ESL Curriculum 9-12 Unit 2 - Trenton Public School District

UNIT NAME: Reading Information/Writing Informative/Explanatory

Grade level: 9 th -12 th Grade Cluster District-Approved Text: The Edge, Cengage Learning

Unit : 2

Stage 1 – Desired Results

Enduring Understandings:



Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.

Essential Questions:

 When a word doesn’t make sense, what can I do?

 How do I use what I know to figure out what I don’t know?

ESL Supports:



Bilingual Dictionary



Visuals, Gestures



Sentence Frames, Note Cards



Graphic Organizer: Story Map/Web Organizer/Diamante Poem Organizer



Cooperative Whole /Small Group/Paired Reading/Guided reading/Anticipation Guide



Document Reader/Overhead Projector

Word Bank: general academic words, domain-specific words, word relationships, nuances; content-based, grade-level vocabulary

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Standard

CCSS

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.

L.9-10.5

Demonstrate understanding of figurative language, word relationship, and nuances in word meanings. a. Interpret figures of speech (euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar

Student Learning Objectives

(SLO)

Content Objective (CO)

Language Objective(LO)

SLO: 48, 7

CO: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LO: Adapt speech to a variety of contexts and tasks by using a speaking rubric specific to task.

CO: Demonstrate understanding of word relationships and nuances in word meanings.

LO: Write and speak to demonstrate the differences in nuances in word meaning using note cards.

Suggested Instructional

Scaffold Skills

Suggested

Assessments

ELP1: Read to cite and express explicit and inferential evidence and/or by matching phrase citations from appropriately leveled text to visual representations of the text.

ELP2: Adapt speech and/or produce spoken phrases and short sentences that represent key ideas that are appropriate to context; using formulaic sentence patterns and general, content-based vocabulary.

ELP3: Adapt speech by producing simple, spoken sentences that represent multiple, related ideas using repetitive structures and key, content-based vocabulary.

ELP4: Adapt speech by producing expanded and some complex structures that represent organized ideas with a variety of grammatical structures and content-based vocabulary.

ELP5: Adapt speech by producing multiple, complex sentences that represent clear and coherent ideas using a variety of grammatical structures and

Formative

•Read-Aloud

•Choral Reading

•Oral Summaries

•Teacher

Observations

•Response Journals

Summative

•Quizzes

•Cluster Tests

•State Assessments

•District Benchmarks

Projects

Oral presentations

Poetry Reading/

Compilation of

Poems

Poetry Café

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Suggested

Resources

Mentor Text

Teacher Samples

Leveled Readers www.hbedge.net

Discover on Line

New York Times

Times for Kids http://www.loc.gov/poetry/180/ http://www.readwritethink.org/

Page 2

denotations. precise, content-based vocabulary.

Suggested Performance Tasks:



I can recognize the difference between general academic

 words and phrases (Tier Two words are subtle or precise ways to say relatively simple things, e.g., saunter instead of walk) and domain-specific words and phrases (tier three words are specific to content knowledge, e.g., lava, legislature, carburetor.) to demonstrate proficiency in reading, writing, speaking, and listening.

Stage 2 – Assessment Evidence

I can define and identify various forms of figurative language

(e.g., simile, metaphor, hyperbole, personification, alliteration,

Other Evidence:

•

•

•

•

Exit/Admit Slips: Phrase and sentences citations

Reflective Journal Logs and Notes

Teacher Observations

Peer-Self Assessments onomatopoeia).



I can interpret figures of speech (sometimes what you say is not exactly what you mean) and analyze their overall role in the text.



I can recognize word relationships and use the relationships

 to further understand multiple words (e.g., sympathetic/apathetic).



I can recognize the difference between denotative meanings

(all words have a dictionary definition) and connotative meanings (some words carry feeling).

I can analyze how certain words and phrases that have similar denotations (definitions) can carry different nuances

(subtle shades of meaning, feeling, or tone).

