fact? What is an opinion? How can you tell the difference between facts and opinions? Respond to these questions in
your notebook, and then turn and talk with a partner about your responses. Call on students to share out their answers. SAY “Let’s see what our book
has to say about facts and opinions. Everyone open your texts to page 185.”
Call on students to read aloud Reading Strategy: Distinguish Fact From Opinion. SAY “Distinguishing fact from opinion is an important skill. To be a
good reader, you must know whether a writer is presenting facts that you can check in a reliable source or whether the writer is trying to persuade you
to agree with his or her opinions. Distinguishing fact from opinion enables you to judge a writer’s argument for yourself.”
Explain that opinions aren’t right or wrong; they just can’t be proved. Ask volunteers to compose oral sentences that state facts and opinions and then
post on the board. Model how to apply the strategy using these sentences, identifying and underlining clues which indicate it is a fact or an opinion.
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Time: 5-10 minutes
Language Domains: writing, speaking, listening
Grouping: individual, pairs, whole group
Guided Practice - 55 min.
(We do)
Outcome: Students will analyze a humorous editorial in order to determine the author’s opinion of the topic.
Activity 1: Remind students to think about the Big Question, ‘How can we tell what’s right?’ ASK, “Who decides how animal, plants and other things in
nature? (Scientists) Do you think scientists should be the ones to classify these things? Why or why not?” Have students discuss in pairs/small groups
and then call on several students to share out their answers with the whole class.
Next, have a volunteer read aloud the Purpose for Reading at the top of page 186. Have students copy the question ‘Why is it hard for some of us to
believe that what we learned in science class can be wrong?’ into their notebooks. Explain the phrase ‘humorous editorial’ (a funny opinion) and SAY
“You will have to present details that support your answer to this question and also explain how the reading relates to the Big Question. Now, let’s read
the editorial.”
Start the audio for the text at the beginning and have students listen and follow along in their textbooks. Read the story all the way to the end the first
time, without stopping. SAY, “Now, we will read it again, in parts, to help you understand everything the author is telling us.”
●
●
●
Step one: play the audio for pages 186 & 187;
Step two: stop the audio and review the bold-faced words in the text and clarify their meanings in the contexts (oust, abashed, Hubble,
deviant, ostracism, Kuiper Belt); Then, have the students, in pairs, compose responses to the Before You Go On questions at the bottom of
page 187;
Step three: call on students to read aloud each question and then have a different student provide a response.
SAY “Editorials often use literary devices, such as similes. A simile compares one thing to another using the words like or as. Can anyone find a
simile on this page? There is more than one! (‘Saturn’s moon Titan as the Homecoming Queen of the Solar System; Pluto is more like the girl in black
who never talks to anybody and wrote poems about dead birds.) Once the similes are identified, clarify what is being compared and ASK “How do the
similes make the writing more interesting?” (They provide more detailed and alternate descriptions.)
Next, play the audio for page 188, then review the bold-faced words in the text and clarify their meanings in the contexts (mnemonic, grandfather Pluto
in); Explain to students the mnemonic device the author uses to remember the order of the planets: My Very Energetic Mother Just Served Us Nine
Pizzas = Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto. ASK, “Have any of you ever used a mnemonic device to remember
something?” Have students turn and talk with a partner or small group as you circulate, listening to students’ responses. Call on students to share
their mnemonic devices with the whole group. SAY” Mnemonic devices are especially useful when you have to remember all the parts of a thing or
remember things in a certain order.’
Next, clarify confusing parts of the text by asking questions: ASK, “Who are Gimli, Sneezy and Rumplestiltskin? (Dwarves from fairy tales and
literature) What is a dwarf? (a member of a mythical race of short, stocky humanlike creatures) Why does the author refer to these humanlike
creatures? (He is being humorous, comparing ‘ice dwarves’ (Sedna, Xena) to ‘dwarves’ that are characters in literature (Gimli, Sneezy, and
Rumplestiltskin).
Now, model the reading strategy, distinguish facts from opinions: ASK, “What is the difference between facts and opinions? (Facts can be proven but
opinions cannot.) Model how to distinguish a fact from an opinion: SAY, “in the first paragraph, the author says that Ceres is an asteroid. Could I find
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ESOL High School Intermediate (Grades 9-12) Curriculum
this information in an encyclopedia? Yes, this statement can be proven, so it’s a fact. Later, in the last paragraph, the author’s friend says, ‘it would
prove our humanity to let Pluto stay in.’ This cannot be proven; it’s just someone’s point of view. Therefore, it is an is an opinion.”
Now, in pairs, have students take turns rereading the text aloud, paragraph by paragraph. SAY, “Listen carefully to your partner’s pronunciation and
intonation, how the voice rises and falls, as they read.” Model intonation by reading a few sentences in a monotone then again, with intonation and
expression.
Time: 40-50 minutes
Language Domains: listening, reading, speaking
Grouping: individual, pairs, whole group
Outcome: Students will explain the difference between an asteroid, a meteor, and a meteorite.
Activity 2: In pairs, have students use dictionaries to read definition for asteroid, meteor and meteorite and complete the graphic organizer below by
placing the three words into the correct consecutive order. SAY “Once you have the three words in the correct order, you and your partner will practice
explaining WHY the three words must go in this order.” (It is first an asteroid, then a meteor, then a meteorite.) Have a student write their sequence on
the board and explain to the class the reasoning behind the sequence.
Time: 10 minutes
Language Domains: reading, writing, speaking, listening
Grouping: pairs, whole group
Independent Task(s) - 5 min. (You do)
Outcome: Students will explain why scientists no longer consider Pluto a planet.
Activity 3: SAY, “According to the author, when will the astronomical union make a decision about whether or not Pluto is a planet? (The day after the
author’s editorial was published, or on August 24, 2006.) Let’s read a short text about the decision they made.” Distribute copies of the Reader’s
Companion pages 54-55 for the text ‘Why Pluto is Not a Planet’ and play the audio for the text as students read. Then have students, in pairs,
complete the exercises adjacent to the text. Circulate among the students to provide clarification and assistance as they work.
Time: 15 minutes
Language Domains: reading, writing, speaking, listening
Grouping: pairs, whole group
Outcome: Students will correctly answer selected response items comprehension to show level of comprehension of the text.
Independent Activity: Distribute copies of Workbook page 92 and have students independently complete the five Comprehension items. Collect for
assessment.
Time: 5 minutes
Language domains: reading, speaking, listening, writing
Grouping: Pairs, whole group
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Instructional Materials and Resources
Suitability for Diverse Learners
CLOSING (5 minutes) (We do)
Keystone D, Student Text, pages 182-197
Keystone D, Teacher’s Edition
Audio Files - Online Pearson Resources or Companion CD
Workbook pp.88 - 94
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening for ELLs. In addition, the lesson
includes visuals, graphic organizers and audio/visual presentation.
Outcome: In pairs, students will differentiate between facts and opinions in short paragraphs.
Exit Ticket: Distribute Workbook page 91. Have students complete numbers 1 & 2 in pairs, and numbers 3-5 independently. Collect for evaluation.
Time: 5 minutes
Language domains: reading, speaking, listening, writing
Grouping: , Individual, Pairs
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ESOL Intermediate
Framework for Teaching Sample Lesson Plan
Quarter 1, Unit 3, Reading 3
(Day 2 - reading the text)
From A SINGLE SHARD
(90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
WIDA:
R.L2 Identify main ideas related to author’s perspective in visually supported series of related sentences
S.L2 Restate or paraphrase information that contains symbolism or analogies using visual support
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will identify characters’ struggles to determine right from wrong.
Introductory & Developmental
Activities-10-15 min.
Outcome: Students will discuss the meaning of the word conscience and connect it to their own lives.
Warm-up Activity: What is your conscience? Write a definition, but you may use a dictionary if you do not know. Turn and talk with a partner about the
meaning of the word conscience. Have students share out answers. (conscience = an inner feeling or voice viewed as acting as a guide to the rightness or
wrongness of one's behavior. (Example: Jiminy Cricket from the story Pinocchio.)
Language objective: Students will identify the author’s purpose and explain it to a partner; students will be able to write five sentences using the correct
form of would.
Learning strategy objective: Students will identify the author’s purpose for writing this text using Identify Author’s Purpose graphic organizer.
SAY “This reading is an excerpt from a novel. In the story, a man tells his friend how he got a full pouch of rice, and the friends debate whether the man’s
actions were the same as stealing.”
Have a student read aloud the Set a Purpose for Reading at the top of page 198. Have students copy the purpose into their notebook and SAY “Keep this
question in mind as you read the text. You will have to answer this question later and present details that support your answer. You will also need to relate it
to the Big Question: How can we tell what’s right?”
