Post on 12-Apr-2018
transcript
English I-IV Through ESOL Instructional Planner
Table of Contents
Introduction
Overview of English I-IV Through ESOL i ii
English I English I Through ESOL – Course at a Glance
Scope and Sequence Correlation of English I Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English I Through ESOL
1 2
3-10 11-14
15 16
English II English II Through ESOL – Course at a Glance
Scope and Sequence Correlation of English II Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English II Through ESOL
1 2
3-10 11-14
15 16
English III English III Through ESOL – Course at a Glance
Scope and Sequence Correlation of English III Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English III Through ESOL
1 2
3-10 11-14
15 16
English IV English IV Through ESOL – Course at a Glance
Scope and Sequence Correlation of English IV Through ESOL CBC’s & SSS Reading/Writing Benchmarks Weekly Guide of SSS Tested Benchmarks Student Checklist of SSS Tested Benchmarks Suggested Readings for English IV Through ESOL
1 2
3-10 11-14
15 16
INTRODUCTION
The English Through ESOL Scope and Sequence Instructional Planner is a long-range planning document created for teachers as a guide to structure lessons that will successfully correlate the Miami-Dade County Public Schools Competency Based Curriculum (M-DCPS CBC) and the Florida Sunshine State Standards (SSS) to better serve our students.
The following is a brief description of the documents contained in the Instructional Planner and their purpose.
• The Overview outlines the competencies of the senior high English Through ESOL courses. This overview allows the teacher to recognize the overall progression of the competencies that students will cover throughout their high school career.
• The Course at a Glance lists the M-DCPS competencies and the Sunshine State Standards that
the student will cover at each grade level.
• The Grade Level Scope and Sequence is a tool for the organization and pacing of instruction based on the CBC objectives.
• The Correlation of CBC and SSS Benchmarks (reading and writing) contains the M-DCPS
components and competencies for each grading period, as well as the SSS benchmarks necessary to achieve success on the Florida Comprehensive Assessment Test. It reinforces the importance of connecting district and state standards to ensure mastery of both. The CBC and SSS are available online (see instructions below).
• The Weekly Guide of SSS targets the tested benchmarks and provides suggested
strategies/activities to enhance student achievement. The teacher can log progress in the Benchmark Covered column.
• The Student Checklist allows students to monitor the instruction they receive for each
benchmark.
• The Suggested Readings is a compilation of titles found in various state adopted Language Arts programs. The titles are grouped according to the required genres.
For reference, a copy of the M-DCPS CBC is available online at www.dadeschools.net. To access the document:
1. click on Education Portal (near the top) 2. click on CBC (right side) 3. click on ESOL (Volume I) 4. then click the appropriate grade level and course.
For reference, a copy of the Sunshine State Standards (Language Arts, 9-12) is available online at www.fldoe.org. To access the document:
1. click on For Educators (in the Resources box on the left side) 2. click on Curriculum (in the Categories section) 3. click on Sunshine State Standards 4. click on the dot corresponding to Language Arts and 9-12
i Division of Bilingual Education and World Languages
Overview of English I-IV Through ESOL Competency-Based Curriculum
CBC COMPONENTS ENGLISH I THROUGH ESOL
COMPETENCIES ENGLISH II THROUGH ESOL COMPETENCIES
ENGLISH III THROUGH ESOL COMPETENCIES
ENGLISH IV THROUGH ESOL COMPETENCIES
I. Literature A. Connect literature with other art forms
B. Write a character analysis
A. Connect literature to a universal theme
B. Analyze fiction
A. Compare and contrast literary selections B. Connect universal themes to
literature and self
A. Connect personal experiences to two works with the same literary theme
B. Analyze a narrative selection C. Write an original piece by
modeling or parodying patterns of the original work
II. Composition A. Write to a prompt B. Prepare and submit a presentation portfolio
A. Write to a prompt B. Compose an
expressive/imaginative piece C. Prepare and submit a
presentation portfolio
A. Write to a literary prompt B. Compose an
expressive/imaginative piece C. Prepare and submit a
presentation portfolio
A. Write to a literary prompt B. Write to an
academic/employment prompt C. Prepare/submit a presentation
portfolio
III. Language/Word Study A. Develop and maintain a vocabulary notebook
B. Develop a project/presentation on dialect/biased language
C. Write an interpretation of an unfamiliar reading using various strategies
A. Develop and maintain a vocabulary notebook
B. Write an interpretation of an unfamiliar reading using various strategies
A. Develop and maintain a vocabulary notebook
B. Compare and contrast nonfiction selections
A. Develop and maintain a vocabulary notebook
B. Compare and contrast how language and cultural development influence each other
IV. Listening/Speaking Viewing
A. Prepare and present an oral review using multimedia resources
B. Demonstrate oral communication skills
A. Prepare and deliver a reaction speech
B. Prepare and deliver a speech which compares and contrasts written and performed versions of an American literary work
A. Prepare and deliver an oral review of a media presentation
V. Informational Reading/ Information Literacy/ Study and Test Taking
A. Analyze an editorial B. Write an investigative paper
(3 pages) C. Demonstrate study and test-
taking skills D. Interpret/summarize a
technical/scientific reading selection
A. Compare and contrast consumer information
B. Write an investigative paper (3 or more pages) C. Demonstrate study and test-
taking skills
A. Develop a personal file B. Write an investigative paper (5 or more pages) C. Demonstrate study and test-
taking skills
A. Maintain a personal file B. Compare and contrast two
conflicting texts C. Write a research paper (6 or
more pages) D. Demonstrate study and test-
taking skills
VI. Culture A. Write and present a compare/contrast project
A. Write an original poem B. Create and present a skit
A. Compare/contrast aspects of U.S. culture in American literature
A. Write and present a research project
B. Deliver cross-cultural literary report
ii Division of Bilingual Education and World Languages
Overview of English I-IV Through ESOL Competency-Based Curriculum
ii Division of Bilingual Education and World Languages
Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
English I Through ESOL
Instructional Planner
English I Through ESOL Course at a Glance
Competencies
This course will prepare students to
connect literature with other art forms. write a character analysis. write to a prompt. prepare and submit a presentation portfolio. develop and maintain a vocabulary
notebook. develop a project/presentation on dialect or
biased language. write an interpretation of an unfamiliar
reading using various strategies. prepare and present an oral review using
multimedia resources. demonstrate oral communication skills. ana writ dem inte
rea writ
pro
Tested SSS Reading Benchmarks This course will prepare students to
select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
recognize the use of comparison and contrast in a text.
determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material.
determine the author’s purpose and point of view and their effects on the text.
identify devices of persuasion and
Tested SSS Writing Benchmarks This course will prepare students to
write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
draft and revise writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and
lyze an editorial. e an investigative paper. onstrate study and test-taking skills.
rpret/summarize a technical or scientific ding selection. e and present a compare/contrast ject.
methods of appeal and their effectiveness. locate, gather, analyze, and evaluate
written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.
select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
analyze the validity and reliability of primary source information and use the information appropriately.
synthesize information from multiple sources to draw conclusions. recognize cause-and-effect relationships in
literary texts. [Applies to fiction, nonfiction, poetry, and drama.]
involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
analyze the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.
1 Division of Bilingual Education and World Languages
English I Through ESOL Scope and Sequence CBC Components CBC Objectives
First Nine Weeks
CBC Objectives Second Nine Weeks
CBC Objectives Third Nine Weeks
CBC Objectives Fourth Nine Weeks
I. Literature (SSS Reading Benchmarks)
Genre: Short Story/Poetry • poetic devices • universal themes Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Nonfiction • informational reading • critical reading Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Drama • art forms • figurative language Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Novel • literary devices • character analysis Independent Reading: • 5 student selected books • personal reading plan review
II. Composition (SSS Writing Benchmarks)
Writing process: • narrative • imaginative • use of technology Logical thought patterns: • analysis • chronological order • compare/contrast Portfolio preparation
Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect Portfolio maintenance
Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • classification • order of importance Portfolio maintenance
Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • spatial relationships • order of importance Portfolio submission
III. Language/Word Study Structural analysis/ interpretation of vocabulary: • prefixes/suffixes/roots • context clues • etymologies
Structural analysis/ interpretation of vocabulary: • synonyms • antonyms • homonyms
Structural analysis/ interpretation of vocabulary: • verb tense • biased language • analogies
Structural analysis/ interpretation of vocabulary: • cultural vocabulary • dialects • idiomatic expressions
IV. Listening/Speaking/ Viewing
Method: • awareness of dialect, accents
and speech patterns • memorize and recite poetry
or excerpt • note-taking from dictations
Method: • summarize/retell a
literary/multimedia selection • develop/evaluate an oral
presentation • oral discussion
Method: • observe/evaluate multimedia • film, book or other media
review • oral discussion
Method: • observe/evaluate multimedia • film, book or other media
review • oral discussion
V. Informational Reading/ Information Literacy/ Study and Test Taking
Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • stated/implied main idea • cause/effect • compare/contrast
Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • analysis • synthesis • fact/opinion
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • references/resources • systematic note-taking
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • print/electronic
references/resources • primary/secondary sources
VI. Culture Cultural Awareness: • school policies • community • holidays
Cultural Awareness: • diverse views • community • holidays
Cultural Awareness: • diverse views • community • holidays
Cultural Awareness: • compare/contrast U.S. to native
country
2 Division of Bilingual Education and World Languages
English I Through ESOL Scope and Sequence
2 Division of Bilingual Education and World Languages
Correlation of English I Through ESOL CBC and SSS Reading Benchmarks
First Nine Weeks
Genre Focus: Short Story/Poetry
d SSS Reading Benchmarks The ben isted below are currently used on the FCAT to asse progress in reading. LA.A.1 dent selects and uses strategies to underst and text, and to make and confirm inferenc at is read, including interpreting diagrams, graphs, ical illustrations. LA.A.2 dent recognizes the use of comparison and con ext. LA.A.2 dent determines the main idea and identifie details, methods of development, and their effectiv variety of types of written material. LA.E.2. dent recognizes cause-and-effect relation rary texts. [Applies to fiction, nonfiction, poetry, .]
CBC Components and Competencies IB- Write a character analysis IIIA- Develop and maintain a vocabulary notebook VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing the habit of reading as a lifelong activity. relating literature to real life experiences. understanding and practicing the reading-writing connection. identifying elements of literary work, including plot, setting, characterization, point of view, and
theme. identifying methods an author uses to describe, develop, and reveal the character’s feelings,
traits, and/or motives. using appropriate literary terminology (including foreshadowing, tone, main idea, symbolism,
and irony) to analyze literary selections. identifying examples of figurative language, including simile, metaphor, personification, and
oxymoron; and analyzing their use in a literary selection. utilizing vocabulary development strategies with emphasis on analogies, word parts (e.g. prefix,
root, suffix), and context clues. demonstrating appropriate listening and viewing skills in a variety of settings and for a variety of
purposes. applying critical reading skills for independent and informational reading, including determining
the stated or implied main idea(s) and details, recognizing stated and/or implied cause and effect relationships, and recognizing the use of comparison/ contrast in a selection.
using learning strategies, such as reciprocal teaching, learning logs, two-column notes, graphic organizers; and using text features including table of contents, preface, introduction, titles and subtitles, index, glossary, appendix, bibliography, blurbs, and footnotes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c e competencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.A.1.4.3 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
3 vision of Bilingual Education and World Languages
Teste
chmarks lss student
.4.2 The stuand wordses from wh and statist
.2.7 The stutrast in a t
.4.1 The stus relevant
eness in a
2.1 The stuships in liteand drama
omplete th
Di
Correlation of English I Through ESOL CBC and SSS Writing Benchmarks
First Nine Weeks
CBC Components and Competencies IB- Write a character analysis IIA- Write to a prompt IIB- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
the writing process: prewriting, drafting, revising, editing, and publishing. understanding and practicing the reading-writing connection. writing formally and informally in a variety of modes to include narrative, expository, and
expressive/imaginative. recognizing and developing logical thought patterns (analysis, chronological order,
comparison/contrast) in multi-paragraph compositions. formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. preparing and maintaining a portfolio of writing that reflects the writing process in a variety of
modes and formats and that contains evidence of student reflection and self-evaluation. test-taking strategies, such as practicing for a formal assessment, participating in timed reading
and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
Tested SSS Writing Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in writing. LA.B.1.4.2 The student drafts and revises writing that
is focused, purposeful, and reflects insight into the writing situation;
has an organizational pattern that provides for a logical progression of ideas;
has effective use of transitional devices that contribute to a sense of completeness;
has support that is substantial, specific, relevant, and concrete;
demonstrates a commitment to and involvement with the subject;
uses creative writing strategies as appropriate to the purpose of the paper;
demonstrates a mature command of language with precision of expression;
has varied sentence structure; and has few, if any, convention errors in mechanics,
usage, punctuation, and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 IIIB- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 4 Division of Bilingual Education and World Languages
Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks
Genre Focus: Non-Fiction
SS Reading Benchmarks The be below are currently used on the FCAT to assess ss in reading. LA.A. 2 nt determines the main idea and identifie ils, methods of development, and their effectiv ty of types of written material. LA.A.2 t determines the author’s purpose and point of effects on the text. (Includes LA.A.2.4.5 identifie rsuasion and methods of appeal and their ef LA.A.2 t locates, gathers, analyzes, and evaluat ation for a variety of purpose, including researc -world tasks, and self-improvement. (Include lects and uses appropriate study and researc ls according to the types of information being g nized, including almanacs, government publica e, news sources, and information service LA.A.2 t analyzes the validity and reliability of primary tion and uses the information approp LA.A.2 t synthesizes information from multiple sources sions. LA.E. 2 t analyzes the effectiveness of complex elemen as setting, major events, problems, conflict ns.
CBC Components and Competencies IB- Write a character analysis IIIA- Develop and maintain a vocabulary notebook IIIB- Develop a project/presentation based on dialect/biased language IVA- Present an oral review IVB- Demonstrate oral communication skills VA- Analyze an editorial VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing the habit of reading as a lifelong activity. relating literature to real life experiences. practicing the reading-writing connection. identifying and analyzing the feelings, traits, and motives of characters. interpreting a literary selection and supporting the interpretation with examples from the text. analyzing editorials using critical reading skills, such as identifying the stated or implied main
ideas and/or cause and effect, summarizing key details, drawing conclusions, differentiating between fact and opinion, and evaluating the soundness of the writer’s argument.
increasing vocabulary with emphasis given to the use of contextual clues, denotation and connotation, etymology, and biased language.
identifying slanted or biased language and its effect on the validity of information provided in a written selection and/or oral or visual presentation.
applying critical reading skills for independent and informational reading, including differentiating between fact and opinion, determining stated and implied main ideas, synthesizing information to draw conclusions, and determining the validity and reliability of primary sources.
using learning strategies, such as reciprocal teaching, learning logs, and marginal note taking.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t ompetencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IVB- LA.C.1.4.3, LA.C. IIIA- LA.A.1.4.3 VC- LA.A.1.4.4, LA.B. IIIB- LA.C.1.4.4, LA.D.2.4.1, LA.D.2.4.5 IVA- LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 5 ion of Bilingual Education and World Languages
Tested S
nchmarks listed student progre
.4.1 The studes relevant deta
eness in a varie
.4.2 The studen view and their s devices of pe
fectiveness.)
.4.4 The studenes written informh projects, reals LA.A.2.4.6 seh skills and tooathered or orgations, microfichs.)
.4.7 The studen source informariately.
