UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:



Effective readers use a variety of strategies to make sense of the ideas and details presented in text.
Effective readers, writers, and listeners use knowledge of language to make appropriate choices when presenting information and to clarify
meaning when reading or listening.
Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
Essential Questions:




How can I analyze a text?
Am I clear about what I just read?
How can discussion increase knowledge and understanding of an idea(s)?
How do good writers express themselves?
ESL Support:





Adapted Text with Visuals
Graphic Organizer: T-Chart
Word Detective, Fryer Model
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide
Modeling: Teacher created mentor text (Personal Narrative); Document Reader/Overhead Projector
Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective,
narrative, question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary,
transition, point of view, plot line, transition
TBOE Approved 8/26/2013
Page 1
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 2
RL11.1
Cite strong and
thorough textual
evidence to
support analysis
of what the text
says explicitly.
CO: Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly.
LO: Read to cite and distinguish
explicit, inferential and uncertain
evidence using adapted text, TCharts.
WIDA: 2-5
Reading
Speaking
Suggested Instructional
Scaffold Skills
ELD1: Read to cite and
distinguish explicit, inferential
and uncertain evidence and/or
by matching Phrase Citations
from leveled text to visual
representations of the text; then
categorizing the citations as
explicit, inferential or uncertain
ELD2: Read to cite and
distinguish explicit, inferential
and uncertain evidence and/or
by matching phrase and
sentence citations from leveled
text to visual representations of
the text; then categorizing the
citations as explicit, inferential or
uncertain.
ELD3: Read to cite and
distinguish explicit, inferential,
and uncertain evidence using
adapted literature.
Suggested
Assessments
Formative
 Read-Aloud
 Choral Reading
 Oral Summaries
 Teacher
Observations
 Graphic Organizer
(Story Maps)
 Response Journals
Summative




Quizzes
Cluster Tests
State assessments
District Benchmarks
Suggested
Resources
http://www.timeforkids.co
m/homework-hELDer/aplus-papers/personalnarrative
http://www.thewritesourc
e.com/studentmodels/
http://www.lepnet.sparcc
.org/hck/data/krobinson/f
iles/Personal_Narratvie_
Example_2.pdf
http://www.mybookezz.o
rg/short-personalnarrative-examples-forkids-1103/
Projects


Role Play/skits
Choral Recitation of
Poems
ELD4: Read to cite and
distinguish explicit, inferential,
and uncertain evidence from
grade level literature.
ELD5: Read to cite and
distinguish explicit, inferential,
and uncertain evidence from
grade level literature.
TBOE Approved 8/26/2013
Page 2
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can define textual evidence (“word for word” support).

Feedback

I can define inference and explain how a reader uses textual
evidence to reach a logical conclusion.

Conference


Peer-Self Assessments
I can read closely and find answers explicitly in text (right there
answer) and answers that require an inference.

Reflective Journal logs

Teacher Observations

I can analyze an author’s words and determine multiple pieces of
textual evidence that strongly and thoroughly support both explicit
and inferential questions.

I can determine places in the text that matters uncertain (e.g., when
the reader must draw his/her own conclusion/assumptions).

I can define central ideas (main point in a piece of writing).

I can analyze how central ideas develop over the course of the text.

I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
TBOE Approved 8/26/2013
Page 3
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:



Effective readers use a variety of strategies to make sense of key ideas and details presented in text.
Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in
diverse formats.
Essential Questions:





What do good readers do?
How do I know I am clear about what I just read?
What will help me make meaning from a variety of sources?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
ESL SUPPORT:





