UNIT NAME: Reading Literature/Writing Narrative
Grade level: 9th-12th Grade Cluster
District-Approved Text: The Edge, Cengage Learning
Unit : 1
Stage 1 – Desired Results
Enduring Understandings:



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:




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?
What makes a story a great story?
ESL Support:





Adapted Text with Visuals
Graphic Organizer: Story Map
Word Detective, Frayer Model
Cooperative whole group/paired reading: Guided Reading, Anticipation Guide
Modeling: Teacher created mentor text (Personal Narrative); Document Reader/Overhead Projector
Word Bank: Cite, identify, textual evidence, theme, central idea, poem, short story, analyze, inference, explicit, elaborate, integrate,
narrative, transition, point of view, plot line, figurative language, literal language, denotative meaning, connotative meaning, cumulative,
warranted, justify, summary, objective.
TBOE Approved 8/26/2013
Page 1
Standards
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective(LO)
CCSS
SLO: 1, 2
RL.9-10.1 Cite strong
and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
CO: Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly and make inferences.
RI.9-10.2 Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective, summary of
the text.
WIDA ELPS 1, 2
Listening
Reading
TBOE Approved 8/26/2013
Suggested Instructional Scaffold
Skills
Suggested
Assessments
ELP1: Read to cite explicit
evidence by matching phrase
citations from appropriatelyleveled poetic prose and personal
narratives to visual representations
of the text in English.
Formative
 Read-Aloud
 Choral Reading
 Oral
Summaries
 Teacher
Observations
 Graphic
Organizer
(Story Maps)
 Response
Journals
ELP2: Read to cite explicit
evidence by matching sentence
citations from appropriatelyleveled poetic prose and personal
narratives to visual representations
of the text in English.
LO: Define textual evidence
using adapted text (“a word for
word” support format) and
explain how a reader uses
textual evidence to reach a
logical conclusion (inference:
“based on what I’ve read, it’s
most likely true that…”)
ELP3: Read to cite and express
explicit evidence using adapted
poetic prose and personal
narratives in simple related
sentences using key content based
vocabulary. Speech may include
some errors which do not obscure
meaning.
ELP4: Read to cite and express
explicit evidence from approaching
grade- level poetic prose and
personal narratives in complete
and detailed sentences with some
content based vocabulary.
ELP5: Read to cite and express
explicit evidence from adapted
grade level poetic prose and
personal narratives in complex and
varying sentence lengths and types
with content based vocabulary.
Summative


Quizzes
Cluster Tests
Projects

Role Play:
Choral
Recitation of
Poems and
Narrative

Research
Project

Interviews

Biographies
Suggested
Resources
http://www.timeforki
ds.com/homeworkhelper/a-pluspapers/personalnarrative
http://www.thewrites
ource.com/studentm
odels/
Teacher Created
Narrative Model
http://www.lepnet.sp
arcc.org/hck/data/kr
obinson/files/Person
al_Narratvie_Examp
le_2.pdf
http://www.mybooke
zz.org/shortpersonal-narrativeexamples-for-kids1103/
Page 2
Suggested Performance Tasks:










Stage 2 – Assessment Evidence
Other Evidence:
I can recognize when the text I am reading is too easy or
too difficult for me.
I can determine reading strategies (ask questions, make
connections, take notes, make inferences, visualize, reread) that will help me comprehend difficult text.
I can determine multiple pieces of textual evidence that
strongly support explicit and inferential questions (right
there answers).
I can review and/or research materials(s) to be discussed
and determine key points and/or central ideas.
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 distinguish between literal language (it means
exactly what it says) and figurative language (sometimes
what you say is not exactly what you mean).
I can recognize the difference between denotative
meaning (all words have a dictionary definition) and
connotative meanings (some words carry feeling).
I can analyze why authors choose specific words to
evoke a particular meaning or tone.
I can identify when a speaker uses evidence and/or
rhetoric (a technique used to persuade a listener to
consider a topic from a different perspective) and analyze
how these techniques strengthen his/her point of view or
purpose.
I can analyze how specific word choices build upon one
another to create a cumulative (collective) impact on the
overall meaning and tone of a text.
TBOE Approved 8/26/2013

Exit/Admit Slips: Phrase and sentences citations

Reflective Journal Logs

Teacher Observations

Peer-Self Assessments

Analysis of current topics (News Broadcasts, newspapers,
Journals, Documentaries, Speeches, Historical Documents, etc.)

