Planning Guide for ESL Level 3 Weekly Tracker Quarter 3 3-­‐5 Short Texts; Classroom Instruction Guiding Questions: “How can I synthesize various texts using their common elements?” “How can I make predictions based on a Fiction and plot’s elements?” “How can I use understand allegory in a text?” “How can I understand symbolism in a text?” “How do I non-­‐Fiction understand an author’s purpose?” “How can I employ proper cadence and inflection while reading aloud?” Week 1 Reading Strategies: Determining Theme in Fiction; Find the Main Idea and Supporting Details. Use Dialogue to Understand Fiction. “I Can:” Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-­‐Literacy.RL.11-­‐12.2. Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.11-­‐12.1. Demonstrate knowledge of eighteenth-­‐, nineteenth-­‐, and early-­‐
twentieth-­‐century foundational works of American literature, including how two or more texts from the same period treat similar themes and topics:. CCSS-­‐ELA-­‐Literacy.RL.11-­‐12.7. ESL Correlating Standards: R.L.4. Identify main idea/theme/problem/plot of a passage. R.4.2. Identify the main purpose of a passage. http://teachersites.schoolworld.com/webpages/lwalton/files/diagramming workbook.pdf (This is an excellent and actually free extensive sentence diagramming workbook with resources and answer keys that can be used all year long as the students progress through sentence parts/structures comprehension). Suggested texts: “The Devil and Tom Walker” by Washington Irving. (can be adjusted for varying levels). “The Story of an Hour” by Kate Chopin, 970L. “The Yellow Wallpaper” by Charlotte Perkins Gilman. 970L. Selected Poetry by Robert Frost. Average range of lexile levels. “A Worn Path” by Eudora Welty. 770L. Visions, Level B, Unit 4: Chapter 3: “The Art of Swordsmanship” (Folktale), pgs. 252-­‐263. “Mae Jenison, Space Scientist” (Inductive Organization), pgs. 264-­‐285. Resources: http://esl-­‐bits.net/ESL.English.Learning.Audiobooks/ESL.English.Learning.Audiobooks.html (online audio story bank). http://www.soundboard.com/sb/Robert_Frost_audio_poem (large audio bank for Frost’s poetry). http://www.manythings.org/voa/stories/The_Devil_and_Tom_Walker_-­‐_By_Washington_Irving.html (online audio reading and printout for “The Devil and Tom Walker”). https://librivox.org/short-­‐story-­‐collection-­‐003/ (this site has a vast array of short stories, including “The Story of an Hour”). http://yourlisten.com/Pepperminttosis/eudora-­‐welty-­‐a-­‐worn-­‐path (audio of “A Worn Path”). http://www.actstudent.org/sampletest/ Act Practice Passages (Use for ACT Practice for weeks 1-­‐9). Grammar: Identify Be + Adjective + Infinitive. Resources: http://english-­‐zone.com/teach/adj-­‐inf1.html (resource for Be + Adjective + Infinitive). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. 3-­‐5 Short texts; Fiction and non-­‐
Fiction Week 2 Guiding questions: “How can I read silently with comprehension?” “How can I use my knowledge of word and sentence structure to better comprehend what I am reading as I read a text?” “How can text features help my breadth of comprehending texts?” Reading Strategies: Draw Conclusions and give Support; Predict “I Can:” 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. CCSS.ElA-­‐Literacy.RI.11-­‐12.3. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-­‐Literacy.RI.11-­‐12.1. ESL Correlating Standards: R.6.1. Draw inferences, conclusions, predictions, generalizations (related to character, setting, topic). R.6.2. Understand relationships between parts of a text (e.g., cause and effect, compare an d contrast, chronological ordering). Suggested Texts: Visions, Level B, Unit 4: Chapter 1: “How Tia Lola Came to (Visit) Stay” (Narrative), pgs. 286-­‐301. Unit 3: Chapter 5: “Earthquake” (Memoir), pgs. 202-­‐223. “The Necklace” by Guy De Maupassant (short story), 710L. Pathways: Reading, Writing, and Critical Thinking, Level 3, Chapter 2: “Science and Detection,” pgs. 23-­‐46. Resources: http://www.eastoftheweb.com/short-­‐stories/UBooks/Neck.shtml (pdf of “The Necklace). http://www.brighthubeducation.com/high-­‐school-­‐english-­‐lessons/53966-­‐the-­‐necklace-­‐lesson-­‐plan/ (resources for teaching “The Necklace”). http://www.chatterboxtheater.org/node/1715 (audio of the “The Necklace”). Grammar: Spelling: Plurals/Adding double –ed and doubling final consonants/Adding past tense of words ending in –y/words with two spellings. Capitalization: Commas after introductory time clauses/Their, there, they’re. Punctuation: Italics for words in other languages. Recognize the present perfect tense. Resources: http://www.eslweb.net/topics/english.shtml (resources for plurals,; adding double -­‐ed; doubling final consonants). http://www.eslcafe.com/grammar/simple_past_tense02.html (resources for adding past tense of words ending in –y; words with two spellings). http://www.worksheetworks.com/english/partsofspeech/other/there-­‐theyre-­‐their.html (their, there, they’re worksheets). http://www.dailywritingtips.com/italicizing-­‐foreign-­‐words/ (resources for italicizing words in other languages). http://busyteacher.org/3680-­‐past-­‐perfect-­‐tense.html (resources for teaching past perfect tense). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Writing to Texts Week 3 Essential Questions: “How can I evaluate the claims of an argument or text and determine their importance?” “How can I analyze the author’s use of rhetoric and its contribution to meaning, point-­‐of-­‐view, and or purpose of the text?” “How can I use strategies to analyze information or themes that are presented in different genres or by different genres?” ”Why is it important that I understand the conventions of standard English when I speak and write?” Reading Strategies: Describe Mental images; Distinguish Fact From Opinion. Writing Strategies: Development of Topic with Precise Details; Use standard English conventions when writing. “I Can:” Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-­‐LITERACY.W.11-­‐12.2.A. ; Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-­‐Literacy.W11-­‐12.2.B. ESL Correlating Standards: W.2.1. Write in a variety of forms, including persuasive forms, such as a logical argument and expressions of opinions; personal forms such as autobiographical narrative; literary forms such as stories; and descriptive forms such as reports and expositions. W.1.1 Use graphic organizers or outlines to plan appropriate report titles. W.1.2. Use graphic organizers or outlines as a basis to determine appropriateness of new ideas. Suggested Texts: Composition Practice, Level 3, Unit 6: “Arguing a Point,” pgs. 75-­‐91. Visions, Level 3, Unit 6: “A Wrinkle in Time” (Science Fiction), pgs. 362-­‐379. “Lyndon Baines Johnson: Our Thirty-­‐Sixth President,” and “Speech to the Nation: July 2, 1964” (Biography), pgs. 392-­‐411. Texts from: http://esl.fis.edu/learners/writing/ (resource for writing to texts). http://www.eslgold.com/writing.html (resource devoted to reading, writing, and grammar skills for ESL students). http://www.rong-­‐chang.com/qa2/ (online stories for writing to texts). Grammar: Spelling: The f sound using f, ph, and gh ; qu for the kw sound. Capitalization: Proper Names. Use the Conjunction Yet to show Contrast. Resources: http://www.eslgold.com/grammar.html (vast grammar, reading, writing, speaking, etc. resource). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Writing to Informational texts Week 4 Guiding Questions: “How do I focus on writing for informational purposes?” “How should my writing style and structure align with informational, or non-­‐fiction writing?” “How is the structure, format, and text different when writing about informational text as opposed to writing to fictional texts?” Writing Strategies: Writing to Informational Texts; Process of Writing (e.g., brainstorm, research, outline, rough draft, edit, draft). Reading Strategies: Reading informational Texts; Recognizing and Analyzing Various Text Structures and how they are Formatted. “I Can:” 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. CCSS.ELA-­‐LITERACY.11-­‐12.2.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and overreliance on any one source and following a standard format for citation. CCSS.ELA-­‐LITERACY.11-­‐12.8. Suggested Texts: Composition Practice, Book 3, Unit 10: “Analyzing,” pgs. 133-­‐147. Resources: http://blog.colorincolorado.org/2013/02/13/teaching-­‐informational-­‐text-­‐to-­‐ells/ (resources for teaching informational texts to ELLs). http://www.myenglishpages.com/site_php_files/reading.php -­‐ .U5YnGnDmZvA (vast resources for teaching informational texts). http://eworkshop.on.ca/edu/pdf/Mod21_completed_lp_info.pdf (resources for informational texts). http://www.manythings.org/voa/people/ (biographical texts for prominent authors that are usually taught in 11th grade American Literature Classes). Refer to the standard 11th grade American Literature textbook and level the texts as needed). Grammar: Reflexive and Intensive Pronouns; Conjunctive Adverbs; Run-­‐On Sentences. Resources: http://www.esl-­‐library.com/blog/2013/04/25/reflexive-­‐vs-­‐intensive-­‐pronouns/ (one detailed resource for teaching reflexive and intensive pronouns). EOC practice items; TCAP Writing Assessment Items Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Writing to Both Fiction and non-­‐