Time: 10-15 minutes
Language domains: reading, speaking, listening, writing
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Grouping: Individual, Pairs, whole class
Guided Practice - 45-50 min.
(We do)
Outcome: Students will be guided through the text using audio and teacher support and then use the their understanding of the text to respond to
comprehension questions.
Activity: Play Audio CD, track 14 as students read along. Read the entire text all the way through the first time. Then, model the pronunciation of the boldfaced words and ask students to clarify the meaning of these words by reading the definitions at the bottom of the pages.
Play the audio again, stopping at the end of page 199. Have students work in pairs to respond in writing to the Before You Go On questions. Call on
students to share out answers with the class. Continue with pages 200 & 201, and students work in pairs to respond to the Before You Go On questions on
page 201. Call on students to share out answers with the class. Clarify answers.
Have students get into small groups. Distribute a sequence graphic organizer and have students list the sequence of events in the story starting with Treeear’s explanation of what had happened. Example: 1) Tree-ear was trotting along the road early in the morning. 2) He saw a man with a jiggeh. Etc. SAY
“Be careful! This will require you to re-order the sequence in which the story is told. Remember, include only the most important events. We don’t need all
the details.” Once most students are done, ASK, “So, let’s finish this sequence. Call on students to provide the next event in the sequence, SAY “Does
everyone agree that this is the next important event?” Continue in this manner until the sequence is complete.
Independent Task(s) - 10-15 min.
(You do)
Once the sequence is clear, have students work in pairs to compose written responses to the Comprehension Questions, #1-6 on page 202. Students
independently respond to questions 7 & 8. Call on students to share answers with the class, and collect their papers for evaluation and possible re-teaching
ideas.
Time: 45-50 minutes
Language domains: reading, speaking, listening, writing
Grouping: Individual, Pairs, whole class
Outcome: Students will use their comprehension of the text to complete 5 selected response questions and compose an alternate ending to the story.
Activity: Distribute Workbook page 99, and have students independently complete both sections. Collect for evaluation and ideas for reteaching.
Instructional Materials and
Resources
Suitability for Diverse Learners
Time: 10-15 minutes
Language domains: reading, writing
Grouping: Individual
Keystone D, Student Text, pp. 190-205
Keystone D, Teacher’s Edition
Audio files: Online Pearson Resources or Companion CD:
Workbook pp. 95-101
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening for ELLs . In addition, the lesson includes
visuals, graphic organizers and audio/visual presentation.
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CLOSING (5-10 minutes)
Outcome: Students will connect the text to their own experiences with moral issues they have faced.
Activity: In small groups, students will discuss a moral problem and how they dealt with it. Have volunteers share their experiences with the class.
Time: 5-10 minutes
Language domains: speaking, listening,
Grouping: Small groups, whole class
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ESOL Intermediate
Framework for Teaching Lesson Plan
Quarter 2, Unit 3, Reading 4
Marian Anderson: A Voice for Change
Day 2
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WIDA ELD Standard 2: Language of Language Arts
WIDA ELD Standard 5: Language of Social Studies
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will identify ways Marian Anderson fought against discrimination.
Language objectives: Students will summarize at least three important events in the life of Marian Anderson; Students will write five sentences with
correct superlative adjectives.
Learning strategy objective: Students will identify the main idea and the most important details from text as they read and write summaries of selected
events in the life of Marian Anderson.
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Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Outcome: Students will summarize the text they read from A Single Shard in order to prepare for summarizing selections of the Marian Anderson text.
Warm-up Activity: Work with a partner to compose a summary of the text we read A Single Shard. SAY, “Write your summary in paragraph form. Be sure
to include only the most important details when you write your summary. You may want to review the sequence of events graphic organizer that we
completed for A Single Shard to help you with composing your summary.” Have students share their summaries orally.
Have students go to page 209 of the textbook to the Reading Strategy: Summarize, and call on one or two students to read the information aloud. Clarify
the information presented and answer any questions students may have.
SAY “Now, let’s look at one of the summaries that we wrote and see if it follows these guidelines.” Using an LCD projector, project on the board one
student-composed summary and model how to critique it. SAY, “Does this summary have all the necessary information? Is there anything missing? Is
there anything in the summary that should not be included?” Have the class assist you with revising the summary by providing any missing information
and/or identifying information that might not be needed.
SAY “We will compose summaries of the text we are going to read next, so keep that in mind as we read.
Guided Practice - 40 - 50 min.
(We do)
Time: 15-20 minutes
Language domains: reading, writing, speaking, listening
Grouping: Pairs, whole class
Outcome: Students will listen to and read Marian Anderson: A Voice For Change to get the gist of the text.
Activity 1: Have students turn to page 210 in their text. Have them preview the text by reading the title, subheadings, the photos and the captions. ASK
“What do you think this text will be about?” Play the audio for the text all the way through, without stopping. ASK “What was the main problem Marian
Anderson faced during her lifetime?” (She had to deal with discrimination because of her race.)
Time: 10 - 15 minutes
Language domains: reading, listening, speaking
Grouping:, Whole class
Outcome: Students will read and annotate the text Marian Anderson: A Voice for Change.
Activity 2: Next, distribute pages 61-67 of the Reader’s Companion, (which, prior to the lesson, you photocopied into a Reader’s/Writer’s Notebook for
students to use while reading the text). Call on students to read aloud the summary at the top and the visual summary at the bottom. Have students go to
the next page and respond to the Use What You Know box at the top of page 62 (list three goals you would like to achieve in your lifetime). Play the audio
for page 62 ONLY and using the LCD, project a copy of the Reader’s/Writer’s Notebook and model how to annotate the text by making notes on the page.
Students copy the annotations onto their copy of the Reader’s/Writer’s Notebook. (See below for example of annotations to page 62.)
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After modeling the annotation, have students respond to the Reading Strategy box on page 62. Circulate among the students as they write, and have one
student whose response looks correct share their answer with the class.
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Next, play the audio for page 63, model annotating the page while students copy your annotations. Then have students complete the boxed activities on the
right side of the page. Review responses by calling on students to share their answers with the class.
Continue to read the text in this manner, playing the audio, modeling the annotations while students copy them onto their text, students completing the
boxed activities and reviewing their responses with the class. After modeling the annotation skill for several pages, have students try to annotate page 66
with a partner. SAY “Who has an idea of something we could annotate on this page?” Mark the student annotations on projected copy so everyone can
copy. Add any important ideas students may not have identified. Do this again for page 67, allowing the students to identify annotations BEFORE you add
any missing annotations. Read the entire text in this manner, annotating all the way to the end.
Independent Task(s) - 10 min.
(You do)
Time: 50-60 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Outcome: Students will edit two paragraphs on Marian Anderson by locating the erroneous information in the paragraph and making the necessary
corrections.
Activity: Distribute copies of Reader’s Companion pages 69 & 70. SAY, “This paragraph on page 69, ‘Turning Points’, is taken directly from our text.” Have
a student read the paragraph aloud. Turn the paper over to page 70 and have a student read aloud the directions for Fix the Error.
Model how to locate an error: Read aloud the first sentence in number 1 ‘Anderson was taught by black teachers; she never had a white teacher.” Then,
turn back to the original paragraph on page 69 and read the first sentence ‘Anderson studied with teachers, both black and white, who taught black
students.’ To correct the sentence, make this change: Anderson was taught by both black and white teachers. Model comparing the rest of the sentences in
number 1, showing how each simply paraphrases the ideas from the original paragraph.
Now, have students independently locate and correct the error in number 2. Collect for assessment.
Instructional Materials and
Resources
Suitability for Diverse Learners
Time: 10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Reader’s Companion, pages 61-72
Keystone D, Student Text, pages 206-217
Keystone D, Teacher’s Edition
Audio files: Online Pearson Resources or Companion CD
Workbook pp. 102 & 108
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening for ELL students. In addition, the lesson
includes an annotatable text copy, visuals, and graphic organizers.
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CLOSING (5-10 minutes)
Outcome: Students will correctly complete five selected response items on the Marian Anderson text.
Activity: Distribute copies of Workbook page 106 and have students complete the Comprehension questions 1-5. Call on students to read aloud each
question and give their answer choice. Ask for where the evidence can be found for each question and have students identify the page number and
paragraph where each answer can be found. Clarify any confusion about the events of the text.
Time: 10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Homework: Workbook page 105 - Reading Strategy: Summarize
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ESOL Intermediate
Framework for Teaching Lesson Plan
Quarter 2, Unit 4, Reading 2
From The Little Prince: The Play (Day 1)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RL.9-10.5 : Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.L.9-10.2 : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
WIDA ELD STANDARD 2: Language of Language Arts
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will analyze the text for elements of drama : characters, dialogue and stage directions and fantasy play.