Written and delivered Speeches
Page 3
UNIT NAME: Reading Literature/Writing Narrative
Grade level:
9th-12th Grade Cluster
District-Approved Text: The Edge, Cengage Learning
Unit : 1
Stage 1 – Desired Results
Enduring Understandings/Goals:

Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.
Essential Questions:


When a word doesn’t make sense, what can I do?
How do I use what I know to figure out what I don’t know?
ESL Support:





Online resources (i.e., dictionaries, grammar reference sheets)
Checklist of strategies
Word Bank
Visuals
Multiple Reference Materials (dictionary, glossaries, thesauruses
Word Bank: Multiple-meaning words, phrases, strategies, affix, root, etymology
TBOE Approved 8/26/2013
Page 4
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective(LO)
Suggested
Instructional Scaffold
Skills
Suggested
Assessments
Suggested
Resources
Formative
CCSS
SLO: 5
L.9-10.4
Determine or clarify
the meaning of
unknown and
multiple-meaning
words and phrases
based on grade 9
reading and content,
choosing flexibly from
a range of strategies
(use context as a clue
identify and correctly
use patterns of word
changes, and consult
reference materials.
CO: Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 9 reading and content,
choosing flexibly from a range of
strategies.
LO: Clarify the meaning of
unknown words and phrases using
multiple resources and a checklist
of strategies.
WIDA ELPS:
2 – 5 Reading
Listening
ELP1: Clarify the meaning of
unknown words and phrases
and/or in appropriately
leveled texts and
presentations.
ELP2: Clarify the meaning of
unknown words and phrases
and/or in appropriately
leveled texts and
presentations.
ELP3: Clarify the meaning of
unknown words and phrases
in adapted texts and
presentations.
ELP4: Clarify the meaning of
unknown words and phrases
in texts and presentations at
a grade 7-9 text complexity
level.
ELP5: Clarify the meaning of
unknown words and phrases
in grade level text and
presentations.
TBOE Approved 8/26/2013

Read-Aloud

Jigsaw

Choral Reading

Oral
Summaries

Teacher
Observations

Graphic
Organizer
www.tv411.org/
www.gobookee.net/multiplemeaning-words-highschool/Cached
www.sharemylesson.com
freelanguagestuff.com/multip
le-meaning-words
sites.google.com/site/mcsgr
ammar/graphicorganizers
Summative

Quizzes

Cluster Tests
www.eslpartyland.com/graph
ic-organizers-help-eslstudents.htmlCached
www.teacherspayteachers.c
om/.../Story-GrammarGraphic-Organizer
Page 5
Stage 2 – Assessment Evidence
Suggested Performance Tasks:


Other Evidence:
I can infer the meaning of unknown words using context
clues (e.g., definitions, synonyms/antonyms, restatements,
examples found in surrounding text).
•
Exit/Admit Slips: Phrase and sentences citations
•
Reflective Journal Logs
I can recognize and define common affixes and roots (units
of meaning).
•
Teacher Observations

Graphic Organizers

I can break down unknown words into units of meaning to
infer the definition of the unknown word.

I can use patterns of word changes to determine a word’s
meaning or part of speech.

I can verify my inferred meaning of an unknown word, its part
of speech, and/or its etymology by consulting general and
specialized reference materials (e.g., dictionaries, glossaries,
thesauruses).
TBOE Approved 8/26/2013
Page 6
UNIT NAME: Reading Literature/Writing Narrative
Grade level: 9th-12th Grade Cluster
District-Approved Text: The Edge, Cengage Learning
Unit : 1
Stage 1 – Desired Results
Enduring Understandings/Goals:


Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.
Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language.
Essential Questions:


What makes collaboration meaningful?
What does it take to communicate clearly?
ESL Support:
 Adapted Text with Visuals
 Think-Pair-Share
 Peer/Self Assessments: 3-2-1, Two Stars and a Wish Strategy, As I See It
 Graphic Organizer: K-W-L Chart
 Kinesthetic Assessments: Concentric Circles, Value Line Ups
Word Bank: Collaborate, cooperate, persuasive, clearly, express, cite, research, integrate, diverse perspectives, qualify, justify, rhetoric,
distorted evidence, fallacious reasoning, evaluate, integrate, multiple sources, diverse media, credibility, argument.
Standards
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective(LO)
Suggested Instructional Scaffold
Skills
Suggested
Assessments
Suggested
Resources
Formative
CCSS
SL9-10.1 Initiate
and participate
effectively in a
range of
collaborative
TBOE Approved 8/26/2013
SLO: 22, 24, 25, 26
CO: Propel conversations
by posing and responding
to questions that relate the
current discussion to
broader themes or larger
ELP 1: Identify the theme using
appropriately leveled poems and
short stories and/or non-fiction text
by matching phrases to visual
representations of the text.