Fiction texts Week 5 3-­‐5 Short texts; both Fiction and non-­‐Fiction Week 6 Guiding Questions: “How can I write to different types of texts?” http://emilykissner.blogspot.com/2011/07/fiction-­‐nonfiction-­‐expository-­‐narrative.html (blog resource by teacher on narrative non-­‐fiction vs. expository non-­‐fiction). Grammar: EOC practice items; TCAP Writing Assessment Items Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Guiding Questions: “How do authors foreshadow events in stories?” “How can I use context clues to understand unfamiliar and/or antiquated syntax in texts?” Reading Strategies: Recognize author’s tone and mood in various texts. “I Can:” “Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-­‐Literacy.RL.11-­‐12.4. Determine the meaning of words and phrases as they are used over the course of a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines fiction in Federalist No. 10). CCSS.ELA-­‐Literacy.RI.11-­‐12.4. ESL Correlating Standards: R.1.1. Identify high-­‐frequency words, high-­‐frequency irregular words such as said, was, where and is; compound words and contractions. R.1.2. Identify relationships between words in word families. R.1.4. Use contextual clues to identify meaning of language (relationships between words, syntax, morphology, context, cognates). Suggested Texts: http://www.cliffsnotes.com/literature/f/the-­‐federalist/summary-­‐and-­‐analysis/section-­‐ii-­‐advantages-­‐of-­‐
union-­‐federalist-­‐no-­‐10-­‐james-­‐madison (Cliffs Notes for Federalist). http://www.google.com/url?sa=t&rct=j&q=madison define faction in federalist esl&source=web&cd=4&ved=0CDwQFjAD&url=http%3A%2F%2Fwww.aps.edu%2Flanguage-­‐and-­‐
cultural-­‐equity%2Fteachers-­‐and-­‐administrators%2Fresources%2Fhigh-­‐school-­‐esl-­‐ccss-­‐units%2FESht (ESL pdf with resources for ELLs). http://www.michellehenry.fr/poe.htm (Edgar Allan Poe with ESL resources). http://www.manythings.org/voa/stories/ (vast resource with stories for ELLs). Grammar: EOC practice items; TCAP Writing Assessment Items Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Extended Text Week 7 Guiding Questions: “How do I understand how characters evolve over the course of events in a story?” “How does the point-­‐of-­‐view vary from fiction to non-­‐fiction?” “How do readers determine whether a narrator is 1st, 3rd, and a reliable source of information?” Suggested Texts: Narrative of the Life of Frederick Douglass (autobiography) 920L. Ender’s Game by Orson Scott Card. 780L. The Joy Luck Club by Amy Tan. 930L. Resources: https://librivox.org/narrative-­‐of-­‐the-­‐life-­‐of-­‐frederick-­‐douglass-­‐by-­‐frederick-­‐douglass/ (audio for The Narrative of the Life of Frederick Douglass). http://www.ibiblio.org/ebooks/Douglass/Narrative/Douglass_Narrative.pdf (pdf for The Narrative of the Life of Frederick Douglass). http://getebook.org/?p=247339 (audio and pdf for The Ender’s Game). http://www.neabigread.org/books/joyluckclub/media/ (audio and pdf printout for The Joy Luck Club). http://www.kutztown.edu/academics/douglass/documents/FD Lesson Plans.pdf (unit plan for Narrative of the Life of Frederick Douglass). https://www.stf.sk.ca/portal.jsp?Sy3uQUnbK9L2RmSZs02CjV/LfyjbyjsxsiVLkwcq/aNM=F (unit plan for Ender’s Game). http://averbach.weebly.com/uploads/1/2/2/5/12255095/the_joy_luck_club_lesson_plan.pdf (unit plan for The Joy Luck Club). Grammar: Continue ACT and sentence diagramming practice. Phrases. Resources: http://www.actstudent.org/sampletest/ Act Practice Passages (Use for ACT Practice for weeks 1-­‐9). http://teachersites.schoolworld.com/webpages/lwalton/files/diagramming workbook.pdf. http://www.npenn.org/cms/lib/PA09000087/Centricity/Domain/514/9 Grammar/Verbals/VERBALS (phrases resouyrces).PACKET%202013-­‐2014.pdf EOC practice items; TCAP Writing Assessment Items. Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Guiding Questions: “How do authors allow us to become familiar with and understand more about characters, including autobiographical, and their situations in stories?” “How can I use reliable resources to study about an author’s life and works?” “How does an author’s poetry give insight into their lives?” “How do I create poetry that uses a particular form and speaks about me?” Reading Strategies: Identify how an author’s choice of syntax and rhetorical devices define the purpose of the text. “I Can:” Analyze a case in which grasping a point-­‐of-­‐view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA_Literacy.RL.11-­‐12.6. Determine an author’s point-­‐of-­‐view or purpose in a text in which the rhetoric is particularly effective, analyzing how content contributes to the power, persuasiveness or beauty of the text. CCSS.ELA-­‐LITERACY.11-­‐12.6. ESL Correlating Standards: R.7.2. Identify author’s opinion, perspective, point-­‐of-­‐view, purpose, motivation, stance, or position. R.7.3. Analyze character (including traits, roles, motivations, conflicts, points-­‐of-­‐view, relationships, and changes). Suggested Texts: Emily Dickinson’s poetry selections, including: “Hope is the thing with Feathers;” other choices from http://www.poetryfoundation.org. “The Jilting of Granny Weatherall” by Katherine Anne Porter .http://www.emcp.com/product_catalog/resourcefile.php?ID=1131 (adjustable lexile levels for the above recommended work. (audios available for both online). “Oh Captain, My Captain” by Walt Whitman. http://www.poetryfoundation.org/poem/174742 (audio and resources for said Whitman poem). Continue extended text choice. Research suggestion: Study and present on one or two great American poets with analysis and critiques of their work(s) with essay, Prezi, Power Point, etc. Grammar: EOC practice items; TCAP Writing Assessment Items. Grammar: Clauses; Inverted order sentences; Active vs. Passive voice in Writing and Speaking. Continue Extended Text/3-­‐5 short-­‐
texts/Writing/Resea
rch Week 8 Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Complete Extended Guiding Questions: “How do I demonstrate my depth of knowledge of a literary work?” “How do I present my research and conclusion/product in terms that my audience understands?” “ How do I demonstrate my knowledge of grammatical text/Present Research/ Nine conventions in my speaking and writing?” week’s Assessments Suggested Assessments: http://my.hrw.com/nsmedia/novelwise_hs/find/bytitlepdf/frederick_douglass_pdfs/mct.pdf (pdf Week 9 assessment for Narrative of the Life of Frederick Douglass). http://quizlet.com/13760778/the-­‐joy-­‐luck-­‐club-­‐review-­‐flash-­‐
cards/ (review “quizlets” for The Joy Luck Club; use with Unit Plan tests). englishonline.tki.org.nz/sympa/archive/.../endersgame.pdf (this resource has additional assessment materials for The Joy Luck Club). Present research Findings for Poetry Project. Grammar: Assess all covered grammar concepts from Quarter 3. Continue ACT quizzes/review (act.org). Teach Tennessee Academic Vocabulary. Resources: http://busyteacher.org/ (this site has most, if not all of grammar concepts covered and their related assessments). Gfa Pacing Guide for High School English 3 Module D -­‐ Quarter 4 Weekly Tracker 1 Extended Text Week 1 through Week 3 3 Analyses Week 4 Classroom Instruction The Great Gatsby, Fitzgerald 3-­‐5 Short Texts Week 5 through Week 7 Routine Writings 1 Narrative “The Turtle” from The Grapes of Wrath, by John Steinbeck Routine Writing: In Steinbeck’s piece, what parallels do you see between the experiences of the turtle and human experience? Writing Workshop Argument/Analysis: What claim is Fitzgerald making about social classes and the social hierarchy of the 1920s? Cite textual details to support your claim. Explanatory/Analysis: Write an essay in which you analyze how Fitzgerald’s style and choice of textual structure add to the overall impact of the text. (Task 3, page 960). Mid-­‐term Assessment Analysis: Write an essay that analyzes the development of two major themes in Fitzgerald’s novel. Discuss how his use of specific stylistic elements contributes to the development of his ideas. Use specific textual evidence to support the existence of themes and how they interact together. “In Another Country,” by Ernest Hemingway Routine Writing: How might you interpret the title of “In Another Country” as a reflection of a major theme in Hemingway’s text? Langston Hughes: “I, Too,” “Dream Variations,” and “Refugee in America” Routine Writing: In what ways do Hughes’s poems capture some of the complexities of the African American experience? “The Negro Artist and the Racial Mountain,” Langston Hughes and “The Negro-­‐Art Hokum,” George Schuyler Routine Writing: Summarize the viewpoints of each writer in reference to African American art, literature, culture, etc. How does each viewpoint represent the mentality of opposing groups during the Harlem Renaissance? from Dust Tracks on a Road Routine Writing: What details does Hurston use to reveal her independence and passion for learning? In what ways does her inclusion of details reflect her purpose? Narrative: Write a reflective essay that tells a story about a moment in your life that inspired you to pursue something you love. Develop a clear conflict or problem by describing obstacles you faced. Develop a clear resolution by showing the events that inspired you and the changes that occurred as a result. Enhance the plot and develop characters by using a range of literary strategies and devices, including dialogue (page 937).