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Unit : 2





Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.


 What makes a presentation ‘great’?

 “What I say” versus “how I say it”, does it really matter?

ESL Supports:



Checklist specific to task



Sentence Starters



Note Cards



Charts/Posters



Word/Picture Wall



Cue Cards – situational



Gestures

Word Bank: Adapt, speech, context, content-based, grade-level vocabulary, digital media, findings, reasoning, evidence, interest

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Standard

CCSS

SL.9-10.5

Make strategic use of digital media

(e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.


(SLO)



SLO: 38, 39

CO: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LO: Adapt speech to a variety of contexts and tasks by using a checklist specific to the task,

Sentence Starters , and Note

Cards .


Scaffold Skills

Suggested

Assessments

ELP1: Adapt speech to a variety of contexts and tasks by producing key ideas using highfrequency, content-related single, spoken words in phrase or memorized patterns.

ELP2: Adapt speech to a variety of contexts and tasks and/or by producing key ideas using general, content-based vocabulary in spoken phrases and short sentences with formulaic sentence patterns.

ELP3: Adapt speech to a variety of contexts and tasks by producing multiple-related ideas using key, content-based vocabulary in simple, spoken sentences with repetitive structures.

ELP4: Adapt speech to a variety of contexts and tasks by producing organized ideas using key, content-based vocabulary in expanded sentences with emerging complexity of grammatical structures.

Formative

Research Log

Read Aloud

Choral Reading

Conferencing

Paired Reading

Questions/

Answers

Summative

•Quizzes

•Cluster Tests

•State

Assessments

•District

Benchmarks

Projects

Oral Presentations

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Suggested

Resources http://www.poets.org/notebookdetail.php/ http://www.poetrysoup.com/poems/school http://www.poetryfoundation.org/

Page 5

ELP5: Adapt speech to a variety of contexts and tasks by producing clear and coherent speech using multiple, complex sentences with a variety of grammatical structures and precise, contentbased vocabulary.





I can identify the parts of my presentation, including findings, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest.



I can integrate appropriate digital media in a strategic manner to improve my presentation.



I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal).



I can determine speaking tasks that will require a formal structure.



I can compose a formal speech that demonstrates a command of grades 9-10 Language standards.

Other Evidence:

•

•

•

•


Reflective Journal Logs


Peer-Self Assessments

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UNIT NAME:


Unit : 2





Effective readers use a variety of strategies to make sense of key ideas and details presented in text



To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats.




What do good readers do?



In what ways does creative choice impact an audience?



Whose story is it, and why does it matter?

ESL Support:



Sentences with figurative language



Graphic Organizer: T-Chart, Venn Diagram



Partner/Triads or Small Groups



Sentence Frames



Visuals Cues



Core Analysis Frame



Word/Phrase/Picture Bank



Leveled Readers, Newspaper and Magazines Articles, Historical and Scientific Articles, Fiction and Non-Fiction Stories



Variety of writing formats for comparison



Stories, Poems, Essays, Dramas from different countries and/or different cultural backgrounds

Word Wall: artistic medium, source material, critique, complex character, theme, cumulative, word choice, impact, meaning, tone, point of view, cultural experience, world literature, emphasize, absent, representation, artistic, mediums; content-based, grade-level vocabulary

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Standard

CCSS

RL.9-10.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment using leveled text

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.

WIDA ELPS: 2 – 5

Reading

Speaking


(SLO)



SLO: 10, 11

CO: 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).

LO: Read to cite and express explicit and inferential evidence using adapted text and graphic organizers (i.e. T-chart).

CO: Analyze a cultural experience reflected in a work of literature from outside the

United States, drawing on a wide reading of world literature.

LO: Read to analyze a cultural experience in a work of literature from outside the

United States using a core analysis frame.


Scaffold Skills

Suggested

Assessments

Suggested

Resources

ELP1: Read and analyze the impact of word choices on meaning and tone; and/or using appropriately leveled text, match words and phrases with their visual representations.

