2010-2011 CMS ESL Pacing and Alignment Guide
1st Quarter
LA Objective:
Text Structure and Organization, Text Arrangement, Significant Details in Informational Text
2.01: Respond to informational materials that are read, heard, and/or viewed by: Making connections to related topics and information;
Generating questions; Monitoring comprehension; Determining the importance of information; Making inferences; Summarizing information
1.02: Explore expressive materials that are read, heard, and viewed by: Generating a learning log or journal
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
Visions A
*Informational Text:
-“Rain Forest Creatures” p.
135
(Outline Info. to Understand
Reading)
-“Plain Talk About Handling
Stress” p. 209
(Details/Text
Structure/Organization)
-“The Solar System” p. 315
(Details)
-“It Could Still Be a Robot”
p. 394 (Details/Structure)
*Diary:
-“Zlata’s Diary” p. 165
(Sequence of Events)
*Personal Narrative:
-“Eye to Eye” p. 291
(Details/Organization)
Bridges I
PLATO
*Nonfiction:
-from “The Titanic:
Curriculum
Lost and Found” p. 40
(Cause/Effect/Chronological
Order)
Essential
-“Water Woman” p. 188
Reading Skills
(Sequence/Details)
-“You Dirty Rat” p. 228
(Sequence)
-“The Lindbergh Kidnapping
p. 370
(Details/Main Idea/Summarizing)
*Articles:
-Volcanoes: Mountains
that Blow their Tops” p. 48
(Details/Main
Idea)…Informative Article
-“Hunting Hurricanes” p. 64
(Details/Main Idea/Text
Organization)
-“The Roman Games” p. 306
(Structure/Headings/Cause/Effect)
*Biography/Autobiography:
-“Satchel Paige: The Best Arm in
Baseball” p. 196 (Cause/Effect)…
Biography
-“I am Rosa Parks” p. 218
(Fact/Opinion)…Autobiography
CMS ESL Student Education
1
Course
Module
Essential
Reading
Skills 2
Working
with Order
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
1st Quarter
LA Objective: Vocabulary
6.01: Model and understand the conventional written and spoken expression by: Determining the meaning of unfamiliar vocabulary words using
context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
1.02: Explore expressive materials that are read, heard, and viewed by: Generating a learning log or journal
2.01: Respond to informational materials that are read, heard, and/or viewed by: Making connections to related topics and information;
Generating questions; Monitoring comprehension; Determining the importance of information; Making inferences; Summarizing information
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by: Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
Visions A
*Folktale:
-“Coyote” p. 17
( Read Aloud to Show
Understanding)
*Poems:
-“Thanksgiving” p. 29
(Describe Mental Images)
-Here is the Southwestern
Desert” p. 79
(Describe Images)
*Fable:
-“Why the Rooster Crows at
Sunrise” p. 109
(Words in Context)
*Informational Text:
-“Rain Forest Creatures” p. 135
(Build Vocabulary through
Outline)
*Personal Narrative:
-“talking in the New Land”
p. 193
(Summarize/Oral Retelling to
Build Vocabulary)
Bridges I
PLATO
*Greek Myth:
-“Midas and the Golden
Curriculum Course
Touch” p. 4
(Synonyms/Using a
Thesaurus)
Essential
Essential
*Folktale:
Reading Skills
Reading Skills
-The Turtle and the Swans”
2
p. 18
(Using a Dictionary)
-“The Debate in Sign
Language” p. 152
(Context Clues/Homophones)
-“One Grain of Rice” p. 280
(Context Clues)
*Anecdotes and Short
Stories
-from “Childhood” p. 106
(Affixes)…Anecdote
-“City Green” p. 208
(Homonyms)… Short Story
