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 Planning Guide for English as a Second Language Level 4 Quarter 1 3-­‐5 Short Texts Fiction and non-­‐
fiction Week 1 Essential Questions: “How can I cite strong and thorough evidence from the text to demonstrate my understanding of the text?” “How can I demonstrate the behavior of strategic readers?” “How can I monitor my reading to ensure that I understand the text?” Reading Strategy: “I Can:” Make inferences in Fiction. CCSS.ELA-­‐Literacy. R.11-­‐12.1: 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. ESL Correlating Standards: R.5.1: Identify important supporting ideas, themes, and conflicts (related to plot, characters, setting, topic). R.6.1: Draw Inferences, conclusions, predictions, generalizations (related to plot, characters, setting, topic). Fiction: Visions, Level C: Unit 1, Chapter 1:“The Loch Ness Monster” (excerpt from an informational text), pgs. 1-­‐13; The Mystery of the Cliff Dwellers (an excerpt from a textbook), pgs. 14-­‐25. The teachers’ resources have audio companions for the stories. http://www.pearsonhighered.com/samplechapter/0205734367_ch10.pdf (Online stories that focus on Inference). 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). http://esl-­‐bits.net/ (This is a resource that has both fiction and non-­‐fiction stories that can be printed out and have audio companions). http://www.eslfast.com/ http://www.shortbreadstories.co.uk/story/browse/text/genre/british/ -­‐ axzz30r7Vplq1 (Internet Resources: Inference). http://www.ereadingworksheets.com/free-­‐reading-­‐worksheets/reading-­‐comprehension-­‐worksheets/inferences-­‐ worksheets/ http://www.reading.org/Libraries/books/bk506-­‐5-­‐Zwiers.pdf http://predoc.org/docs/index-­‐143100.html?page=4 http://www.uic.edu/depts/tie/coolsites.htm http://p2cdn4static.sharpschool.com/UserFiles/Servers/Server_1036352/File/Curriculum/Units of Study/Unit of Study -­‐ Making Inferences.pdf Grammar: Understand the conjunction But; Use prepositional phrases; Capitalization: Titles; Periods at the end of sentences. http://writing.wisc.edu/Handbook/CoordConj.html (site for coordinating conjunctions); http://busyteacher.org/classroom_activities-­‐grammar/prepositions_and_conjunctions-­‐worksheets/ (site for prepositional phrases); http://busyteacher.org/classroom_activities-­‐writing/punctuation-­‐worksheets/ (punctuation site). http://www.softschools.com/quizzes/language_arts/book_titles_capitalizations/quiz1538.html (site for capitalization resources). 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 Essential questions: “How can I cite strong and thorough evidence from the text to demonstrate my understanding of the text?” “How can I interpret words and phrases that are used in the text?” “How can I demonstrate understanding of domain-­‐
specific specific vocabulary and apply that understanding to interpret and explain text?” “How can I apply the basic elements of the plot in retelling the story?” “ How can I compare the text to my own experiences as I read an informational text?” “How can I use chronology to locate and recall information as I read a mystery and identify imagery as I read a legend?” Reading Strategy: Using sequentially and chronologically organized text for enhanced comprehension. “ I Can:” Use chronology to locate and recall information; 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 plot, characters, setting, topic) R.4.1: Identify main idea/theme/problem/plot of a passage. R.5.3: Use knowledge of sentence structure to comprehend text. Visions, Level C: “Yawning” (an informational text), pgs. 26-­‐37. “The Sneak Thief” (a mystery), pgs. 40-­‐49. The Legend of Sleepy Hollow (a legend), pgs. 50-­‐69. http://www.eastoftheweb.com/short-­‐stories/Collections/ClasEngl.shtml (Classic British Stories). http://www.shortbreadstories.co.uk/story/browse/text/genre/british/ -­‐ axzz30r7Vplq1 (British Short Stories). http://www.eslfast.com/ Online story bank http://www.eltbase.com/vtr_refs.php?id=319 (This is a site with short mysteries with both printable and audio resources) http://www.mrsalfred.com/esl-­‐british-­‐literature.html (ESL British Literature Teacher’s Website with Resources Grammar: Write dependent clauses. Use pronoun referents. http://www.syracusecityschools.com/tfiles/folder716/ClearPronounReference.pdf (pronoun reference pdf). http://busyteacher.org/classroom_activities-­‐grammar/clauses-­‐worksheets/ (clauses resources). 