ELP2: Read and analyze the impact of word choices on meaning and tone; and/or using appropriately leveled text, match words and phrases with their definitions and match word and phrase citations to visual representations.

ELP3: Read and analyze the impact of word choices on meaning and tone in an adapted informational text.

ELP4: Read to analyze the impact of word choices on meaning and tone in an informational text at a grade 7-9 text complexity level.

ELP5: Read and analyze the impact of word choices on meaning and tone in grade level informational text.

Formative

Oral Discussions

Read Aloud

Conferencing

Paired Work

Questions/

Answers

Journals

Graphic Organizers

Venn Diagram

Summative

•Quizzes

•Cluster Tests


•District

Benchmarks www.cnn.com/studentnews www.studentnewsdaily.com/ www.huffingtonpost.com/teen www.naturalnews.com/high_school.html

www.pbs.org/newshour/extra

(Student and Teacher Resource) www.newser.com/tag/25743/1/highschool-students.html

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

I can identify a subject or a key scene that is portrayed in two different artistic mediums (e.g., poetry, painting, drama).



I can determine what is emphasized or absent in each artistic medium.



I can analyze the impact of a particular subject or key scene from another artistic medium.



I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme.



I can identify source material from one author found in the work of another.



I can analyze how authors interpret and transform themes, events, topics, etc. from source material.



I can critique various works that have drawn on or transformed the same source material and explain the varied interpretations of different authors.



I can explain how the point of view or cultural experience (e.g., government, role of women) found in various works of world literature differs from works of literature written in the United

States.



I can analyze multiple texts of world literature to gain insight into the point of view of other societies and cultures.

•

•

Other Evidence:

•

•





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Unit : 2





Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.



Effective readers use a variety of strategies to make sense of key ideas and details presented in text.




What makes a story/informational text a great story/article?

 Why does author’s choice matter?



What do good readers do?



How do I know I am clear about what I just read?

ESL Support:



Graphic Organizer: T-Chart



Word and phrase citations



Phrase and sentences citations



Pictures and Visual Representations



Video clips and movies

Word Bank: text structure, point of view, purpose, rhetoric, claim, refine, Cite, textual evidence, explicit, inferential, analysis

Standard

CCSS

RI. 9-10.5

Analyze in detail how an author’s ideas or claims are

TBOE 8/26/2013

Suggested

Instructional Scaffold

Skills


(SLO)



SLO: 9

CO: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

Suggested

Assessments

ELP1: Read to cite and express explicit and inferential evidence by matching phrase citations from appropriately leveled text

Formative

Group Discussions

Read Aloud

Suggested

Resources http://www.ithaca.edu/wise/multicultural/ http://about.com/education

9race relations/human rights) http://www.smithsonianeducation.org

(American Indian)

Page 10

developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).


Reading

Speaking drawn from the text.

LO: Read to cite and express explicit and inferential evidence using adapted text and graphic organizers (i.e. T-chart).

to visual representations of the text

ELP2: Read to cite and express explicit and inferential evidence by matching sentence citations from appropriately leveled text to visual representations of the text.

ELP3: Read to cite and express explicit and inferential evidence from adapted informational text.

ELP4: Read to cite and express explicit and inferential evidence from informational text at a grade 7-9 text complexity level.

ELP5: Read to cite and express explicit and inferential evidence from grade level informational text.

Conferencing

Paired Reading

Questions/

Answers Journals

Graphic Organizers

Summative

•Quizzes

•Cluster Tests


•District

Benchmarks http://www.carnegielibrary.org/subject/ afroamericans/history.html http://memory.loc.gov/

(African American) http://www.cjh.org

(American Jewish) http://www.aaiusa.org

(Arab Americans) http://www.cetel.org/res.html

(Asian American) http://www.estrellita.com/bil.html

(Bilingual Education)

CELEBRATING DIVERSITY http://teacher.scholastic.com/professional/ http://school.discovery.com

http://coloquio.com/famosos/alpha.html

(Latin Americans)

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

I can recognize when the text I am reading is too easy or too difficult for me.