.4.8 The studen to draw conclu
.4.1 The students of plot, such s, and resolutio
o complete the c3.4.3, LA.C.3.4.42.4.1, LA.B.2.4.2
Divis
Correlation of English I Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks
CBC Components and Competencies IB- Write a character analysis IIA- Write to a prompt IIIA- Develop and maintain a vocabulary notebook IIIC- Write an interpretation of an unfamiliar reading IVA- Present an oral review VA- Analyze an editorial VC- Demonstrate study and test-taking skills VIA- Present a compare/contrast project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
writing formally and informally in a variety of modes to include narrative, expository, persuasive, and expressive/imaginative.
developing logical thought patterns (analysis, definition, cause and effect, and order of importance) in multi-paragraph compositions.
formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. analyzing character with emphasis on the methods an author uses to describe,
develop, and reveal a character’s feelings, traits, and/or motives. analyzing editorials with emphasis on identifying method of development, main
idea(s) and supporting details, distinguishing fact from opinion, and evaluating soundness of argument.
maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
using learning strategies, such as reciprocal teaching, learning logs, and marginal note taking.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
Tested SSS Writing Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in writing. LA.B.1.4.2 The student drafts and revises writing that
is focused, purposeful, and reflects insight into the writing situation;
has an organizational pattern that provides for a logical progression of ideas;
has effective use of transitional devices that contribute to a sense of completeness;
has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the
subject; uses creative writing strategies as appropriate to the purpose of
the paper; demonstrates a mature command of language with precision of
expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage,
punctuation, and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.1.4.1, LA.E.2.4.4, LA.E.2.4.5, LA.E.2.4.7 IVA- LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 IIA- LA.B.1.4.1, LA.B.2.4.2, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 IIIA- LA.A.1.4.3 IIIC- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 6 Division of Bilingual Education and World Languages
Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks
Genre Focus: Drama
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIIA- LA.A.1.4.3 IVA- LA.C.3.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
7 Division of Bilingual Education and World Languages
Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.1.4.2 The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. LA.A.2.2.7 The student recognizes the use of comparison and contrast in a text. LA.A.2.4.1 The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. LA.A.2.4.2 The student determines the author’s purpose and point of view and their effects on text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purpose, including research projects, real-world tasks, and self-improvement. (Includes LA.A.2.4.6 selects and uses appropriate study and research skills and tools according to the types of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.) LA.A.2.4.7 The student analyzes the validity and reliability of primary source information and uses the information appropriately. LA.A.2.4.8 The student synthesizes information from multiple sources to draw conclusions. LA.E.2.2.1 The student recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry, and drama.] LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.
CBC Components and Competencies IA- Connect literature to other art forms IIIA- Develop and maintain a vocabulary notebook IIIB- Develop a project/presentation based on dialect/biased language IVA- Present an oral review VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading and discussing culturally diverse literature and identifying their universal themes. recognizing the connection between written works and other art forms and the cultures
that produced them. increasing vocabulary with emphasis given to the use of dialect, cultural vocabulary, and
biased language, especially as it relates to the validity of information provided in a written selection and/or oral or visual presentation.
developing and presenting a project or presentation that illustrates how dialect and slanted or biased language directs advertisements to a specific audience.
demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a variety of purposes.
applying critical reading skills for independent and informational reading, including obtaining information from graphs /diagrams, references/resources, and statistical illustrations.
utilizing learning strategies, such as reciprocal teaching, learning logs, and summarizing. effective test-taking strategies, such as practicing for a formal assessment, participating
in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
Correlation of English I Through ESOL CBC and SSS Writing Benchmarks
Third Nine Weeks
nchmarks The benchmarks li used on the FCAT to assess student progress in LA.B.1.4.2 The stu writing that
is focused s insight into the writing situation;
has an or provides for a logical progressi
has effec vices that contribute to a sense of
has supp ecific, relevant, and concrete; demonstr d involvement with the
subject; uses crea appropriate to the purpose of
the paper demonstr of language with precision of
expressio has varie has few, i in mechanics, usage,
punctuati
LA.B.2.4.3 The st variety of occasions, audiences, and pu ate choices regarding style tone, level of detai
CBC Components and Competencies IA- Connect literature to other art forms IIA- Write to a prompt IIB- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIC- Write an interpretation of an unfamiliar reading VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
writing formally and informally in a variety of modes to include persuasive and expository writing.
developing logical thought patterns (analysis, cause and effect, chronological, order of importance and comparison/contrast) in multi-paragraph paragraph compositions.
responding to a persuasive or expository prompt in a timed writing situation. developing and presenting a project or presentation that illustrates how dialect and
slanted or biased language directs advertisements to a specific audience. using learning strategies, such as reciprocal teaching, learning logs, and
summarizing. preparing and maintaining a portfolio of writing that reflects the writing process in a
variety of modes and formats and that contains evidence of student reflection and self-evaluation.
utilizing effective test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c s of the M-DCPS CBC. IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIA- LA.B.1.4.1, LA.B.2.4.2, LA.D.2.4.2 IIB- LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIC- LA.A.1.4.1, LA.A.1.4.4, LA.B.2.4.1 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
8 al Education and World Languages
Tested SSS Writing Be
sted below are currently writing.
dent drafts and revises
, purposeful, and reflect
ganizational pattern thaton of ideas; tive use of transitional decompleteness; ort that is substantial, spates a commitment to an
tive writing strategies as; ates a mature commandn; d sentence structure; andf any, convention errors on, and spelling.
udent writes fluently for arposes, making appropril, and organization.
omplete the competencie
Division of Bilingu
Correlation of English I Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks
Genre Focus: Novel
ding Benchmarks The benchm e currently used by FCAT to assess stud ing. LA.A.2.4.4 gathers, analyzes, and evaluates written infor f purposes, including research projects, rea elf-improvement. (Includes LA.A.2.4.6 s ropriate study and research skills and tools ac f information being gathered or organized, i overnment publications, microfiche, formation services.) L.A.A.2.4.8 izes information from multiple sources to d LA.E.2.2.1 es cause-and-effect relationships in literary te , nonfiction, poetry, and drama.] LA.E.2.4.1 s the effectiveness of complex elements of , major events, problems, conflicts, an
CBC Components and Competencies IA- Connect literature to other art forms IIIA- Develop and maintain a vocabulary notebook IVA- Present an oral review VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
recognizing and analyzing the connection between written works and other art forms and the cultures that produced them.
recognizing and understanding the effect of cultural vocabularies and dialects on written, oral and/or visual works.
identifying slanted or biased language and its effect on the validity of information provided in a written selection and/or oral or visual presentation.
preparing and presenting a speech or oral review designed to inform, entertain, or persuade an audience.
using appropriate skills and resources to access, analyze, and synthesize information. applying information literacy skills, such as using print and electronic references/resources,
understanding the implications of print and electronic media regulations, and using and documenting primary and secondary sources appropriately.
using learning strategies, such as reciprocal teaching, learning logs, summarizing, and paraphrasing.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t etencies of the M-DCPS CBC. IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIIA- LA.A.1.4.3 IVA- LA.C.3.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.C.3.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.3, LA.D.2.4.4 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
9 Bilingual Education and World Languages
Tested SSS Rea
arks listed below arent progress in read
The student locates,mation for a variety ol-world tasks, and selects and uses appcording to the type oncluding almanacs, gnews sources, and in
The student synthesraw conclusions.
The student recognizxts. [Applies to fiction
The student analyze plot, such as settingd resolutions.
o complete the comp
Division of
Correlation of English I Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks
CBC Components and Competencies IA- Connect literature to other art forms IIB- Submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIA- Write and present a compare/contrast project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
analyzing the connection between written works and other art forms and the cultures that produced them.
completing and submitting a presentation portfolio that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
applying logical thought patterns (analysis, definition, cause and effect, chronological order, order of importance, and comparison/contrast) in multi-paragraph compositions.
formulating and developing a thesis statement. selecting tone and point of view appropriate to subject and audience. writing an investigative paper using appropriate skills and resources to access, analyze,
and synthesize information. test-taking strategies, such as practicing for a formal assessment, participating in timed
reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
SS Writing Benchmarks The benc elow are currently used on the FCAT to assess st in writing. LA.B.1.4. rafts and revises writing that
i oseful, and reflects insight into the w ;
h tional pattern that provides for a logical p deas;
h e of transitional devices that contribute to a leteness;
h t is substantial, specific, relevant, and c
d commitment to and involvement with the s
u riting strategies as appropriate to the p aper;
d mature command of language with p ression;
h nce structure; and h convention errors in mechanics, usage,
p d spelling.
LA.B.2.4. rites fluently for a variety of occasions, audience , making appropriate choices regarding style, tone , and organization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to c petencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.2.4.1, LA.D.2.4.2, LA.E.1.4.5 IIB- LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
10 of Bilingual Education and World Languages
Tested S
hmarks listed budent progress
2 The student d
s focused, purpriting situationas an organizarogression of ias effective us sense of compas support thaoncrete; emonstrates aubject; ses creative wurpose of the pemonstrates arecision of expas varied senteas few, if any, unctuation, an
3 The student ws, and purposes, level of detail
omplete the com
Division
English I Through ESOL Weekly Guide of SSS Tested Benchmarks
First Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
All Reading Pre-test (Form A) All Writing Pre-test
2
LA.A.2.4.1 Main idea/details
Authentic questioning Underlining/highlighting
LA.B.1.4.2Drafts and revises writing
Graphic organizers for essay planning Journal entries
3
LA.A.2.4.1 Main idea/details
Q-card 3 One sentence summary
LA.B.1.4.2Drafts and revises writing
Use of transitional devicesModel framed paragraphs
4
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.1.4.2Drafts and revises writing
Develop writing process Model RAFT
5
LA.A.1.4.2 Inferences
Q-card 1 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal writing Self evaluation and peer editing
6
LA.A.2.2.7 Compare/contrast
Venn diagram Q-card 2
LA.B.2.4.3Writes fluently for a variety of occasions
GIST Model story retelling
7
LA.A.2.2.7 Compare/contrast
Graphic organizers Venn diagram
LA.B.2.4.3 Writes fluently for a variety of occasions
One sentence summary Model framed paragraphs
8
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.2.4.3 Writes fluently for a variety of occasions
GIST Self evaluation and peer editing
9
LA.E.2.4.1 Character/plot
One sentence summary Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Model story strips
10
LA.E.2.2.1 Cause and effect
Two column notes Q-card 8
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of transitional devices
11 Division of Bilingual Education and World Languages
English I Through ESOL Weekly Guide of SSS Tested Benchmarks
Second Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.7 Validity and reliability of primary sources
Outlining QAR’s
LA.B.1.4.2 Drafts and revises writing
Model/teach expository and persuasive prompts Develop writing process
2
LA.A.2.4.7 Validity and reliability of primary sources
Highlighting Note taking
LA.B.1.4.2Drafts and revises writing
Model/teach expository and persuasive prompts Develop writing process
3
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2Drafts and revises writing
Model/complete RAFT Use of transitional devices
4 LA.A.2.4.8Synthesis
Paraphrasing Summarizing
LA.B.1.4.2Drafts and revises writing
Model framed paragraphs Create a vocabulary book/glossary
5
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
RAFT Marginal note taking Q-cards 4 and 5
LA.B.1.4.2Drafts and revises writing
Develop writing process Use of graphic organizers
6
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
Q-cards 4 and 5 Reciprocal teaching QAR’s
LA.B.2.4.3Writes fluently for a variety of occasions
One sentence summary
7
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Responding to expository and persuasive prompts Develop writing process
8
LA.E.2.2.1 Cause and effect
Two column notes Graphic organizers/ Story plan
LA.B.2.4.3 Writes fluently for a variety of occasions
Develop writing process Use of graphic organizers
9
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
MID-TERM
Brainstorming Free form mapping EXAMS
LA.B.2.4.3 Writes fluently for a variety of occasions MID-TERM
Responding to expository and persuasive prompts Use of graphic organizers EXAMS
10
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
MID-TERM
Note-taking strategies Underlining/highlighting EXAMS
LA.B.2.4.3Writes fluently for a variety of occasions MID-TERM
Model/complete RAFT Self evaluation and peer editing EXAMS
12 Division of Bilingual Education and World Languages
English I Through ESOL Weekly Guide of SSS Tested Benchmarks
Third Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Develop writing process
2
LA.A.2.4.7, LA.A.2.4.8 Validity and reliability, Synthesis
Note-taking strategies Underlining/highlightingQ-cards 6 and 7
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Use of transitional devices
3
LA.A.2.4.1 Main idea/details
Graphic organizers GIST
LA.B.1.4.2Drafts and revises writing
Self evaluation and peer editing Use of conventions
4
LA.E.2.4.1 Character/plot
Story plan One sentence summary
LA.B.1.4.2Drafts and revises writing
Use graphic organizers for essay planning One sentence summaries
5
LA.A.2.4.2 Author’s purpose
Learning logs Reciprocal teaching
LA.B.1.4.2Drafts and revises writing
GIST Self evaluation and peer editing
6
FCAT
TESTING
FCAT
TESTING
7
FCAT
TESTING
FCAT
TESTING
8
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.2.4.3Writes fluently for a variety of occasions
Graphic organizers for essay planning Journal entries
9
LA.A.2.2.7 Compare/contrast
Two column notes Venn Diagram
LA.B.2.4.3Writes fluently for a variety of occasions
Develop writing process Self evaluation and peer editing
13 Division of Bilingual Education and World Languages
English I Through ESOL Weekly Guide of SSS Tested Benchmarks
Fourth Nine Weeks Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.E.2.4.1 Character/plot
Character map Story plan
LA.B.1.4.2 Drafts and revises writing
Story retelling Story strips
2
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.1.4.2Drafts and revises writing
Writing with framed paragraphs Self evaluation and peer editing
3
LA.E.2.2.1 Cause and effect
Q-card 8 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal entries Free form mapping
4
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3Writes fluently for a variety of occasions
GIST One sentence summary
5
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
6
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Note-taking strategies Underlining/highlighting
LA.B.2.4.3Writes fluently for a variety of occasions
Use of transitional devices Note taking
7
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
8
LA.A.2.4.8 Synthesis
Paraphrasing Summarizing
LA.B.2.4.3Writes fluently for a variety of occasions
Note taking Graphic organizers for essay planning
9
All Reading Post-test (Form B) All Writing Post-test
10
FINAL
EXAMS
FINAL
EXAMS
14 Division of Bilingual Education and World Languages
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Name of Student _____________________________ Course English I Through ESOL
Name of Teacher _____________________________ Period ________________________
Benchmark Code
Benchmark Description
Date(s) Benchmark Covered
Reading
LA.A.1.4.2 uses strategies to understand text and to make inferences
LA.A.2.2.7 recognizes the use of comparison and contrast in text
LA.A.2.4.1 determines the main idea and identifies relevant details
LA.A.2.4.2 determines the author’s purpose and point of view and their effects
LA.A.2.4.4 gathers, analyzes, and evaluates written information
LA.A.2.4.5 identifies devices of persuasion, appeal and their effectiveness
LA.A.2.4.6 selects and uses appropriate study and research skills
LA.A.2.4.7 analyzes the validity and reliability of primary source information
LA.A.2.4.8 synthesizes information from multiple sources to draw conclusions
LA.E.2.2.1 recognizes cause and effect relationships in literary text
LA.E.2.4.1 analyzes the effectiveness of complex elements of plot
Writing
LA.B.1.4.2 drafts and revises writing that is focused, purposeful and reflects insight
LA.B.2.4.3 writes fluently for a variety of occasions
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Suggested Readings for English I Through ESOL Short Story
• “American History” by Judith Ortiz Cofer • “The Birds” by Daphne du Maurier • “Blues Ain’t No Mockin Bird” by Toni Cade Bambara • “The Cask of Amontillado” by Edgar Allan Poe • “The Gift of the Magi” by O. Henry • from The House on Mango Street by Sandra Cisneros • “The Most Dangerous Game” by Richard Connell • “The Necklace” by Guy de Maupassant • “Old Man of the Temple” by R.K. Narayan • “The Scarlet Ibis” by James Hurst • “The Sniper” by Liam O’Flaherty • “Thank You, M’am” by Langston Hughes
Poetry
• “Annabel Lee” by Edgar Allan Poe • “Dreams” by Langston Hughes • “Fifteen” by William Stafford • “The Girl Who Loved the Sky” by Anita Endrezze • “Haiku” by Basho and Chiyojo • “The Journey” by Mary Oliver • “Legal Alien” by Pat Mora • “Meciendo” by Gabriel Mistral • The Odyssey by Homer • “Sonnet 30” by William Shakespeare • “To Be of Use” by Marge Piercy
Nonfiction
• from Angela’s Ashes by Frank McCourt • “The Best Gift of My Life” by Cynthia Rylant • “Glory and Hope” by Nelson Mandela • “Homeless” by Anna Quindlen • “I Have A Dream” by Martin Luther King • “My Story” by Rosa Parks • “On Being Seventeen, Bright and Unable to Read” by David Raymond • “Only Daughter” by Sandra Cisneros • from The Road Ahead by Bill Gates • “The Struggle to be an All-American Girl” by Elizabeth Wong • “The Talk” by Gary Soto • from Tuesdays with Morrie by Mitch Albom • “Those Who Don’t” by Sandra Cisneros • “When I Lay My Burden Down” by Maya Angelou
Drama
• The Devil and Daniel Webster by Stephen Vincent Benet • A Midsummer Night’s Dream by William Shakespeare • The Miracle Worker by Helen Keller • Romeo and Juliet by William Shakespeare
Novels
• The Cay by Theodore Taylor • To Kill A Mockingbird by Harper Lee • The Chosen by Chaim Potok • The Outsiders by S.E. Hinton • The Pigman by Paul Zindel • Scorpions by Walter Dean Myers 16 Division of Bilingual Education and World Languages
Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
English II Through ESOL
Instructional Planner
English II Through ESOL Course at a Glance
Competencies
This course will prepare students to
connect literature to a universal theme. analyze fiction. write to a prompt. compose an expressive/imaginative piece. prepare and submit a presentation portfolio. develop and maintain a vocabulary
notebook. write an interpretation of an unfamiliar
reading using various strategies. prepare and deliver a reaction speech. compare and contrast consumer
information. write an investigative paper. demonstrate study and test-taking skills. write an original poem. create and present a skit.