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 identify the main purpose of a passage?” “How can understanding text structure enhance comprehension?” Writing Strategy: Writing to Texts: “ I Can:” 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. CCSS.ELA-­‐Literacy. ESL Correlating Standards: R.1.1: Identify high frequency words, high frequency irregular words, such as: said, was, where, and is. R.5.1: Identify important supporting ideas, themes, and conflicts (related to characters, setting, topic. R.6.1: Draw Inferences, conclusions, predictions, generalizations (related to plot, characters, setting, topic). W.2.1: Write in a variety of forms, including persuasive forms, such as logical argument and expression of opinion; personal forms such as autobiographical narrative; literary forms such as stories; and descriptive forms, such as reports and expositions. Suggested writing exercises: From the workbook: Composition Practice, Book 4, pgs. 1-­‐17, “Describing Physical Details, “ and pgs. 18-­‐32: “Framing Events in Time.” Pathways, Reading, Writing, and Critical Thinking: Unit 1: Book 4: “Our Human Impact,” pgs. 1-­‐24. From Visions, Level C, Chapters 1-­‐5 (Each of the story selections from the previous weeks has writing focuses for the listed objectives and strategies). http://www.shortbreadstories.co.uk/story/browse/text/genre/british/ -­‐ axzz30r7Vplq1 (British Short Stories). Resources: http://writinghome.net/wp-­‐content/uploads/2010/10/Chronological-­‐Paragraph.pdf (writing chronologically). http://www.ablongman.com/henry_rh/ch04.pdf (descriptive paragraph site). http://www.google.com/search?client=safari&rls=en&q=writing+informational+text&ie=UTF-­‐8&oe=UTF-­‐ 8&safe=active&surl=1 (informational text writing Power Point). One or more selections from: http://www.readworks.org (reading selections) http://www.benchmarkeducation.com/learning-­‐environment/ell-­‐english-­‐language-­‐learner-­‐teaching-­‐strategies-­‐-­‐best-­‐
practices.html http://www.readwritethink.org/classroom-­‐resources/lesson-­‐plans/using-­‐predictable-­‐text-­‐teach-­‐131.html http://readingandwritingproject.com/resources/assessments/reading-­‐assessments.html (multiple resource site, including high-­‐frequency words) http://www.eastoftheweb.com/short-­‐stories/Collections/ClasEngl.shtml (Classic British Stories) Daily “Quick Writes” that relate to the texts read in weeks 1-­‐3. Grammar: Parts of speech: teachable singularly and/or in pairs (Schoolhouse Rock), (parts of speech). http://www.sinclair.edu/centers/tlc/lmr/hw/ (Pronoun/Antecedent and numerous reading and writing resources) Refer to Visions Scope and Sequence sections, beginning on pg. Tviii or other related concepts to incorporate. Informational Writing Week 4 Essential Questions: “How can I plan an essay that develops my ideas and has evidence that supports them?” “What are the elements of a good essay?” Writing Strategy: Writing to Texts: “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.W.11-­‐12.1 ESL Correlating Standards: W.2.1: Write in a variety of forms, including persuasive forms, such as logical argument and expression of opinion; personal forms such as autobiographical narrative; literary forms such as stories; and descriptive forms, such as reports and expositions. Suggested Writing Resources: From Composition Practice, Book 4, Unit 3, pgs. 36-­‐57: “Analyzing Patterns.” Pathways, Reading, Writing, and Critical Thinking: Unit 2: “Learning experiences,” pgs. 21-­‐40. Reading Explorer, Level 4, Unit 3: “Food and Health:” lessons 3A and 3B, pgs. ??? Pathways, Reading, Writing, and Critical Thinking, Foundations: Unit 1: “Our World; The Human Planet, and “7 Billion,” pgs. 1-­‐14. http://www.slcschools.org/departments/curriculum/language-­‐arts/documents/Online-­‐Informational-­‐Text-­‐ Resources_2012-­‐03-­‐02_000.pdf (Compilation of Online Informational Texts Bank) http://theeducatorsroom.com/2013/03/informational-­‐texts-­‐speeches-­‐delivered-­‐with-­‐love-­‐from-­‐bruce-­‐and-­‐steve/ (Resources for teaching Informational Text and writing to the texts) Grammar: Use progressive tenses: http://www.english-­‐grammar.at/worksheets/tenses/tenses.htm (grammar bank of resources). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii or other related concepts to incorporate. Writing to both Fiction and Non-­‐
