ENGLISH LANGUAGE ARTS/READING
HIGH SCHOOL (through grade 11)
Common Curricular Goal: VOCABULARY: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by
applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the
subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.RE.10 Determine
Each day, students make an
List of SAT words:
Weekly Vocabulary
-Vocabulary by
Rewards for correct
meanings of words using
educated guess, from a series of “Word of the Day”
Quizzes
Marzono
guesses motivates
contextual and structural
hints (picture, sentence, story,
-SAT word list
students 
clues.
analogy, etc.), what the “Word
(online)
of the Day” means. Then
students complete standard
template with definition and a
drawing.
EL.CM.RE.11 Identify and
Through Quick Writes focused Metaphor, Simile,
Personal Narrative
-Write Tools
use the literal and figurative on developing character and
Personification,
-Photographs of
meanings of words and
setting, students will replace
Characterization,
detailed
phrases.
simple language with figurative dialect, setting,
setting/character
language.
Elements of a Story
-Models of Narratives
EL.CM.RE.12 Distinguish
between the denotative and
connotative meanings of
words, and interpret the
connotative power of words.
Common Curricular Goal: READ TO PERFORM A TASK: Find, understand, and use specific information in a variety of texts across the subject areas to
perform a task.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.RE.16 Synthesize
information found in
various parts of charts,
tables, diagrams, glossaries,
or related grade-level text to
reach supported
conclusions.
EL.CM.RE.17 Analyze the
structure and format of job
and consumer-related
materials, including the
graphics and headers, and
explain how the features
support the intended
purposes.
Common Curricular Goal: INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING: Demonstrate general understanding of grade-level
informational text across the subject areas.
State Standard
Task Analysis
EL.CM.RE.19 Identify
Through Cornell Notes, on
and/or summarize sequence various topics, students write a
of events, main ideas, facts, summary of their notes (what
supporting details, and
they learned).
opinions in informational
and practical selections.
Vocabulary
Cornell Notes
Assessment
Resources
Reflection
Written summary that -Cornell Notes
-Provide printed
includes: Topic
template.
template for IEP or
Sentence, main ideas, -Article, novel, etc. to ESL students.
and concluding
take notes from.
sentence. (Must be
COMPLETE
sentences.)
Common Curricular Goal: INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION: Develop an interpretation of grade-level informational text across
the subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.RE.21 Predict
Students will predict what Of
-Foreshadowing
Completed “Notes
-Standards-Based Lit
-Use Think, Pair,
probable future outcomes
Mice and Men will be about
-The Great
and Summarization”
Guide
Share or “Find
supported by the text.
based on knowledge of the time Depression
chart.
-Novel
Someone Who…”
period and previous chapters
-The Dust Bowl
Activity for students
read.
-FDR
to compare answers.
-The New Deal
-Migrant Workers
-Stock Market
Crash, etc.
EL.CM.RE.22 Infer an
author’s unstated meaning
and draw conclusions about
an author’s stated meaning
based on facts, events,
images, patterns or symbols
found in text.
Students will analyze the poem,
“To a Mouse” by Robert Burns,
and conclude why Steinbeck
named his novel after this
poem.
-Understanding
-Interpretation
-Analysis
-Margin Notes
-Higher questioning
EL.CM.RE.23 Make
reasoned assertions about an
author’s arguments by using
elements of the text to
defend and clarify
interpretations.
In preparation for the Socratic
Seminar on the unit’s Essential
Question, students research
textual evidence in the novel
and write it down in Cornell
Notes format.
-Intellectual
Disabilities
-Textual Evidence
EL.CM.RE.24 Analyze
Students determine the type of
-Types of conflict:
-Written responses on
page 40 of Lit Guide,
as well as margin
notes.
-Observations of
Think, Pair, Share
and whole group
discussions.
-Cornell Notes
-Participation,
Preparation and
Reflection of Socratic
Seminar
-Complete chart on
-Standards-Based
Literature Guide for
Of Mice and Men
-Walk through how to
write margin notes
with students:
“Interacting with
Text”
-Novel
-3 Articles related to
Intellectual
Disabilities
-Video clips from
www.thearc.org
-Movie clips from “I
Am Sam”
-Cornell Notes from
novel, classroom
articles, Internet
Research about The
Arc
-Novel
-A great debrief
activity to the book.
Helps students better
understand the
author’s purpose.
-Model first 2
implicit relationships, such
conflict and effect it has on the
as cause-and-effect,
author’s writing.
sequence-time relationships,
comparisons, classifications,
and generalizations.
man vs. man, man
vs. himself, man vs.
nature, man vs.
society
-Author’s Craft
pgs. 52-53 of Lit
Guide
-Individual responses
during class
discussion and
working in partners
(walking
observations)
-Socratic Seminar
-Lit Guide
conflicts (scenes) as a
class and
discuss…have
students vote on the
type of conflict and
defend answer.