Adapted Text with Visuals
Activate prior knowledge
Graphic Organizer: Story Map, T-Chart
Word Detective, Fryer Model
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide
Word Bank: textual evidence, analyze, inference, explicit, elaborate, integrate, warranted, justify, theme, central idea, summary, objective, narrative,
question-answer relationships, literary evidence, infer, uncertain; content-based, grade-level vocabulary, transition, point of view, plot line, subject-verb
agreement, clauses
TBOE Approved 8/26/2013
Page 4
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 3
RL. 11.2
Determine two or
more themes or
central ideas of a
text and analyze
their development
over the course of
the text.
CO: Determine two or more
themes or central ideas of a
text and analyze their
development over the course of
the text.
WIDA: 2-5
Reading
Speaking
LO: Read to determine and
summarize how themes
develop to produce a complex
account using adapted text,
Cornell Notes, visual
representations.
Suggested Instructional
Scaffold Skills
ELD1: Read to determine how
themes develop and summarize
the text and/or using leveled
text, match phrase or sentence
strips to visual representations of
the theme and complete a
summary with short phrases and
Sentence Frame.
ELD2: Read to determine how
themes develop and summarize
the text and/or using leveled
text, match phrase or sentence
strips to visual representations of
the theme and complete a
summary with short phrases and
Sentence Frame.
ELD3: Read to determine how
themes develop using adapted
literature and summarize the text
using key vocabulary in simple,
related sentences.
Suggested
Assessments
Formative
 Read- Aloud
 Independent
Reading
 Choral Reading
 Jigsaw
 Literature/Discussio
n Circles
 Graphic Organizer
 Write a summary
 Journals
 Socratic Seminars
 Interactive Practice
 Inquiry Board
Summative
 Quizzes
 Cluster Tests
 State assessments
 District
Benchmarks
Projects
ELD4: Read to determine how
themes develop in literature
within grade-level band and
summarize using key vocabulary
in expanded sentences of
emerging complexity.
ELD5: Read to determine how
themes develop in grade level
literature and summarize of the
text using precise vocabulary in
multiple, complex sentences.
TBOE Approved 8/26/2013


Role Play/skits
Exhibitions(
presentations)
Suggested
Resources
EDGE 9-12
Writer’s Workout Practice
Book
www.BreakingNewsEnglish.c
om/
www.Bergen.edu/library/learn
ing/English/index.asp
www.hbedge.net
www.clta.on.ca/EAOnline/ind
ex.htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
http://www.timeforkids.com/h
omework-hELDer/a-pluspapers/personal-narrative
http://www.thewritesource.co
m/studentmodels/
http://www.lepnet.sparcc.org/
hck/data/krobinson/files/Pers
onal_Narratvie_Example_2.p
df
http://www.mybookezz.org/sh
ort-personal-narrativeexamples-for-kids-1103/
Page 5
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can respond to the ideas of others by contributing information,
ideas, and experiences.

I can make inferences from central ideas and details of recited grade
level poetry or free verse.

I can demonstrate the ability to listen in order to predict, recall and
discuss information, follow oral directions, and identify story
elements.

I can give review of information from multimedia that includes
interpretations, critiques or self-reflections.

I can produce editorials (opinions backed by evidence) in response
to newspaper or website articles.
TBOE Approved 8/26/2013

Feedback

Conference

Peer-Self Assessments

Reflective Journal logs

Teacher Observations
Page 6
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:



Effective readers use a variety of strategies to make sense of key ideas and details presented in text.
Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in
diverse formats.
Essential Questions:





What do good readers do?
How do I know I am clear about what I just read?
What will help me make meaning from a variety of sources?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
ESL Supports:










Adapted Text with Visuals
Activate prior knowledge
Cause and effect graphic organizer
Clarify ideas
Analyze importance in sequential order
Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc.
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching
Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector
Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual) Figurative Language Chart Word Wall
Phrase Citations
Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation
meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun
phrases, simile, metaphor, hyperbole, personification, alliteration, onomatopoeia
TBOE Approved 8/26/2013
Page 7
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 4
RI.11.3
Analyze a
complex set of
ideas or
sequence of
events and
explain how
specific
individuals, ideas,
or events interact
and develop over
the course of the
text.
CO: Analyze a complex set of
ideas or sequence of events
and explain how specific
individuals, ideas, or events
interact and develop over the
course of the text.
LO: Read and analyze ideas or
events in order to explain the
interaction and development of
individuals, ideas or events
using a cause and effect
Graphic Organizers, Word
Bank.
WIDA: 2-5
Reading
Speaking
Suggested Instructional
Scaffold Skills
ELD1: Read and analyze ideas
or events in order to explain the
interaction and development of
individuals, ideas or events
and/or using a leveled text, use
gestures or selected, grade-level
words in key phrases.
ELD2: Read and analyze ideas
or events in order to explain the
interaction and development of
individuals, ideas or events
and/or using a leveled text, use
selected, grade-level vocabulary
in key phrases and short
sentences.
ELD3: Read and analyze ideas
or events in order to explain the
interaction and development of
individuals, ideas or events in an
adapted text using key
vocabulary in simple, related
sentences.
ELD4: Read and analyze ideas
or events in order to explain the
interaction and development of
individuals, ideas or events in
texts within grades 9-11
complexity levels using key
vocabulary in expanded and
some complex sentences.
Suggested
Assessments
Formative
 Read- Aloud
 Independent
Reading
 Choral Reading
 Jigsaw
 Teacher
Observation
 Literature/Discussi
on Circles
 Graphic Organizer
 Write a summary
 Journals
 Socratic Seminars
 Interactive
Notebook
Summative
 Quizzes
 Cluster Test
 Reflection
 Wrap-up
 District
Benchmark
 State assessment
Suggested
Resources
EDGE 9-12
Writer’s Workout Practice Book
www.BreakingNewsEnglish.com/
www.Bergen.edu/library/learning
/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/index.
htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
Projects