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Outcome: Students will discuss the concepts of love and friendship and the theme of the text they will read.
Language objective: Students will master the literary words
Learning strategy objective: Students will annotating the text
Warm-up Activity: What does friendship mean to you? How do you make friends? Do you ever try to change your friends and assert your rules in the
friendship, or do you accept your friends as they are? Would you ever change yourself because your friend asked you to do so? Why?
Language Domain: speaking,
listening, writing
Have students share their answers with their peers, then call on two or three to share their responses with the class.
Outcome: students will
differentiate between “safe” and
“unsafe”
Time: 10 min
Language domains: listening, speaking and writing
Grouping: Whole group
I do:
Outcome: Student will identify the basic structural elements of a play to prepare for reading the text, The Little Prince: The Play.
Opening Activity: TELL the students that they will read a fantasy drama titled The Little Prince: The Play, written by Rick Cummins and John Scoullar.
Also TELL them this play was adopted from the novel The Little Prince written by Antoine de Saint-Exupéry, a French author. SAY, “The story is about a
prince who lives alone on an asteroid, taking care of a rose. He goes to Earth, where he meets a fox and learns a valuable lesson about the importance of
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63
friendship.”
Also TELL students that they will study the elements of drama.
Project the image and chart below and have students open their texts to p. 264 (or share photocopies of it). TELL students “Let’s write the correct term for
the definition: Character, Stage Direction, Dialogue; and find examples of those terms within the text.” Call on students to read aloud the terms in the
speech bubbles and identify the correct place on the chart where the word should be written. ASK, “Can anyone find an example of this in the text?” Record
the example in the chart.
Term
Definition
Examples from the text (p.264)
People and animal in a play
Conversation in a play
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Description for character’s actions in a
play; also describes set. Lighting and
sound effects
TELL students what a fantasy is: ”It is an imaginary story that includes characters, settings, or events not found in real life. Fantasies sometimes involve
supernatural elements or imaginary creatures and places.”
Guided Practice - 10-15 min.
(We do)
Time: 10-15 min.
Language domains: listening, speaking, reading and writing
Grouping: Whole group
We do:
Outcome: Students will identify the elements of fantasy and drama.
Activity: Have a student read aloud the Learn Literary Words paragraph at the top of the p. 261 in their textbook. Then, have two students read aloud the
dialogue in the box at the top. ASK students to identify the characters; dialogue and stage directions and ASK “What makes this a fantasy play?”
Ben: Hello? Is someone there?
Speck : [ comes out from bushes ] Ben! [sniffs ground] it’s me! Your dog!
Ben: Speck? I -uh- I don’t understand …. Did you say something?
Speck: Yep, I sure did. Funny thing is, I don’t know why I am talking - it’s mighty queer. [sniffs air] But now that I can talk, I can’t stop. [sniffs the grass]
You know, the smell of grass reminds me of a time …
Ben: [groans and puts his head in his hands]Oh, no …
Next, have them act out the scene in pairs, encouraging them to speak with feeling and intonation. Finally, have one pair present their scene to the whole
class.
Time: 15 min.
Language Domain: reading, listening, speaking
Grouping: pairs,whole group
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Independent Task(s) - 20 min.
(You do)
Instructional Materials and
Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes)
You do:
Outcome: Students will create a fantasy play using imaginary characters, and original dialogue and stage directions.
Activity: Create a 2-3 character fantasy play using the guide below:
1. Who are your characters?
2. Where are your characters?
3. Pick a theme such as friendship, love, conflict, longing for home ...etc
4. Have them create dialogues about the theme
5. Add stage directions into the dialogue to describe the characters’ actions
Then, have the groups will act their out plays for the whole class.
Time: 25 - 30 min
Language Domain: reading, writing, speaking, listening
Grouping: pairs, trios and groups
Keystone D, Student Text, pp. 260-275
Keystone D, Teacher’s Edition
Audio files: Online Pearson Resources or Companion CD
Workbook pp. 128-134
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and dramatic presentations.
Outcome: Students will write a sentence about what they learned in the lesson.
Exit ticket: Today, I learned ________________________________________
Time: 5-7 min.
Language Domains: Writing
Grouping: Individual
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ESOL Intermediate
Framework for Teaching Lesson Plan
Quarter 2, Unit 4, Reading 2
From the Little Prince: The Play (Day 2)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.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.
WIDA STANDARD 2: Language of Language Arts
LESSON
OBJECTIVE(S)/OUTCOMES
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Content objective: Students will listen and read the play from The Little Prince: The Play to get the gist of the text.
Language objective: Students will use intonation, gestures and mimics to act out or read the play.
Learning strategy objective: Students will identify the main idea, the details that support it, and write a summary; read-stop-check.
Outcome: Students will preview the story through text features
Warm-up Activity: TELL students look at the illustrations on pp. 264- 269 and have them answer the following questions in the quick-write; or have them
watch the video of The Little Prince and the Fox in the link: The Little Prince and the Fox
Quick-write: Who are the characters in the play and where are they? What does the fox think about humans? Do they look friendly with each other? What
does the Little Prince do with the roses? What does “ tame” mean for the fox?
Time: 10- 15 min.
Language domains: reading, writing, listening, speaking
Grouping: whole group
I do:
Outcome: Students will practice pronouncing academic vocabulary and create a definition for each word.
Opening Activity: ELICIT the vocabulary: establish, source, unique, version, tame; follow this vocabulary teaching routine.
Step 1: Model the pronunciation of the word and have students repeat after you.
Step 2: Create a student- friendly definition for the word, giving examples and using visuals, if necessary)
Step 3: Discuss the word with examples and nonexamples
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Step 4: Check for comprehension having them complete the exercise below:
source, unique, establish, version
Guided Practice - 10-15 min.
(We do)
The Little Prince is a ______________ novel written in French and translated into many languages. When I read the play ______________ of The Little
Prince, I was impressed with it. One of the themes was “taming.” The fox wanted to connect with humans but he was afraid of them. The fox saw humans as
a ______________ of evil because they used guns to hunt animals. But when the fox met the Little Prince, he decided that he wanted to be tamed by the
Prince so that he could finally ______________ ties with a human.
Time: 10-15 min
Language Domains: Reading, listening, speaking and writing
Grouping: Whole Group, Individual
We do:
Outcome: Students will listen to and read the text in order to get the gist.
Activity 1: SAY, “Now we are going to listen to the play and follow along in our books as we listen. As we do this, listen for patterns of intonation, and pay
attention to the way the voices rise and fall (go up and down). TELL them as they silently follow along, to pay attention to who is speaking and what they are
doing (stage directions). Play the audio and periodically stop the audio to check for comprehension by asking essential questions. ASK, “So, what is this play
all about?” (Friendship and love)
Time: 10 min.
Language Domains: Reading, listening
Grouping: Whole Group
Outcome: Students will listen to and reread the text in order to respond to comprehension and analysis questions.
Activity 2: Play the audio again, all the way to the end of the text while students follow along in their books.
Next, have students work in pairs/small groups and assign each pair/group one of the sets of questions below. When they are reading the play aloud, have
one student read the stage directions separately.
Group 1: Read or act out p. 264, and answer the following questions.
1. What does Little Prince ask Fox to do? Why?
2. Why does Fox decline his request?
Group 2: Read or act out p. 265, and answer the following question below:
1. What does “tamed“ mean to the Fox?
Group 3: Read p. 266, and answer the following questions below:
1. Why does Fox want Little Prince to tame him?
2. What analogy does Little Prince use to understand Fox’s idea of taming?
Group 4: Read p.267, and answer the following question below:
1. What expectations does Fox have from getting Little Prince to tame him?
Group 5: Read pp. 268-269, and answer the questions below
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1. What does Fox compare the wheat fields to?
2. Does Little Prince enjoy his time with Fox? Why or why not?
Group 6: Read pp. 270-271, and answer the question below?
1. How does Little Prince compare his friendship with the rose to his friendship with Fox?
Time: 35-40 min.
Language Domains: reading, writing, listening, speaking
Grouping: small groups/pairs
Independent Task(s) - 20 min.
(You do)
You do:
Outcome: Students will summarize the play
Activity 1: Students will use their notes together from the guided practice ; use main-idea-and details chart in Appendix C.
Main Idea: The Little Prince and Fox spend time together to establish ties; however,their terms of friendship are different.
Detail 1:
Detail 2:
Detail 3:
Activity 2: Use the graphic organizer to write the summary of the play.
Instructional Materials and
Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes)
Time: 20 -25 minutes
Language Domain: reading, writing, speaking
Grouping: individual
Keystone D, Student Text, pp. 260-275
Keystone D, Teacher’s Edition
Audio files: Online Pearson Resources or Companion CD
Workbook pp. 128 - 134
Video: The Little Prince and the Fox
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and audio/visual presentation and group work.