I can determine reading strategies (e.g., ask questions, make

Other Evidence:



Exit/Admit Slips connections, take notes, make inferences, visualize, re-read) that



Phrase and sentences citations

 will help me comprehend difficult text.

I can analyze and explain how the role of particular sentences,



Reflective Journal Logs paragraphs, or larger portions of a text helps to develop and refine the author’s ideas or claims.

 I can determine an author’s point of view (What do I know about the author’s opinions, values, and/or beliefs?) and explain his/her purpose for writing the text.



I can define rhetoric (a technique an author uses to persuade a reader to consider a topic from a different perspective) and analyze how the rhetoric strengthens his/her point of view or









Notes

 purpose.

I can analyze how a text unfolds and determine the impact that the order, development, and/or connections between points have on the reader.

 I can analyze how an author’s choice of text structure (e.g. narrative, poem, drama) creates such effects as mystery, tension, or surprise (e.g., parallel plot-Two main characters have separate but related story lines that merge in the end; flashback-When a character recalls an experience that occurred in the past)

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Unit : 2


Enduring Understandings/Goals:



To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats




In what ways does creative choice impact an audience?



Whose story is it and why does it matter?

ESL Support:



Persuasion Map Graphic Organizer (partial)



Bilingual Dictionaries



Phrase Bank



Native Language Text and Support



Partner Work

Word Bank: medium, delineate, argument, credibility, claim, relevant, sufficient, fallacious reasoning, seminal documents

Standard

CCSS

RI 9-10.8

Delineate and evaluate the argument and specific claims in a

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(SLO)



SLO: 11, 22

CO: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and


Scaffold Skills

ELP1: Read and evaluate an author’s argument using a leveled text, identify high-frequency, content-based words to complete a graphic organizer.

Suggested

Assessments

Formative

Jigsaw Readings

Persuasion Map

Oral Discussions

Suggested

Resources www.gobookee.net/high-schoolpersuasive-essay-examples www.time4writing.com/writing.../writingresourcespersuasive-essay/

Page 13

text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9-10.9

Analyze seminal

U.S. documents of historical and literary significance (e.g.,

Washington’s farewell Address, the

Gettysburg Address,

Roosevelt’s Four

Freedoms speech,

King’s “Letter from

Birmingham Jail”), including how they address related themes and concepts.


Reading

Writing sufficient.

LO:

CO:

Read and evaluate an author’s argument using persuasion map

Organizer .

draws on a play by the text and prompts.

a

Graphic

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the

Bible or how a later author

Shakespeare).

LO: Read to analyze how an author draws on and transforms source materials using marking

ELP2: Read and evaluate an author’s argument using a leveled text, identify key, contentbased phrases to complete a graphic organizer.

ELP3: Read and evaluate an author’s argument in an adapted, informational text using simple, related sentences.

ELP4: Read and evaluate an author’s argument in an informational text at a grade 7-9 text complexity level using expanded sentences with emerging complexity.

ELP5: Read and evaluate an author’s argument in a grade-level, informational text using multiple, complex sentences.

Conferencing

Paired Reading

Questions/

Answers (Socratic

Seminars)

Drawing

Conclusions

Graphic Organizers

Inquiry Board

Summative

•Quizzes

•Cluster Tests


•District

Benchmarks http://teenink.com/hot_topics/

(Sample essays-health) gmuhs.wswsu.org/

(Persuasive Writing Packet)





I can identify various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia)

Other Evidence:

•




 and determine which details are emphasized in each medium.

I can evaluate the advantages and disadvantages of presenting a




 subject in different mediums.

I can identify the side of an argument an author presents in a



Teacher Observations text.

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

I can determine the credibility of the author and his/her purpose

(who wrote it, when it was written, and why it was written).