Exhibitions
( presentations)
Rubric
ELD5: Read and analyze ideas
or events in order to explain the
interaction and development of
individuals, ideas or events in a
grade level text using precise
TBOE Approved 8/26/2013
Page 8
vocabulary in multiple, complex
sentences.
Suggested Performance Tasks:

Stage 2 – Assessment Evidence
Other Evidence:
I can define and identify various forms of figurative language (e. g,
simile, metaphor, hyperbole, personification, alliteration,
onomatopoeia).

Feedback

Conference
I can distinguish between literal language ( it means exactly what
you mean) and figurative language (sometimes what you say is not
exactly what you mean).

Peer-Self Assessments

Reflective Journal logs

I can recognize the differences denotative meanings (all words have
a dictionary definition) and connotative meaning (some words carry
feelings).

Teacher Observations

I can recognize words that have technical meaning and understand
their purpose in a specific text (e.g., “stem” in an article about
flowers versus “stem” in an article about cell research).

I can analyze how a key term or terms are used and refined over the
course of a text.

I can respond to the ideas of others by contributing information,
ideas, and experiences.

I can make inferences from central ideas and details of recited grade
level poetry or free verse.

I can demonstrate the ability to listen in order to predict, recall and
discuss information, follow oral directions, and identify story
elements.

I can give review of information from multimedia that includes
interpretations, critiques or self-reflections.

I can produce editorials (opinions backed by evidence) in response
to newspaper or website articles.

TBOE Approved 8/26/2013
Page 9
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e. g. a section, chapter, scene or
stanza) relate to each other and the whole.
Essential Questions:


Author’s choice: Why does it matter?
What makes a story a “great story?
ESL SUPPORT:














Adapted Text with Visuals
Activate prior knowledge
Graphic Organizer: Cause and Effect, Problem/Solution, Venn diagram
Clarify ideas
Gather and synthesize information
Literary device: Plot, theme, foreshadow
Analyze importance in sequential and chronological order
Use chronology/sequencing terms and concepts such as first, second, third, next, then, etc.
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching
Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector
Online resources (dictionaries, Visuals, Figurative Language Chart, bilingual)
Figurative Language Chart word wall
Phrase Citations
Visuals
Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning,
connotation meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms,
collocations, noun phrases, exposition or argument, transitional words, warranted, justify, theme, summary, objective, informational, cause
and effect, problem and solution, compare and contrast
TBOE Approved 8/26/2013
Page 10
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
Suggested Instructional
Scaffold Skills
Suggested
Assessments
Formative
CCSS
SLO: 6
RI.11.5
Analyze and
evaluate the
effectiveness of
the structure an
author uses in his
or her exposition
or argument,
including whether
the structure
makes points
clear, convincing,
and engaging.
CO: Analyze and evaluate the
effectiveness of the structure an
author uses in his or her
exposition or argument,
including whether the structure
makes points clear, convincing,
and engaging.
WIDA: 2-5
Reading
Speaking
LO: Read to analyze and
evaluate the effectiveness of
the structure an author uses in
his or her exposition or
argument using a Graphic
Organizers, Word Bank.
ELD1: Read to analyze and
evaluate the effectiveness of the
structure used in an exposition
or argument from a text and/or
from an illustrated, leveled text,
using selected, grade-level
words in memorized phrases.
ELD2: Read to analyze and
evaluate the effectiveness of the
structure used in an exposition
or argument from adapted text
using key vocabulary in simple,
related sentences.
ELD3: Read to analyze and
evaluate the effectiveness of the
structure used in an exposition
or argument from adapted text
using key vocabulary in simple,
related sentences.
ELD4: Read to analyze and
evaluate the effectiveness of the
structure used in an exposition
or argument from text within
grades 9-11 complexity level
using key vocabulary in
expanded and some complex
sentences.