Outcome: Students will rewrite the message of the play in their own words and share their response if time allows it.
Exit ticket: What I learned about friendship through the play from The Little Prince is _______________________________________________
Homework: Workbook, pp.131 -133
Time: 5-7 min.
Language Domains: Speaking and writing
Grouping: whole group
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Framework for Teaching Lesson Plan
Quarter 2, Unit 4, Reading 3
The Heart: Our Circulatory System
Day 2
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of
explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WIDA ELD Standard 2: Language of Language Arts
WIDA ELD Standard 4: Language of Science
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will identify the heart and the parts of the circulatory system.
Introductory & Developmental
Activities 15-20 min.
-Modeling (I do)-10 min.
Outcome: Students will read and list comprehension strategies.
Language objectives: Students will say a summary of how the heart works.
Learning strategy objective: Students will monitor their comprehension by stopping periodically to respond to questions about the text.
Warm-up Activity: Have students respond to this question - When you are reading a difficult text, what do you do to help yourself understand what you are
reading?
Have students turn and share their response with a partner. Then, elicit responses from the class and post on the board/chart paper.
Next, have students turn to page 231 in their textbook and call on a student read aloud Reading Strategy: Monitor Comprehension. Compare this list with
the student-generated list and note any similarities/differences. SAY “Good readers constantly check their own understanding while reading. We will
practice using this strategy while we read our next text.
Time: 5-10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Pairs, whole class
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Outcome: Students observe and assist teacher with a monitoring comprehension activity.
Activity 2: Distribute Workbook page 138 and have a student read aloud the title and the Remember box. Have a different student read aloud the
paragraph in the box. Model responding to questions 1 and 2 by thinking aloud as you do so that student can follow your mental processes. Have students
assist with question 3, then work as a group to compose a response to number 4. Have students write their own responses to number 5 and collect the
papers for evaluation.
Time: 5-10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Guided Practice - 40 - 50 min.
(We do)
Outcome: Students will listen to and read The Heart: Our Circulatory System to get the gist of the text.
Activity 1: Have students turn to page 280 in their text. Have them preview the text by reading the title, subheadings, the photos and the captions. ASK,
“What do you think this text will be about?” Play the audio for the text all the way through, without stopping. ASK, “What is the basic function of the heart?”
(The basic function of the heart is to pump blood to all parts of the body.)
Time: 10 - 15 minutes
Language domains: reading, listening, speaking
Grouping:, Whole class
Outcome: Students will read and annotate the text The Heart: Our Circulatory system.
Activity 2: Next, distribute pages 87-99 of the Reader’s Companion, (which, prior to the lesson, you photocopied into a Reader’s/Writer’s Notebook for
students to use while reading the text). Call on students to read aloud the summary at the top and the visual summary at the bottom. Have students go to
the next page and respond to the Use What You Know box at the top of page 88 (list three things you know about the heart). Play the audio for page 88
ONLY and using the LCD, project a copy of the Reader’s/Writer’s Notebook and model how to annotate the text by making notes on the page. Students
copy the annotations onto their copy of the Reader’s/Writer’s Notebook. (See below for example of annotations to page 88.)
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After modeling the annotation, have students respond to the Text Structure and Reading Strategy boxes on page 88. Circulate among the students as they
write, and have students whose response looks correct share their answers with the class.
Next, play the audio for page 89, model annotating the page and have students complete the boxed activities on the right side of the page. Review
responses by calling on students to share their answers with the class.
Continue to read the text in this manner, playing the audio, modeling the annotations, students completing the boxed activities and reviewing their responses
with the class. Continue to read the text in this manner, playing the audio, modeling the annotations, students completing the boxed activities and reviewing
their responses with the class. After modeling the annotation skill, have students try to annotate page 98 with a partner. SAY “Who has an idea of
something we could annotate on this page?” Mark the student annotations on projected copy so everyone can copy. Add any important ideas students may
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ESOL High School Intermediate (Grades 9-12) Curriculum
not have identified. Do this again for page 99, allowing the students to identify annotations BEFORE you add any missing annotations. Read the entire text,
stopping after page 99.
Time: 50-60 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Independent Task(s) - 10 min.
(You do)
Outcome: Students will edit two paragraphs on The Heart: Our Circulatory System by locating the erroneous information in the paragraph and making the
necessary corrections.
Activity: Distribute copies of Reader’s Companion pages 101 & 102. SAY “This paragraph on page 101, ‘The Heart: Our Circulatory System, is taken
directly from our text.” Have a student read the paragraph aloud. Turn the paper over to page 102 and have a student read aloud the directions for Fix the
Error.
Model how to locate an error: Read aloud the first sentence in number 1 ‘“There are many more red blood cells in the human body than any other kind of
cell.” Then, turn back to the original paragraph on page 69 and read the first sentence ‘Red blood cells are the most common cells in the human body.’
ASK, “Do these two sentences give the same information or different information?” (Most common = many more).
Continue modeling, comparing each sentence in number 1, with the original paragraph showing how each paraphrases the ideas from the original
paragraph. UNTIL sentence 4: ‘Red blood cells are shaped like square blocks of wood with holes in the center’, compared with the original paragraph
‘Shaped something like a donut without a hole, each red blood cell is too tiny to see without a microscope.’ These ideas are different. To correct #1, change
‘square blocks shaped like wood with holes in the center’’ to ‘shaped like donuts without holes in the center.’
Now, have students independently locate and correct the error in number 2. Collect for assessment.
Time: 10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole class
Instructional Materials and
Resources
Suitability for Diverse Learners
Reader’s Companion, pp. 276-289
Keystone D, Student Text, pp. 206-217
Keystone D, Teacher’s Edition
Companion CD: Audio files
Workbook pp. 105 - 106
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening for ELLs. In addition, the lesson includes
an annotatable text copy, visuals, and graphic organizers.
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CLOSING (5-10 minutes)
Outcome: Students will correctly complete five selected response items on the The Heart: Our Circulatory System text.
Activity: Distribute copies of Workbook page 139 and have students complete the Comprehension questions 1-5. Call on students to read aloud each
question and give their answer choice. Ask for where the evidence can be found for each question and have students identify the page number and
paragraph where each answer can be found. Clarify any confusion about the events of the text.
Time: 10 minutes
Language domains: reading, writing, speaking, listening
Grouping: Whole group
Homework: Read the Heart-Healthy Recipe for Guacamole on page 99 of your Reader’s/Writer’s Notebook and complete the Comprehension Check on
the right.
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ESOL intermediate
Framework for Teaching Sample Lesson Plan
Quarter 2, Unit 4
Ginger for the Heart (Day 1)
(80-90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
WIDA ELD STANDARD 5: LANGUAGE OF SOCIAL STUDIES
LESSON OBJECTIVE(S)/OUTCOMES
Content objective: Students will research Chinese immigrants’ contribution to California gold rush in the 1800s to build background; Students will
identify how the characters “ think with their hearts”
Language objective: Students will write with compound and complex sentences
Learning strategy objective: visualize, analyze, synthesize, infer, close reading
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Warm-up Activity: ASK the students to look at the painting on p.290 to respond to the questions below. Project the image in the link : Chinese
immigrants panning for gold in California on the board as an option.
Quick Write: Who are these people in the painting? Where are they from? What symbols do you see to identify their cultural characteristics in the
painting? What are they doing in the field?
Word Bank: Conical hats, buckets,pans, dirt, gravel, dig for gold, shake the pan, miners, gold field, carry the buckets
Outcome: Students will build background to make connections with the characters in the story
The link for the image: Chinese immigrants panning for gold in California
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Time: 10 - 12 min.
Language domains: speaking, listening and writing
Grouping: whole group
I do:
Outcome:Students will master the content vocabulary to report facts with them in writing
Opening:Building Background
TELL students that they will read a short story “ Ginger for the Heart” that takes place during Gold Rush in California in the 1850s. This story tells us
about the Chinese immigrants who came to Northwest America to find gold and become rich. In order to prepare to read the story, they need to
learn the historical facts prior to reading it to connect to the story.
Vocabulary pre-teaching: PROVIDE students with the list of new words and their definitions; and follow the vocabulary teaching routine
Focus on Vocabulary : miners, tower, tailor, debt, epidemic, garment, merchants
Step 1: Read aloud the word and have students read aloud the words
Step 2: Create a student- friendly definition for the word (examples and visuals)
Step 3: Discuss the word with examples and nonexamples
Step 4: Check for comprehension having them filling out the blanks below.