Tested SSS Reading Benchmarks This course will prepare students to
select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
recognize the use of comparison and contrast in a text.
determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material.
determine the author’s purpose and point of view and their effects on the text.
identify devices of persuasion and methods of appeal and their effectiveness.
locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.
select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
analyze the validity and reliability of primary source information and use the information appropriately.
synthesize information from multiple sources to draw conclusions. recognize cause-and-effect relationships in
literary texts. [Applies to fiction, nonfiction, poetry, and drama.]
analyze the effectiveness of complex elements of plot, such as setting, major
Tested SSS Writing Benchmarks This course will prepare students to
write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
draft and revise writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
Division of Bilingual Education and World Languages
events, problems, conflicts, and resolutions.
1
English II Through ESOL Scope and Sequence CBC Components CBC Objectives
First Nine Weeks
CBC Objectives Second Nine Weeks
CBC Objectives Third Nine Weeks
CBC Objectives Fourth Nine Weeks
I. Literature (SSS Reading Benchmarks)
Genre: Short Story/Poetry • poetic devices • universal themes Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Nonfiction • informational reading • critical reading Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Drama • art forms • figurative language Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Novel • literary devices • character analysis Independent Reading: • 5 student selected books • personal reading plan review
II. Composition (SSS Writing Benchmarks)
Writing process: • narrative • imaginative • use of technology Modes: • personal
experience/reflection • story/poem Portfolio preparation
Writing process: • expository • persuasive • use of technology Modes: • essay • biographical event • literary analysis • character sketch Portfolio maintenance
Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect • classification Portfolio maintenance
Writing process: • expository • persuasive • use of technology Logical thought patterns: • analysis • compare/contrast • order of importance • chronological order Portfolio submission
III. Language/Word Study Structural analysis/ interpretation of vocabulary: • prefixes/suffixes/roots • context clues • etymologies
Structural analysis/ interpretation of vocabulary: • synonyms/antonyms/ homonyms • connotation and denotation • directions/forms
Structural analysis/ interpretation of vocabulary: • dialects • biased language • analogies
Structural analysis/ interpretation of vocabulary: • idiomatic expressions • puns • euphemisms
IV. Listening/Speaking/ Viewing
Method: • awareness of dialect, accents
and speech patterns • memorize or recite poetry or
excerpt • note-taking from dictations
Method: • summarize/retell a
literary/multimedia selection
• develop/evaluate an oral presentation
Method: • oral discussion • analyze/critique multimedia • examine propaganda
Method: • oral discussion • analyze/critique multimedia • film or other media
review/speech
V. Informational Reading/ Information Literacy/ Study and Test Taking
Study/test-taking skills: • timed reading/writing • computer applications • graphic organizers Critical reading: • stated/implied main idea • cause/effect • compare/contrast
Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • statistical/scientific analysis • synthesis • fact/opinion
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • references/resources • systematic note-taking
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • print/electronic
references/resources • primary/secondary sources
VI. Culture Cultural Awareness: • important U.S. and
community figures
Cultural Awareness: • multicultural themes in
literary genres
Cultural Awareness: • U.S. slang/humor • idiomatic expressions
Cultural Awareness: • diverse views • compare/contrast U.S. to native
country 2 Division of Bilingual Education and World Languages
English II Through ESOL Scope and Sequence
2 Division of Bilingual Education and World Languages
Correlation of English II Through ESOL CBC and SSS Reading Benchmarks
First Nine Weeks
Genre Focus: Short Story/Poetry
Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A. 1.4.2 The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. LA.A. 2.2.7 The student recognizes the use of comparison and contrast in text. LA.A. 2.4.1 The student determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. LA.E. 2.2.1 The student recognizes cause and effect relationships in text. [Applies to fiction, nonfiction, poetry, and drama.]
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIIA- Develop and maintain a vocabulary notebook IIIB- Write an interpretation of an unfamiliar reading IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading and discussing genres from a variety of world cultures. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view, and
theme. understanding the figurative language employed in literature, including poetic devices such
as metaphor, personification, oxymoron, hyperbole, and alliteration. reading and analyzing reports based on technical and/or scientific information which includes
statistical data. demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative
settings. analyzing
technique utilizing vo
etymologi applying c
differentia using lear
marginal n test-taking
reading acomplete
+ Please note: ThIA- LA.D.1.4
LA.E.1.4IB- LA.D.2.4IIIA- LA.B.1.4IIIB- LA.A.1.4IVA- LA.A.1.4
LA.D.2.4
and critiquing a variety of audiovisual presentations with emphasis on propaganda s. cabulary development strategies with emphasis on analogies, context clues,
es, biased language, and word parts. ritical reading skills for independent and informational reading, including ting fact from opinion and determining the reliability and validity of information. ning strategies, such as learning logs, reciprocal teaching, opinion/proof notes, and ote taking. strategies, such as practicing for a formal assessment, participating in timed
nd writing activities, and organizing and presenting data to write accurate and answers to prompts and essay/task performance questions.
e following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC..1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, VA- LA.B.2.4.1, LA.B.2.4.2 .5, LA.E. 2.4.6, LA.E.2.4.8 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 .2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 .1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 .1, LA.A.1.4.4, LA.B.2.4.1 .3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, .1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 3 Division of Bilingual Education and World Languages
Correlation of English II Through ESOL CBC and SSS Writing Benchmarks
First Nine Weeks
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills VIA- Write an original poem To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting, writing, drafting, revising,
editing, and publishing. writing formally and informally for a variety of purposes and in a variety of modes to include
narrative, expository, persuasive, and expressive/imaginative. writing a clear and definite thesis statement and supporting it with fully developed paragraphs
with details that are varied and relevant. developing logical thought patterns (comparison/contrast and order of importance) in multi-
paragraph compositions. evaluating student writing by applying the scoring guide and rubric used by the Florida Writing
Assessment Program. preparing and maintaining a portfolio of writing that reflects the writing process in a variety of
modes and formats and that contains evidence of student reflection and self-evaluation. test-taking strategies, such as practicing for a formal assessment, participating in timed reading
and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
Tested SSS Writing Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in writing. LA.B.1.4.2 The student drafts and revises writing that
is focused, purposeful, and reflects insight into the writing situation;
has an organizational pattern that provides for a logical progression of ideas;
has effective use of transitional devices that contribute to a sense of completeness;
has support that is substantial, specific, relevant, and concrete;
demonstrates a commitment to and an involvement with the subject;
uses creative writing strategies as appropriate to the purpose of the paper;
demonstrates a mature command of language with precision of expression;
has varied sentence structure; and has few, if any, convention errors in mechanics,
usage, punctuation and spelling. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to complete the competencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4,
LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 VA- LA.B.2.4.1, LA.B.2.4.2 IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2 IIB- LA.D.2.4.3, LA.E.1.4.1, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.4, LA.E.2.4.5 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIA- LA.A.1.4.3
4 Division of Bilingual Education and World Languages
IA- Connect liteIB- Analyze fictIIIA- Develop anIIIB- Write an intIVA- Prepare andVA- Compare anVC- Demonstrat To support the CBC
practicing comparing identifying comparing identifying recognizin
allusion, fo analyzing
techniques identifying
written sel reading an
statistical increasing
analysis, a applying c
stated/imp using learn
structure. test-taking
and writingto prompts
+ Please note: TIA- LA.D.1IB- LA.D.2IIIA- LA.A.1IIIB- LA.A.1IVA- LA.A.1
Correlation of English II Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks
Genre Focus: Non-Fiction
CBC Components and Competencies
rature to a universal theme ion d maintain a vocabulary notebook erpretation of an unfamiliar reading deliver a reaction speech d contrast consumer information
e study and test-taking skills
and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
the reading-writing connection. personal culture to the cultures represented in selected works.
Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.2.4.2 The student determines the author's purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including
universal themes and multicultural concerns in world literature. and contrasting a variety of genres and distinguishing underlying patterns. dynamic characters and tracing their changes in a selection. g the use of literary devices, such as tone, mood, symbolism, irony, satire, imagery, reshadowing, flashback, and using the terms appropriately in written analysis.
and critiquing a variety of audiovisual presentations with an emphasis on propaganda .
slanted or biased language and its effect on the validity of information provided in a ection and/or oral or visual presentation. d analyzing reports based on technical and/or scientific information which includes
data. vocabulary with emphasis given to the use of analogies, contextual clues, structural nd other sources. ritical reading skills for independent and informational reading, including determining lied main idea/details and stated/implied cause and effect. ing strategies, such as learning logs, paraphrasing, selective underlining, and text
strategies, such as practicing for a formal assessment, participating in timed reading activities, and organizing and presenting data to write accurate and complete answers and essay/task performance questions.
researc d tasks, and self-improvement. (Includ and uses appropriate study and researc cording to the type of information being g d, including almanacs, government publica ws sources, and information service LA.A.2 lyzes the validity and reliability of primary and uses the information approp LA.A.2 thesizes information from multiple source s. LA.E.2 lyzes the effectiveness of complex elemen tting, major events, problems, conflict
he following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed t etencies of the M-DCPS CBC..4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 , LA.B.2.4.2 .4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 , LA.B.2.4.1, LA.B.2.4.2 .4.3 .4.1, LA.A.1.4.4, LA.B.2.4.1, LA.E.2.4.5 .4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5
5 Bilingual Education and World Languages
h projects, real-worles LA.A.2.4.6 selectsh skills and tools acathered or organizetions, microfiche, nes.)
.4.7 The student ana source information riately.
.4.8 The student syns to draw conclusion
.4.1 The student anats of plot, such as ses, and resolutions.
o complete the compVA- LA.B.2.4.1VC- LA.A.1.4.4
Division of
Correlation of English II Through ESOL CBC and SSS Writing Benchmarks
Second Nine Weeks
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver a reaction speech VA- Compare and contrast consumer information VC- Demonstrate study and test-taking skills VIA- Write an original poem To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
practicing the reading-writing connection. writing formally and informally for a variety of audiences and purposes and in a variety of modes
to include narrative, expository, persuasive. developing logical thought patterns (definition, classification, cause and effect, and
comparison/contrast) in multi-paragraph compositions. writing a clear and definite thesis statement and supporting it with fully developed paragraphs with
details that are varied and relevant. reading and analyzing reports based on technical and/or scientific information which includes
statistical data. analyzing and critiquing a variety of audiovisual presentations in written and oral form. evaluating student writing by applying the scoring guide and rubric used by the Florida Writing
Assessment Program. maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats
and that contains evidence of student reflection and self-evaluation. using learning strategies, such as learning logs, paraphrasing, selective underlining, and text
structure. test-taking strategies, such as practicing for a formal assessment, participating in timed reading
and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
ting Benchmarks The be currently used on the FCAT to assess g. LA.B.1 d revises writing that
and reflects insight into the
attern that provides for a logical
sitional devices that contribute to s;
tantial, specific, relevant, and
ment to and an involvement with
ategies as appropriate to the
command of language with ;
ucture; and tion errors in mechanics, usage,
g. LA.B.2 ently for a variety of occasions, audien g appropriate choices regarding style, to ganization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed to es of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, IVA- LA.A.1.4.3, LA.C.1 ,
LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 LA.C.3.4.5, LA.D.2 , LA.D.2.4.5 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 VA- LA.B.2.4.1, LA.B.2IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 VC- LA.A.1.4.4, LA.B.2IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IIIA- LA.A.1.4.3
6 al Education and World Languages
Tested SSS Wri
nchmarks listed below are student progress in writin
.4.2 The student drafts anis focused, purposeful, writing situation; has an organizational pprogression of ideas; has effective use of trana sense of completeneshas support that is subsconcrete; demonstrates a committhe subject; uses creative writing strpurpose of the paper; demonstrates a matureprecision of expressionhas varied sentence strhas few, if any, convenpunctuation and spellin
.4.3 The student writes fluces, and purposes, makinne, level of detail, and or
complete the competenci.4.4, LA.C.2.4.2, LA.C.3.4.4.4.1, LA.D.2.4.3, LA.D.2.4.4.4.2 .4.1, LA.B.2.4.2
Division of Bilingu
IA- Connect literIB- Analyze fictioIVA- Prepare andVB- Write an inveVC- Demonstrate To support the CBC
comparing
countries, a comparing identifying d analyzing a designing a
and nonver using appro increasing applying cr
information using learn test-taking
and writingto prompts
+ Please noteIA- LA.DIB- LA.DIVA- LA.AVB- LA.AVC- LA.A
Correlation of English II Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks
Genre Focus: Drama
CBC Components and Competencies
ature to a universal theme n
deliver a reaction speech stigative paper study and test-taking skills
and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
and contrasting literature with other art forms from various cultures, religions, nd philosophies. personal culture to the cultures represented in selected works.
Tested SSS Reading Benchmarks The benchmarks listed below are currently used on the FCAT to assess student progress in reading. LA.A.2.4.2 The student determines the author's purpose and point of view and their effects on the text. (Includes LA.A.2.4.5 identifies devices of persuasion and methods of appeal and their effectiveness.) LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research
ynamic characters and tracing their changes in a selection.nd critiquing in written or oral form from a variety of audiovisual presentations. nd delivering an oral presentation for a specific purpose and audience using verbal bal techniques. priate skills and resources to access, analyze, and synthesize information.
personal vocabulary through the study of analogies, puns, idioms, and euphemisms. itical reading skills for independent and informational reading, including obtaining from graphs/diagrams, references/resources, and statistical illustrations. ing strategies, such as learning logs, paraphrasing, power notes, and QAR’s. strategies, such as practicing for a formal assessment, participating in timed reading activities, and organizing and presenting data to write accurate and complete answers and essay/task performance questions.
projects d self-improvement. (Includes LA.A. 2.4.6 se priate study and research skills and tools acc information being gathered or organize s, government publications, microfich d information services.) LA.A.2.4 zes the validity and reliability of primary d uses the information appropri LA.A.2.4 esizes information from multiple sources LA.E.2.4 zes the effectiveness of complex element ing, major events, problems, conflicts
: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed petencies of the M-DCPS CBC..1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 .2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 .1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 .1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.D.2.4.6 .1.4.4, LA.B.2.4.1, LA.B.2.4.2
7 f Bilingual Education and World Languages
, real-world tasks, anlects and uses approording to the type ofd, including almanace, news sources, an
.7 The student analysource information anately.
.8 The student synth to draw conclusions.
.1 The student analys of plot, such as sett, and resolutions.
to complete the com
Division o
Correlation of English II Through ESOL CBC and SSS Writing B
Third Nine Weeks
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIA- Write to a prompt IIC- Prepare and submit a presentation portfolio IVA- Prepare and present a reaction speech VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
responding to an expository or persuasive prompt in a timed writing situation. writing multi-paragraph compositions, including essays of four paragraphs or more that
summarize, analyze, or compare and contrast elements of literature studied. writing in a variety of modes, including definition, classification, cause and effect,
comparison/contrast, and order of importance. writing an investigative paper using appropriate skills and resources to access, analyze, and
synthesize information. analyzing and critiquing in written or oral form a variety of audiovisual presentations. maintaining a presentation portfolio that reflects the writing process in a variety of modes and
formats and that contains evidence of student reflection and self-evaluation. utilizing learning strategies, such as learning logs, paraphrasing, power notes, and QAR’s. effective test-taking strategies, such as practicing for a formal assessment, participating in timed
reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
ting Benchmarks Th currently used on the FCAT to as g. LA d revises writing that
and reflects insight into the
attern that provides for a logical
sitional devices that contribute to s; tantial, specific, relevant, and
ment to and an involvement with
ategies as appropriate to the
command of language with ucture; and ion errors in mechanics, usage, .