Summative






TBOE Approved 8/26/2013
Quizzes
Cluster Test
Reflection
Wrap-up unit
District
Benchmarks
State assessments
EDGE 9-12
Writer’s Workout Practice
Book
www.BreakingNewsEnglish
.com/
www.Bergen.edu/library/lea
rning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/in
dex.htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
Projects

ELD5: Read to analyze and
evaluate the effectiveness of the
structure used in an exposition
or argument from grade level
text using precise vocabulary in
multiple, complex sentences.
Read- Aloud
Independent
Reading
Choral Reading
Jigsaw
Teacher
Observation
Literature analysis
Discussion Circles
Graphic Organizer
Write a summary
Journals
Socratic Seminars
Interactive
Notebook
Suggested
Resources

Write an expository
or argumentative
essay
Rubrics
Page 11
Suggested Performance Task:

Stage 2 – Assessment Evidence
Other Evidence:
I can determine how an author chose to structure his /her exposition
or argument (e.g. chronological, cause and effect, problem and
solution, compare and contrast).

Feedback

Conferencing

I can analyze the structure of an author’s exposition or argument
and evaluate whether the structure is effective.

Peer-Self Assessments

I can determine if an author’s structure is effective in making his/her
points clear, convincing and engaging.

Reflective Journal logs

Teacher Observations

I can evaluate how an author’s choice of structure impacts his/her
audience.
TBOE Approved 8/26/2013
Page 12
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in
diverse formats.
Essential Questions:






What will help me make meaning from a variety of sources?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
What will help me make meaning from a variety of sources?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
ESL Supports:











Adapted Text with Visuals
Activate prior knowledge
Build background
Graphic Organizers: Cause and Effect, Problem/Solution, Venn Diagram
Clarify ideas
Think-Pair-Share
Identify multiple sources of information
Evaluate information
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching
Figurative Language Chart word wall Phrase Citations
Visuals





Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector
Writing Mode: Expository
Define
Explain
Trait: Development of ideas
TBOE Approved 8/26/2013
Page 13


Process: Prewrite; Draft; Revise for Development of ideas
Edit, Proofread, Publish and Present
Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation
meaning, technical meaning, refine, point of view, set purpose, analyze plot device, foreshadow, theme, rhetoric, integrate, multiple meanings of
a key terms, idioms, collocations, noun phrases. cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S
text, constitutional principle, work of public advocacy
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
Suggested Instructional
Scaffold Skills
Suggested
Assessments
Formative
CCSS
SLO: 7
RI.11.6
Determine an
author’s point of
view or purpose
in a text in which
the rhetoric is
particularly
effective,
analyzing how
style and content
contribute to the
power,
persuasiveness,
or beauty of the
text.
CO: Determine an author’s point
of view or purpose in
a text in which the rhetoric is
particularly effective.
LO: Read to determine and
analyze author’s point of view by
using Graphic Organizers, and
Sentence Starter.
WIDA: 2-5
Reading
Speaking
ELD1: Read to determine and
analyze author’s point of view in
and/or using selected, gradelevel words in memorized
phrases.
ELD2: Read to determine and
analyze author’s point of view in
and/or using selected, gradelevel vocabulary in key phrases
and short sentences.
ELD3: Read to determine and
analyze author’s point of view in
adapted text using key
vocabulary in simple, related
sentences.
ELD4: Read to determine and
analyze author’s point of view in
texts within grades 9-11
complexity band using key
vocabulary in expanded and
some complex sentences.
ELD5: Read to determine and
analyze author’s point of view in
grade-level text using precise
vocabulary in multiple, complex
sentences.
TBOE Approved 8/26/2013













Read- Aloud
Independent
Reading
Choral Reading
Jigsaw
Think-Pair-Share
Teacher
Observation
Literature analysis
Discussion Circles
Graphic Organizer
Write a summary
Journals
Read poetry
Interpret theme
Socratic Seminars
Suggested
Resources
EDGE 9-12
Writer’s Workout Practice
Book
www.BreakingNewsEnglish
.com/
www.Bergen.edu/library/lea
rning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/in
dex.htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Summative
 Quizzes
 Cluster Test
 Reflection
 District
benchmarks
Discover Online
Online resources
(dictionaries, Visuals,
Figurative Language Chart,
bilingual)
Page 14


Wrap-up unit
State
assessments
Project
 Research an
author
 Rubric
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can define point of view as how the author feels about the
situation/topic of a text.

I can determine an author’s point of view (What do I know about the
author’s opinions, values, and/or belief?) 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).