In 1849, gold fever spread like an _______________(1) around the world. Chinese immigrants and many others rushed to California. They worked as
______________ (2) in the gold fields. Some of the immigrants had to repay huge _______________ (3) when they arrived. In their dreams, they saw
gold coins stacked as high as a ______________________ (4). Some of them became __________ (5) and sold goods, whereas some others
became ___________(6) to sew _________________ (7).
Time: 10-15 min.
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Language domains: Speaking, listening, reading and writing
Grouping: whole group, Step 4: individual
Guided Practice - 30 -35 min.
(We do)
We do:
Outcome: Students will understand the reasons why Chinese Workers were involved in California Gold Rush
Activity: Group the students and have them search Chinese Immigrants and California Gold Rush in groups to create a scrapbook/ slides of 5-6 using
online resources and report their project in simple, compound and complex sentences. Monitor the groups as they create their projects
California Gold Rush
Gold Rush of 1849
California Gold Rush and Chinese Workers
Example Guided Questions for the scrapbook project /PowerPoint Projects:
When did California Gold Rush happen?
How far is China from Pacific Coast of North America? Support the answer with a map
Why did Chinese workers travel all the way from China to Northwest America? What were their dreams and goals?
What else did they do if they hadn’t searched for gold in the gold fields?
What were their circumstances at work and how did the others treat them?
Independent Task(s) - 20 - 25 min.
(You do)
Time: 25 -30 min.
Language Domain: reading, writing, speaking, listening
Grouping: small groups, partners, pairs
You do:
Outcome: Students will understand Chinese workers’ motives and goals to connect to the story
Activity: Students in the group will pick a part in the project and present it to the whole class and their peers will ask questions and give the
presenters feedback about the presentation
PROVIDE the sentence starters to share opinions; see the examples below
Student A: I think this project covers many ideas such as ________________
Student B: I like this project because ___________________________
Student C: I wish the project also mentioned ______________
Student D: Our project also mentions similar facts such as ____________
Instructional Materials and Resources
Time: 20 min- 25 min
Language Domain: reading, writing, speaking, listening
Grouping: pairs or groups of four depending on the size or the preference of the teacher
Student Text
Student Workbook
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Suitability for Diverse Learners
CLOSING (5-10 minutes)
Materials for Scrapbook
Online Materials: Power Point Presentation Tools
Supplies for Scrapbook Project: Scissors, printer, images and information collected from internet resources, glue
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes
visuals, graphic organizers, word banks, guided questions and audio/visual presentation.
Outcome: Students will give their opinion of Chinese workers and Gold Rush
Exit ticket: In this lesson, I think Chinese workers followed their dreams to _________________________________________ although they had
many hardships such as ________________________________.
HOMEWORK: Analyze Cultural Context, Student Workbook, p. 145
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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ESOL Intermediate
Framework for Teaching Sample Lesson Plan
Quarter 2, Unit 3
GINGER FOR THE HEART (Day 2)
(80-90 min)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.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
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
WIDA ELD STANDARD 2: LANGUAGE OF LANGUAGE ARTS
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective:
Students will read the text to get the gist of the story
Students will identify the symbols in the story
Students will analyze the text features prior to reading
Students will discuss characters, goals, actions and outcomes
Language objective:
Students will identify the complex and compound sentences, and they will summarize the story with compound and complex sentences
Learning strategy objective: Close reading , predicting the outcome,
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Warm-up:
Outcome: Students will understand what a symbol is
Activity: match the columns to see what
1.
Fill in the second column with the idea for the symbol: separation, passionate love, death
SYMBOL
IDEA
E.g.: Conical Hats
E.g.: Asian
Culture
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Skull
Red Rose
Broken mirror
2. Look at the title and illustration on p. 294, d
Quickwrite: Describe what is happening in the picture? Why is the girl holding a ginger root in her hand? What does “ ginger” symbolize? What does the title
mean to you?
Students will share their quick-writes in the class to see if there is a consensus what ginger symbolizes, which is heart, affairs of heart, passion and love
Time: 10- 15 min.
Language domains: reading, writing, listening, speaking
Grouping: whole group
I do:
Outcome: Students will relate goals and outcomes
Opening Activity: TELL students that we set goals and take actions to achieve the desired outcomes, but we may get frustrated with the outcomes when
we don’t get them.
READ the following passage to the students and complete the following chart to set an example for the following activities
In 1849, Fu Tien was living with her parents in China. She heard the stories about gold in California.
Fu Tien wanted to be rich. She sold her cart to get money for the trip. In California, she worked very hard digging gold. After a year, the money was almost
gone. She found no gold.
Character:
Fu Tien
Goal:
She went to California because she wanted to get rich
Action:
She sold her cart to get money for the trip to California and
worked hard to find gold
Outcome (result):
She found no gold
Time: 5-7 min.
Language domains: reading, writing, speaking, listening
Grouping: Whole Group
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Guided Practice - 25-30 min.
(We do)
Independent Task(s) - 20 -25 min.
(You do)
We do:
Outcome: Students will get the gist of the story and analyze the story.
Activity: Have the students read and listen to the text; then the Group the students and have them reread the text in parts with guided questions; have
them share the answers to the questions
Group 1: Read p.. 294
1. What is the setting of the story?
2. Who is Chang? What is his occupation?
3. Who is Yenna ? What she does she look like? How does she help her family?
Group 2: Read p. 295 (paragraphs 1-4)
1. Who came to the store one day? Why did he visit Chang’s store?
2. How did the young man and Yenna feel about each other?
3. Where was the young man traveling and why?
4. What did Yenna give to the young man and why?
Group 3: Read p. 295 (Paragraphs 5-7)
1. What did Yenna do throughout the absence of the young man?
2. What were the traditions about marriage like in China?
3. What happened to Chang later?
Group 4: Read p. 296
1. Who was the dusty traveler that came to Yenna’s store?
2. What rolled out the traveler’s shirt? In what condition was it?
3. What did he ask Yenna? What was Yenna’s response to him?
4. Why did he throw the ginger into the fireplace? What did he say when Yenna rejected his offer?
5. What happened to the ginger in fire? And what resolution did they have at the end of the story?
Time: 25-30
Language Domains: reading, writing, listening, speaking
Grouping: small groups/pairs, whole group
You do:
Outcome: Students will discuss the goals and outcome in the story as in the example in the opening activity.
Activity: Students will complete the following chart in pairs and turn and talk about their goals, actions and outcomes to see they were conflicting and they
achieved what they wanted using compound and complex sentences.
Character
:
Yenna
Young
man
Goals:
Actions:
Outcome
s:
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Instructional Materials and
Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes)
Extension Activity : Write a critical analysis of the story to discuss both character’s motives using the chart
Time: 20-25
Language Domains: reading, writing, listening, speaking
Grouping: small groups/pairs, whole group
Keystone D, Student Text, pp. 290-301
Keystone D, Teacher’s Edition
Companion CD: Audio files
Two column graphic organizer, three column graphic organizer
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers
Outcome: Students will state their personal opinions, and shares them in the class if the time allows it.
Exit ticket: This story has taught me goals and outcomes are /can be ____________________________________________________
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: Individual
HOMEWORK: Symbol: WB, p.142; Vocabulary: WB, P. 143; Compound and Complex Sentences: WB, p. 147
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ESOL INTERMEDIATE
Framework for Teaching Lesson Plan
Unit 5, Reading 1
WORLD WAR I (Day 1)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading
and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.6 : Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
WIDA STANDARD 5: Language of Social Studies
LESSON
OBJECTIVE(S)/OUTCOMES
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Content objective:
Students will comprehend the content specific vocabulary to read World War I
Language objective:
Students will create sentences for the content vocabulary
Learning strategy objective: Students will annotate and use a semantic map
Warm-up:
Outcome: Students will have an understanding of what happened in Europe during World War I.
Activity: 1. TELL students to look at the map of Europe in 1914 on p. 330, and HAVE them group the countries based on the map key:
ALLIES
CENTRAL
POWERS
NEUTRAL
NATIONS
Note: TELL students that Allies fought against Central Powers, and Neutral Nations stayed out of this war.
Activity 2: HAVE students fill out Column B using the timeline on p. 330, and TELL them this map shows what happened between 1914- 1919 regarding
World War I.
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COLUMN A - WHEN DID IT
HAPPEN?
COLUMN B - WHAT HAPPENED?
1914
1917
1918
1919
Time: 5-10 min.
Language domains: reading, writing, listening, speaking
Grouping: whole group
I do:
Outcome: Students will speak and write with targeted vocabulary prior to reading
Opening Activity 1: TELL students that they will read an informational text on World War I. Point out Serbia and Bosnia and Herzegovina including the city
of Sarajevo, where the assassination of Archduke Ferdinand, which ignited the start of the war.