I can identify claims that are supported by fact (s) and those that are opinion (s).



I can recognize when an author introduces irrelevant evidence

(unrelated or unnecessary evidence), false statements, and/or fallacious reasoning (incorrect reasoning- People who sneeze have allergies, Katy sneezed, so she must be allergic to something .) to his/her argument.



I can delineate and evaluate an argument using the evidence the author provides and determine if the evidence provided is relevant and sufficient enough to support the claim.



I can identify seminal U.S. documents that have related themes and concepts.



I can analyze how different documents address related themes and concepts.



I can determine how the time period and point of view of an author affects his/her perspective on a theme or concept.

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


Page 15


Unit : 2






Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.




What do good writers do?

 What’s my purpose and how do I develop it?

ESL Support:



Purpose and Audience Planning Chart (partially completed)



Word/Picture Bank



Cloze Sentences



Visuals



Sentence Frames



Technology

Word Bank: organizational structure, formatting structure, domain-specific vocabulary, transition, cohesion, task, purpose, audience

Suggested

Resources

Standard

CCSS

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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(SLO)


Language Objective (LO)

SLO: 12-20

CO: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LO: Write to produce clear

Suggested

Instructional Scaffold

Skills

ELP1: Write to produce clear writing appropriate to task, purpose, and audience and/or use visuals and selected vocabulary in key phrase patterns.

ELP2: Write to produce

Suggested

Assessments

Formative :

Planning

Guides/Charts

Drafts

Conferencing

Questions/ http://www.greece.k12.ny.us

(Tools for Reading, Writing

And thinking-Organizers) www.readwritethink.org

(Expository Writing) www.studenthandouts.com/

Page 16



Introduce a topic



Organize complex ideas and information



Develop topic with relevant and sufficient facts



Used appropriate and varied transitions to link text and create cohesion



Use precise language and domain specific vocabulary



Establish and maintain a formal style and objective tone while attending to norm and conventions of the discipline



Provide a concluding statement that supports the information or explanation presented. writing appropriate to task, purpose, and audience using a

Purpose and Audience

Planning Chart.

clear writing appropriate to task, purpose, and audience in and/or using visuals and selected vocabulary in key phrases and short sentences.

ELP3: Write to produce clear writing appropriate to task, purpose, and audience using key vocabulary in a series of simple, related sentences.

ELP4: Write to produce clear and organized writing appropriate to task, purpose, and audience by using key, content-based vocabulary in expanded and some complex structures with varying grammatical structures.

ELP5: Write to produce clear writing appropriate to task, purpose, and audience by using precise vocabulary in multiple, complex sentences.

Answers

Journals

Graphic Organizers

Summative:

•Quizzes

•Cluster Tests

•State assessments


TBOE 8/26/2013

(Graphic Organizers) http://pacehighschool.net

(Graphic Organizers for

Reading) www.greatsource.com

(Graphic Organizers

Narrative Writing) www.dailyteachingtools.com

(Graphic Organizers)

Page 17





I can select a topic and identify and gather relevant information

(e.g., well-chosen facts, extended definitions, concrete details,

Other Evidence:

• Exit/Admit Slips: Phrase and sentences citations



 quotations, examples) to share with the audience.

I can define common organizational/formatting structures (e.g., headings, graphics, multimedia) and determine the structure(s) that will allow me to organize my complex ideas best.

I can analyze the information, identify domain-specific vocabulary for my topic, and organize information into broader categories

•

•

•



Peer-Self Assessments using my chosen structures.



I can present my information maintaining an objective tone and formal style that includes an introduction that previews what is to follow, supporting details, varied transitions (to clarify and create cohesion when I move from one idea to another), and a concluding statement / section that supports the information presented.

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Unit : 2





Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology.




Writing clearly: What makes a difference?




 What’s my purpose and how do I develop it?