Feedback

Conference

Peer-Self Assessments

Reflective Journal logs

Teacher Observations
I can analyze how the author’s style and content contribute to power,
persuasiveness, or beauty of the text.
TBOE Approved 8/26/2013
Page 15
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:
 Analyze texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
 To gain keener insight into the integration of knowledge and idea, effective readers analyze and evaluate content, reasoning, and claims in
diverse formats.
Essential Questions:



What will help me make meaning from a variety of sources?
In what ways does creative choice impact an audience?
Whose story is it, and why does it matter?
ESL Supports:













Activate prior knowledge
Graphic organizer: Cause and effect , Problem/Solution, Venn Diagram
Draw Conclusion
Clarify ideas
Think-Pair-Share
Gather information, identify/organize multiple sources of information
Interpret
Evaluate information and Analyze evidence
Figurative Language Chart Word Wall
Phrase Citations
Visuals
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide, Reciprocal Teaching, Inquiry Board
Modeling: Teacher created mentor text (Personal informational); Document Reader/Overhead Projector
Word Bank: Textual evidence, analyze, inference, explicit, central ideas, figurative language, literal language, denotation meaning, connotation
meaning, technical meaning, refine, point of view, purpose, rhetoric, integrate, multiple meanings of a key terms, idioms, collocations, noun
phrases, cause and effect, compare and contrast, problem/solution, warranted, integrate, seminal U.S text, constitutional principle, work of public
advocacy, evaluate, argument, claims, valid, evidence, sufficient, reasoning, counterclaims.
TBOE Approved 8/26/2013
Page 16
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
Suggested Instructional
Scaffold Skills
Suggested
Assessments
Formative
CCSS
SLO: 8
RI.11.7
Delineate and
evaluate the
reasoning in
seminal U.S.
texts, including
the application of
constitutional
principles and
use of legal
reasoning (e.g., in
U.S. Supreme
Court majority
opinions and
dissents).
CO: Delineate and evaluate the
reasoning in seminal
U.S. texts, including the
application of constitutional
principles and use of legal
reasoning.
(e.g., in U.S. Supreme Court
majority opinions and
dissents).
LO: Read to evaluate an
author’s argument using a
persuasion map Graphic
Organizers and peer support.
WIDA ELDS: 2. 5
Writing
Speaking
ELD1: Read to evaluate an
author’s argument and/or using
a leveled text, use pictures,
gestures and selected gradelevel words in phrase patterns.
ELD2: Read to evaluate an
author’s argument and/or using
a leveled text, use pictures and
selected grade-level vocabulary
in key phrases.
ELD3: Read to evaluate an
author’s argument in an adapted
informational text using key
vocabulary in simple, related
sentence.
ELD4: Read to evaluate an
author’s argument in an
informational text at a grade 7-9
text complexity level using key
vocabulary in expanded and
some complex sentences.
ELD5: Read to evaluate an
author’s argument in a grade
level informational text using
precise vocabulary in multiple,
complex sentences.
TBOE Approved 8/26/2013


















Read- Aloud
Independent
Reading
Choral Reading
Jigsaw
Questioning
Think-Pair-Share
Teacher
Observation
Literature/Discussio
n Circles
Graphic Organizer
Outline
Write a summary
Journals
Socratic Seminars
Interactive notebook
Interpret
Evaluate
Evidence
Synthesize
Suggested
Resources
EDGE 9-12
Writer’s Workout Practice
Book
www.BreakingNewsEnglis
h.com/
www.Bergen.edu/library/le
arning/English/index.asp
www.hbedge.net
www.inspiration.com/
www.clta.on.ca/EAOnline/i
ndex.htlm
www.The New York Times
Learning Network.com
TOEFL 4 Me
TOEFL Practice
Discover Online
Online resources
(dictionaries, Visuals,
Figurative Language
Chart, bilingual)
Summative
 Quizzes
 Cluster Test
 Reflection
 Wrap-up unit
 District Benchmarks
 State assessments
Page 17
Projects
 Write a character
analysis
 Rubric for character
analysis
Suggested Performance Tasks:



Stage 2 – Assessment Evidence
Other Evidence:
I can determine the purpose behind the creation of seminal U.S.
texts.
I can identify constitutional principles and /or legal reasoning found
in seminal U.S. texts.
I can delineate (outline) and evaluate the application of constitutional
principles and the use of legal reasoning in seminal U.S. texts.

I can identify the premises, purpose, and arguments found in works
of public advocacy.