LA ently for a variety of occasions, au g appropriate choices regarding sty ganization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are nee ies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIA- LA.B.1.4.1, LA.B.1.4.2, LA.B.2.4.2, LA.B.2.4.3, LA.D.2.4.2 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 IVA- LA.A.1.4.3, LA.C.1.4.4, LA.C.2.4.2, LA.C.3.4.4, LA.C.3.4.5, LA.D.2.4.1, LA.D.2.4.3, LA.D.2.4.4, LA.D.2.4.5 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
8 ual Education and World Languages
enchmarks
Tested SSS Wri
e benchmarks listed below aresess student progress in writin
.B.1.4.2 The student drafts an is focused, purposeful,
writing situation; has an organizational p
progression of ideas; has effective use of tran
a sense of completenes has support that is subs
concrete; demonstrates a commit
the subject; uses creative writing str
purpose of the paper; demonstrates a mature
precision of expression; has varied sentence str has few, if any, convent
punctuation and spelling
.B.2.4.3 The student writes fludiences, and purposes, makinle, tone, level of detail, and or
ded to complete the competenc
Division of Biling
Correlation of English II Through ESOL CBC and SSS Reading Ben
Fourth Nine Weeks
Genre Focus: Novel
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIIA- Develop and maintain a vocabulary notebook VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIB- Create and present a skit To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
identifying universal themes and multicultural concerns in world literature. comparing personal culture to the cultures represented in selected works. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view and
theme. recognizing the use of literary devices, such as tone, mood, symbolism, irony, satire, imagery,
allusion, foreshadowing, flashback, and using the terms in oral and written analysis. understanding the figurative language employed in literature. identifying dynamic characters and tracing their changes in a selection. completing word relationship analogies. demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a
variety of purposes. applying information literacy skills, such as using print and electronic references/resources and
understanding the implications of print and electronic media regulations. using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing. test-taking strategies, such as practicing for a formal assessment, participating in timed reading
and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay/task performance questions.
ing Benchmarks The ben currently used on the FCAT to assess s g. LA.A.2.4 athers, analyzes, and evaluates written in purposes, including research projects f-improvement. (Includes LA.A. 2.4.6 se e study and research skills and tools acc mation being gathered or organize vernment publications, microfich ormation services.) LA.A.2.4 es information from multiple sources LA.E.2.2 s cause and effect relationships in literar , nonfiction, poetry, and drama.] LA.E.2.4 the effectiveness of complex element major events, problems, conflicts, and reso
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are needed cies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIIA- LA.A.1.4.3 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
9 ilingual Education and World Languages
chmarks
Tested SSS Read
chmarks listed below are tudent progress in readin
.4 The student locates, gformation for a variety of
, real-world tasks, and sellects and uses appropriatording to the type of inford, including almanacs, goe, news sources, and inf
.8 The student synthesiz to draw conclusions.
.1 The student recognizey texts. [Applies to fiction
.1 The student analyzes s of plot, such as setting, lutions.
to complete the competen
Division of B
Correlation of English II Through ESOL CBC and SSS Writing Ben
Fourth Nine Weeks
CBC Components and Competencies IA- Connect literature to a universal theme IB- Analyze fiction IIC- Prepare and submit a presentation portfolio VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIB- Create and present a skit To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
identifying universal themes and multicultural concerns in world literature. comparing and contrasting literature and other art forms from various cultures, religions,
countries, and philosophies. analyzing fictional works in terms of plot, conflict, setting, characterization, point of view, and
theme. applying logical thought patterns (definition, classification, cause and effect, comparison/contrast,
and order of importance) in multi-paragraph compositions. writing a clear and definite thesis statement and supporting it with fully developed paragraphs and
details that are varied and relevant. writing an investigative paper using appropriate skills and resources to access, analyze, and
synthesize information. completing and submitting a presentation portfolio that reflects the writing process in a variety of
modes and formats and that contains evidence of student reflection and self-evaluation. demonstrating appropriate listening/speaking/viewing skills in a variety of situations and for a
variety of purposes. using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing. test-taking strategies, such as practicing for a formal assessment, participating in timed reading
and writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
S Writing Benchmarks The b low are currently used on the FCAT to asses n writing. LA.B rafts and revises writing that
seful, and reflects insight into the ional pattern that provides for a logical eas; of transitional devices that contribute to leteness; is substantial, specific, relevant, and
commitment to and an involvement with
iting strategies as appropriate to the aper; mature command of language with ession; nce structure; and onvention errors in mechanics, usage, spelling.
LA.B rites fluently for a variety of occasions, audie , making appropriate choices regarding style, and organization.
+ Please note: The following benchmarks are not tested on the Florida Comprehensive Assessment Test but are need ompetencies of the M-DCPS CBC.IA- LA.D.1.4.1, LA.D.1.4.2, LA.E.1.4.1, LA.E.1.4.2, LA.E.1.4.3, LA.E.1.4.5, LA.E. 2.4.6, LA.E.2.4.8 IB- LA.D.2.4.2, LA.E.2.4.2, LA.E.2.4.3, LA.E.2.4.5, LA.E.2.4.7 IIC- LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.2, LA.B.2.4.3 VB- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.4, LA.D.2.4.6 VC- LA.A.1.4.4, LA.B.2.4.1, LA.B.2.4.2
10 n of Bilingual Education and World Languages
chmarks
Tested SS
enchmarks listed bes student progress i
.1.4.2 The student d is focused, purpo
writing situation; has an organizat
progression of id has effective use
a sense of comp has support that
concrete; demonstrates a
the subject; uses creative wr
purpose of the p demonstrates a
precision of expr has varied sente has few, if any, c
punctuation and
.2.4.3 The student wnces, and purposes tone, level of detail,
ed to complete the c
Divisio
English II Through ESOL Weekly Guide of SSS Tested Benchmarks
First Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
All Reading Pre-test (Form A) All Writing Pre-test
2
LA.A.2.4.1 Main idea/details
Authentic questioning Underlining/highlighting
LA.B.1.4.2Drafts and revises writing
Graphic organizers for essay planning Journal entries
3
LA.A.2.4.1 Main idea/details
Q-card 3 One sentence summary
LA.B.1.4.2Drafts and revises writing
Use of transitional devicesModel framed paragraphs
4
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.1.4.2Drafts and revises writing
Develop writing process Model RAFT
5
LA.A.1.4.2 Inferences
Q-card 1 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal writing Self evaluation and peer editing
6
LA.A.2.2.7 Compare/contrast
Venn Diagram Q-card 2
LA.B.2.4.3Writes fluently for a variety of occasions
GIST Model story retelling
7
LA.A.2.2.7 Compare/contrast
Graphic organizers Venn diagram
LA.B.2.4.3 Writes fluently for a variety of occasions
One sentence summary Model framed paragraphs
8
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.2.4.3 Writes fluently for a variety of occasions
GIST Self evaluation and peer editing
9
LA.E.2.4.1 Character/plot
One sentence summary Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Model story strips
10
LA.E.2.2.1 Cause and effect
Two column notes Q-card 8
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of transitional devices
Division of Bilingual Education and World Languages 11
English II Through ESOL Weekly Guide of SSS Tested Benchmarks
Second Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.7 Validity and reliability of primary sources
Outlining QAR’s
LA.B.1.4.2 Drafts and revises writing
Model/teach expository and persuasive prompts Develop writing process
2
LA.A.2.4.7 Validity and reliability of primary sources
Highlighting Note taking
LA.B.1.4.2Drafts and revises writing
Model/teach expository and persuasive prompts Develop writing process
3
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2Drafts and revises writing
Model/complete RAFT Use of transitional devices
4 LA.A.2.4.8Synthesis
Paraphrasing Summarizing
LA.B.1.4.2Drafts and revises writing
Model framed paragraphs Create a vocabulary book/glossary
5
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
RAFT Marginal note taking Q-cards 4 and 5
LA.B.1.4.2Drafts and revises writing
Develop writing process Use of graphic organizers
6
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
Q-cards 4 and 5 Reciprocal teaching QAR’s
LA.B.2.4.3Writes fluently for a variety of occasions
One sentence summary
7
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Responding to expository and persuasive prompts Develop writing process
8
LA.E.2.2.1 Cause and effect
Two column notes Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Develop writing process Use of graphic organizers
9
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Brainstorming Free form mapping EXAMS
LA.B.2.4.3 Writes fluently for a variety of occasions MID-TERM
Responding to expository and persuasive prompts Use of graphic organizers EXAMS
10
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Note-taking strategies Underlining/highlighting EXAMS
LA.B.2.4.3Writes fluently for a variety of occasions MID-TERM
Model/complete RAFT Self evaluation and peer editing EXAMS
Division of Bilingual Education and World Languages 12
English II Through ESOL Weekly Guide of SSS Tested Benchmarks
Third Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Develop writing process
2
LA.A.2.4.7, LA.A.2.4.8 Validity and reliability, Synthesis
Highlighting QAR’s Q-cards 6 and 7
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Use of transitional devices
3
LA.A.2.4.1 Main idea/details
Graphic organizers GIST
LA.B.1.4.2Drafts and revises writing
Self evaluation and peer editing Use of conventions
4
LA.E.2.4.1 Character/plot
Story plan One sentence summary
LA.B.1.4.2Drafts and revises writing
Use graphic organizers for essay planning One sentence summaries
5
LA.A.2.4.2 Author’s purpose
Learning logs Reciprocal teaching
LA.B.1.4.2Drafts and revises writing
GIST Self evaluation and peer editing
6
FCAT
TESTING
FCAT
TESTING
7
FCAT
TESTING
FCAT
TESTING
8
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.2.4.3Writes fluently for a variety of occasions
Graphic organizers for essay planning Journal entries
9
LA.A.2.2.7 Compare/contrast
Two column notes Venn Diagram
LA.B.2.4.3Writes fluently for a variety of occasions
Develop writing process Self evaluation and peer editing
Division of Bilingual Education and World Languages 13
English II Through ESOL Weekly Guide of SSS Tested Benchmarks
Fourth Nine Weeks Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.E.2.4.1 Character/plot
Character map Story plan
LA.B.1.4.2 Drafts and revises writing
Story retelling Story strips
2
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.1.4.2Drafts and revises writing
Writing with framed paragraphs Self evaluation and peer editing
3
LA.E.2.2.1 Cause and effect
Q-card 8 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal entries Free form mapping
4
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3Writes fluently for a variety of occasions
GIST One sentence summary
5
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
6
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Note-taking strategies Underlining/highlighting
LA.B.2.4.3Writes fluently for a variety of occasions
Use of transitional devices Note taking
7
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
8
LA.A.2.4.8 Synthesis
Paraphrasing Summarizing
LA.B.2.4.3Writes fluently for a variety of occasions
Note taking Graphic organizers for essay planning
9
All Reading Post-test (Form B) All Writing Post-test
10
FINAL
EXAMS
FINAL
EXAMS
Division of Bilingual Education and World Languages 14
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Name of Student _____________________________ Course: Developmental Language Arts Through ESOL II
Name of Teacher _____________________________ Period ________________________________________
Benchmark Code
Benchmark Description
Date(s) Benchmark Covered
Reading
LA.A.1.4.2 uses strategies to understand text and to make inferences
LA.A.2.2.7 recognizes the use of comparison and contrast in text
LA.A.2.4.1 determines the main idea and identifies relevant details
LA.A.2.4.2 determines the author’s purpose and point of view and their effects
LA.A.2.4.4 gathers, analyzes, and evaluates written information
LA.A.2.4.5 identifies devices of persuasion, appeal and their effectiveness
LA.A.2.4.6 selects and uses appropriate study and research skills
LA.A.2.4.7 analyzes the validity and reliability of primary source information
LA.A.2.4.8 synthesizes information from multiple sources to draw conclusions
LA.E.2.2.1 recognizes cause and effect relationships in literary text
LA.E.2.4.1 analyzes the effectiveness of complex elements of plot
Writing
LA.B.1.4.2 drafts and revises writing that is focused, purposeful and reflects insight
LA.B.2.4.3 writes fluently for a variety of occasions
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Suggested Readings for English II Through ESOL Short Story
• “The Bet” by Anton Chekhov • “Life is Sweet at Kumansenu” by Abioseh Nicol • “The Monkey’s Paw” by W.W. Jacobs • “The Open Window” by Saki (H.H. Munro) • “The Pedestrian” by Ray Bradbury • “The Pit and the Pendulum” by Edgar Allan Poe • “R.M.S. Titanic” by Hanson W. Baldwin • “Through the Tunnel” by Doris Lessing • “Two Friends” by Guy de Maupassant • “Two Kinds” by Amy Tan • from The Way to Rainy Mountain by N. Scott Momaday
Poetry • “Bora Ring” by Judith Wright • “Courage” by Anne Sexton • “Do Not Weep, Maiden, for War is Kind” by Stephen Crane • “Exile” by Julia Alvarez • “The Guitar” by Federico Garcia Lorca • “Heart! We will Forget Him” by Emily Dickinson • “Mother to Son” by Langston Hughes • “Sea Fever” by John Masefield • “Shall I Compare Thee to a Summer’s Day?” (Sonnet 18) by William Shakespeare • “A Voice” by Pat Mora • “Women” by Alice Walker
Nonfiction
• Farewell to Manzanar by Jeanne Houston and James Houston • “At Harvesttime” by Maya Angelou • “Hair” from the Autobiography of Malcom X by Malcolm X with Alex Haley • I Know Why the Caged Bird Sings by Maya Angelou • from In Search of Our Mother’s Gardens by Alice Walker • Kaffir Boy by Mark Mathabane • “Lessons Love” from Silent Dancing by Judith Ortiz Cofer • “Love and Marriage” by Bill Cosby • “The Man in the Water” by Roger Rosenblatt • “The Marginal World” by Rachel Carson • “The Mouse That Roared” by Richard Woodbury • “Nelson Mandela” by Andre Brink • Night by Elie Wiesel • “No News from Auschwitz” by A.M. Rosenthal • “On Summer” by Lorraine Hansberry
Drama
• Antigone by Sophocles • The Bear by Anton Chekhov • The Tragedy of Julius Caesar by William Shakespeare • Twelve Angry Men by Reginald Rose
Novels
• Island of the Blue Dolphins by Scott O’Dell • The Pearl by John Steinbeck • A Place Where the Sea Remembers by Sandra Benitez • A Separate Peace by John Knowles • When Rain Clouds Gather by Bessie Head 16 Division of Bilingual Education and World Languages
Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
English III Through ESOL
Instructional Planner
1 Division of Bilingual Education and World Languages
English III Through ESOL Course at a Glance
1
Competencies This course will prepare students to
compare and contrast literary selections. connect universal themes to literature and
self. write to a literary prompt. compose an expressive/imaginative piece. prepare and submit a presentation portfolio. develop and maintain a vocabulary
notebook. compare and contrast nonfiction selections. prepare and deliver a speech which
compares and contrasts written and performed versions of an American literary work.
develop a personal file. write an investigative paper. demonstrate study and test-taking skills. compare/contrast aspects of U.S. culture in
American literature.
Targeted SSS Writing Benchmarks This course will prepare students to
draft and revise writing. produce final documents that
have been edited. write text, notes, outlines,
comments, and observations. write fluently for a variety of
occasions, audiences, and purposes.
select and use a variety of electronic media.
Targeted SSS Reading Benchmarks This course will prepare students to
refine vocabulary for interpersonal, academic, and workplace situations.
apply a variety of response strategies. determine the author’s purpose and point of
view and their effects on the text. describe and evaluate personal preferences
regarding fiction and nonfiction. locate, gather, analyze, and evaluate written
information for a variety of purposes. identify devices of persuasion and methods of
appeal and their effectiveness. analyze the validity and reliability of primary
source information and use the information appropriately.
use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
apply oral communication skills. make appropriate adjustments in language
use for social, academic, and life situations. understand that there are differences among
various dialects of English. understand that laws control the delivery and
use of media. understand the different stylistic, thematic,
and technical qualities present in literature of different cultures and historical periods.
analyze the effectiveness of complex elements of plot.
understand the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction.
analyze the relationships among author’s style, literary form, and intended impact on the reader.
recognize and explain those elements in texts that prompt a personal response.
