DEPARTMENT: ESOL
CIP#: 23.093
COURSE TITLE: Ninth Grade Literature and Composition- #1110.0.EAB (ESOL III-1106)
COURSE DESCRIPTION: This course provides intensive instruction in English as a
second language and emphasizes listening, speaking, reading and writing skills that permit
a smooth transition into content area classes. The social use of the English language and
exposure to American culture are also addressed.
HALL COUNTY COURSE DESCRIPTION: Emphasizes grammar, mechanics, and usage
in conversations and written expression. Stresses vocabulary development through
spelling practice and test preparation. Idiomatic expressions are analyzed and applied to
oral and written assignments. Proficiency level 3-5. May be paired with Reading and
Listening in the Content Areas.
I.
COURSE OBJECTIVES (WIDA & GPS)
A. Listening: process, understand, interpret, and evaluate spoken language
in a variety of situations
1.
Social and Instructional:
L3: Follow everyday conversations with teachers or other adults
(e.g., guest speakers) with clarification in L1
2.
Language Arts:
L3: Apply oral descriptions that contain double meanings to visual
representations to depict comedy with a partner.
B. Speaking: engage in oral communication in a variety of situations for a variety of
purposes and audiences
1.
Social and Instructional:
L3: Express personal preferences and give reasons for selection
from visuals
2.
Language Arts:
L3: Compare/contrast features of similar storylines
(e.g., characters, events) from different cultures using
visuals or graphic organizers in literature circles
C. Reading: process, interpret, and evaluate written language, symbols, and text with
understanding and fluency
1.
Social and Instructional:
L3: Compare information from workplace related forms
supported visually or graphically (e.g., workplace versus
school rules)
2.
Revised May 29th, 2009
Language Arts:
L3: Match cause of influences on familiar people’s lives with
effect using visuals and multi-sentence text in small groups
D. Writing: engage in written communication in a variety of forms for a variety of
purposes and audiences
1.
Social and Instructional:
L3: Respond to personal or business correspondence
from models (e.g., announcements, invitations)
2.
Language Arts:
L3: Summarize critical commentaries from visually supported
newspaper, websites, or magazine articles
GPS READING ACROSS THE CURRICULUM
ELA9RC1: The student reads a minimum of 25 grade-level appropriate
books or book equivalents (approximately 1,000,000 words) per year
from a variety of subject disciplines. The student reads both
informational and fictional text in a variety of genres and modes of
discourse, including technical texts related to various subject areas.
ELA9RC2: The student participates in discussions related to curricular
learning in all subject areas. The student:
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject discipline.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes the features of disciplinary texts.
ELA9RC3: The student acquires new vocabulary in each content area
and uses it correctly. The student:
a. Demonstrate an understanding of contextual vocabulary in various
subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
ELA9RC4: The student establishes a context for information acquired
by reading across subject areas. The student:
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and
concepts relate to multiple subjects.
c. Determines strategies for finding content and contextual meaning
for unfamiliar words or concepts.
Revised May 29th, 2009
II.
INSTRUCTIONAL RESOURCES:
Adopted Text
Prentice Hall: Timeless Voices, Timeless Themes (9th)
Supplemental Text
Globe Fearon: Basic English
Hampton Brown: Edge: Grammar & Writing Book Level B
Hampton Brown: Edge: Interactive Practice Book Level B
Novels: The Giver by Lois Lowry
Z for Zachariah by Robert O’Brien
To Kill a Mockingbird by Harper Lee
Of Mice and Men or The Pearl by John Steinbeck
Tuesdays with Morrie by Mitch Albom
A Day No Pigs Would Die by Robert Newton Peck
Other novels teacher choice
Other Works: Romeo and Juliet by William Shakespeare
The Odyssey by Homer
Revised May 29th, 2009
Appendix A
Sample Student Syllabus
School
Semester:
Instructors:
Course name: ESOL III: Ninth Grade Literature and Composition (1106)
I.