I can delineate (outline) and evaluate the premises, purposes, and
arguments found in works of public advocacy.
TBOE Approved 8/26/2013

Feedback

Conference

Peer-Self Assessments

Reflective Journal logs

Teacher Observations
Page 18
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.
Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and
technology.
Essential Questions:



What do good writers do?
What’s my purpose and how do I develop it?
What makes a difference in writing clearly?
ESL Support:








Four Corners
Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Persuasion Map
Clarify ideas, audience
Introduce precise , knowledgeable claims, gather information
Organize information from multiple sources
Online Resources
Thesaurus, Bilingual Dictionary, Translators
Student Model, Cloze Sentences, Visuals
Writing Mode




Define /Explain arguments
Trait: Development of ideas
Writing Process: Prewrite; draft; Revise for Development of ideas
Edit, Proofread, Publish and Present
Word Bank: Claim, counterclaim, syntax
TBOE Approved 8/26/2013
Page 19
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
Suggested Instructional
Scaffold Skills
Suggested
Assessments
Suggested
Resources
Formative
CCSS
W.11.1
Write arguments to
support claims in
an analysis of
substantive topics
or texts, using
valid reasoning
and relevant and
sufficient
evidence.
When writing
arguments,
provide a
concluding
statement or
section that follows
from and supports
the argument
presented.
SLO: 9
CO: Write arguments to support
claims in an analysis
of substantive topics or texts,
using valid
reasoning and relevant and
sufficient evidence.
LO: Write to analyze topics
using valid and sufficient
evidence using a persuasion
map Graphic Organizers and
multiple resources.
WIDA
ELDS: 2 – 5
Writing
Speaking
ELD1: Write to analyze topics
using valid and sufficient
evidence in and/or by producing
drawings or diagrams and
selected grade-level words in
phrase patterns.
ELD2: Write to analyze topics
using valid and sufficient
evidence in and/or by producing
phrases and short sentences
with selected, grade-level
vocabulary.
ELD3: Write to analyze topics
using valid and sufficient
evidence by producing a series
of simple, related sentences with
key grade-level vocabulary.
ELD4: Write to analyze topics
using valid and sufficient
evidence by organizing ideas
using key vocabulary in
expanded and some complex
sentences.






Constructive
Quizzes
Student
Conferences
One Minute Essay
Learning Log
Anecdotal Note
Cards/Notes
Journals
Summative






http://www.iss.k12.nc.us/writin
g/prompts_p.htm
http://www.creative-writingnow.com/creative-writingprompts.html
http://www.sde.ct.gov/sde/lib/s
de/pdf/curriculum/section7.pdf
Technology and Technological
Resources
Write an
argumentative
essay
Argumentative
Rubric
End-of-Unit Test
District
Benchmarks or
interim
assessments
State Assessments
Writer’s Checklist
ELD5: Write to analyze topics
using valid and sufficient
evidence by producing clear and
coherent writing using precise
vocabulary in multiple, complex
sentences.
TBOE Approved 8/26/2013
Page 20
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can analyze substantive (influential) topics or text to determine an
argument that causes or has caused a debate in society.

Feedback

I can choose a side of the argument, identify precise, knowledge
claims, and establish the significant of the claims.

Conference

Peer-Self Assessments

I can organize counterclaims that counter my argument.

Reflective Journal logs

I can anticipate my audience’s knowledge level, concerns, value,
and possible biases and develop my claims and counterclaims by
pointing out the most relevant strengths and limitations of both.

Teacher Observations

I can present my argument in a formal style and objective tone.

I can create cohesion and clarify relationships among claims and
counterclaims using translations as well as varied syntax.

I can provide a concluding statement/section that supports my
argument.
TBOE Approved 8/26/2013
Page 21
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.
Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and
technology.
Essential Questions:
•
•
•
What do good writers do?
What’s my purpose and how do I develop it?
What makes a difference in writing clearly?
ESL Supports:







Four Corners
Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web
Clarify ideas, audience
Introduce precise , knowledgeable claims, gather information
Organize information from multiple sources
Thesaurus, Bilingual Dictionary, Translators
Student Model, Cloze Sentences
Writing Mode:
 Define
 Explain
 Graphic organizer: Traits, Development of ideas, Persuasion Map
 Writing Process: Prewrite; draft; Revise for Development of ideas
 Edit, Proofread, Publish and Present
Word Bank: Claim, counterclaim, syntax
TBOE Approved 8/26/2013
Page 22
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 11
W.11.1a.
CO: When writing arguments,
introduce precise,
knowledgeable claim(s) and
establish the significance of the
claim(s).
When writing
arguments,
introduce
precise,
knowledgeable
claim(s), and
distinguish the
claim(s) from
alternate or
opposing claims.
LO: Write to distinguish precise
claim(s) and establish the
significance of the claim(s) using
an Essay Template, Word Bank
and Technology and
Technological Resources.
WIDA
ELDS: 2 – 5
Writing
Speaking
Suggested Instructional
Scaffold Skills
ELD1: Write to distinguish precise
claims and establish the
significance of the claim(s)
and/or by producing selected
drawings or diagrams with
selected, grade-level words in
phrase patterns.
ELD2: Write to distinguish precise
claims and establish the
significance of the claim(s)
and/or by producing selected
drawings or diagrams with
selected, grade-level words in
phrase patterns.
ELD3: Write to distinguish precise
claims and establish the
significance of the claim(s) by
producing a series of simple,
related sentences with key,
grade-level vocabulary.
ELD4: Write to distinguish precise
claims and establish the
significance of the claim(s) by
organizing ideas in expanded and
some complex sentences with
key, grade-level vocabulary.
Suggested
Assessments
Formative
 Constructive
Quizzes
 Student
Conferences
 One Minute Essay
 Learning Log
 Anecdotal Note
Cards/Notes
 Journals
Summative