English III Through ESOL Scope and Sequence CBC Components CBC Objectives
First Nine Weeks
CBC Objectives Second Nine Weeks
CBC Objectives Third Nine Weeks
CBC Objectives Fourth Nine Weeks
I. Literature (SSS Reading Benchmarks)
Genre: Short Story/Poetry • poetic devices • universal themes Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Nonfiction • informational reading • critical reading Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Drama • rhetorical devices • figurative language Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Novel • literary devices • character analysis Independent Reading: • 5 student selected books • personal reading plan review
II. Composition (SSS Writing Benchmarks)
Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Logical thought patterns: • analysis • definition • cause/effect • classification Portfolio preparation
Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Logical thought patterns: • analysis • compare/contrast • order of importance • chronological order Portfolio maintenance
Reading/Writing Connection: • literature based • personal
experience/reflection • expository/persuasive • use of technology Literary research: • defensible thesis • compile information • effective note-taking Portfolio maintenance
Reading/Writing Connection: • literature based • personal experience/reflection • expository/persuasive • use of technology Literary research: • paraphrase/summarize • synthesize information • documentation style Portfolio submission
III. Language/Word Study Structural analysis/ interpretation of vocabulary: • word parts • context clues • etymologies
Structural analysis/ interpretation of vocabulary: • synonyms/ antonyms/
homonyms • connotation/denotation • directions/forms
Structural analysis/ interpretation of vocabulary: • author’s language • biased language • analogies
Structural analysis/ interpretation of vocabulary: • idiomatic expressions • cultural • time period
IV. Listening/ Speaking/ Viewing
Method: • oral discussion • awareness of dialect, accents
and speech patterns • memorize or recite poetry or
excerpt • note-taking from dictations
Method: • oral discussion • summarize/retell a
literary/multimedia selection • develop/evaluate an oral
presentation
Method: • oral discussion • analyze/critique multimedia
Method: • oral discussion • analyze/critique multimedia
V. Informational Reading/ Information Literacy/ Study and Test Taking
Study/test-taking skills: • timed reading/writing • multi-media research • academic/employment
research Critical reading: • stated/implied main idea • reliability/validity Personal file
Study/test-taking skills: • timed reading/writing • multi-media research • academic/employment
research Critical reading: • technical/scientific analysis Personal file
Study/test-taking skills: • timed reading/writing • multi-media research • academic/employment
research Informational reading: • graphs/diagrams • references/resources Personal file
Study/test-taking skills: • timed reading/writing • multi-media research • academic/employment
research Informational reading: • print/electronic
references/resources • primary/secondary sources Personal file submission
VI. Culture Compare and contrast U.S. to native country: • language/literature • culture/music
Compare and contrast U.S. to native country: • language/literature • culture/music
Compare and contrast U.S. to native country: • language/literature • culture/music
Compare and contrast U.S. to native country: • language/literature • culture/music
2 Division of Bilingual Education and World Languages
English III Through ESOL Scope and Sequence
2 Division of Bilingual Education and World Languages
Correlation of English III Through ESOL CBC and SSS Reading Benchmarks
First Nine Weeks Genre Focus: Short Story/Poetry
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written
and performed versions of an American literary work VA- Develop a personal file VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading and comparing literary works in various genres that span the
major periods in American literature and reflect a variety of cultures and points of view.
reading a variety of additional American literature selections to enrich understanding.
analyzing a variety of works in terms of plot, conflict, setting, characterization, point of view, and theme.
identifying author’s purpose/perspective in a literary work and recognizing rhetorical devices and propaganda techniques.
discussing figurative language and rhetorical devices in literary selections (to include extended metaphor, personification, hyperbole, understatement, oxymoron, and apostrophe).
analyzing reports based on technical and/or scientific information that includes statistical data.
demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative settings.
increasing vocabulary with emphasis given to analogies, context clues, rhetorical devices, gender/cultural bias, and persuasive language.
applying critical reading skills for independent and informational reading, including differentiating fact from opinion and determining the reliability and validity of information.
using learning strategies, such as learning logs, text structure, character maps, opinion/proof notes, and one sentence summaries.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Readin Benchmarks The benchmarks listed below support the competenc s and objectives targeted for the first nine weeks. LA.A.1.4.3 The student refines vocabulary for interpe sonal, academic, and workplace situations, including figurative, idiomatic, and technical meaning . LA.A.1.4.4 The student applies a variety of response trategies, including rereading, note taking, summarizing, outlining, writing a formal report, and re ating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s purp se and point of view and their effects on the text. LA.A.2.4.3 The student describes and evaluates per nal preferences regarding fiction and nonfiction. LA.A.2.4.7 The student analyzes the validity and reli bility of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communication s ills to interviews, group presentations, formal presentations, and impromptu situations. LA.D.1.4.2 The student makes appropriate adjustme ts in language use for social, academic, and life situations, demonstrating sensitivity to gender an cultural bias. LA.D.1.4.3 The student understands that there are d ferences among various dialects of English. LA.E.1.4.5 The student understands the different sty tic, thematic, and technical qualities present in the literature of different cultures and histo cal periods. LA.E.2.4.1 The student analyzes the effectiveness o complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of imag s and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5. The student analyzes the relationships a ong author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and explains thos elements in texts that prompt a personal response, such as connections between one’s own li and the characters, events, motives, and causes of conflict in texts.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery f the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
3 Division of Bilin ual Education
g
ie
rs
sl
o
so
a
k
nd
if
lisri
f
e
m
efe
o.g
Correlation of English III Through ESOL CBC and SSS Writing Benchmarks First Nine Weeks
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIA- Write to a literary prompt IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written
and performed versions of an American literary work VA- Develop a personal file VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting,
drafting, revising, editing, and publishing. writing formally and informally for a variety of audiences and purposes
and in a variety of modes to include expository, persuasive, and expressive/imaginative.
developing logical thought patterns (cause and effect, order of importance, spatial relationships, and comparison/contrast) in multi-paragraph compositions.
writing a precise thesis statement that is declarative, controlling, and defensible and supporting it with fully developed paragraphs.
developing a personal writing style that reflects awareness of coherence, vivid word choice, smooth transitions, and effective introductions and conclusions.
writing a résumé and an essay for employment and/or college and completing employment and/or college applications.
preparing and maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Writin BenchmarksThe benchmarks listed below support the compe ncies and objectives targeted for the first nine weeks. LA.B.1.4.2 The student drafts and revises writin that
is focused, purposeful, and reflects insi t into the writing situation; has an organizational pattern that prov es for a logical progression of ideas; has effective use of transitional devices hat contribute to a sense of
completeness; has support that is substantial, specific elevant, and concrete; demonstrates a commitment to and inv vement with the subject; uses creative writing strategies as appr priate to the purpose of the paper; demonstrates a mature command of la uage with precision of expression; has varied sentence structure; and has few, if any, convention errors in me hanics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final documen that have been edited for
correct spelling; correct punctuation, including commas olons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje t/verb agreement, instances of
noun/pronoun agreement, and the inten ional use of fragments for effect; and correct formatting that appeals to reade , including appropriate use of a variety of
graphics, tables, charts, and illustration in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin , comments, and observations that demonstrate comprehension and synthesis of co tent, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie of occasions, audiences, and purposes, making appropriate choices regarding style, tone level of detail, and organization.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate m stery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2 .7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
4 Division of Bilingual Educat n and World Languages
gte
g
ghid t
, rolong
c
ts
, c
ctrss
esn
ty,
a.4io
Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Second Nine Weeks
Genre Focus: Non-Fiction
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written
and performed versions of an American literary work VA- Develop a personal file VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading and comparing literary works in various genres that span the major periods in American literature and reflect a variety of cultures and points of view.
reading a variety of additional American literature selections to enrich understanding.
recognizing how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings.
discussing literary devices to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody with respect to their importance in the development of a work.
discussing figurative language and rhetorical devices in literary selections (to include extended metaphor, personification, hyperbole, understatement, oxymoron, and apostrophe).
discussing techniques a writer uses for developing a character and articulating how a character changes through the course of a work.
recognizing the functions of minor characters and subplots within a work. analyzing reports based on technical and/or scientific information that
includes statistical data. increasing vocabulary with emphasis given to the use of analogies,
rhetorical devices, gender/cultural bias, persuasive language, and connotation and denotation.
using critical reading and viewing strategies to compare written and performed versions of the same literary work.
using learning strategies, such as learning logs, QAR’s, paraphrasing, concept maps, and two-column notes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Reading Benchmarks The benchmarks listed below support the competencies and the objectives targeted for the second nine weeks.
LA.A.1.4.3 The student refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings. LA.A.1.4.4 The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s purpose and point of view and their effects on the text. LA.A.2.4.7 The student analyzes the validity and reliability of primary source information and uses the information appropriately. LA.C.3.4.1 The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. LA.C.3.4.4 The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias. LA.E.1.4.5 The student understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
5 Division of Bilingual Education and World Languages
Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Second Nine Weeks
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIA- Write to a literary prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast nonfiction selections IVA- Prepare and deliver a speech which compares/contrasts written
and performed versions of an American literary work VA- Develop a personal file VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing a personal writing style that reflects awareness of coherence, vivid word choice, smooth transitions, and effective introductions and conclusions.
writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.
developing logical thought patterns (classification, cause and effect, spatial relationships, and comparison/contrast) in multi-paragraph compositions.
writing a precise thesis statement that is declarative, controlling, and defensible and supporting it with fully developed paragraphs.
writing a résumé and an essay for employment and/or college and completing employment and/or college applications.
analyzing and critiquing in written and oral form a variety of audiovisual presentations.
using critical reading and viewing strategies to compare written and performed versions of the same literary work.
maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
using learning strategies, such as learning logs, QAR’s, paraphrasing, concept maps, and two-column notes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Writin Benchmarks The benchmarks listed below support the compe ncies and objectives targeted for the second nine weeks. LA.B.1.4.2 The student drafts and revises writin that
is focused, purposeful, and reflects insi t into the writing situation; has an organizational pattern that prov es for a logical progression of ideas; has effective use of transitional devices hat contribute to a sense of
completeness; has support that is substantial, specific elevant, and concrete; demonstrates a commitment to and inv vement with the subject; uses creative writing strategies as appr priate to the purpose of the paper; demonstrates a mature command of la uage with precision of expression; has varied sentence structure; and has few, if any, convention errors in me hanics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final documen that have been edited for
correct spelling; correct punctuation, including commas olons, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje t/verb agreement, instances of
noun/pronoun agreement, and the inten ional use of fragments for effect; and correct formatting that appeals to reade , including appropriate use of a variety of
graphics, tables, charts, and illustration in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin , comments, and observations that demonstrate comprehension and synthesis of co tent, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie of occasions, audiences, and purposes, making appropriate choices regarding style, tone level of detail, and organization.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA .2.4.8, LA.E.2.2.1, LA.E.2.4.1
6 Division of Bi gual Education and World Languages
g
te
g
ghid t
, rolong
c
ts
, c
ctrss
esn
ty,
of.A
lin
IA- Compare/IB- Connect uIIIA- Develop aIVA- Prepare a
and perforVA- Develop aVB- Write an inVC- DemonstraVIA- Compare/ To support the CBCand/or reinforceme
recognizinare reflectand cultur
examiningliterature a
discussing literary devices to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody with respect to their importance in the development of a work.
discussing techniques a writer uses for developing a character and articulating how a character changes through the course of a work.
recognizing the functions of minor characters and subplots within a work. analyzing and critiquing in written or oral form a variety of audiovisual
presentations. using critical reading and viewing strategies to compare and contrast
written and performed versions of the same literary work. using appropriate skills and resources to access, analyze, and
synthesize information. increasing vocabulary through the study of analogies, etymologies,
persuasive language, and connotation and denotation. applying critical reading skills for independent and informational reading. utilizing learning strategies, such as learning logs, QAR’s, paraphrasing,
power notes, and RAFT. test-taking strategies, such as practicing for a formal assessment,
participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
and uses the information appropriately. LA.C.3.4.1 The student uses volume, stress, , enunciation, eye contact, and gestures that meet the needs of the audience opic. LA.C.3.4.4 The student applies oral commun skills to interviews, group presentations, formal presentations, and imp situations. LA.D.1.4.2 The student makes appropriate a ents in language use for social, academic, and life situations, demonstrating vity to gender and cultural bias. LA.E.2.4.1 The student analyzes the effective of complex elements of plot, such as setting, major events, problems, conflicts, an lutions. LA.E.2.4.4 The student understands the use ges and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relation ong author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and expla se elements in texts that prompt a personal response, such as connections betw ne’s own life and the characters, events, motives, and causes of conflict in tex
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate maste he following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7 2.4.8, LA.E.2.2.1, LA.E.2.4.1
7 Division gual Education and World Languages
ading peten
r interp techn
sponsal repo
lyzes,ts, rea
ropriatheredurces
and re
pacing and t
icationromptu
djustmsensiti
ness d reso
of ima
ship am
ins thoeen o
ts.
ry of t, LA.A. of Bilin
Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Third Nine Weeks
Genre Focus: Drama
CBC Components and Competencies
contrast literary selections niversal themes to literature and self nd maintain a vocabulary notebook nd deliver a speech which compares/contrasts written med versions of an American literary work personal file vestigative paper te study and test-taking skills
contrast U.S. culture in American literature
and the SSS Benchmarks, the teacher will provide instruction nt in
g how works and/or universal themes in American literature ions of and reactions to contemporaneous historical events al and social settings. student’s values in light of those expressed in American nd citing similarities and differences.
Targeted SSS Re BenchmarksThe benchmarks listed below support the com cies and objectives targeted for the third nine weeks.
LA.A.1.4.3 The student refines vocabulary fo ersonal, academic, and workplace situations, including figurative, idiomatic, and ical meanings. LA.A.1.4.4 The student applies a variety of re e strategies, including rereading, note taking, summarizing, outlining, writing a form rt, and relating what is read to his or her own experiences and feelings. LA.A.2.4.4 The student locates, gathers, ana and evaluates written information for a variety of purposes, including research projec l-world tasks, and self-improvement. LA.A.2.4.6 The student selects and uses app te study and research skills and tools according to the type of information being ga or organized, including almanacs, government publications, microfiche, news so , and information services. LA.A.2.4.7 The student analyzes the validity liability of primary source information
Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Third Nine Weeks
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio IVA- Prepare and deliver a speech which compares/contrasts written
and performed versions of an American literary work VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.
producing compositions using a variety of logical thought patterns, including definition, classification, cause and effect, comparison/contrast, and order of importance.
using available resources to write a resume and an essay for employment and/or college and to complete employment and/or college applications.
writing an investigative paper using appropriate skills and resources to access, analyze, and synthesize information.
analyzing and critiquing in written or oral form the written and performed versions of the same literary work.
maintaining a presentation portfolio that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
utilizing learning strategies, such as learning logs, QAR’s, paraphrasing, power notes, and RAFT.
effective test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Writing Benchmarks The benchmarks listed below support the competencies and objectives targeted for the third nine weeks. LA.B.1.4.2 The student drafts and revises writing that
is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final documents that have been edited for
correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of
noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of
graphics, tables, charts, and illustrations in both standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. LA.B.2.4.4 The student selects and uses a variety of electronic media, such as the Internet, information services, and desktop-publishing software programs, to create, revise, retrieve, and verify information.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
8 Division of Bilingual Education and World Languages
Correlation of English III Through ESOL CBC and SSS Reading Benchmarks Fourth Nine Weeks
Genre Focus: Novel
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIIA- Develop and maintain a vocabulary notebook VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills VIA- Compare/contrast U.S. culture in American literature To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading and comparing literary works in various genres that span the
major periods in American literature and reflect a variety of cultures and points of view.
recognizing how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings.
examining student’s values in light of those expressed in American literature and citing similarities and differences.
discussing literary devices to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, flashback, dialect, and parody with respect to their importance in the development of a work.
increasing vocabulary with emphasis given to the study of analogies, persuasive language, and connotation and denotation.
applying information and literacy skills, such as using print and electronic references/resources, understanding the implications of print and media regulations, and using and documenting primary and secondary sources appropriately.
using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstra e mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
9 D vision of Bilingual Education and World Languages
Targeted S S Reading Benchmarks The benchmarks listed below suppor the competencies and the objectives targeted for the fourth nine weeks. LA.A.1.4.3 The student refines voca lary for interpersonal, academic, and workplace situations, including figurative, idioma ic, and technical meanings. LA.A.1.4.4 The student applies a var ty of response strategies, including rereading, note taking, summarizing, outlining, writin a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.4 The student locates, gath rs, analyzes, and evaluates written information for a variety of purposes, including resear projects, real-world tasks, and self-improvement. LA.A.2.4.7 The student analyzes the alidity and reliability of primary source information and uses the information appropriate . LA.C.3.4.4 The student applies oral mmunication skills to interviews, group presentations, formal presentations, d impromptu situations. LA.D.2.4.6 The student understands at laws control the delivery and use of media to protect the rights of authors and the hts of media owners. LA.E.1.4.5 The student understands e different stylistic, thematic, and technical qualities present in the literature of different cu ures and historical periods. LA.E.2.4.1 The student analyzes the ffectiveness of complex elements of plot, such as setting, major events, problems, con ts, and resolutions. LA.E.2.4.5 The student analyzes the elationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes a d explains those elements in texts that prompt a personal response, such as connecti s between one’s own life and the characters, events, motives, and causes of confl t in texts.
t.i
S
t
but
ieg
ech
vly
coan
thrig
thlt
eflic
r
nonic
Correlation of English III Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks
CBC Components and Competencies IA- Compare/contrast literary selections IB- Connect universal themes to literature and self IIB- Compose an expressive/imaginative piece IIC- Prepare and submit a presentation portfolio VA- Develop a personal file VB- Write an investigative paper VC- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing a personal writing style that reflects awareness of coherence, vivid word choice, smooth transitions, and effective introductions and conclusions.
writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.
writing a precise thesis statement that is declarative, controlling, and defensible and supporting it with fully developed paragraphs.
writing multi-paragraph compositions that connect universal themes to literature studied and/or independently read and student’s own values.
writing an investigative paper using appropriate skills and resources to access, analyze, and synthesize information.
completing and submitting a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
applying information and literacy skills, such as using print and electronic references/resources, understanding the implications of print and media regulations, and using and documenting primary and secondary sources appropriately.
using learning strategies, such as learning logs, paraphrasing, power notes, and summarizing.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SS Writing Benchmarks The benchmarks listed below support th competencies and the objectives targeted for the fourth nine weeks.