EL.CM.RE.25 Infer the
See Reading Standard # 23
main idea when it is not
explicitly stated, and
support with evidence from
the text.
Common Curricular Goal: INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE: Examine content and structure of grade-level
informational text across the subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.RE.26 Draw
See Reading Standard #23
-Socratic Seminar
conclusions about the
author’s purpose based on
evidence in the text.
EL.CM.RE.27 Differentiate In preparation for the Socratic
-Types and levels of -Cornell Notes
-www.thearc.org
among reasoning based on
Seminar, students research
Intellectual
-Participation and
-3 other articles
fact versus reasoning based facts of Intellectual Disabilities. Disabilities
Reflection of the
-Video clips
on opinions, emotional
Socratic Seminar
appeals, or other persuasive
techniques.
EL.CM.RE.28 Evaluate if
and how the author uses
authoritative sources to
establish credibility for
arguments, proposed
actions, or policies.
EL.CM.RE.29 Compare and After reading Of Mice and
-Intellectual
-Expository
-Movie
-It will be powerful to
contrast information on the
Men, researching Intellectual
Disabilities,
(Comparison) Essay
see how students will
same topic after reading
Disabilities, participating in a
specifically
be able to SUPPORT
several passages or articles. Socratic Seminar, and watching Asperger’s
their opinion with
a nonfiction movie about a girl Syndrome
facts (research) and
with Asperger’s Syndrome,
nonfiction accounts.
students will write a
comparison essay, identifying
Steinbeck’s purpose and
whether it was portrayed or
written effectively, based on
the student’s knowledge of
Intellectual Disabilities.
EL.CM.RE.30 Evaluate the
logic, unity, and consistency
of text.
Common Curricular Goal: LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING: Demonstrate general understanding of grade-level literary
text.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.LI.03 Identify
and/or summarize sequence
of events, main ideas, and
supporting details in literary
selections.
Common Curricular Goal: LITERARY TEXT: DEVELOP AN INTERPRETATION: Develop an interpretation of grade-level literary text.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.LI.04 Predict
probable future outcomes
supported by the text,
including foreshadowing
clues.
EL.CM.LI.05 Analyze
See Reading Standard #24
-Internal vs.
-Cornell Notes with
-Novel
-Discuss the
interactions between
External Conflict
summarized
difference between
characters in a literary text
Students will find textual
-Essential Question
examples from text +
fact and opinion, and
(e.g., internal and external
evidence to support their
page numbers.
how an opinion is
conflicts, motivations,
answer to the Essential
made stronger with
relationships, influences)
Question: Should individuals
evidence: personal
and how these interactions
with Intellectual Disabilities be
accounts, examples
affect the plot.
able to live in society on his/her
from novel, etc.
own? They will do this by
looking at the character of
Lennie and his interactions
with other characters.
EL.CM.LI.06 Identify
After finishing Of Mice and
-Making
-Complete answers
-Lit Guide
-Do this at the end of
themes in literary works,
Men, students will answer a
connections
with examples from
-Novel
the novel.
and provide support for
series of questions from the Lit -Theme
the novel.
-Potential for an Ininterpretations from the text. Guide specifically addressing
-Textual Support
class essay.
themes from the novel.
-Good review
material for Unit Test.
EL.CM.LI.07 Infer the main
idea when it is not explicitly
stated, and support with
evidence from the text.
EL.CM.LI.08 Identify and
analyze unstated reasons for
actions or beliefs based on
explicitly stated
information.
Common Curricular Goal: LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE: Examine content and structure of grade-level literary text.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.LI.09 Identify
various literary devices,
including figurative
language, imagery, allegory,
and symbolism; evaluate the
significance of the devices;
and explain their appeal.
EL.CM.LI.10 Interpret and
evaluate the impact of
subtleties, contradictions,
and ironies in a text.
EL.CM.LI.11 Explain how
voice and the choice of a
narrator affect
characterization and the
tone, plot, and
credibility of a text.
EL.CM.LI.12 Analyze an
author’s development of
time and sequence,
including the use of
complex literary
devices, such as
foreshadowing or
flashbacks.
EL.CM.LI.13 Evaluate the
At the beginning of Of Mice
-Tone
-Think, Pair, Share
-Novel
-Find an audio tape of
impact of word choice and
and Men, students characterize -Mood
observations
the novel so as to
figurative language on tone, George and Lennie based on
-Dialect
show a better
mood, and theme.
dialogue, and discuss how this
-Dialogue
interpretation of tone.
effects the tone and mood of
-Word Choice
the story. The teacher reads the
first chapter out loud in class in
order to capture this.
EL.CM.LI.14 Identify and
See Reading Lit Standard #13
describe the function of
dialogue, soliloquies, asides,
character foils, and stage
directions on dramatic
literature.