Fiction Texts Week 5 Essential Questions: “How can I plan an essay that develops my ideas and has evidence that supports them?” “What are the elements of a good essay?” “How can I plan and organize my essay?” Writing Strategy: Writing to Texts: “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.W.11-­‐12.1 ESL Correlating Standards: W.2.1: Write in a variety of forms, including persuasive forms, such as logical argument and expression of opinion; personal forms such as autobiographical narrative; literary forms such as stories; and descriptive forms, such as reports and expositions. http://www.mrsalfred.com/esl-­‐british-­‐literature.html (This is a teacher’s ESL British Literature site that has numerous resources) http://spartacus-­‐educational.com/REVenglish.htm (Online source with various links to literature sites—Excellent bank of resources) Grammar: Root Words and Suffixes; Write using Contractions; Identify Simple, Compound, Complex, and Complex-­‐
Compound Sentences. https://www.learnthat.org/ (root words site); http://busyteacher.org/classroom_activities-­‐ vocabulary/wordbuilding/prefixessuffixes-­‐worksheets/; http://eslbee.com/sentences.htm (root words/prefixes/suffixes). (compound/complex/compound/complex sentences site). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii or other related concepts to incorporate. http://www.mrsalfred.com/esl-­‐british-­‐literature.html (ESL British Literature Teacher’s Website with Resources) 3-­‐5 Short Texts-­‐
Fiction and non-­‐
Fiction Week 6 Essential Questions: “How Can I determine an author’s point-­‐of-­‐view?” “How can I comprehend text by understanding sentence structure?” “How can I understand character development over the course of a text?” “ how can I identify and generalize persuasive wording within texts?” Reading Strategies: Make Inferences; Summarize; Determine the sequence of events. Determine author’s purpose. “I Can:” 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. CCSS.ELA-­‐Literacy.RL.11-­‐12.6; RL.11-­‐
12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ESL Correlating Standards: R.7.2 Identify author’s opinion, perspective, point-­‐of-­‐view, purpose, motivation, stance, or position. Suggested texts: Visions, Level B, pgs. 92-­‐92-­‐101; “And Now, Miguel.” (Drama). “Tuck Triumphant,” pgs. 118-­‐131. (excerpt from ). Online resource for the excerpt: http://www.waynecountyschools.org/cms/lib6/NC01000512/Centricity/Domain/63/ESL Pacing Guide-­‐ Visions -­‐ B-­‐.pdf http://www.thecenterweb.org/irc/pdf/esl-­‐materials-­‐bibliography.pdf (bank of resources for fiction and non-­‐fiction). http://www.ppds.ie/pcsparchive/english/nonfictionwriting.pdf (this is a writing-­‐based resource but has comprehension of persuasive wording included). http://hubbs.spps.org/uploads/readingfictionvs_nonfiction.pdf (resource for reading fiction vs. non-­‐fiction). http://www.tes.co.uk/teaching-­‐resources/secondary-­‐46651/english-­‐47434/ks4-­‐writing-­‐48209/media-­‐/-­‐non-­‐fiction-­‐
writing-­‐48215/ (numerous links for fiction and non-­‐fiction reading and writing). Grammar: Punctuation: Hyphens in Numbers; Identify and use the Future Conditional: http://english.clas.asu.edu/files/shared/enged/Hyphens.pdf (hyphen-­‐use worksheet-­‐-­‐pdf). http://www.englishpage.com/conditional/futureconditional.html (tutorial and resources for future conditionals). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii for other related concepts to incorporate. Extended text Week 7 Essential Questions: “How can the understanding of the figurative, connotative and technical meaning of a word in a text help me analyze sp
word choice on meaning and tone?” “How can understanding text structure enhance comprehension?” “How can I demonstrate my ability to connections with different cultures and point-­‐of-­‐view?” Reading Strategies: “I Can:” Make inferences; Compare a reading with my own experiences; Determine two or more themes or central ideas o
text and analyze their development over the course of the text, including how they build on one another to produce a complex account; provi
objective summary of the text. CCSS.ELA-­‐Literacy.RI.11-­‐12.1 &CCSS. ELA-­‐Literacy.RL.11-­‐12.2. RL.11-­‐12.4: 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 a
tone, including words with multiple meanings or language or language that is particularly fresh, engaging, or beautiful. ESL Correlating Standa
R.6.1: Draw inferences, conclusions, predictions, generalizations (related to plot, characters, setting, topic). R.6.2Understand relationships bet
parts of a text (e.g. cause and effect, compare and contrast, chronological ordering). R.6.3: Use knowledge of sentence structure to comprehe