LA.B.1.4.2 The student drafts and revis s writing that
is focused, purposeful, and ref cts insight into the writing situation; has an organizational pattern t t provides for a logical progression of ideas; has effective use of transitiona evices that contribute to a sense of
completeness; has support that is substantial, pecific, relevant, and concrete; demonstrates a commitment to nd involvement with the subject; uses creative writing strategies s appropriate to the purpose of the paper; demonstrates a mature comm d of language with precision of expression; has varied sentence structure; nd has few, if any, convention err s in mechanics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final d cuments that have been edited for
correct spelling; correct punctuation, including mmas, colons, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessiv , subject/verb agreement, instances of
noun/pronoun agreement, and e intentional use of fragments for effect; and correct formatting that appeals o readers, including appropriate use of a variety of
graphics, tables, charts, and ill trations in both standard and innovative forms. LA.B.2.4.1 The student writes text, note , outlines, comments, and observations that demonstrate comprehension and synth is of content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently f a variety of occasions, audiences, and purposes, making appropriate choices regarding s le, tone, level of detail, and organization. LA.B.2.4.4 The student selects and use a variety of electronic media, such as the Internet, information services, and desk p-publishing software programs, to create, revise, retrieve, and verify information.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate astery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A .4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
10 Div on of Bilingual Education and World Languages
S
e
e
lehal d
s a a
an aor
o
co
es th tus
ses
orty
sto
m.2
isi
English III Through ESOL Weekly Guide of SSS Tested Benchmarks
First Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
All Reading Pre-test (Form A) All Writing Pre-test
2
LA.A.2.4.1 Main idea/details
Authentic questioning Underlining/highlighting
LA.B.1.4.2Drafts and revises writing
Graphic organizers for essay planning Journal entries
3
LA.A.2.4.1 Main idea/details
Q-card 3 Free-form mapping
LA.B.1.4.2Drafts and revises writing
Use of transitional devicesModel framed paragraphs
4
LA.A.1.4.2 Inferences
QAR’s Think-pair-share Model one sentence summary
LA.B.1.4.2Drafts and revises writing
Develop reading/writing connection Cloze writing
5
LA.A.1.4.2 Inferences
Q-card 1 Two column notes Write one sentence summary
LA.B.1.4.2Drafts and revises writing
Journal writing Self evaluation and peer editing
6
LA.A.2.2.7 Compare/contrast
Venn Diagram Q-card 2
LA.B.2.4.3Writes fluently for a variety of occasions
GIST Model story retelling
7
LA.A.2.2.7 Compare/contrast
Chunk text Venn diagram
LA.B.2.4.3 Writes fluently for a variety of occasions
Learning Log Model RAFT
8
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan Jump-in reading
LA.B.2.4.3 Writes fluently for a variety of occasions
GIST Self evaluation and peer editing
9
LA.E.2.4.1 Character/plot
One sentence summary Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Model story strips Story retelling
10
LA.E.2.2.1 Cause and effect
Two column notes Q-card 8
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of transitional devicesWrite cause/effect paragraph
Division of Bilingual Education and World Languages 11
English III Through ESOL Weekly Guide of SSS Tested Benchmarks
Second Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.7 Validity and reliability of primary sources
Outlining QAR’s
LA.B.1.4.2 Drafts and revises writing
Model/teach expository and persuasive prompts Develop reading/writing connection
2
LA.A.2.4.7 Validity and reliability of primary sources
Highlighting Note taking
LA.B.1.4.2Drafts and revises writing
Model/teach expository and persuasive prompts Develop reading/writing connection
3
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2Drafts and revises writing
Sentence expansion Use of transitional devices
4 LA.A.2.4.8Synthesis
Paraphrasing Summarizing
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Create a vocabulary book/glossary
5
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
RAFT Marginal note taking Q-cards 4 and 5
LA.B.1.4.2Drafts and revises writing
Use of graphic organizers Develop reading/writing connection
6
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
Q-cards 4 and 5 Reciprocal teaching QAR’s
LA.B.2.4.3Writes fluently for a variety of occasions
One sentence summary Summarize multimedia selection
7
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Responding to expository and persuasive prompts Develop reading/writing connection
8
LA.E.2.2.1 Cause and effect
Two column notes Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of graphic organizers Develop reading/writing connection
9
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Brainstorming Free form mapping EXAMS
LA.B.2.4.3 Writes fluently for a variety of occasions MID-TERM
Use of graphic organizers Responding to expository and persuasive prompts EXAMS
10
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Note-taking strategies Underlining/highlighting EXAMS
LA.B.2.4.3Writes fluently for a variety of occasions MID-TERM
Model/complete RAFT Self evaluation and peer editing EXAMS
Division of Bilingual Education and World Languages 12
English III Through ESOL
Weekly Guide of SSS Tested Benchmarks Third Nine Weeks
Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Develop reading/writing connection
2
LA.A.2.4.7, LA.A.2.4.8 Validity and reliability, Synthesis
Highlighting QAR’s Q-cards 6 and 7
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Use of transitional devices
3
LA.A.2.4.1 Main idea/details
Graphic organizers GIST
LA.B.1.4.2Drafts and revises writing
Self evaluation and peer editing Use of conventions
4
LA.E.2.4.1 Character/plot
Story plan One sentence summary
LA.B.1.4.2Drafts and revises writing
Use graphic organizers for essay planning One sentence summaries
5
LA.A.2.4.2 Author’s purpose
Learning logs Reciprocal teaching
LA.B.1.4.2Drafts and revises writing
GIST Self evaluation and peer editing
6
FCAT
TESTING
FCAT
TESTING
7
FCAT
TESTING
FCAT
TESTING
8
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.2.4.3Writes fluently for a variety of occasions
Graphic organizers for essay planning Journal entries
9
LA.A.2.2.7 Compare/contrast
Two column notes Venn Diagram
LA.B.2.4.3Writes fluently for a variety of occasions
Develop reading/writing connection Self evaluation and peer editing
Division of Bilingual Education and World Languages 13
English III Through ESOL
Weekly Guide of SSS Tested Benchmarks Fourth Nine Weeks
Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.E.2.4.1 Character/plot
Character map Story plan
LA.B.1.4.2 Drafts and revises writing
Story retelling Story strips
2
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.1.4.2Drafts and revises writing
Writing with framed paragraphs Self evaluation and peer editing
3
LA.E.2.2.1 Cause and effect
Q-card 8 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal entries Free form mapping
4
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3Writes fluently for a variety of occasions
GIST One sentence summary
5
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
6
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Note-taking strategies Underlining/highlighting
LA.B.2.4.3Writes fluently for a variety of occasions
Use of transitional devices Note taking
7
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
8
LA.A.2.4.8 Synthesis
Paraphrasing Summarizing
LA.B.2.4.3Writes fluently for a variety of occasions
Note taking Graphic organizers for essay planning
9
All Reading Post-test (Form B) All Writing Post-test
10
FINAL
EXAMS
FINAL
EXAMS
Division of Bilingual Education and World Languages 14
Division of Bilingual Education and World Languages 15
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Name of Student _____________________________ Course English III Through ESOL
Name of Teacher _____________________________ Period ________________________
Benchmark Code
Benchmark Description
Date(s) Benchmark Covered
Reading
LA.A.1.4.2 uses strategies to understand text and to make inferences
LA.A.2.2.7 recognizes the use of comparison and contrast in text
LA.A.2.4.1 determines the main idea and identifies relevant details
LA.A.2.4.2 determines the author’s purpose and point of view and their effects
LA.A.2.4.4 gathers, analyzes, and evaluates written information
LA.A.2.4.5 identifies devices of persuasion, appeal and their effectiveness
LA.A.2.4.6 selects and uses appropriate study and research skills
LA.A.2.4.7 analyzes the validity and reliability of primary source information
LA.A.2.4.8 synthesizes information from multiple sources to draw conclusions
LA.E.2.2.1 recognizes cause and effect relationships in literary text
LA.E.2.4.1 analyzes the effectiveness of complex elements of plot
Writing
LA.B.1.4.2 drafts and revises writing that is focused, purposeful and reflects insight
LA.B.2.4.3 writes fluently for a variety of occasions
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Suggested Readings for English III Through ESOL Short Story
• “A Rose for Emily” by William Faulkner • “An Occurrence at Owl Creek Bridge” by Ambrose Bierce • “Antojos” by Julia Alvarez • “Armistice” by Bernard Malamuc • “In the American Society” by Gish Jen • “The Devil and Tom Walker” by Washington Irving • “The Fall of the House of Usher” by Edgar Allan Poe • “The Notorious Jumping Frog of Calaveras County” by Mark Twain • “Rules of the Game” from The Joy Luck Club by Amy Tan • “The Story of an Hour” by Kate Chopin
Poetry
• “The Bells”, “Young” by Anne Sexton • “Harlem” by Langston Hughes • “Hawthorne” by Robert Penn Warren • “Hope is the Thing with Feathers” by Emily Dickinson • “I Hear America Singing” by Walt Whitman • “The Love Song of J. Alfred Prufrock” by T.S. Eliot • “The Raven” by Edgar Allan Poe • “Remember” by Joy Harjo • “Refugee in America” by Langston Hughes • “Richard Cory” by Edwin Arlington Robinson • “Snowstorm” by Ralph Waldo Emerson • “Stopping by Woods on a Snowy Evening” by Robert Frost
Nonfiction
• “The Autobiography of Mark Twain” by Mark Twain • “Civil Disobedience” by Henry David Thoreau • “Crossing the Great Divide” by Meriwether Lewis • “The Declaration of Independence” by Thomas Jefferson • “The Girl Who Wouldn’t Talk” from The Woman Warrior by Maxine Hong Kingston • “My Bondage, My Freedom” by Frederick Douglas • “Nature”, “Self Reliance” by Ralph Waldo Emerson • “The New Immigrants of Plymouth Plantation” by William Bradford • “On Civil Disobedience” by Gandhi
Drama
• A Raisin in the Sun by Lorraine Hansberry • The Crucible by Arthur Miller • Death of a Salesman by Arthur Miller • Glass Menagerie by Tennessee Williams
Novels
• Ethan Frome by Walt Whitman • Huckleberry Finn by Mark Twain • The Scarlet Letter by Nathaniel Hawthorn • Souls of Black Folk by W.E.B. DuBois • Their Eyes Were Watching God by Zora Neale Hurston
16 Division of Bilingual Education and World Languages
16 Division of Bilingual Education and World Languages
Miami-Dade County Public Schools
Division of Bilingual Education and World Languages
English IV Through ESOL
Instructional Planner
English IV Through ESOL Course at a Glance
Targeted SSS Reading Benchmarks This course will prepare students to
refine vocabulary for interpersonal, academic, and workplace situations.
apply a variety of response strategies. determine the author’s purpose and point of view and
their effects on the text. describe and evaluate personal preferences regarding
fiction and nonfiction. locate, gather, analyze, and evaluate written
information for a variety of purposes.
Competencies This course will prepare students to
connect personal experiences to two works with the same literary theme.
analyze a narrative selection. write a model or parody of a literary
selection. write to a literary prompt. write to an academic/employment prompt. prepare and submit a presentation
portfolio. develo
notebo compa
culturaother.
preparmedia
mainta compa
texts. write a demon write a deliver
Targeted SSS Writing Benchmarks This course will prepare students to
draft and revise writing. produce final documents that
have been edited. write text, notes, outlines,
comments, and observations. write fluently for a variety of
occasions, audiences, and purposes.
select and use a variety of electronic
identify devices of persuasion and methods of appeal and their effectiveness.
analyze the validity and reliability of primary source information and use the information appropriately.
use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
apply oral communication skills. develop and sustain a line of argument and provide
appropriate support. make appropriate adjustments in language use for
social, academic, and life situations. understand that there are differences among various
dialects of English. understand that laws control the delivery and use of
media. identify universal themes prevalent in the literature of
all cultures. understand the different stylistic, thematic, and
technical qualities present in literature of different cultures and historical periods.
analyze the effectiveness of complex elements of plot. understand the use of images and sounds to elicit the
reader’s emotions in both fiction and nonfiction. analyze the relationships among author’s style, literary
p and maintain a vocabulary ok. re and contrast how language and l development influence each
e and deliver an oral review of a presentation. in a personal file. re and contrast two conflicting
research paper. strate study and test-taking skills. nd present a research project. cross-cultural literacy report.
media.
1 Division of Bilingual Education and World Languages
form, and intended impact on the reader. recognize and explain those elements in texts that
prompt a personal response. examine a literary selection from several critical
perspectives.