*Nonfiction and Biography:
-“King Tut’s Tomb: A
Treasure and a Curse” p. 316
(Greek/Latin Roots)…NF
-“The Lindbergh
Kidnapping” p. 370
(Structural Analysis)…NF
-“Helen Keller” p. 348
(Context Clues)…Biography
CMS ESL Student Education
2
Module
Being a
Word
Detective
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
1st Quarter
LA Objective:
Author’s Purpose, Evaluating Impact, Propaganda Techniques, Loaded Language/ Word Choice
4.01: Analyze the purpose of the author or creator by: Examining any bias, apparent or hidden messages, emotional factors, or propaganda
techniques; Exploring and evaluating the underlying assumptions of the author/creator
4.02: Develop and apply appropriate criteria to evaluate the quality of communication by: Using knowledge of language structure and literary or
media techniques; Drawing conclusions based on evidence, reasons, or reasonable information; Considering the implications, consequences, or
impact of those conclusions
2.01: Respond to informational materials that are read, heard, and/or viewed by: Making connections to related topics and information;
Generating questions; Monitoring comprehension; Determining the importance of information; Making inferences; Summarizing information
1.02: Explore expressive materials that are read, heard, and viewed by: Generating a learning log or journal
Visions A
Bridges I
PLATO
*Folktales, Fables and
Legends:
-“Coyote” p. 17 (Author’s
Purpose)…Folktale
-“Why the Rooster Crows at
Sunrise” p. 109 (AP)…Fable
-“The Ballad of Mulan” p. 233
(Author’s Purpose)…Legend
*Personal Narrative, Interview
and Biography:
-“Turkish Delight” p. 45
(AP)…Personal Narrative
-“Subway Architect” p. 95
(AP/Word Choice)…Interview
-“Nelson Mandela and The
Inaugural Address” p. 256
(AP/WC)…Biography/Speech
*Info. Text:
-“Rain Forest Creatures” p. 135
(AP)
-“Plain Talk About Handling
Stress” p. 209 (AP/WC)
-“The Solar System” p. 329
(AP)
-“It Could Still Be a Robot”
p. 394 (AP/WC)
-“High-Tech Helping Hands”
p. 398 (AP/WC)
*Poems:
-“My Father is a Simple Man”
and “Growing Up” p. 270 (AP)
*Drama:
-“Herbie” p. 80 (Evaluating
Impact)
*Articles:
-“Kenny Roberts: King of the
Road” p. 178 (Author’s
Purpose/Evaluating Impact)
-“The Longest Cemetery in
the world” p. 324 (Author’s
Bias)
*Nonfiction:
-“Water Woman” p. 188
(AP)
*Autobiography:
-“I am Rosa Parks” p. 218
(AP)
Curriculum
Course
Module
N/A
N/A
N/A
ACTIVITY IDEA:
Use magazine advertisements
to study propaganda
techniques and loaded
language.
CMS ESL Student Education
3
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
2nd Quarter
LA Objective: Story Elements
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
Visions A
Bridges I
*Folktale:
-“Coyote” p. 17 (Story
Elements)
*Novel/Novel Excerpt:
-“Sadako & the Thousand Paper
Cranes” p. 56 (SE)…Novel
Based on a True Story
-“Esperanza Rising” p. 355
(SE)…Novel Excerpt
*Fiction and Narrative Fiction:
-“Gonzalo” p. 121
(SE)…Narrative Fiction
-Honus and Me” p. 365
(SE)…Fiction
*Legend:
-“The Ballad of Mulan” p. 233
(SE)
*Science Fiction:
-“The Fun They Had” p. 301
(SE)
*Folktale:
-“The Green Ribbon” p. 8
(Story Elements)
-“A Dinner of Smells” p. 152
(SE)
-“One Grain of Rice” p. 280
(Plot)
*Short Story:
-“Sachiko Means Happiness”
p. 98 (Climax/SE)
-“Phoenix Farm” p. 130
(Point of View)
-“The Gift of the Magi” p.
260 (Characterization/Irony)
*Fiction/Historical Fiction:
-“Miles” p. 332 (Plot)
-“Allen Jay and the
Underground Railroad” p.