Write an
argumentative
essay(Pro and
con)
Argumentative
Rubric
End-of-Unit Test
District
Benchmarks or
interim
assessments
State
Assessments
Writer’s Checklist
Projects
Suggested
Resources
http://www.iss.k12.nc.us/writin
g/prompts_p.htm
http://www.creative-writingnow.com/creative-writingprompts.html
http://www.sde.ct.gov/sde/lib/s
de/pdf/curriculum/section7.pdf
Technology and Technological
Resources
Visuals
ELD5: Write to distinguish precise
claims and establish the
significance of the claim(s) by
producing clear and coherent
writing using precise vocabulary
in multiple, complex sentences.
TBOE Approved 8/26/2013
Page 23
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can analyze substantive (influential) topic or texts to determine an
argument that causes or has caused a debate in society.

I can choose a side of the argument, identify precise, knowledgeable
claims, and establish the significance of the claims.

I can identify alternate or opposing claims that counter my argument.

I can organize claims, counterclaims, reasons, and evidence into a
logical sequence.

I can anticipate my audience my audience’s knowledge level,
concern, values, and possible biases and develop my claims and
counterclaims by pointing out the most relevant strengthen and
limitations of both.

I can present my argument in a formal style and objective tone.

I can create cohesion and clarity relationships among claims and
counterclaims using transitions as well as varied syntax.
TBOE Approved 8/26/2013

Individual/Peer

Conferencing

Evaluation

Journal Entries

Write summaries
Page 24
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.
Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and
technology
Essential Questions:



What do good writers do?
What’s my purpose and how do I develop it?
What makes a difference in writing clearly?
ESL Supports:








Four Corners
Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Persuasion map
Clarify ideas, audience
Introduce precise , knowledgeable claims, gather information
Organize information from multiple sources
Online Resources
Thesaurus, Bilingual Dictionary, Translators
Student Model, Cloze Sentences
Writing Mode:
 Define
 Explain
 Trait: Development of ideas
 Writing Process: Prewrite; draft; Revise for Development of ideas
 Edit, Proofread, Publish and Present
Word Bank: Claim, counterclaim, syntax
TBOE Approved 8/26/2013
Page 25
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 13
W.11.1.b
When writing
arguments,
develop claim(s)
and
counterclaims
fairly and
thoroughly,
supplying the
most relevant
evidence for each
while pointing out
the strengths and
limitations of both
in a manner that
anticipates the
audience’s
knowledge level,
concerns, values,
and possible
biases.
CO: When writing arguments,
develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
LO: When writing arguments,
develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
WIDA
ELDS: 2 – 5
Writing
Speaking
Suggested Instructional
Scaffold Skills
ELD1: Write to develop claims
and counterclaims while
addressing the audience’s
needs and/or by producing
diagrams and selected gradelevel words in phrase patterns.
ELD2: Write to develop claims
and counterclaims while
addressing the audience’s
needs and/or by producing
phrases and short sentences
with selected, grade-level
vocabulary.
ELD3: Write to develop claims
and counterclaims while
addressing the audience’s
needs and/or by producing
phrases and short sentences
with selected, grade-level
vocabulary.
ELD4: Write to develop claims
and counterclaims while
addressing the audience’s
needs and/or by producing
phrases and short sentences
with selected, grade-level
vocabulary.
Suggested
Assessments
Formative
 Constructive
Quizzes
 Student
Conferences
 One Minute Essay
 Learning Log
 Anecdotal Note
Cards/Notes
 Journals
Summative
 Write an essay

Rubric
 End-of-Unit Test
 District
Benchmarks or
interim
assessments
 State Assessments
 Writer’s Checklist
 Projects
Suggested
Resources
http://www.iss.k12.nc.us/writing/
prompts_p.htm
http://www.creative-writingnow.com/creative-writingprompts.html
http://www.sde.ct.gov/sde/lib/sd
e/pdf/curriculum/section7.pdf
Technology and Technological
Resources
Visuals
ELD5 : and counterclaims while
addressing the audience’s
needs by producing clear and
coherent writing using precise
vocabulary in multiple, complex
sentences.
TBOE Approved 8/26/2013
Page 26
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can analyze substantive (influential) topic or texts to determine an
argument that causes or has caused a debate in society.