Brief description of course:
This course will provide instruction to advance literacy learners for language
acquisition and development of language proficiency that approaches the patterns
and usage of native English speakers through listening, speaking, reading and
writing English. The areas of study will include pronunciation, spelling, vocabulary
development, grammar usage, punctuation, and correct practices for reading and
writing sentences, paragraphs, stories, essays, and letters. Students will also
develop skills and strategies necessary for success in the content areas.
VII. Basic Textbooks:
Prentice Hall: Timeless Voices, Timeless Themes (9th Grade)
Globe Fearon: Basic English
Novels: The Giver by Lois Lowry
Z for Zachariah by Robert O’Brien
To Kill a Mockingbird by Harper Lee
Of Mice and Men/ The Pearl by John Steinbeck
Tuesdays with Morrie by Mitch Albom
Tears of a Tiger by Sharon Draper
A Day no Pigs Would Die Robert Newton Peck
Other novels teacher choice
Other Works: Romeo and Juliet by William Shakespeare
The Odyssey by Homer
SSR: Student’s Choice (3)
II.
Major Objectives:
A. To develop native or near-native second language literacy through the study
of the components of the English language rules, usage, vocabulary,
grammar, pronunciation, reading, and writing.
Revised May 29th, 2009
B. To implement the writing process through narrative, informative,
persuasive, descriptive, comparative, and imaginative writing
C. To develop an understanding of American culture especially as it pertains to
language usage in academic areas.
VIII. Expectations:
Students are expected to be prepared each day for learning. This includes
having the required supplies and materials: texts, finished assignments, and
tools such as pens, pencils and paper.
Students are expected to show respect for others and the learning
environment.
Students are expected to follow classroom procedures which include routine
activities such as journal writing, group work, quizzes, tests, and project
instructions.
IX. Assessment:
Students will be assessed in the following manner:
Daily Work (participation, class work, homework, quizzes) 45 %
Major Tests……………………………………………………………………………….. 20 %
Major Projects………………………………………………………………………….. 20 %
Final Exam………………………………………………………………………………….… 15 %
X.
Classroom Rules & Regulations:
Students are required to follow the school rules and policies stated in the
High School Student Handbook.
VII. Participation
We welcome and appreciate parent support and guidance to make this a
successful class for your student. Daily attendance and completion of all
assigned coursework is important to the success of your student. If there are
any questions please call:
Teachers reserve the right to adjust this course outline as necessary to meet the needs
of the students.
Student Signature: ___________________________ Date: _______
Parent Signature: ____________________________ Date: ________
Revised May 29th, 2009
Appendix B
9th Grade Literature and Composition (ESOL III)
Curriculum:
WIDA Consortium/Georgia Performance Standards: Semester Curriculum Map
This document is part of a framework that is designed to support the major concepts addressed in the 9th Grade
English Language Arts/Reading Curriculum of the Georgia Performance Standards. The timeframe and introduction of
particular genres were set up to prepare students for the requirements they will face when the Georgia Writing
Assessment is administered; however, these units are written to be stand alone units that may be taught in any
sequence.
1st 9 weeks
2nd 9 weeks
Units: Short Stories
 Characters
 Plot
 Theme
 Setting
 Symbols
 Conflicts
 Point of View
Units: Novel
Focus:
Literary Genre /
terms and reading
skills and analysis;
critical , literal, and
inferential reading
Focus:
Literary Genre /
terms and reading
skills and analysis;
critical , literal, and
inferential reading

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
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Characters
Plot
Theme
Setting
Symbols
Conflicts
Point of View
3rd 9 weeks
4th 9 weeks
Units: Poetry & Non-Fiction
 Simile
 Metaphor
 Personification
 Rhyme
 Alliteration
 Assonance
 Symbolism
 Voice
Units: Drama
Focus:
Literary Genre / terms and
reading skills and analysis;
critical , literal, and inferential
reading
Focus:
Literary Genre / terms
and reading skills and
analysis; critical ,
literal, and inferential
reading
Each unit comprises reading, writing, listening, speaking,
and viewing standards drawn from GPS and WIDA
Consortium.