268 (Conflict)…Historical
*Poem:
-“Harriet Tubman” p.278
(SE)
*Biography:
-“Helen Keller” p. 348
(Characterization)
CMS ESL Student Education
PLATO
4
Curriculum
Course
Module
Essential
Reading Skills
Essential
Reading Skills
2
Finding
Main Ideas
1
Essential
Reading Skills
Essential
Reading Skills
2
Finding
Main Ideas
2
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
2nd Quarter
LA Objective: Making Judgments
3.01:
Explore and analyze argumentative works that are read, heard, and/or viewed by: Identifying the arguments and positions stated or
implied and the evidence used to support them; Recognizing bias, emotional factors, and/or semantic slanting; Examine the effectiveness of style,
tone, and use of language; Summarizing the author’s purpose and stance; Drawing Inferences
1.02: Explore expressive materials that are read, heard, and viewed by: Generating a learning log or journal
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
4.01, 4.02
Visions A
*Interview:
-“Subway Architect” p. 95
(Recognize Opinions and
Supporting Evidence)
Bridges I
PLATO
*Drama:
-“Herbie” p. 80 (Evaluate)
*Novel Excerpt:
-“Whitewashing the Fence”
p. 144 (Making Judgments)
-“Miles” p. 332 (Making
Judgments)
*Short Story:
-“Fifteen Minutes” p. 162
(Making Judgments/Cause
and Effect)
*Article:
-“The Longest Cemetery in
the World” p. 324 (Author’s
Bias)
*Legend:
-“The Trojan War: The
Wooden Horse” p. 302
(Making Judgments/C&E)
CMS ESL Student Education
5
Curriculum
Course
Module
Essential
Reading Skills
Essential
Reading Skills
2
Finding
Causes and
Effects
and
Finding
Facts and
Opinions
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
2nd Quarter
LA Objective: Developing a Critical Stance; Impact of Author’s Attitude on Tone, Mood, and Style;
Making Inferences, Predictions, Drawing Conclusions, Making Generalizations, and Foreshadowing
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by: Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
4.02, 4.03
Visions A
*Personal Narrative:
-“Turkish Delight” p. 45
(Compare Events to Own
Experiences)
-“Talking in the New Land”
p. 193 (Predictions)
-“Eye to Eye” p. 291 (Drawing
Conclusions)
*Narrative Fiction and Diary:
-“Gonzalo” p. 121 (Drawing
Conclusions)…Narrative Fict.
-“Zlata’s Diary” p. 165
(Developing a Critical
Stance/Impact of Author’s
Tone/Mood)
*Legend:
-“The Ballad of Mulan” p. 233
(Predictions)
*Biography/Speech:
-“Roberto Clemente” p. 245
(Drawing Conclusions)…Bio.
-“Nelson Mandela and The
Inaugural Address” p. 256
(Making Inferences)…Bio.
/Speech
*Science Fiction:
-“The Fun They Had” p. 301
(Making Inferences)
Bridges I
PLATO
*Short Story:
-“The Fish Story” p. 12
Curriculum Course
(Making Inferences)
-“Phoenix Farm” p. 130
(Making Inferences)
Essential
Essential
*Poem:
Reading Skills
Reading Skills
-“Winter Dark” p. 30
2
(Making Inferences)
Essential
Essential
-“Genius” p. 34 (Making Inf.)
Reading Skills
Reading Skills
*Drama:
2
-“These Shoes of Mine” p. 68
(Predictions)
*Anecdote:
-from “Childhood” p. 106
(Predictions)
Module
What
Happens
Next
Drawing
Conclusions
ACTIVITY IDEA:
Use pictures, or any passages
included, to study mood and
tone.
CMS ESL Student Education
6
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
2nd Quarter
LA Objective: Elements of Drama; Identifying and Analyzing the Elements of Drama and the
Impact of the Elements of Drama
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
Visions A
*Drama:
-“The Peach Boy” p. 179
(Elements of
Drama)…Play/Drama
Bridges I
PLATO
*Drama:
-“These Shoes of Mine” p.
68 (Elements of Drama)
-“Herbie” p. 80 (Elements of
Drama)
Curriculum
Course
Module
Miscellaneous
Language Arts
Resource
Drama
Literal
Meaning of
Drama
and
Interpretation
of Drama
CMS ESL Student Education
7
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
3rd Quarter
LA Objective: Cause and Effect and the Relationship to Problem/Solution
3.02: Explore and analyze the problem-solution process by: Studying the problems and solutions within the various texts and situations
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by: Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
Visions A
Bridges I
*Foltale:
-“Coyote” p. 17
(Problem/Solution)
*Novel:
-“Sadako & the Thousand Paper
Cranes” p. 56 (Cause and
Effect)…Novel Based on a
True Story
*Drama/Play:
-“The Peach Boy” p. 179
(Analyze C & E)
*Informational Text:
-“Using the Scientific Method”
p. 315 (Recognize Cause and
Effect Relationships)
*Biography:
-“The Boy King” p. 381
(Identify C & E)
*Folktale:
-“The Turtle and the Swans”
p. 18 (Problem/Solution)
-“A Dinner of Smells” p. 152
(Problem/Solution)
*Nonfiction:
-“You Dirty Rat” p. 228
(Problem/Solution)
CMS ESL Student Education
PLATO
8
Curriculum
Course
Module
Essential
Reading Skills
Essential
Reading Skills
2
Finding
Causes and
Effects
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
3rd Quarter
LA Objective: Evaluating Through a Critic’s Stance
4.03: Develop the stance of a critic by:
Considering and presenting alternative points of view or reasons; Remaining fair minded and open to
other interpretations
Visions A
*Diary:
-“Zlata’s Diary” p. 165
(Considering Point of View)
Bridges I
PLATO
*Article:
-“The Longest Cemetery in
the World” p. 324
(Evaluating Through a
Critic’s Stance/Bias)
Curriculum
Course
Module
N/A
N/A
N/A
ACTIVITY IDEA:
Have students rewrite part of
the passage without bias.