I can choose a side of the argument, identify precise, knowledgeable
claims, and establish the significance of the claims.

I can identify alternate or opposing claims that counter my argument.

I can organize claims, counterclaims, reasons, and evidence into a
logical sequence.

I can anticipate my audience my audience’s knowledge level,
concern, values, and possible biases and develop my claims and
counterclaims by pointing out the most relevant strengthen and
limitations of both.

I can resent my argument in a formal style and objective tone.

I can create cohesion and clarity relationships among claims and
counterclaims using transitions as well as varied syntax.

I can provide a concluding statement/section that supports my
argument.
TBOE Approved 8/26/2013

Individual/Peer

Conferencing

Evaluation

Journal Entries

Write summaries
Page 27
UNIT NAME: Reading Informational Text/Writing
Grade level: 9-12
District-Approved Text: The EDGE, Cengage Learning
Unit : 3
Stage 1 – Desired Results
Enduring Understanding:


Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader.
Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and
technology.
Essential Questions:



What do good writers do?
What’s my purpose and how do I develop it?
What makes a difference in writing clearly?
ESL Supports:









Essay Template
Sentence Frame/Sentence Starter
Four Corners
Graphic Organizers: Concept Maps, Chain of Events, Brainstorming Web, Persuasion Map
Clarify ideas, audience
Introduce precise , knowledgeable claims, gather information
Organize information from multiple sources
Thesaurus, Bilingual Dictionary, Translators
Student Model/Cloze Sentences
Writing Mode:
 Define
 Explain
 Trait: Development of ideas
 Writing Process: Prewrite; draft; Revise for Development of Ideas
 Edit, Proofread, Publish and Present
Word Bank: Claim, counterclaim, syntax
TBOE Approved 8/26/2013
Page 28
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
CCSS
SLO: 17
W.11.1.e
When writing
arguments,
provide a
concluding
statement or
section that
follows from and
supports the
argument
presented.
CO: When writing arguments,
provide a concluding statement
or section that follows from and
supports the argument
presented.
When writing arguments, provide
a concluding statement or
section that follows from and
supports the argument
presented.
WIDA
ELDS: 2 – 5
Writing
Speaking
LO: Write to conclude an
argument in an effective manner
using multiple resources, an
Essay Template and Sentence
Frame.
Suggested Instructional
Scaffold Skills
ELD1: Write to conclude an
argument in an effective manner
and/or by producing diagrams
and selected, grade-level words
in phrase patterns.
ELD2: Write to conclude an
argument in an effective manner
and/or by producing phrases and
short sentences with selected,
grade-level vocabulary.
ELD3: Write to conclude an
argument in an effective manner
by producing a series of simple,
related sentences with key,
grade-level vocabulary.
ELD4: Write to conclude an
argument in an effective manner
by producing key, grade-level
vocabulary in expanded and
some complex sentences.
Suggested
Assessments
Formative
 Constructive
Quizzes
 Student
Conferences
 One Minute Essay
 Learning Log
 Anecdotal Note
Cards/Notes
 Journals
Summative
 Write an essay

Rubric
 End-of-Unit Test
 District
Benchmarks or
Interim
Assessments
 State Assessments
 Writer’s Checklist
 Projects
Suggested
Resources
http://www.iss.k12.nc.us/wri
ting/prompts_p.htm
http://www.creative-writingnow.com/creative-writingprompts.html
http://www.sde.ct.gov/sde/li
b/sde/pdf/curriculum/sectio
n7.pdf
Technology and
Technological Resources
visual
ELD5: Write to conclude an
argument in an effective manner
using precise vocabulary in
multiple, complex sentences.
TBOE Approved 8/26/2013
Page 29
Suggested Performance Tasks:
Stage 2 – Assessment Evidence
Other Evidence:

I can relate ideas to the thesis statement.

Individual/Peer Conferencing

I can summarize major points.

Evaluation Journal entries

I can pose or answer a question.

Write Summaries

I can quote a memorable line.

I can cite a dramatic or personal example.

I can write a logical conclusion that reflects on the
experiences/events and provides a sense of closure (tied up all
loose ends and leaves the reader satisfied).
TBOE Approved 8/26/2013
Page 30