English IV Through ESOL Scope and Sequence
Division of Bilingual Education and World Languages 2
CBC Components CBC Objectives First Nine Weeks
CBC Objectives Second Nine Weeks
CBC Objectives Third Nine Weeks
CBC Objectives Fourth Nine Weeks
I. Literature (SSS Reading Benchmarks)
Genre: Short Story/Poetry • poetic devices • figurative language Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Nonfiction • philosophical reading • literary criticism Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Drama • literary forms • literary themes Independent Reading: • 5 student selected books • personal reading plan
preparation
Genre: Novel • literary devices • comparison/contrast Independent Reading: • 5 student selected books • personal reading plan review
II. Composition (SSS Writing Benchmarks)
Reading/Writing Connection: • expressive • imaginative • narrative Literary research: • thesis statement • note-taking Portfolio preparation
Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • information resources • paraphrase Portfolio maintenance
Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • summarize • synthesize Portfolio maintenance
Reading/Writing Connection: • expository • persuasive • use of technology Literary research: • organize • document Portfolio submission
III. Language/Word Study Structural analysis/ interpretation of vocabulary: • context clues • etymologies
Structural analysis/ interpretation of vocabulary: • analogies • vocabulary in context
Structural analysis/ interpretation of vocabulary: • directions/forms • essay questions
Structural analysis/ interpretation of vocabulary: • connotation/denotation • language contributions
IV. Listening/Speaking/ Viewing
Method: • oral discussion • awareness of dialect, accents
and speech patterns • memorize or recite poetry or
excerpt • note-taking from dictations
Method: • oral discussion • summarize/retell a
literary/multimedia selection • develop/evaluate an oral
presentation
Method: • oral discussion • observe/evaluate multimedia • film, show, play review • critique media presentation
Method: • oral discussion • analyze media presentation • written review • oral review
V. Informational Reading/ Information Literacy/ Study and Test Taking
Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • stated/implied main idea • compare/contrast Personal file
Study/test-taking skills: • timed reading/writing • computer applications Critical reading: • author’s purpose • cultural bias Personal file
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • analysis • evaluative/deductive
reasoning Personal file
Study/test-taking skills: • timed reading/writing • computer applications Informational reading: • graphs/diagrams • reference/resources Personal file submission
VI. Culture Cultural awareness: • multi-cultural themes • cross cultural literary pieces
Cultural awareness: • multi-media resources • current events
Cultural awareness: • career business research • educational opportunity
research
Cultural awareness: • diverse views • cultural research project
English IV Through ESOL Scope and Sequence
Division of Bilingual Education and World Languages 3
Correlation of English IV Through ESOL CBC and SSS Reading Benchmarks
First Nine Weeks Genre Focus: Short Story/Poetry
CBC Components and Competencies IA- Connect personal experiences to two works with
the same literary theme IB- Analyze a narrative selection IC- Write a model or parody of a literary selection IIIA- Develop and maintain a vocabulary notebook VA- Maintain a personal file VB- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
developing the habit of reading as a lifelong activity. understanding and practicing the reading-writing connection. reading classical and contemporary British and/or European literature
in addition to representative Asian, African, and Latin American literature.
reading a variety of additional literature selections to enrich understanding.
investigating literary themes and issues common to humanity in classical and modern literature.
identifying the characteristics that distinguish literary forms and recognizing relationships between form and content.
identifying author’s purpose/perspective in a literary work and recognizing rhetorical devices and propaganda techniques.
recognizing how literary devices (to include figurative language, poetic devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning.
demonstrating appropriate listening/speaking/viewing skills in a variety of cooperative settings.
expanding vocabulary through reading and writing with emphasis given to analogies and etymologies and the evolution of the English language.
applying critical reading skills for independent and informational reading, including differentiating fact from opinion and determining the reliability and validity of information.
using learning strategies, such as learning logs, QAR’s, two-column notes, and identifying text structure, and RAFT.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Read g Benchmarks The benchmarks listed below support the compete cies and objectives targeted for the first nine weeks. LA.A.1.4.3 The student refines vocabulary for inter ersonal, academic, and workplace situations, including figurative, idiomatic, and technical meani gs. LA.A.1.4.4 The student applies a variety of respon e strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and elating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the author’s pu pose and point of view and their effects on the text. LA.A.2.4.3 The student describes and evaluates p rsonal preferences regarding fiction and nonfiction. LA.A.2.4.5 The student identifies devices of persu sion and methods of appeal and their effectiveness. LA.A.2.4.7 The student analyzes the validity and r liability of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communicatio skills to interviews, group presentations, formal presentations, and impromptu situations. LA.C.3.4.5 The student develops and sustains a lin of argument and provides appropriate support. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender a d cultural bias. LA.E.1.4.3 The student identifies universal themes revalent in the literature of all cultures. LA.E.1.4.5 The student understands the different s ylistic, thematic, and technical qualities present in the literature of different cultures and his orical periods. LA.E.2.4.1 The student analyzes the effectiveness f complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of ima es and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships mong author’s style, literary form, and intended impact on the reader.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate master of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, A.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
3 Divisio of Bilingual Education and World Languages
in
n
pn
s r
r
e
a
e
n
e
n
p
tt
o
g
a
yLn
Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks
First Nine Weeks
CBC Components and Competencies IA- Connect personal experiences to two works with
the same literary theme IB- Analyze a narrative selection IC- Write a model or parody of a literary selection IIA- Write to a literary prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and present an oral review of a media presentation VA- Maintain a personal file VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
understanding and practicing the reading-writing connection. using the writing process individually and cooperatively: prewriting,
drafting, revising, editing, and publishing. writing formally and informally for a variety of audiences and purposes
and in a variety of modes to include expository, narrative, and expressive/imaginative.
developing logical thought patterns (cause and effect, order of importance, spatial relationships, and comparison/contrast) in written works.
demonstrating competence in defending a thesis in multi-paragraph compositions using a variety of organizational patterns.
writing and/or updating a resume and an essay for employment and/or college and completing employment and/or college applications.
preparing and maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
using learning strategies, such as learning logs, QAR’s, two-column notes, and text structure, and RAFT.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Writin chmarksThe benchmarks listed below support the compe s and objectives targeted for the first nine weeks. LA.B.1.4.2 The student drafts and revises writing
is focused, purposeful, and reflects insig the writing situation; has an organizational pattern that provi a logical progression of ideas; has effective use of transitional devices ontribute to a sense of
completeness; has support that is substantial, specific, nt, and concrete; demonstrates a commitment to and invo nt with the subject; uses creative writing strategies as appr to the purpose of the paper; demonstrates a mature command of lan with precision of expression; has varied sentence structure; and has few, if any, convention errors in me s, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final documen have been edited for
correct spelling; correct punctuation, including commas, , and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje agreement, instances of
noun/pronoun agreement, and the inten use of fragments for effect; and correct formatting that appeals to reade luding appropriate use of a variety of
graphics, tables, charts, and illustration th standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outline ments, and observations that demonstrate comprehension and synthesis of co processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie ccasions, audiences, and purposes, making appropriate choices regarding style, tone of detail, and organization.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate master e following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, .4.8, LA.E.2.2.1, LA.E.2.4.1
4 Divisio ingual Education and World Languages
g Bentencie
that
ht intodes for that c
relevalveme
opriateguage
chanic
ts that
colons
ct/verbtional rs, incs in bo
s, comntent,
ty of o, level
y of thLA.A.2n of Bil
Correlation of English IV Through ESOL CBC and SSS Reading Benchmarks
Second Nine Weeks
Genre Focus: Non-Fiction
CBC Components and Competencies IA- Connect personal experiences to two works with the same literary theme IB- Analyze a narrative selection IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VB- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading classical and contemporary British and/or European literature in
addition to representative Asian, African, and Latin American literature. reading additional literary selections to enrich understanding. expressing how literature is a reflection of societal, political, and religious
ideas of an age. investigating literary themes and issues common to humanity in classical
and modern literature. identifying author’s purpose/perspective in a literary work and
recognizing rhetorical devices and propaganda techniques. recognizing how literary devices (to include figurative language, poetic
devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning in literature.
reading literary criticism as an aid to understanding literature. relating concepts in literature to personal and cultural values and
experiences. expanding vocabulary through reading and writing with emphasis given
to analogies, etymologies, and the evolution of the English language. using critical viewing skills to evaluate a media presentation. using effective reading strategies in a variety of informational texts,
including recognizing and using inductive and deductive reasoning and detecting fallacies in reasoning.
using learning strategies, such as learning logs, QAR’s, two-column notes, paraphrasing, and summarizing.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
5 Division of Bilingual Education and World Languages
Targeted SSS Reading Benchmarks The benchmarks listed below support the competencies and the objectives targeted for the second nine weeks.
LA.A.1.4.3 The student refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings. LA.A.1.4.4 The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings. LA.A.2.4.3 The student describes and evaluates personal preferences regarding fiction and nonfiction. LA.A.2.4.5 The student identifies devices of persuasion and methods of appeal and their effectiveness. LA.C.3.4.1 The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. LA.C.3.4.4 The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. LA.C.3.4.5 The student develops and sustains a line of argument and provides appropriate support. LA.D.1.4.2 The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias. LA.E.1.4.3 The student identifies universal themes prevalent in the literature of all cultures. LA.E.1.4.5 The student understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. LA.E.2.4.1 The student analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. LA.E.2.4.4 The student understands the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the relationships among author’s style, literary form, and intended impact on the reader. LA.E.2.4.7 The student examines a literary selection from several critical perspectives.
Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks
Second Nine Weeks
CBC Components and Competencies IA- Connect personal experiences to two works with the same literary theme IB- Analyze a narrative selection IIA- Write to a literary prompt IIB- Write to an academic/employment prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file V/B- Compare/contrast two conflicting texts VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.
developing logical thought patterns (definition, classification, argumentation, cause and effect, and comparison/contrast) in multi-paragraph compositions.
demonstrating competence in defending a thesis in multi-paragraph compositions using a variety of organizational patterns.
writing/updating a resume and an essay for employment and/or college and completing employment and/or college applications.
using critical viewing skills to evaluate a media presentation. maintaining a portfolio of writing that reflects the writing process in a
variety of modes and formats and that contains evidence of student reflection and self-evaluation.
using learning strategies, such as learning logs, QAR’s, two-column notes, paraphrasing, and summarizing.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mastery following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.7, LA .8, LA.E.2.2.1, LA.E.2.4.1
6 Division o al Education and World Languages
Targeted SSS Writin chmarks The benchmarks listed below support the compe s and objectives targeted for the second nine weeks. LA.B.1.4.2 The student drafts and revises writin
is focused, purposeful, and reflects insi o the writing situation; has an organizational pattern that prov r a logical progression of ideas; has effective use of transitional devices ontribute to a sense of
completeness; has support that is substantial, specific ant, and concrete; demonstrates a commitment to and inv ent with the subject; uses creative writing strategies as appr to the purpose of the paper; demonstrates a mature command of la e with precision of expression; has varied sentence structure; and has few, if any, convention errors in me s, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final documen have been edited for
correct spelling; correct punctuation, including commas s, and common uses of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subje agreement, instances of
noun/pronoun agreement, and the inten use of fragments for effect; and correct formatting that appeals to reade luding appropriate use of a variety of
graphics, tables, charts, and illustration th standard and innovative forms. LA.B.2.4.1 The student writes text, notes, outlin ments, and observations that demonstrate comprehension and synthesis of co processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently for a varie ccasions, audiences, and purposes, making appropriate choices regarding style, tone l of detail, and organization.
of the .A.2.4
f Bilingu
g Ben
tencie
g that
ght intides fo that c
, relevolvemopriatenguag
chanic
ts that
, colon
ct/verbtionalrs, incs in bo
es, comntent,
ty of o, leve
Correlation of English IV Through ESOL CBC and SSS Reading Benchmarks
Third Nine Weeks
Genre Focus: Drama
CBC Components and Competencies IA- Connect personal experiences to two works with the same literary themeIB- Analyze a narrative selection IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VC- Write a research paper VD- Demonstrate study and test-taking skills VIA- Write/present research project To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading classical and contemporary British and/or European literature in
addition to representative Asian, African, and Latin American literature. reading a variety of additional literature selections to enrich
understanding. using literary criticism as an aid to understanding literature. expressing how literature is a reflection of societal, political, and religious
ideas of an age. investigating literary themes and issues common to humanity in classical
and modern literature. relating concepts in literature to personal and cultural values and
experiences. identifying the characteristics that distinguish literary forms and
recognizing relationships between form and content. drawing inferences from literary works about the ideas and attitudes of
the authors who wrote them. recognizing how literary devices (to include figurative language, poetic
devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning.
summarizing, interpreting, and evaluating a media presentation. expanding vocabulary through reading and writing with emphasis given
to analogies, etymologies, and the evolution of the English language. applying critical reading skills for independent and informational reading. using learning strategies, such as learning logs, QAR’s, paraphrasing,
summarizing, and power notes. test-taking strategies, such as practicing for a formal assessment,
participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS rks
The benchmarks listed below support the objectives targeted for the third nine weeks. LA.A.1.4.3 The student refines vocabular academic, and workplace situations, including figurative, idiomatic, ngs. LA.A.1.4.4 The student applies a variety es, including rereading, note taking, summarizing, outlining, writing a fo ating what is read to his or her own experiences and feelings. LA.A.2.4.3 The student describes and ev ferences regarding fiction and nonfiction. LA.A.2.4.4 The student locates, gathers, ates written information for a variety of purposes, including research pr sks, and self-improvement. LA.A.2.4.7 The student analyzes the vali primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral comm nterviews, group presentations, formal presentations, and s. LA.C.3.4.5 The student develops and sus ent and provides appropriate support. LA.D.2.4.6 The student understands that ivery and use of media to protect the rights of authors and the rights LA.E.1.4.3 The student identifies univers in the literature of all cultures. LA.E.1.4.5 The student understands the matic, and technical qualities present in the literature of different culture iods. LA.E.2.4.1 The student analyzes the effe x elements of plot, such as setting, major events, problems, conflicts LA.E.2.4.4 The student understands the ounds to elicit the reader’s emotions in both fiction and nonfiction. LA.E.2.4.5 The student analyzes the rela thor’s style, literary form, and intended impact on the reader. LA.E.2.4.7 The student examines literary eral critical perspectives.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate m g SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2 .2.2.1, LA.E.2.4.1
7 Di ation and World Languages
Reading Benchma
competencies and
y for interpersonal, and technical meani
of response strategirmal report, and rel
aluates personal pre
analyzes, and evaluojects, real-world ta
dity and reliability of
unication skills to iimpromptu situation
tains a line of argum
laws control the del of media owners.
al themes prevalent
different stylistic, thes and historical per
ctiveness of comple, and resolutions.
use of images and s
tionships among au
selections from sev
astery of the followin.4.7, LA.A.2.4.8, LA.Evision of Bilingual Educ
Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks
Third Nine Weeks
CBC Components and Competencies IA- Connect personal experiences to two works
with the same literary theme IB- Analyze a narrative selection IIB- To an academic/employment prompt IIC- Prepare and submit a presentation portfolio IIIA- Develop and maintain a vocabulary notebook IVA- Prepare and deliver an oral review of a media presentation VA- Maintain a personal file VC- Write a research paper VD- Demonstrate study and test-taking skills To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
writing formally and informally for a variety of audiences and purposes and in a variety of modes to include expository and persuasive.
developing logical thought patterns (classification, argumentation, cause and effect, spatial relationships, and comparison/contrast) in written works.
demonstrating competence in defending a thesis in multi-paragraph compositions using a variety of organizational patterns.
writing multi-paragraph compositions that analyze and criticize narrative selections.
writing and/or updating a résumé and an essay for employment and/or college and completing employment and/or college applications.
writing an investigative paper using appropriate skills and resources to access, analyze, and synthesize information.
preparing and delivering an oral review that summarizes, interprets, and evaluates a media presentation.
preparing and maintaining a portfolio of writing that reflects the writing process in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
using learning strategies, such as learning logs, QAR’s, paraphrasing, summarizing, and power notes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrat f the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA. A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
8 f Bilingual Education and World Languages
Targeted SS Benchmarks The benchmarks listed below support the cies and objectives targeted for the third nine weeks.
LA.B.1.4.2 The student drafts and revise at
is focused, purposeful, and refle into the writing situation; has an organizational pattern th for a logical progression of ideas; has effective use of transitional at contribute to a sense of completeness; has support that is substantial, levant, and concrete; demonstrates a commitment to ement with the subject; uses creative writing strategies iate to the purpose of the paper; demonstrates a mature comma age with precision of expression; has varied sentence structure; a has few, if any, convention erro nics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces final d hat have been edited for
correct spelling; correct punctuation, including c lons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessive erb agreement, instances of
noun/pronoun agreement, and nal use of fragments for effect; and correct formatting that appeals including appropriate use of a variety of
graphics, tables, charts, and illu both standard and innovative forms. LA.B.2.4.1 The student writes text, notes comments, and observations that demonstrate comprehension and synthe nt, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes fluently fo of occasions, audiences, and purposes, making appropriate choices regarding st vel of detail, and organization. LA.B.2.4.4 The student selects and uses f electronic media, such as the Internet, information services, and desk-top publis are programs, to create, revise, retrieve, and verify information.
e mastery oA.2.4.7, LA.