Oral/Practice
Presentations

Individual/Grou
p Discussions
Bloom’s Taxonomy
Questions
https://www.teachi
ngchannel.org/vide
os/strategies-for-
Page 7
discussions (oneon-one, in groups,
and teacher-led)
with diverse
partners on grades
9–10 topics, texts,
and issues, building
on others’ ideas and
expressing their
own clearly and
persuasively.
ideas; actively incorporate
others into the discussion;
clarify, verify, or challenge
ideas and conclusions.
SL-9.1.d.
Respond
thoughtfully to
diverse
perspectives,
summarize points of
agreement and
disagreement, and,
when warranted,
qualify or justify their
own views and
understanding and
make new
connections in light
of the evidence and
reasoning
presented.
CO: Speak and listen
during a grade- level
discussion to respond and
summarize diverse
perspectives in order to
justify personal views and
make new connections.
SL.9.2:
Integrate multiple
sources of
information
presented in diverse
media or formats
(e.g., visually,
quantitatively, orally)
evaluating the
credibility and
accuracy of each
source.
CO: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats.
TBOE Approved 8/26/2013
LO: Orally identify various
purposes (eg. To inform, to
persuade, to describe, to
convey an experience) for
presenting information to a
reader or audience.
LO: Listen to and respond
to diverse perspectives in
order to justify personal
views and make new
connections using an
outline.
ELP2: Read to cite explicit
evidence by matching sentence
citations from appropriatelyleveled poetic prose and personal
narratives and/or non-fiction text to
visual representations of the text in
English.
ELP3: Identify the theme and
central idea orally using adapted
poems and short stories and/or
non-fiction text.
ELP4: Identify the theme and
central idea from approaching
grade- level poems and short
stories and/or non-fiction text.

Questioning
Techniques

Teacher
Observations

Graphic
Organizers
Summative


QuestioningAnswerRelationship
Checking for
Understanding
student-centereddiscussion
http://www.sde.ct.g
ov/sde/lib/sde/pdf/c
urriculum/section7.
pdf
debatecentral.ncpa.org
http://homeworktip
s.about.com/od/sp
eechclass/a/debate
.htm
http://guides.library
.unt.edu/gicdebate
www.webcrawler.c
om/Get_More
ELP5: Identify the theme and
central idea of grade- level poems
and short stories and/or non-fiction
text.
LO: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats
Page 8
using Cornell Notes.
SL.9-10.3
Evaluate a
speaker’s point of
view, reasoning,
and use of evidence
and rhetoric,
identifying any
fallacious reasoning
or exaggerated or
distorted evidence.
WIDA ELPS 1, 2
Listening
Speaking
CO: Evaluate a speaker’s
point of view and
reasoning.
LO: Listen to assess a
speaker’s point of view and
rationale using a checklist.
ELP1: Listen to assess the teacher
model a point of view and rationale
from an appropriately -leveled,
illustrated text. Check whether in
agreement or not.
ELP2: Listen to assess the teacher
model a point of view and rationale
from an appropriately- leveled,
illustrated text using a checklist
and guide.
ELP3: Listen to assess a speaker
discuss a topic using simple
related sentences and identify
their point of view and rationale
using a checklist and notes.
ELP4; Listen to assess a speaker
discuss grade level texts and
identify their point of view and
rationale using a checklist.
ELP5: Listen to assess a speaker
discussing grade- level texts and
identify their point of view and
rationale.
TBOE Approved 8/26/2013
Page 9
Stage 2 – Assessment Evidence
Suggested Performance Tasks:

I can review and/or research material (s) to be discussed
and determine key points and/or central ideas.

I can analyze how specific details developed over the
course of a text shape and refine a central idea.

I can participate in a discussion by posing questions that
connect the ideas of several speakers, responding to
questions, and elaborating on my own ideas and/or the
ideas of others to propel the discussion.