How does this change or
alter the information
provided?
CMS ESL Student Education
9
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
3rd Quarter
LA Objective: Compare and Contrast; Primary and Secondary Sources; Comparing Story Elements
Across Texts; Similes and Metaphors for Comparison; Classifying and Organizing for Comparison
and Contrast; Analogies
2.01: Respond to informational materials that are read, heard, and/or viewed by: Making connections to related topics and information;
Generating questions; Monitoring comprehension; Determining the importance of information; Making inferences; Summarizing information
2.02: Develop informational products and/or presentations that use and cite at least three print or non-print sources by: Identifying and using
appropriate primary and secondary sources; Comparing, contrasting, and evaluating information from different sources on the same topic;
Evaluate information for extraneous details, inconsistencies, relevant facts, and organization
5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through: Reading a variety of literature and other texts
(e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have on the
meaning of the text such as the influence of setting on the problem and its resolution
Visions A
Bridges I
*Informational Text:
-“Rain Forest Creatures” p. 135
(Making Connections to
Informational Text)
-“Plain Talk About Handling
Stress” p. 209 (Determining the
Importance of Information)
-“Using the Scientific Method” p.
315 (Determining the Importance
of Information)
-“The Solar System” p. 329
(Making Connections)
-“It Could Still Be a Robot”
p.394 (Determining the Importance
of Information/Classifying and
Organizing)
-“High-Tech Helping Hands” p.
398 (Determining the Importance
of Info./Classifying and
Organizing)
*Biography and Speech:
-“Nelson Mandela and The
Inaugural Address” p. 256
(Inferences/Comparing/Contrasting
Information from Different
Sources)
*Poem/Article/Nonfiction/B
iography:
-“The River Moon” p. 26
(Compare/Contrast)
-“The Hurricane” p.
64…Poem/ “Hunting
Hurricanes” p.
56…Article(Compare&
Contrast Genres/Secondary
Resources)
-“The Swimmer” p.195
…Poem /”Water Woman” p.
188 (Compare & Contrast
Genres/ Primary Resources)
-“To Satch” p. 205…Poem/
“Satchel Paige: The Best
Arm in Baseball”
p. 196 …Biography
(Compare &
Contrast/Secondary
Resources)
*Folktales:
-“Three Hundred Pesos” p.
116 (Compare & Contrast)
“The Debate in Sign
Language” p. 156 (Compare
& Contrast)
CMS ESL Student Education
PLATO
10
Curriculum
Course
Module
Essential Reading
Skills
Essential
Reading
Skills 2
Finding
What’s
Similar and
What’s
Different
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
3rd Quarter
LA Objective: Literary Devices, Figurative Language, Poetry
5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
Reading literature and other
materials selected by the teacher; Analyzing the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style;
Analyzing theme and central ideas in literature and other texts in relation to personal issues/ experiences
5.02
Visions A
Bridges I
*Poem:
-“Family Photo” p. 6 (Poetry)
-“Thanksgiving” p. 29 (Literary
Devices/Figurative Language)
-“Here is the Southwestern
desert” p. 79 (Literary
Devices/Poetry)
-“My Father is a Simple Man”
p. 270 (Literary
Devices/Figurative Language)
-“Growing Up” p. 274 (Poetry)
*Song Lyrics:
-“We Shall Overcome” p. 155
(Literary Devices/Figurative
Language)
*Fable:
-Why the Rooster Crows at
Sunrise” p. 109 (Figurative
Language)
*Poems:
-“River Moon” p. 26 (Form,
Stanzas, Lines)
-“Windy Nights” p. 28
(Rhythm)
-“Winter Dark” p. 30
(Figurative Language)
-“The Falling Star” p. 32
(Imagery)
-“Dreams” p. 36
(Metaphor/Theme)
-“The More the Merrier”
p. 128 (Voice/Speaker)
-“This Sidewalk Racer or On
the Skateboard” p. 252
(Form/Figurative
Language/Concrete Poem)