text. Novel: Potential Choices for British Literature: Beowulf, translation by John Lesslie Hall, 790L, (free online printed copy); And Then There were None, by Agatha Christie, 570L; The Hound of the Baskervilles, by Sir Arthur Conan Doyle, 840L; Dr. Jekyll and Mr. Hyd
Robert Louis Stevenson, 910L. Resources for the stories: (Beowulf): free online printed copy: http://www.gutenberg.org/ebooks/16328?msg=welcome_stranger http://www.audiobooktreasury.com//?s=beowulf&x=0&y=0 (free audio download and other resources). http://www.bookrags.com/notes/beo/ (various Beowulf teaching resources). http://agi.seaford.k12.de.us/sites/LFSdigital/units/ELA Unit Topics/Epic Hero and Beowulf.aspx (numerous links and resources for Beowul
(And Then There were None): https://archive.org/details/AndThenThereWereNone_726 (free ebook download). http://esl-­‐bits.net/ESL.English.Learning.Audiobooks/And-­‐Then-­‐There-­‐Were-­‐None/And_Then_There_Were_None.html (free audio book). http://www.pavilioncsd.org/webpages/bmullin/resources.cfm?subpage=1045584 (teacher’s site with unit and lesson plans and other resources). http://www.bookrags.com/notes/none/ (numerous resources for And Then there were None). (The Hound of the Baskervilles): http://www.literature.org/authors/doyle-­‐arthur-­‐conan/hound/ (free online ebook). http://www.sherlockian-­‐sherlock.com/the-­‐hound-­‐of-­‐the-­‐baskervilles-­‐audiobook.php (online free audiobook). http://www.ops.org/high/burke/STAFF/FacultyNZ/Wagner,Lise/GreatExpectationsUnit/TheHoundoftheBaskervillesUnit/tabid/641/Defau
(unit plans for The Hound of the Baskervilles). (Dr. Jekyll and Mr. Hyde): http://www.audiobooktreasury.com/dr-­‐jekyll-­‐and-­‐mr-­‐hyde/ (online free audiobook). http://www.penguin.com/static/pdf/teachersguides/drjekyll.pdf (numerous online teaching resources). http://www.richmond.com.mx/resources/dr_jekyll_mr_hyde.pdf (numerous online resources for teaching). Grammar: Use appropriate tenses in speaking and writing: http://busyteacher.org/6211-­‐comprehensive-­‐esl-­‐review-­‐verb-­‐tenses-­‐
intermediate.html (resource from the “Busy Teacher” site with numerous resources for these concepts). Use present tense and subject-­‐verb agreement: http://busyteacher.org/11279-­‐somebody-­‐that-­‐i-­‐used-­‐to-­‐know-­‐walk-­‐off-­‐the-­‐earth-­‐5.html (numerous resources for teaching tenses and agreement). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii or other rela
concepts to incorporate. Continue Extended Essential Questions: “How can I use my knowledge of planning, formatting, and drafting to write an effective essay?” Texts “How can I use my knowledge of sentence structure to comprehend texts?” “How can I evaluate a speaker’s point-­‐of-­‐view, reasoning, and use
2-­‐4 Short Texts evidence and rhetoric for fallacious reasoning, exaggerated or distorted evidences?” 1 Essay Reading strategies: Recognize tone and mood as you read an excerpt from a novel. 1Research Project Writing strategies: Write to a variety of text types. Week 8 Research strategies: Use fundamental research knowledge to search and validate sources, both print and electronic. “I Can:” Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
effective selection, organization, and analysis of content. CCSS. ELA-­‐W.11-­‐12.2. Present information, findings, and supporting evidence, conve
clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-­‐ SL
12.4. 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 expositio
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 including new ideas. W.1.3: Based on graphic organizers or outlines, choose appropriate topic sentences for paragraphs, gi
their topic and placement in the graphic organizer. W.1.4: Based on graphic organizers or outlines, organize new information by deciding on appropriate sections for it. Suggested readings: Visions, Level C, Unit 2, chapter 2: The Voyage of the Frog (an excerpt from a novel), pgs. 86-­‐101.Unit 2, chapter 3: “ To
or Not to Risk (an informational text), pgs. 102-­‐115. Reading Explorer, Unit 4: “Design and Engineering:” Lessons 4A and 4B, pgs. ??? Contin
extended text choices. Suggested Research Project: Have students pick a career that he/she is interested in, and write an informational essay about their choice, integrating use of valid internet sites. http://houpl.org/?page_id=60 (Houston school library site). http://tntel.tnsos.org/ (Tennessee Electronic Library). http://docushare.pvbears.org/docushare/dsweb/Get/Document-­‐1368/Career Research Planner Nov 17th.pdf (research planning guide for