I can define inference and explain how a reader uses
textual evidence to reach a logical conclusion (“based on
what I’ve read, it’s most likely true that…”).

I can recognize when a speaker introduces distorted
evidence (unjust interpretation) and/or fallacious
reasoning (incorrect reasoning- People who sneeze have
allergies. Katy sneezed, so she must be allergic to
something) to his/her argument.

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
Other Evidence:

Audio recording of discussions

Group discussion videotaping and feedback

Peer/Self Assessments

Cornell Notes
Page 10
UNIT NAME: Reading Literature/Writing Narrative
Grade level: 9th-12th Grade Cluster
District-Approved Text: The Edge, Cengage Learning
Unit : 1
Stage 1 – Desired Results
Enduring Understandings:


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
 Online Resources
 Thesaurus, Bilingual Dictionary, Translation
Word Bank: Purpose, audience, writing tasks, writing style, task, debate, argument, claim, counterclaim, evidence, credible sources,
transition, resolution, conclusion, semicolon, colon, independent clause
Standards
CCSS
W.9-10.3 Write
narratives to develop
TBOE Approved 8/26/2013
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective(LO)
SLO: 11, 12, 13, 14, 17
CO: Use a variety of techniques
to sequence events so that they
Suggested Instructional Scaffold
Skills
ELP1: Compose short, engaging
personal narratives using visual
representations and captions
written using a cloze activity.
Suggested
Assessments
Suggested
Resources
Formative

Constructive
Quizzes
http://www.iss.k12.nc.u
s/writing/prompts_p.ht
m
Page 11
real or imagined
experiences or events
using effective
technique, well-chosen
build on one another to create a
coherent whole.
details, and wellstructured event
sequences.
LO: Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.
ELP2: Compose short, sentencelevel engaging personal narratives
using phrases and illustrations.
ELP3: Compose short, paragraphlevel engaging personal narratives
using simple related sentences,
and general and specific
vocabulary. Writing may include
some grammatical errors which do
not impede comprehension.

Student
Conferences

One Minute
Essay

Anecdotal Note
Cards/Notes
http://www.creativewritingnow.com/creativewriting-prompts.html
http://www.sde.ct.gov/s
de/lib/sde/pdf/curriculu
m/section7.pdf
Summative
CCSS W.9.4:
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
WIDA ELPS 1,2
Reading
Writing
TBOE Approved 8/26/2013
CO: Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience suitable
for task, purpose or audience,
demonstrating command of the
conventions of standard
English.
LO: Produce clear and
coherent writing suitable for
task, purpose, and audience
using a graphic organizer
(specific to task and purpose).
ELP4: Compose detailed and
engaging personal and fictional
narratives with complete
sentences, extended discourse,
specific and technical vocabulary
and minimal errors in language
forms and conventions.
ELP5: Compose well-written,
detailed, and engaging personal
and fictional narratives and/or
poetic prose with a variety of
sentence types and lengths, grade
level vocabulary and correct syntax
and form.

Write a
personal
narrative/persu
asive/informatio
nal essay

Write a
Poem (s)

End-of-Unit
Test
Project

Topic Debates
Page 12
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
 I can determine when to capitalize words, use semicolons, colon
and/or quotation.
 I can identify misspelled words and use resources to assist me in
spelling correctly.
 I can use narrative techniques (e.g. dialogue, pacing, description,
reflection and/or multiple plot lines) to develop experiences,
events, and/or characters where one event logically leads to
another.
 I can write a logical conclusion that reflects on the
experiences/events and provides a sense of closure (ties up all
loose ends and leaves the reader satisfied).
 I can choose a side of the argument and identify claims that
support my choice and claims that oppose mu choice.
 I can determine the credibility of a source (who wrote it, when it
was written, and why it was written) and the accuracy of the
details presented in the source.
 I can support my claims and counterclaims by pointing out the
strengths and limitations of both with textual evidence (“word for
word” support) found in credible sources.
 I can present my argument in a formal style that includes an
introduction, supporting details with transitions that create
cohesion and clarify relationships, and provide a concluding
statement/section that supports my argument.
 I can identify the writing style (argument, informative/explanatory,
or narrative) that best fits my task, purpose, and audience.
TBOE Approved 8/26/2013
Other Evidence:
 Individual/Peer conferencing and Evaluation