-“Final Score” p. 254
(Theme)
CMS ESL Student Education
PLATO
11
Curriculum
Course
Module
Miscellaneous
Language Arts
Resource
Poetry
Figurative
Language
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
4th Quarter
LA Objective: Creating Graphic Aids; Interpreting Graphic Aids
2.01: Respond to informational materials that are read, heard, and/or viewed by: Making connections to related topics and information;
Generating questions; Monitoring comprehension; Determining the importance of information; Making inferences; Summarizing information
2.02: Use multiples sources of print and non-print information in designing and developing informational materials (such as brochures,
newsletters, and infomercials) by: Identifying and using appropriate sources; Comparing and contrasting information; Evaluating information
Visions A
Bridges I
*Poem:
-“Family Photo” p. 6 (Graphic
Aids, p. 13)
*Informational Text:
-“Rain Forest Creatures” p. 135
(Graphic Aids, p. 143)
-“The Solar System” p. 329
(Graphic Aids, p. 341)
-“It Could Still be a Robot”
p. 394 (Graphic AidsPhotographs/Captions)
-“High-Tech Helping Hands”
p. 398 (Graphic AidsPhotographs/Captions)
*Biography and Speech:
-“Nelson Mandela and The
Inaugural Address” p. 256
(Graphic Aids, p. 265)
*Informative Article:
-“Volcanoes: Mountains that
Blow Their Tops” p. 48
(Graphic Aids)
CMS ESL Student Education
PLATO
12
Curriculum
Course
Module
Intermediate
Reading
Strategies
Using
Graphics to
Help You
Understand
Using
Graphics to
Help You
Understand
Expository
Text
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
4th Quarter
LA Objective: The Characteristics of Each Genre Type
*5.02: Study the characteristics of literary genres (fiction, non-fiction, poetry, and drama) through:
Reading a variety of literature and other
texts (e.g. mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems); Analyzing what impact literary elements have
on the meaning of the text such as the influence of setting on the problem and its resolution
Visions A
Non-Fiction:
Birthday Barbecue; Turkish Delight;
Subway Architect; Rainforest
Creatures; Zlata’s Diary; Talking in
the New Land; Plain Talk About
Handling Stress; Roberto Clemente;
Nelson Mandela; The Inaugural
Address; Eye to Eye; Using the
Scientific Method; The Solar System;
The Boy King, It Could Still be a
Robot; High-tech Helping Hands.
Fiction:
Coyote; Sadako and the Thousand
Paper Cranes; Why the Rooster Crows
at Sunrise; Gonzalo; The Ballad of
Mulan; The Fun They Had; Esperanza
Rising; Honus and Me.
Drama:
The Peach Boy
Poetry:
Family Photo; Thanksgiving; Here is
the Southwestern Desert, We Shall
Overcome; My Father is a Simple
Man; Growing Up.
Bridges I
PLATO
Non-Fiction:
from The Titanic; Volcanoes:
Mountains That Blow Their Tops;
Hunting Hurricanes; from
Childhood; Kenny Roberts: King of
the Road; Water Woman; Satchel
Paige: The Best Arm in Baseball; I
Am Rosa Parks; You Dirty Rat; The
Roman Games; King Tut’s Tomb;
The Longest Cemetery in the
World; Helen Keller; The Lindberg
Kidnapping
Curriculum
Course
Module
N/A
N/A
N/A
Fiction:
Midas and the Golden Touch; The
Green Ribbon; The Fish Story; The
Turtle and the Swans; Sachiko
Means Happiness; Three Hundred
Pesos; Phoenix Farm;
Whitewashing the Fence; A Dinner
of Smells; The Debate in Sign
Language; Fifteen Minutes; City
Green; The Gift of the Magi; Allen
Jay and the Underground
Railroad; One Grain of Rice; The
Trojan War; Miles
Drama:
These Shoes of Mine; Herbie
Poetry:
River Moon; Windy Nights; Winter
Dark; The Falling Star; Genius;
Dreams; The Hurricane; The More
the Merrier; The Swimmer; To
Satch; Before the Game; Karate
Kid; This Team the Silver Spokes;
CMS ESL Student Education
13
7/28/10
2010-2011 CMS ESL Pacing and Alignment Guide
The Sidewalk Racer or On the
Skateboard; Final Score; Harriet
Tubman
CMS ESL Student Education
14
7/28/10