Division o
S Writing
competen
s writing th
cts insightat provides
devices thspecific, re and involvas approprnd of langund
rs in mecha
ocuments t
ommas, co
s, subject/vthe intentioto readers,strations in
, outlines, sis of conte
r a variety yle, tone, le
a variety ohing softw
Correlation of English IV Through ESOL CBC and SSS Reading Benchmarks
Fourth Nine Weeks
Genre Focus: Novel
CBC Components and Competencies IA- Connect personal experiences to two works with the same literary themeIIIA- Develop and maintain a vocabulary notebook IIIB- Compare/contrast influence of language/cultural development VC- Write a research paper VD- Demonstrate study and test-taking skills VIB- Deliver cross-cultural literary report To support the CBC and the SSS Benchmarks, the teacher will provide instruction and/or reinforcement in
reading classical and contemporary British and/or European literature in
addition to representative Asian, African, and Latin American literature. reading additional literary selections to enrich understanding. using literary criticism as an aid to understanding literature. expressing how literature is a reflection of societal, political, and religious
ideas of an age. investigating literary themes and issues common to humanity in classical
and modern literature. relating concepts in literature to personal cultural values and
experiences. identifying characteristics that distinguish literary forms and recognizing
relationships between form and content. drawing inferences from literary works about the ideas and attitudes of
the authors who wrote them. recognizing how literary devices (to include figurative language, poetic
devices, tone, symbolism, irony, satire, imagery, foreshadowing, and flashback) contribute to meaning in literature.
identifying, comparing, and contrasting philosophies, ideas, and themes of various works.
expanding vocabulary through reading and writing with emphasis given to analogies, etymologies, and a study of the evolution of the English language.
applying information and literacy skills, such as using print and electronic references/resources, understanding the implications of print and media regulations, and using and documenting primary and secondary sources appropriately.
using learning strategies, such as learning logs, QAR’s, paraphrasing, summarizing, and power notes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
Targeted SSS Rea ng Benchmarks The benchmarks listed below support the com etencies and the objectives targeted for the fourth nine weeks. LA.A.1.4.3 The student refines vocabulary for terpersonal, academic, and workplace situations, including figurative, idiomatic, and chnical meanings. LA.A.1.4.4 The student applies a variety of re onse strategies, including rereading, note taking, summarizing, outlining, writing a forma eport, and relating what is read to his or her own experiences and feelings. LA.A.2.4.2 The student determines the autho purpose and point of view and their effects on the text. LA.A.2.4.4 The student locates, gathers, anal es, and evaluates written information for a variety of purposes, including research projec , real-world tasks, and self-improvement. LA.A.2.4.7 The student analyzes the validity a d reliability of primary source information and uses the information appropriately. LA.C.3.4.4 The student applies oral communi tion skills to interviews, group presentations, formal presentations, and impr ptu situations. LA.D.2.4.6 The student understands that laws ontrol the delivery and use of media to protect the rights of authors and the rights of m dia owners. LA.E.1.4.5 The student understands the differ nt stylistic, thematic, and technical qualities present in the literature of different cultures an historical periods. LA.E.2.4.1 The student analyzes the effective ss of complex elements of plot, such as setting, major events, problems, conflicts, and esolutions. LA.E.2.4.5 The student analyzes the relations ips among author’s style, literary form, and intended impact on the reader. LA.E.2.4.6 The student recognizes and expla s those elements in texts that prompt a personal response, such as connections betw n one’s own life and the characters, events, motives, and causes of conflict in text
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demonstrate mas ry of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4. LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
9 Div ion of Bilingual Education and World Languages
di
p
inte
spl r
r’s
yzts
n
caom
ce
ed
ne r
h
inees.
te7,is
IA- ConnIIC- PrepaIIIA- DeveVC- WriteVD- Demo To support theand/or reinforc
writinand i
writindefen
writinunive
writinacces
compprocess in a variety of modes and formats and that contains evidence of student reflection and self-evaluation.
applying information and literacy skills, such as using print and electronic references/resources, understanding the implications of print and media regulations, and using and documenting primary and secondary sources appropriately.
using learning strategies, such as learning logs, QAR’s, paraphrasing, summarizing, and power notes.
test-taking strategies, such as practicing for a formal assessment, participating in timed reading and timed writing activities, and organizing and presenting data to write accurate and complete answers to prompts and essay questions.
correct spelling; correct punctuation, includ as, colons, and common uses of semicolons; correct capitalization; correct sentence formatio correct instances of posse bject/verb agreement, instances of
noun/pronoun agreement tentional use of fragments; and correct formatting that app ders, including appropriate use of a variety of
graphics, tables, charts, a ions in both standard and innovative forms. LA.B.2.4.1 The student writes text lines, comments, and observations that demonstrate comprehension and s content, processes, and experiences from a variety of media. LA.B.2.4.3 The student writes flue riety of occasions, audiences, and purposes, making appropriate choices regard ne, level of detail, and organization. LA.B.2.4.4 The student selects an riety of electronic media, such as the Internet, information services, and ublishing software programs, to create, revise, retrieve, and verify informat
+ Please note: The targeted benchmarks are needed to complete the competencies of the M-DCPS CBC, but students must demons ry of the following SSS tested benchmarks to pass the FCAT: LA.A.1.4.2, LA.A.2.2.7, LA.A.2.4.1, LA.A.2.4.2 (Includes LA.A.2.4.5), LA.A.2.4.4 (Includes LA.A.2.4.6), LA.A.2.4.8, LA.E.2.2.1, LA.E.2.4.1
10 on of Bilingual Education and World Languages
d SSS Wr
ort the com
revises wri
d reflects itern that prtional devic
ntial, specient to and egies as apmmand ofture; and n errors in
inal docum
ing comm
n; ssives, su
, and the ineals to reand illustrat
, notes, outynthesis of
ntly for a vaing style, to
d uses a vadesk-top pion.
trate maste LA.A.2.4.7,
Divisi
Correlation of English IV Through ESOL CBC and SSS Writing Benchmarks Fourth Nine Weeks
CBC Components and Competencies
ect universal theme to literature and self re and submit a presentation portfolio
lop and maintain a vocabulary notebook a research paper nstrate study and test-taking skills
CBC and the SSS Benchmarks, the teacher will provide instruction ement in
g formally and informally for a variety of audiences and purposes n a variety of modes to include expository and persuasive. g a precise thesis statement that is declarative, controlling, and sible and supporting it with fully-developed paragraphs. g multi-paragraph compositions that connect literature studied to rsal themes and self. g an investigative paper using appropriate skills and resources to s, analyze, and synthesize information. leting and submitting a portfolio of writing that reflects the writing
Targete iting Benchmarks The benchmarks listed below supp petencies and the objectives targeted for the fourth nine weeks.
LA.B.1.4.2 The student drafts and ting that
is focused, purposeful, an nsight into the writing situation; has an organizational pat ovides for a logical progression of ideas; has effective use of transi es that contribute to a sense of
completeness; has support that is substa fic, relevant, and concrete; demonstrates a commitm involvement with the subject; uses creative writing strat propriate to the purpose of the paper; demonstrates a mature co language with precision of expression; has varied sentence struc has few, if any, conventio mechanics, usage, punctuation, and spelling.
LA.B.1.4.3 The student produces f ents that have been edited for
English IV Through ESOL Weekly Guide of SSS Tested Benchmarks
First Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
All Reading Pre-test (Form A) All Writing Pre-test
2
LA.A.2.4.1 Main idea/details
Authentic questioning Underlining/highlighting
LA.B.1.4.2Drafts and revises writing
Graphic organizers for essay planning Journal entries
3
LA.A.2.4.1 Main idea/details
Q-card 3 Free-form mapping
LA.B.1.4.2Drafts and revises writing
Use of transitional devicesModel framed paragraphs
4
LA.A.1.4.2 Inferences
QAR’s Think-pair-share Model one sentence summary
LA.B.1.4.2Drafts and revises writing
Develop reading/writing connection Cloze writing
5
LA.A.1.4.2 Inferences
Q-card 1 Two column notes Write one sentence summary
LA.B.1.4.2Drafts and revises writing
Journal writing Self evaluation and peer editing
6
LA.A.2.2.7 Compare/contrast
Venn Diagram Q-card 2
LA.B.2.4.3Writes fluently for a variety of occasions
GIST Model story retelling
7
LA.A.2.2.7 Compare/contrast
Chunk text Venn diagram
LA.B.2.4.3 Writes fluently for a variety of occasions
Learning Log Model RAFT
8
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan Jump-in reading
LA.B.2.4.3 Writes fluently for a variety of occasions
GIST Self evaluation and peer editing
9
LA.E.2.4.1 Character/plot
One sentence summary Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Model story strips Story retelling
10
LA.E.2.2.1 Cause and effect
Two column notes Q-card 8
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of transitional devicesWrite cause/effect paragraph
Division of Bilingual Education and World Languages 11
English IV Through ESOL Weekly Guide of SSS Tested Benchmarks
Second Nine Weeks
Week Tested Reading Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.7 Validity and reliability of primary sources
Outlining QAR’s
LA.B.1.4.2 Drafts and revises writing
Model/teach expository and persuasive prompts Develop reading/writing connection
2
LA.A.2.4.7 Validity and reliability of primary sources
Highlighting Note taking
LA.B.1.4.2Drafts and revises writing
Model/teach expository and persuasive prompts Develop reading/writing connection
3
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2Drafts and revises writing
Sentence expansion Use of transitional devices
4 LA.A.2.4.8Synthesis
Paraphrasing Summarizing
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Create a vocabulary book/glossary
5
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
RAFT Marginal note taking Q-cards 4 and 5
LA.B.1.4.2Drafts and revises writing
Use of graphic organizers Develop reading/writing connection
6
LA.A.2.4.2, LA.A.2.4.5 Author’s purpose, Persuasion
Q-cards 4 and 5 Reciprocal teaching QAR’s
LA.B.2.4.3Writes fluently for a variety of occasions
One sentence summary Summarize multimedia selection
7
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Responding to expository and persuasive prompts Develop reading/writing connection
8
LA.E.2.2.1 Cause and effect
Two column notes Graphic organizers
LA.B.2.4.3 Writes fluently for a variety of occasions
Use of graphic organizers Develop reading/writing connection
9
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Brainstorming Free form mapping EXAMS
LA.B.2.4.3 Writes fluently for a variety of occasions MID-TERM
Use of graphic organizers Responding to expository and persuasive prompts EXAMS
10
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information MID-TERM
Note-taking strategies Underlining/highlighting EXAMS
LA.B.2.4.3Writes fluently for a variety of occasions MID-TERM
Model/complete RAFT Self evaluation and peer editing EXAMS
Division of Bilingual Education and World Languages 12
English IV Through ESOL
Weekly Guide of SSS Tested Benchmarks Third Nine Weeks
Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Develop reading/writing connection
2
LA.A.2.4.7, LA.A.2.4.8 Validity and reliability, Synthesis
Highlighting QAR’s Q-cards 6 and 7
LA.B.1.4.2Drafts and revises writing
Framed paragraphs Use of transitional devices
3
LA.A.2.4.1 Main idea/details
Graphic organizers GIST
LA.B.1.4.2Drafts and revises writing
Self evaluation and peer editing Use of conventions
4
LA.E.2.4.1 Character/plot
Story plan One sentence summary
LA.B.1.4.2Drafts and revises writing
Use graphic organizers for essay planning One sentence summaries
5
LA.A.2.4.2 Author’s purpose
Learning logs Reciprocal teaching
LA.B.1.4.2Drafts and revises writing
GIST Self evaluation and peer editing
6
FCAT
TESTING
FCAT
TESTING
7
FCAT
TESTING
FCAT
TESTING
8
LA.A.1.4.2 Inferences
QAR’s Think-pair-share
LA.B.2.4.3Writes fluently for a variety of occasions
Graphic organizers for essay planning Journal entries
9
LA.A.2.2.7 Compare/contrast
Two column notes Venn Diagram
LA.B.2.4.3Writes fluently for a variety of occasions
Develop reading/writing connection Self evaluation and peer editing
Division of Bilingual Education and World Languages 13
English IV Through ESOL
Weekly Guide of SSS Tested Benchmarks Fourth Nine Weeks
Week Tested Reading
Benchmarks Suggested
Strategies / Activities Benchmark Covered (√)
Tested Writing Benchmarks
Suggested Strategies / Activities
Benchmark Covered (√)
1
LA.E.2.4.1 Character/plot
Character map Story plan
LA.B.1.4.2 Drafts and revises writing
Story retelling Story strips
2
LA.E.2.4.1 Character/plot
Q-cards 9 and 10 Story plan
LA.B.1.4.2Drafts and revises writing
Writing with framed paragraphs Self evaluation and peer editing
3
LA.E.2.2.1 Cause and effect
Q-card 8 Two column notes
LA.B.1.4.2Drafts and revises writing
Journal entries Free form mapping
4
LA.E.2.2.1 Cause and effect
Q-card 8 Graphic organizers
LA.B.2.4.3Writes fluently for a variety of occasions
GIST One sentence summary
5
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Brainstorming Free form mapping
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
6
LA.A.2.4.4, LA.A.2.4.6 Gather, analyze and evaluate information
Note-taking strategies Underlining/highlighting
LA.B.2.4.3Writes fluently for a variety of occasions
Use of transitional devices Note taking
7
LA.A.2.4.8 Synthesis
QAR’s Q-card 7
LA.B.1.4.2 Drafts and revises writing
Responding to expository and persuasive prompts Self evaluation and peer editing
8
LA.A.2.4.8 Synthesis
Paraphrasing Summarizing
LA.B.2.4.3Writes fluently for a variety of occasions
Note taking Graphic organizers for essay planning
9
All Reading Post-test (Form B) All Writing Post-test
10
FINAL
EXAMS
FINAL
EXAMS
Division of Bilingual Education and World Languages 14
Division of Bilingual Education and World Languages 15
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
Name of Student _____________________________ Course English IV Through ESOL
Name of Teacher _____________________________ Period ________________________
Benchmark Code
Benchmark Description
Date(s) Benchmark Covered
Reading
LA.A.1.4.2 uses strategies to understand text and to make inferences
LA.A.2.2.7 recognizes the use of comparison and contrast in text
LA.A.2.4.1 determines the main idea and identifies relevant details
LA.A.2.4.2 determines the author’s purpose and point of view and their effects
LA.A.2.4.4 gathers, analyzes, and evaluates written information
LA.A.2.4.5 identifies devices of persuasion, appeal and their effectiveness
LA.A.2.4.6 selects and uses appropriate study and research skills
LA.A.2.4.7 analyzes the validity and reliability of primary source information
LA.A.2.4.8 synthesizes information from multiple sources to draw conclusions
LA.E.2.2.1 recognizes cause and effect relationships in literary text
LA.E.2.4.1 analyzes the effectiveness of complex elements of plot
Writing
LA.B.1.4.2 drafts and revises writing that is focused, purposeful and reflects insight
LA.B.2.4.3 writes fluently for a variety of occasions
Student Checklist of SSS Tested Benchmarks 2003-2004
15 Division of Bilingual Education and World Languages
16 Division of Bilingual Education and World Languages
Suggested Readings for English IV Through ESOL Short Story
• “The Demon Lover” by Elizabeth Bowen • from The Decameron “ Federigo’s Falcon” by Giovanni Boccaccio • “How Much Land Does a Man Need” by Leo Tolstoy • “In the Shadow of the War” by Ben Okri • “The King is Dead, Long Live the King” by Mary E. Coleridge • “The Macbeth Murder Mystery” by James Thurber • “ “No Witchcraft for Sale” by Doris Lessing • “Once Upon a Time” by Nadine Gardner • “The Ring” by Isak Dinesen • “The Rocking-Horse Winner” by D.H. Lawrence • “A Shocking Accident” by Graham Green
Poetry
• Beowulf by the Beowulf poet • “The Canterbury Tales” by Geoffrey Chaucer • “Do Not go Gentle into That Good Night” by Dylan Thomas • “Eve’s Apology in Defense of a Woman” by Amelia Lanier • “Freedom to Breathe” by Aleksandr Solzhenitsyn • “Going Home” by Maurice Kenny • “The Guitar” by Federico Garcia Lorca • The Illiad by Homer • “La Belle Dame Sans Merci” by John Keats • “Ode on a Grecian Urn” by John Keats • “The Passionate Shepherd to His Love” by Christopher Marlow • from “Sir Gawain and the Green Knight” by The Gawain Poet • “The Tyger”, “The Lamb” by William Blake • “Sonnet 43” by Elizabeth Barrett Browning • “Sonnet 29”, “Sonnet 116”, “Sonnet 130” by William Shakespeare
Nonfiction
• from “The Diary of Samuel Pepys” by Samuel Pepys • “Give us This Day Our Daily Bread” by Joseph Papp and Elizabeth Kirkland • from “A History of the English Church and People—The Venerable Bede • “In Patagonia” by Bruce Chatwin • “Letters to His Son” by Philip Stanhope, Lord Chesterfield • “Letters to Her Daughter” by Lady Mary Wortley Montagu • from “The Book of Margery Kempe” by Margery Kempe • “The Life of Samuel Johnson” by James Boswell • from “The Paston Letters” by The Paston Family • from “Virginia Woolf” by E.M. Forster • “Words and Behavior” by Aldous Huxley
Drama
• A Doll’s House by Henrik Ibsen • The Importance of Being Earnest by Oscar Wilde • A Man for All Seasons by Robert Bolt • “My Last Duchess” (dramatic monologue) by Robert Browning • from Oedipus the King by Sophocles translated by David Greene
Novels • Hard Times by Charles Dickens • Jane Eyre by Charlotte Bronte • Sense and Sensibility by Jane Austen • Hunchback of Notre Dame by Victor Hugo
16 Division of Bilingual Education and World Languages