Journal Entries

Summaries

Cornell Notes

Graphic Organizers/Posters
Page 13
UNIT NAME: Reading Literature/Writing Narrative
Grade level:
9th-12th Grade Cluster
District-Approved Text: The Edge, Cengage Learning
Unit : 1
Stage 1 – Desired Results
Enduring Understandings/Goals:


Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.
Presentation of knowledge and ideas are enhanced through appropriate organization and style for an audience via the use of visual displays,
technology, and the appropriate use of language.
Essential Questions:






What makes collaboration meaningful?
Making meaning from a variety of sources: What will help?
What makes a presentation “great”?
“What I say” versus “how I say it”, does it really matter?
How does situation affect meaning?
How does author’s choice impact and audience?
ESL Support:





Notes English/Teacher Models
Outlines (teacher prepared)
Multiple Reference Materials Media Center
Pictures/Photographs
Word Wall
Word Bank: Cite, research, integrate, media, format, line of reasoning, task, purpose, audience, evaluate, adapt, formal, informal,
supporting evidence, concise, substance, style
TBOE Approved 8/26/2013
Page 14
Standard
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective(LO)
CCSS
SLO: 25, 27
SL.9-10.2
Integrate multiple
sources of
information
presented in diverse
media or formats
(e.g., visually,
quantitatively, orally)
evaluating the
credibility and
accuracy of each
source.
CO: Integrate multiple sources
of information using diverse
media.
SL.9-10.4
Present information,
findings, and
supporting evidence
such that listeners
can follow the line of
reasoning and the
organization,
development, and
style are appropriate
to task, purpose,
and audience.
LO: Speak and listen to
integrate and evaluate multiple
sources of information
presented in diverse media or
formats using Cornell Notes.
CO: Adapt speech to a variety
of contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate; present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the line
of reasoning.
LO: Adapt speech to a variety of
contexts and tasks by using a
TBOE Approved 8/26/2013
Suggested Instructional
Scaffold Skills
ELP1: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats
and/or speak in single
words and listen to a
teacher -facilitated
discussion to understand
how to integrate and
evaluate multiple sources
of information presented
in diverse media or
formats.
ELP2: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats
based on visuals, adapted
text, teacher -modeled
techniques, and notetaking strategies.
ELP3: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats
using simple related
sentences which may
include some grammatical
Suggested
Assessments
Suggested
Resources
Formative

Cornell Notes

Journal Entries

Rubrics

Constructive
Quizzes

Student
Conferences

One Minute
Essay

Organizers

Anecdotal Note
Cards/Notes
www2.uttyler.edu/meidenmuller/...
/studentpptpresentations.htm
https://sites.google.com/a/
nycempowerment.org/...highschool/student-work
www.ehow.com
www.gobookee.net/sample-highschool-reflective-powerpoint
Summative

Presentations
Page 15
speaking rubric specific to task.
errors.
(Power Point, Videos,
etc.)
ELP4: Speak and listen
to integrate and evaluate
multiple sources of
information presented in
diverse media or formats
during an approaching
grade-level academic
discussion using complete
sentences with emerging
complexity of sentence
length and type with
appropriate stress and
intonation.
ELP5: Speak and listen to
integrate and evaluate
multiple sources of
information presented in
diverse media or formats
during a grade- level
academic discussion
using complex sentences
of varying length and type
and appropriate stress
and intonation.
TBOE Approved 8/26/2013
Page 16
Stage 2 – Assessment Evidence
Suggested Performance Tasks:









I can identify various purposes (e.g., to inform, to persuade, to
describe, to convey an experience) for presenting information to
a reader or audience.
I can analyze the information presented in diverse media and
formats (e.g., charts, graphs, tables, websites, speeches) and
integrate the information to gain an overall understanding of the
topic presented.
I can evaluate the credibility and accuracy of various
presentations.
I can present information, findings, and/or supporting evidence
clearly, concisely, and logically.
I can present my information in a sequence that allows the
listener to follow my line of reasoning.
I can prepare a presentation with organization, development,
substance, and style that are appropriate to purpose, task, and
audience.
I can identify how language functions in different contexts.
I can analyze the context of various texts and determine how
language choice affects meaning, style, and comprehension.
I can apply the guidelines in a given style manual to write and
edit work.
TBOE Approved 8/26/2013
Other Evidence:
•
Individual/Peer conferencing and Evaluation
•
Journal Entries
•
Summaries
•
Cornell Notes
•
Graphic Organizers/Posters
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