Preteach the academic vocabulary using vocabulary teaching routine:
ELICIT the keywords: alliance, armistice, assassination, civilians, surrendered, trenches
Step 1: Read aloud/listen to the word and have students read aloud the words
Step 2: Create a student- friendly definition for the word (examples and visuals)
Step 3: Discuss the word with examples and nonexamples
Step 4: Check for comprehension having them filling out the blanks on p. 331 and also workbook activity on p. 161 of the workbook
Activity 2: ELICIT the academic words: neutral, resources, technology, tension, vehicles
Step 1: Read aloud/listen to the word and have students read aloud the words
Step 2: Create a student- friendly definition for the word (examples and visuals)
Step 3: Discuss the word with examples and nonexamples
Step 4: Check for comprehension having them filling out the blanks on p. 332 and also workbook activity on p. 162 of the workbook
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Guided Practice - 10-15 min.
(We do)
We do:
Outcome: Students will learn the roots and their meanings and what language they came from and apply them to the keywords and academic vocabulary
Activity: PAIR UP the students and ask them to identify the roots of the key words and academic words using the table on p. 333. For an extended activity,
have the pairs complete the exercise in the workbook on p.133
Time: 15-20 min.
Language Domains: reading and writing
Grouping: small groups/pairs
Independent Task(s) - 20 min.
(You do)
You do:
Outcome: Students will have deep comprehension of the target vocabulary
Activity: Pair up the students and assign each pair/group 2-3 key and academic words from the list that they studies to complete the semantic web on a
poster below.Then, have students present their semantic map projects in the class.
Time: 20 minutes
Language Domain: reading, writing, speaking, listening
Grouping: partner or small group
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Instructional Materials and
Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes)
Keystone D, Student Text, pp.330-343
Keystone D, Workbook, pp. 161-167
Keystone D, Audio CD
Graphic Organizers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and audio/visual presentation and kinesthetic activity via poster creation.
Outcome: Students will express their comprehension of the word roots.
Exit ticket: Today, I have learned the word : ________ whose root means __________________. My example sentence with that word is
:____________________________________________ .
Time: 5-7 min.
Language Domains: Listening, speaking, reading and writing
Grouping: whole group
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ESOL INTERMEDIATE
Framework for Teaching Lesson Plan
Unit 5, Reading 1
WORLD WAR I (Day 2)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RL.9-10.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-LITERACY.H.9-10.7 : Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
WIDA STANDARD 5: Language of Social Studies
LESSON
OBJECTIVE(S)/OUTCOMES
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Content objective:
Students will identify the cause-effect relation in the text to comprehend the reasons for World War I and also its effects
Language objective:
Students will write complex sentences using transitions to state cause and effect.
Learning strategy objective: Students will continue to annotate the text use a cause-effect chart
Warm-up:
Outcome: Students will understand what happened in World War I using the text features
Activity: Tell students to look at the illustrations on pp. 334- 339, and ask them to write a BCR answering those questions below:
What do you see on those pages? Who are those people? Who are the allied nations? Who are the Central Powers? What technology did they use in
World War I? How big were the trenches? Which country had the most loss in the war? And who was the U.S. president during World War I?
Time: 5-10 min.
Language domains: reading, writing, listening, speaking
Grouping: Whole group
I do:
Outcome: Students will analyze the text using the cause- effect graphic organizer. See Appendix C, Cause- effect chart.
→Opening Activity 1: Have the students watch a video on World War I causes and effects for initial input: World War I Video
Activity 2:: TELL students that they will read World War I using cause- effect relationship graphic organizer to understand the relations between the
incidents. PROVIDE them with cause and effect transitions and cause-effect chart . They will cite the sentences in the text including the page numbers, and
rewrite the sentences using the transitions in their own words: Do the first one as an example
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ESOL High School Intermediate (Grades 9-12) Curriculum
CAUSE ( REASON) TRANSITIONS
LIST
Because, because of the fact that, due to the fact that, inasmuch as
EFFECT ( RESULT) TRANSITIONS
LIST
So, therefore, thus, for this reason, as a result, hence
Cause and Effect Chart:
Identify the cause -effect relation in the text, and rewrite them in your own sentences
1. Cause : One reason for this tension
was shifting balance of power
→
Effect: at the beginning of the twentieth
century , there was tension among
countries in Europe. (p. 334)
Because_ the balance of power was shifting, there was tension among countries in
2. Cause: because of these tensions
→
Effect: six countries formed two
powerful alliances . ( p.334)
__There was tension among Europe , so _six countries formed two powerful
alliances (p. 334)_____
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Guided Practice - 10-15 min.
(We do)
We do:
Outcome: Students will identify the sentences with cause-effect relations and rewrite them using cause-effect transitions from the list
Activity: Group the students and assign the pages per group; and TELL them to identify the cause- effect relationship sentences in the text and continue the
graphic organizer you started.
Group 1: pp. 2234-335
Group 2: pp. 336- 337
Group 3 : pp. 338 - 339
Next, post their work in the class
Time: 15-20 min.
Language Domains: reading and writing
Grouping: small groups/pairs
Independent Task(s) - 20 min.
(You do)
You do:
Outcome: Students will write a cause-effect paragraph
Activity 1: The groups will present their work in the class.
Activity 2: Students will use the ideas and academic vocabulary in the paragraph , and write an expository paragraph/essay that states the causes and
results of World War I.
Instructional Materials and
Resources
Suitability for Diverse Learners
CLOSING (5-10 minutes)
Time: 30 minutes
Language Domain: reading, writing, speaking, listening
Grouping: partner or small group
Keystone D , Student TextBook
Keystone D, Workbook
Keystone D, Audio CD
Graphic Organizers
World War I Video
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and audio/visual presentation and kinesthetic activity via poster creation
Outcome: Students will state their opinions on WWI with 2-3 sentences using the sentence starter below.
Exit ticket: In my opinion, World War I _______________________________________________________________________.
Time: 5-7 min.
Language Domains: speaking and writing
Grouping: whole group
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ESOL intermediate
Framework for Teaching Lesson Plan
Unit 5, Reading 2
In Flanders Field, The Anthem for Doomed Youth, The Three Letters from Home, Letter Home
IDENTIFY STRATEGY(IES)
or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning
WIDA ELD STANDARD 2: LANGUAGE OF LANGUAGE ARTS
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will identify the genres of the texts.
Students will identify the similarities and differences between the two genres of their choice in the reading
Language objective: Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases and symbols.
Learning strategy objective: Students will annotate the text and compare and contrast the texts using a chart.
Introductory &
Developmental Activities15-20 min.
-Modeling (I do)-10 min.
Warm-up:
Outcome: Students will elicit background to empathize with the people who were involved in the war
Activity: Quick write: What can we learn from the times of war? Do you know anyone who has fought on the battlefield? What do you imagine it was like for him
or her?
HAVE students share their response in the class.
Time: 5-10 min.
Language domains: listening, speaking and writing
Grouping: whole group
I do:
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Outcome Students will identify the genres used in this reading
Opening Activity: Tell students that they will read two poems, one song and one letter written by the people who witnessed World War I, and introduce them to
the elements of the genre
ELEMENTS OF POEM
ELEMENTS OF SONG
ELEMENTS OF LETTER
Stanza, free verse, rhymes, sound patterns,
figurative language, poem
Stanza, free verse, lyrics, repeated phrases,
melodical, songwriter, composer
Date, heading, greeting, prose, paragraph, body,
closing signature
WORK
IN FLANDERS FIELDS
WHAT GENRE
IS IT?
Poem
WHO IS THE
AUTHOR/POET?
John McCrae
WHO IS THE
SPEAKER?
Dead Soldiers in
Flanders Field, Belgium
WHAT
SYMBOLS ARE
THERE?
Poppies for dead
soldiers, eternal life,
remembrance
Larks for the cheerful
spirits of dead soldiers
A torch for hope and
passing the challenge
ANTHEM FOR THE
DOOMED YOUTH
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THREE WONDERFUL LETTERS
FROM HOME
LETTER HOME
91
WHAT
EMOTIONS ARE
EXPRESSED ?
The speaker (voice) feels
optimistic and brave; and
tries to keep his
connection with the next
generation; and longs for
eternity.
Time: 10-15 min.
Language domains: listening, speaking, writing
Grouping: whole group, partners
Guided Practice - 10-15
min.
(We do)
Independent Task(s) - 20
min. (You do)
Instructional Materials and
Resources
Suitability for Diverse
Learners
We do:
Outcome: Students will have comprehension of the texts in this reading by seeing the similarities and differences among them
Activity: Students will listen and read the texts to compare and contrast them. Group the students and have them fill out the chart below together and have them
share their work in the class.
Time: 20 -25 min.