ESL Support:



Purpose and Audience Planning Chart (partially completed)



Checklist for Editing and Publishing



Word/Picture Bank



Visuals



Cloze Sentences, Sentence Frames and Sentence Starters



Online Resources



Partner Work

Word Bank: revision, strategy, edit, purpose, audience, flexibly, dynamically, plan, revise, edit, purpose, audience

Standard

CCSS

W.9-10.5

Develop and strengthen writing as needed by planning,


(SLO)



SLO: 21, 22

CO: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing


Scaffold Skills

ELP1: Write to develop writing through editing and addressing purpose and audience and/or use visuals and selected vocabulary in key phrase patterns.

Suggested

Assessments

Formative :

Check Lists

Planning Charts Draft

Suggested

Resources http://writing.mit.edu/wcc/ www.time4writing.com

(Writing Process Resources)

TBOE 8/26/2013 Page 19

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most important.

W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. what is most significant for a specific purpose and audience.

LO: Write to develop writing through editing and addressing purpose and audience using a checklist for editing and a Purpose and Audience Planning Chart.

CO: Use technology, including the

Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LO: Write to edit and publish individual and collaborative writing pieces using a checklist for publishing.

ELP2: Write to develop writing through editing and addressing purpose and audience and/or use visuals and selected vocabulary in key phrases and short sentences.

ELP3: Write to develop writing through editing and addressing purpose and audience using key vocabulary in a series of simple, related sentences.

ELP4: Write to develop writing through editing and addressing purpose and audience using key vocabulary in expanded and some complex sentences.

ELP5: Write to develop writing through editing and addressing purpose and

. audience by using precise vocabulary in multiple, complex sentences.

TBOE 8/26/2013

Conferencing

Questions/

Answers

Journals/Notes

Graphic Organizers

Summative:

•Quizzes

•Cluster Tests



Research Projects http://owl.english.purdue.edu

(Types of Writing) https://www.ocps.net

(Teacher Writing Resource) www.writingfix.com

(Revision Resources) www.nwp.org

(National Writing Project

Resources)

Page 20





I can use prewriting strategies to formulate ideas (e.g., graphic

Other Evidence:

• Exit/Admit Slips: Phrase and sentences citations





 organizers, brainstorming, lists)

I can recognize that a well-developed piece of writing requires more than one draft.

I can apply revision strategies (e.g., reading aloud, checking for misunderstandings, adding and deleting details) with the help of others.

I can edit my writing by checking for errors in capitalization,

•

•

•




 punctuation, grammar, spelling, etc.

I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary.



I can prepare multiple drafts using revisions and edits to develop

 and strengthen my writing.

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.



I can identify technology (e.g., Word, Publisher, PowerPoint, wiki, blog) that will help me produce, publish, and update my individual or shared writing products.



I can determine the most efficient technology medium to complete my writing task.



I can use technology to enhance my writing product by linking to other information and/or displaying information flexibly and dynamically.

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Unit : 2





Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.



Effective writers use a variety of formats to communicate ideas appropriate for the audience, task, and time frame.




What do good researchers do?



What is the problem about cutting and pasting?



What is the purpose of my writing?




ESL Support:



Purpose and Audience Planning Chart



Graphic Organizers; Venn Diagram



Essay Template



Cloze Sentences and Sentence Starters



Word/Picture Bank



Partner Work



On-line Resources

Word Bank: research, central question, solve, inquiry, synthesize, sources, investigation, sources, advance searches, relevant,

authoritative, print, credibility, plagiarism, paraphrase, textual evidence, analysis , reflection, writing format, writing style, purpose, task,

audience

TBOE 8/26/2013 Page 22

Standard

CCSS

W.9-10.7

Conduct short as well as more sustained research projects to answer a question

(including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8

Gather relevant information from multiple authoritative print and digital resources, 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 of citation.

TBOE 8/26/2013


(SLO)



SLO : 23, 39, 28

CO: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem and narrow or broaden the inquiry when appropriate.

LO: Write answers that solve problems based on research using an essay template and cloze sentences.