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
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


Characters
Soliloquy
Aside
Conflicts
Theme
Motivation
Plot Pyramid
Denouement
Final Exam/End of
Course Test
N.B. Instructional differentiation occurs as determined with regard to the needs of the individual English
Language Learner, as well as in mode of delivery within the classroom; scaffolding, reiteration, and
confidence building/anxiety reducing strategies are the linchpins of instruction
Revised May 29th, 2009
Appendix C
Crucial Vocabulary:
Allusion
Antecedent
Character motivation
Citation
Coherence
Comma splice
Couplet
Descriptive writing
Dialect
Diction
Dramatic monologue
Elements of plot (rising action, conflict, climax, falling action, resolution)
Epic
Excerpt
Figurative language (simile, metaphor, personification, alliteration, onomatopoeia)
Genre
Intervening word phrases or clauses in writing
Irony
Narration
Non-verbal feedback
Omniscient
Recurring themes
Revise
Shakespearean sonnet
Shift in tense and point of view
Soliloquy
Target audience
Types of conflict (man vs. man, man vs. environment, man vs. himself, man vs. supernatural)
Internal and external conflict
Parallelism
Paraphrasing
Rebuttal
Revised May 29th, 2009
Appendix D
Sample Unit Plan:
Course: Ninth Grade Literature and Composition (ESOL III – 1106)
Teacher:
Title: Novel Study: The Giver
Dates:
WIDA Standards:
Standard 1: Social Interaction, Levels 3
(Listening, Speaking, Reading, Writing)
Standard 2: Language Arts, Levels 3
(Listening, Speaking, Reading, Writing)
GPS focus:
ELA9/10RL1, 2, 3, 4, 5 – Literature Study
ELA9/10RC1, 2 – Reading Comprehension
ELA9/10W1, 4 - Writing
ELA9/10C1 – Conventions/Grammar
ELA9/10LSV1 – Listening/Speaking/Viewing
ELA10WLR14; ELA10WLRC5 - Composition/Writing
ELA10WLRC2; ELA10WLRC3 – IRT (Instructional Resource Time)
ELA10WLRC1; ELA10WLRC5; ELA10WLRC4 - SSR (Silent Sustained Reading)
Text(s):
The Giver
Basic English
Listening:
 Interpret read aloud experiences
 Follow verbal directions
 Listen to and practice correct pronunciation and usage in English
Speaking:
 Daily conversation using real life experiences
 Listen to and practice correct pronunciation in English
 Listen to and practice correct pronunciation of vocabulary
 Evaluate readings for content and understanding
 Share information to build and demonstrate comprehension skills
 Participate and present information to the class in a prescribed setting.
 Identify and use nouns and pronouns correctly.
Reading:
 Read and analyze the novel, The Giver.
 Answer comprehensive questions relating to the plot of the novel.
 Analyze Character, Setting, Plot, Conflict, Theme, Point of View.
 Identify and analyze the use of nouns and pronouns in reading selections.
 Use predicting and prior Knowledge as a reading strategy.
 Expand vocabulary through content and context.
Writing:
 Practice note taking skills using Cornell note taking and outlining techniques.
 Use noun and pronoun forms correctly in written context.
 Create word webs to build vocabulary.
 Implement the writing process.
 Write in group and/or individual setting to respond to literature.
 Broaden vocabulary through expanded notation (word lists, word webs, acrostics, puzzles)
 Summarize and or analyze information in graphic organizers (chart, Venn diagram)
 Write organized paragraphs (power writing)
Evaluation and Assessment: see attached samples of tests
 Daily work: daily sponge activities, class work, homework, quizzes
 Projects: Literary Term Posters and Character Drawings/Sketches
 Tests: Chapter Tests and Novel Test
Revised May 29th, 2009