Language Domain: reading, listening, speaking
Grouping: whole group, partners, pairs
You do:
Outcome: Students will write an expository paragraph comparing and contrasting two different texts about war.
Activity: Students will pick two texts after completing the chart in guided practice: Provide the students with the list and usage of contrast and opposition
vocabulary: but, much as, on the contrary. Use Workbook, p. 173 along with this activity
TASK 1: They will use a Venn diagram to compare and contrast the two works
TASK 2: They will compose a paragraph comparing and contrasting the two works using the Venn diagram
Time: 25 minutes
Language Domain: reading, writing, speaking, listening
Grouping: partner or individual
Student Text
Workbook
Audio CD
Chart Paper
Markers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals, graphic
organizers and audio/visual presentation.
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CLOSING (5-10 minutes)
Outcome: Students will demonstrate the understanding of the text/s.
Exit ticket: Students will write 2-3 sentences to express which text impressed them most and why.
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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ESOL Intermediate
Framework for Teaching Lesson Plan
IFL- Reading 2, Quarter __3___
Life Boat (Day 1)
IDENTIFY STRATEGY(IES)
or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaning
LESSON
OBJECTIVE(S)/OUTCOMES
Content objectives:
Students identify the components of a memoir.
Compare/contrast author’s background to the main character in the story
Language objective: Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues.
Learning strategy objective: Cite evidence, charting, scanning for information
Introductory &
Developmental Activities15-20 min.
-Modeling (I do)-10 min.
Outcome: Students will elicit background knowledge of memoir
Language
Domain: speaking, listening,
writing
Time: 5-10 min.
Language domains: listening, speaking and writing
Grouping: whole group
Warm-up Activity: Quick write: Remember your first week at school in the U.S. Pick a significant moment from this time and write a paragraph describing your
experiences.
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Outcome: students will
differentiate between “safe”
and “unsafe”
Guided Practice - 10-15
min.
(We do)
Independent Task(s) - 20
min. (You do)
Instructional Materials and
Resources
Suitability for Diverse
Learners
CLOSING (5-10 minutes)
I do:
Opening: Students will learn about memoir as a genre
Activity: Teacher tells the students that they will read a memoir: Life Boat written by Judy Ortiz. She wrote about a MOMENT in her early days. Teacher then
asks students: What do you think the difference is between an autobiography and a memoir? (Be sure to point out that an autobiography is a person writing a story
of his/her entire life, while the memoir is just an account of a small part of his/her life.
Life Boat by Judy Ortiz
Time: 5-10 min.
Language domains: listening, speaking, writing
Grouping: whole group, partners
We do:
Outcome: Students will read the text to get the gist of the story
Activity: Students will read the text to get the gist, stopping intermittently to turn and talk to their peers for clarification.
Teacher will act as a facilitator and ask guided questions, if necessary
Time: 20 min.
Language Domain: reading, listening, speaking
Grouping: whole group, partners, pairs
You do:
Outcome: Students will create vocabulary flashcards and fill out a significant moments chart (to discuss with their peers using the focus vocabulary).
Activity: Part 1: Students will reread the memoir to complete significant moments charts after studying the focus vocabulary to clarify the meaning: disdain,
alienated, sear(ed), setback, empowering, aggressively, destined, rebellion, defeated, monologue to build flashcards and create a word wall in the classroom ( 2-3
words for each group)
Activity: Part 2: Students will use turn and talk, whole group discussion to present the difficulties of Alejandro and Author Ortiz’ experience in the classroom
Time: 25 minutes
Language Domain: reading, writing, speaking
Grouping: partner or small group
Student Text
Essential Questions Chart (see appendices)
Significant Moments chart
Chart paper
Markers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals, graphic
organizers and audio/visual presentation.
Outcome: Students will connect personally with the memoir.
Exit ticket: Students will write 2-3 sentences to express the compare/contrast their own experiences with that of the main character in the story
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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ESOL intermediate
Framework for Teaching Lesson Plan
IFL – Reading 2, Quarter __3___
Life Boat by Judy Ortiz (Day 2)
IDENTIFY STRATEGY(IES)
or
SKILL OBJECTIVE(S)
FROM STANDARDS
Standards:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and
content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
LESSON
OBJECTIVE(S)/OUTCOMES
Content objective: Students will answer the question raised by the author: How could a teacher reach out to a student with language barriers.
Students will identify the metaphors in the memoir.
Language objective: Students will complete the parts of speech chart to identify the different forms of the specific words in the text.
Learning strategy: Close reading
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Introductory &
Developmental Activities15-20 min.
-Modeling (I do)-10 min.
Warm-up:
Outcome: Students review metaphors that highlighted in the previous class
Activity:
Pick three metaphors in Life Boat and explain them in your own words.
Metaphor 1 is __________ and it means ____________
Metaphor 2 is ___________ and it means ____________
Metaphor 3 is ___________ and it means _______________
Time: 5-10 min.
Language domains: reading, writing, listening, speaking
Grouping: whole group
I do:
Outcome: Students will be introduced to the theme (specifically through the one in this story): how others’ actions affect the others
Activity: Teacher will introduce the theme and tell the others how their actions affect others with example sentences.
Example Sentence:
Teacher says: pay attention to punctuation
ex: Judy tutored Tom with the math test . So, Tom passed the test.
ex: Mr. Wills coached the soccer team in his free time. So, the soccer team won the trophy.
ex: James didn’t help his sister with housework. So, she didn’t have time to catch up with her friends
Teachers asks the students, “What do you notice about the two parts of each sentence? How is one action related to the other?”
Time: 5-7 min.
Language domains
Guided Practice - 10-15
min.
(We do)
We do:
Outcome: students will create a cause/effect chart to examine the cause and effect relationship between the characters’ behaviors and how their lives have been
changed. they will emphasize the use of punctuation
Activity:
Cause
Effect
author’s Teacher
author as a student
Alejandro’s Teacher
Alejandro:
Time: 20-25 min.
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Independent Task(s) - 20
min. (You do)
Language Domains: reading, writing, listening, speaking
Grouping: small groups/pairs
You do:
Outcome: Students will write about a significant moment and a person (or people) who changed their lives.
Activity: Students will create their own cause - effect chart and write an essay about how those experiences changed their lives.
Suitability for Diverse
Learners
Time: 25-30 minutes
Language Domain: r, writing, speaking
Grouping: individual
Student Text
2 Column chart or Cause/Effect Graphic Organizer
Chart paper
Markers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals, graphic
organizers and audio/visual presentation and kinesthetic activity via poster creation
CLOSING (5-10 minutes)
Outcome: Students will suggest ideas on how teachers can better help ESOL students.
Instructional Materials and
Resources
Exit ticket: I think a teacher can help an ESOL student by _____________________________________
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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ESOL INTERMEDIATE
Framework for Teaching Lesson Plan
IFL – Reading 3, Quarter __3___
From Story of My Life Helen Keller (Day 1)
IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS
Standards:
CCSS. ELA-LITERACY.RI.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.L.9-10.5 : Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
WIDA STANDARD 2: Language of language Arts
LESSON OBJECTIVE(S)/OUTCOMES
WIDA STANDARD 5:Language of Social Studies
Content objective:
● Students will study the elements of an autobiography as an informational text.
● Students will analyze author’s purpose, point of view and tone
● Students will read the text closely to answer text specific and comprehension questions.
Language objective: Students will use the significant moment chart to write a summary of Helen Keller’s life.
Learning strategy objective: Close reading and make inferences
.
Introductory & Developmental
Activities-15-20 min.
-Modeling (I do)-10 min.
Warm-up:
Activity: Quick write: What are some physical disability types? Do you think that a physical disability is an impediment to reaching someone’s goals? Why
or why not?
Time: 5-10 min.
Language domains: listening, speaking and writing
Grouping: whole group
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I do:
Opening Activity: Tell students that you will read Helen Keller’s autobiography. Helen Keller was deaf, blind and mute, but she overcame her physical
disabilities with the help of other people and led a productive and successful life.
Explain the word: AUTOBIOGRAPHY - AUTO + BIO+ GRAPHY
Auto: self
Bio: life
Graph: writing
So, autobiography means one’s writing about his / her own life
Teacher should then show the students the video below:
Hellen Keller mini bio
Guided Practice - 10-15 min.
(We do)
Independent Task(s) - 20 min.
(You do
Time: 5-10 min.
Language domains: listening, speaking, writing
Grouping: whole group, partners
Outcome: Students will cite evidence about experience
Activity: Students will take turns reading the text to answer the essential questions chart (groups or pairs) and highlight the sentences that show flashback
and/or stream of consciousness. Once finished, they should turn and talk, as well as share their findings by placing them on the chart paper. (Teacher will
act as a facilitator and ask guided questions, if necessary).