CO: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively and assess the usefulness of each source in answering the research question.

LO: Write to evaluate sources by answering questions using a checklist.


Scaffold Skills

ELP1: Write answers that solve problems based on research and/or use visuals and selected vocabulary in key phrase patterns.

ELP2: Write answers that solve problems based on research and/or use visuals and selected vocabulary in key phrases and short sentences.

ELP3: Write answers that solve problems based on research using key vocabulary in a series of simple, related sentences.

ELP4: Write answers that solve problems based on research using key vocabulary in expanded and some complex sentences.

ELP5: Write answers that solve problems based on research using precise vocabulary in multiple, complex sentences.

Suggested

Assessments

Suggested

Resources

Formative:

Read Aloud

Cloze Sentences

Frames

Conferencing

Paired Reading

Questions/

Answers

Research Summaries

Graphic Organizers;

Essay Templates,

Venn Diagram

Summative:

•Quizzes

•Cluster Tests


•District Benchmarks www.readwritethink.org

(Scaffolding Research

Method Resources) www.lpi.usra.edu/

(High School Research

Projects)

Page 23

W.9-10.10

Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CO: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LO: Write routinely for specific time frames and for various purposes, tasks and audiences using a

Purpose and Audience Planning

Chart and Essay Templates specific to task.

ELP1: Write routinely for specific time frames and for various purposes, tasks and audiences and/or use pictures and selected vocabulary in key phrase patterns.

ELP2: Write routinely for specific time frames and for various purposes, tasks and audiences and/or use selected vocabulary in key phrases and short sentences.

ELP3: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in a series of simple, related sentences.

ELP4: Write routinely for specific time frames and for various purposes, tasks and audiences using key vocabulary in expanded and some complex sentences.

ELP5 : Write routinely for specific time frames and for various purposes, tasks and audiences using precise vocabulary in multiple, complex sentences.

TBOE 8/26/2013 Page 24





I can define research and distinguish how research differs from



 other types of writing.

I can focus my research around a problem to be solved, a central question that is provided, or a self-generated question I have determined (e.g., How did Edgar Allan Poe’s life experiences influence his writing style?)

I can choose several sources (e.g., biographies, non=-fiction texts, online encyclopedia) and synthesize information to answer

•

•

Other Evidence:

•

•

Exit/Admit Slips

Reflective Journal Logs and Notes



 my research inquiry.

I can determine if I need to narrow or broaden my inquiry based on the information gathered.



I can determine the credibility of a source by reviewing who wrote

 it, when it was written, and why it was written.

I can assess the usefulness of my sources to determine those that contain the information that best answers my research

 question.

I can use advanced searches with multiple authoritative print and/or digital sources effectively to gather information needed to support my research.

 I can define plagiarism (using someone else’s words/ideas as my own) and avoid it by paraphrasing (putting in my own words) and/or summarizing my research findings.



I can determine when my research data of facts must be quoted

(directly stated “word for word”) and integrate the information into my text to maintain the flow of ideas.



I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing.

 I can define textual evidence (“word for word” support) that supports my analysis, reflection and/or research.



I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.



I can recognize that different writing tasks (e.g., journal, reflection, research) require varied time frames to complete.



I can determine a writing format/style to fit my task, purpose, and/or audience.

TBOE 8/26/2013 Page 25



I can write for a variety of reasons (e.g., to inform, to describe, to persuade, to entertain/convey an experience) and demonstrate understanding of the subject under investigation.

TBOE 8/26/2013 Page 26

ESL Curriculum 9-12 Unit 2 - Trenton Public School District

Word Bank: Adapt, speech, context, content-based, grade-level vocabulary, digital media, findings, reasoning, evidence, interest

Word and phrase citations

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ESL Curriculum 9-12 Unit 2 - Trenton Public School District

Word Bank: Adapt, speech, context, content-based, grade-level vocabulary, digital media, findings, reasoning, evidence, interest

Word and phrase citations

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