ENGLISH LANGUAGE ARTS/ WRITING
High School (through grade 11)
Common Curricular Goal: WRITING: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details
appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas,
sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.WR.10 Establish a
Students will answer Of Mice
-Thesis Statement
-In-Class Essay
-Thesis Statement
coherent and clearly
and Men’s Essential Question
(See Reading
formula
supported thesis that
in their thesis statement.
Standard #29)
engages the reader, conveys
a clear and distinctive
perspective on the subject,
maintains a consistent tone
and focus throughout the
piece of writing, and ends
with a well supported
conclusion.
EL.CM.WR.11 Create an
-6 Writing Traits
Students score their
organizational structure that
Scoring Rubric
paper on
logically and effectively
-6 Writing Traits
Organization, using
presents information using
Check List
the 6 Writing Traits
transitional elements that
-Transition Word List Checklist
unify paragraphs and the
for Expository and
work as a whole.
Narrative Essays
-Write Tools
resources
EL.CM.WR.12 Use precise Students replace plain words
-“Dangling
-Personal Narrative
-Write Tools
language, action verbs,
with descriptive, figurative
Modifiers”
resources
sensory details, and
language words or phrases.
-Sensory Details
appropriate modifiers.
This is done after teaching
-Vivid
“Dangling Modifiers”.
-Show vs. Tell
-Figurative
Language (similes,
metaphors and
personification)
EL.CM.WR.13
Students score their Sentence
-Independent Clause -Personal Narrative
-6 Writing Traits
Demonstrate an
Fluency in any essay, using the -Dependent Clause
-Expository Essay
Scoring Rubric
understanding of sentence
6 Writing Traits
-“Dangling
-Persuasive Essay
-6 Writing Traits
construction—including
Rubric/Checklist. Students also Modifiers”
Check List
parallel structure and
check Sentence Fluency during -Semicolon
-Transition Word List
subordination—to achieve
Peer Editing workshops.
for Expository and
clarity of meaning, vary
Narrative Essays
sentence types, and enhance
-Write Tools
flow and rhythm.
resources
Common Curricular Goal: CONVENTIONS: SPELLING: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across
the subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.WR.14 Produce
Students maintain a
Essays: conventions
Template from
writing that shows accurate
“Conventions and Spelling”
Angela Perry’s book.
spelling.
Chart to track where they
need help.
Common Curricular Goal: CONVENTIONS: GRAMMAR: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across
the subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.WR.15 Show control
Essays: conventions
of clauses, including main
and subordinate, and phrases,
including gerund, infinitive,
and participial.
EL.CM.WR.16 Understand
Essays: conventions
and use proper placement of
modifiers.
EL.CM.WR.17 Demonstrate
Essays: conventions
an understanding of proper
English usage, including the
consistent use of verb tenses
and forms.
Common Curricular Goal: PUNCTUATION: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject
areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.WR.18 Use
SEMICOLON: Students
-Semicolon
Essays: conventions
Template from
conventions of punctuation
understand and identify
-Dr. Martin Luther
Angela Perry’s book.
correctly, including
semicolon rules by looking at King Jr.
semicolons, colons, ellipses,
pieces of writing by Dr.
hyphens and dashes.
Martin Luther King Jr.;
therefore, creating as a class,
accurate rules for the use of
semicolons.
Students maintain a
“Conventions and Spelling”
Chart to track where they
need help.
Common Curricular Goal: CONVENTIONS: CAPITALIZATION: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship
across the subject areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
EL.CM.WR.19 Use correct
Essays: conventions
Template from
capitalization.
Angela Perry’s book.
Common Curricular Goal: WRITING MODES: Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays,
short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject
areas.
State Standard
Task Analysis
Vocabulary
Assessment
Resources
Reflection
Personal Narrative
Prompt: Tell a story about a
-6 Writing Traits
-Scored essay using
-ODE website for
-Teach more to the
time when someone helped
-Vivid
the 6 Writing Traits
prompts.
transitions in a
you or you helped someone,
-Show not Tell
Rubric
-Write Tools
Narrative
and how that event has
-Sensory Details
resources
-Begin by comparing
changed your life.
-Characterization
-Plotline graphic
the characteristics of
-Setting
organizer
an Expository Essay
Development
vs. Narrative and
-Internal vs.
Personal Narrative
External Conflict
-Elements of a
Story: Exposition,
Rising Action,
Climax, Falling
Action, Resolution
-Theme
Fictional Narrative
-6 Writing Traits
-Scored essay using
the 6 Writing Traits
Rubric
Expository
1) In-Class Comparison Essay
-Scored essay using
for Of Mice and Men Unit
the 6 Writing Traits
(See Reading Standard #29)
Rubric
Persuasive
-Scored essay using
the 6 Writing Traits
Rubric