students). http://mercury.educ.kent.edu/database/eureka/documents/LessonPlan_WhatDoesYourFutureHold.pdf (career research site). Grammar: Punctuation: Quotation marks for dialogue; semi-­‐colons; Voiced vs. unvoiced /th/. http://www.vitaeducation.org/wp-­‐
content/uploads/2010/05/th-­‐sound-­‐Handout.pdf (pdf for /th/). http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/Quotation_Marks_in_Dialogue.p
(quotation marks-­‐-­‐direct quotations, and use in dialogue). Refer to Visions Scope and Sequence sections, beginning on pg. Tviii or other related concepts to incorporate. Extended Text Essential Questions: “How can I demonstrate my content knowledge through testing, discussion, and accountable talk?” “How can I present, Nine-­‐week fluent details, research findings both verbally and in writing?” “How can I demonstrate my ability to analyze what is explicitly stated and what
Assessment/Writing/ inferred in a text?” “”How can I analyze various accounts of a subject told in different mediums, while determining at the same time which de
Present Research are emphasized in each account?” Week 9 Reading strategies: Predict and reread and record to reinforce comprehension and recall skills. “I Can:” Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry
“Apply knowledge of language to understand how language functions in different contexts, to make effective Choices for meaning and styl
to comprehend more fully when reading or listening.”CCSS-­‐ELA:W.11-­‐12.3. “Cite strong and thorough textual evidence to support analysis what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.” CC
ELA: RL.11-­‐12.1. “Determine two or more central ideas of a text and analyze their development over the course of the text, including how t
interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSSRL.11-­‐12.2. CCSS-­‐ELA.RL.11
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the c
to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. ESL correlating standards: R.4.2: Identify the main purpose of a passage. ESL correlating standards: R.2: comprehend key vocabulary phrases. R.4.1: Identif
main idea/theme/problem/plot of a passage. R.5.1: Identify important supporting ideas, themes, and conflicts (related to plot, characters,
setting, topic). R.6.2: Understand relationships between parts of a text (e,g., cause and effect, compare and contrast, chronological orderin
R.2.2: Identify meaning of key words or phrases in a passage that provides context. Suggestions for readings that lend themselves to a first comparison/contrast essay: http://www.rarshare.com/hyde-­‐by-­‐daniel-­‐levine-­‐pdf/ is a free downloadable pdf of Hyde, by Daniel Levine, a novelette that uses the trending accounts of the villain to sharing his side of the sto
like that of Grendel by John Gardner for Beowulf). Either of these choices could work for a compare/contrast essay. An instructor could beg
with The Three Little Pigs paired with The True Story of the Three little Pigs, told from the wolf’s point-­‐of-­‐view to “set the stage” for the lof
selections. Below are some additional resources for this suggestion: http://www.audiobooks.com/audiobook/hyde/208112 (free audio for
Hyde). http://thebestnotes.com/booknotes/Hound_Baskervilles/Hound_Baskervilles01.html (Resources for study, writing, and assessmen
The Hound of the Baskervilles). http://quizlet.com/2711974/and-­‐then-­‐there-­‐were-­‐none-­‐study-­‐questions-­‐flash-­‐cards/ (study materials for A
Then There Were None).http://quizlet.com/2711974/test (resource for assessment for And Then There Were None). http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1/The Strange Case of Dr Jekyll and Mr Hyde Getting Started With Literature Circles.pdf (resources for study and assessment for Dr. Jekyll and Mr. Hyde). http://www.webenglishteacher.com/compare-­‐
contrast.html (resources for teaching the comparison/contrast essay format). http://agi.seaford.k12.de.us/sites/LFSdigital/units/ELA Unit Topics/Epic Hero and Beowulf.aspx (Beowulf Unit Resources). http://www.google.com/search?client=safari&rls=en&q=beowulf+unit+test&ie=UTF-­‐8&oe=UTF-­‐8 (Beowulf Unit Test). Grammar Suggestion: Assess all grammar topics studied in Q1. https://www.teachervision.com/writing-­‐composition/printable/3630.html
(compare contrast writing source). Assess all Q1’s grammar lessons-­‐to-­‐date. 
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