Time: 20 min.
Language Domain: reading, listening, speaking
Grouping: whole group, pairs
You do:
Outcome: Students will complete a four-column chart labeled “Vocabulary For Helen Keller 1” (see appendix A and fill out significant moments chart and
discuss with their peers using the focus vocabulary.
Activity
Part 1: Students will reread the autobiography in chunks to complete significant moments charts after studying the focus vocabulary to clarify the
meaning: word wall in the classroom ( 2-3 words for each group):vaguely, linger(ed), languor, dense, tangible, reveal, imitate, confounding, keenly,
sentiment, rapidly, vainly
Activity
Part 2 : Students will write a BCR to evaluate their understanding of the text
When students are finished with the activity, they share their information with the class, allowing them to practice reading, pronouncing and explaining
information.
Time: 25 minutes
Language Domain: reading, writing, speaking
Grouping: partner or small group
Time: 25 minutes
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Language Domain: reading, writing, speaking
Grouping: partner or small group
Instructional Materials and
Resources
Video clip: http://www.youtube.com/watch?v=tsAHt0FiwNM). Youtube video: I think school.com
Student Text
3-column T-chart (for demonstration)
Significant Moments Chart
Suitability for Diverse Learners
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and audio/visual presentation.
Outcome: Students will demonstrate understanding of the autobiography of Helen Keller by completing the following:
Exit ticket: Helen Keller wrote this autobiography which ________________________________, and her challenges were___________, She said
__________________________ helped her to overcome her physical disability and connect with outer world.
CLOSING (5-10 minutes)
Time: 5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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ESOL INTERMEDIATE
Framework for Teaching Lesson Plan
IFL – Reading 3, Quarter __3___
From Story of My Life Helen Keller (Day 1)
IDENTIFY STRATEGY(IES)
or
SKILL OBJECTIVE(S)
FROM STANDARDS
Standards:
CCSS. ELA-LITERACY.RI.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and
content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.SL.9-10.4: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.5 : Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
WIDA STANDARD 2: Language of language Arts
LESSON
OBJECTIVE(S)/OUTCOMES
WIDA STANDARD 5:Language of Social Studies
Content objective: Students will analyze author’s purpose, point of view and tone.
Students will identify the figurative speech and explain the meaning of the sentences created with them.
Students will make inferences about Keller’s experience and interactions.
Language objective:
Students will make new words by changing various prefixes and suffixes. They will use these words to create new sentences.
Learning strategy objective: close reading
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Introductory &
Developmental Activities15-20 min.
-Modeling (I do)-10 min.
Warm-up:
Outcome: Students will create different word formations within the same context.
Activity 1:
Rewrite the sentences below with the given words:
1.The baby imitated her parents’ behaviors. (imitation)
__________________________________________________
2. The diamond has many defects. (defective)
_____________________________________
3. I felt frustration when my hard work didn’t pay off. (frustrate)
__________________________________________________
Time: 5-10 min.
Language domains: reading, writing, listening, speaking
Grouping: whole group
I do:
Outcome: Students will create new words by changing prefixes and suffixes
Opening:
Activity: Tell the students that words basically come in four forms: adjective, noun, verb and adverb, and we can convert them from one form to the other form
by adding suffix; and give a different meaning with adding prefix
Word Study:
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adjective
noun
verb
adverb
immeasurable
measurement
measure
measurably
word formation::
prefix + root + suffix
im + measure + able
“ im” is used to create an antonym it means something that
can’t be measured
unconscious
conscious
unconsciously
consciously
unconsciousness
consciousness
X
word formation:
prefix + root + suffix
un + conscious + ly
“un” is used to create an antonym (opposite) from the
original workd
.
Time: 5-7 min.
Language domains: writing, speaking, listening
Guided Practice - 10-15
min.
(We do)
We do:
Outcome: Students will have understanding of parts of speech and word formation.
Activity: Students will complete parts of speech table to identify the word form, then identify the prefix, root and suffix: immeasurable, eventful, vaguely,
unusual, unconsciously, consciousness, bitterness, continually, passionate, tangible, darkness, wordless, approaching, uncomprehending, sensation,
tenderness, discomfort.
Teacher will monitor the group activity and make corrections, if necessary.
Time: 20-25 min.
Language Domains: reading, writing, listening, speaking
Grouping: small groups/pairs
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Independent Task(s) - 20
min. (You do)
You do:
Outcome: Students will create differentiated projects
Teacher will group the students and will give the following tasks to the students
Activity A: Students will search for a famous person with a physical disability and how he/she overcame his/her disabilities to become successful. Students will
write a photo- essay using the focus words and the words in the “Parts of Speech Table.”
Activity B: Students will draft a dialogue between Helen Keller and her tutor using the focus words and the words in Parts of Speech table.
Students will share their work in class.
Time: 30- 35 minutes
Language Domain: reading, writing, speaking
Instructional Materials and
Resources
Suitability for Diverse
Learners
CLOSING (5-10 minutes)
Grouping: partner or small group
Student Text
Parts of Speech Table
chart paper
markers
Lesson is suitable for diverse learners. It includes activities that focus on reading, writing, speaking and listening. In addition, the lesson includes visuals,
graphic organizers and audio/visual presentation and kinesthetic activity via poster creation
Outcome: Students will show understanding of parts of speech and word formation within the context
Exit ticket: Use 2-3 words from the Parts of Speech Chart and write about sentences describing Helen Keller’s life.
Time:
5-7 min.
Language Domains: Listening, speaking, reading
Grouping: whole group
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Appendix B
Reader’s /Writer’s Notebooks
https://drive.google.com/a/pgcps.org/folderview?id=0B_yCiOUV8NexU1RjWkFqTTBTRU0&usp=drive_w
eb&tid=0B7qEiLgKDcSsWHRWaHZtdldWV1U
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Appendix C
Graphic Organizers
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Author’s Purpose
Establishing the author’s purpose for writing a particular text is often the key to understanding the text’s
significance. In order to understand the meaning behind a text the reader must pay close attention to several
elements.
Questions about the author:
1. What is the background and context of the author’s life?
2. Did this particular author experience any milestone events?
3. Is there a hidden or manifest agenda?
Questions about the text:
1. What is the tone and voice of the piece of writing?
2. Is there a lesson that is repeated throughout the text?
3. How is the main conflict resolved?
Questioning the Author
Directions: Fill out the graphic organizer and analyze the factors that might have influenced the author.
Author being analyzed: _______________________________
Name:
Date:
Period:
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Reading for Detail
Title of Story: _____________________________________________________
Author: __________________________________________________________
Reading for detail will help you to record important information in a text. While reading, be sure to ask important
questions such as who, what, when, where, why and how.
Directions: Fill out the details in the boxes below, then write a short summary about the story.
Question
Response
Who?
What?
Where?
When?
Why?
How?
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TIMELINE
IDENTIFYING AUTHOR’S PURPOSE
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Name: ___________________________________________
INFORM
ENTERTAIN
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Date: ___________________________________________
PERSUADE
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FACT OR OPINION CHART
NAME:
DATE:
FACT
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CAUSE- EFFECT CHART
Name: __________________________________________________
Date: _______________________________________________
→ 1. EFFECT:
1.CAUSE:
Because ___________________________________________________, ______________________________________________________________.
→
2. CAUSE:
2. EFFECT:
Due to the fact that ___________________________________________, ____________________________________________________________.
→
3. CAUSE:
3: EFFECT:
Inasmuch as ____________________________________________________, ____________________________________________________________.
→
4. CAUSE:
4. EFFECT:
___________________________________________________________, so _______________________________________________________________ .
→
5. CAUSE:
5.EFFECT:
_____________________________________________________________, therefore_______________________________________________________ .
6. CAUSE:
→
6. EFFECT:
______________________________________________________________,thus _____________________________________________________________ .
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VENN DIAGRAM
NAME: ______________________________________
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DATE: _____________________________________________
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STORY ELEMENTS
NAME:
STORY
ELEMENT
DATE:
TITLE OF TEXT:__________________________________________________
Characters:
Setting:
Conflict:
Plot:
Theme:
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T-CHART
NAME:
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MAKING INFERENCES
NAME: ___________________________________
Story Clues
+
What I Know
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DATE: ___________________________
+
Inference
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SIGNIFICANT MOMENTS
Significant Moment
Why is this significant?
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SEMANTIC MAP
NAME:
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MAIN IDEA AND DETAILS CHART
NAME:
DATE:
MAIN IDEA:
_____________________________________________________________________________________________________________________.
DETAIL 1:
DETAIL 2:
DETAIL 3:
DETAIL 4:
DETAIL 5:
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TWO COLUMN CHART
NAME:
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THREE COLUMN CHART
NAME:
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