Post on 11-Jun-2018
transcript
New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 1, September: Chapter 1 Tapestry Writing 4,, Independent reading
novel, and Chapters 1-2 Reading Explorer 4 Unit 2, October Chapters 3-4 Reading Explorer 4, Independent reading novel, and Discovering Fiction chapters 1 and 10
Essential Question(s): Have you ever thought about how you write? What is the most difficult part of starting the writing process? What do you think you do well when you write?
What are themes and how do they relate to literature? What were the themes in Tears of a Tiger? What themes are expressed in the stories we are reading?
Content
Short stories with vocabulary development exercises Narratives and poems about writing and styles Exercises for difficult subject verb agreement cases Comprehension questions about the content and the writing Culminating writing activity Language learning strategies and applications Novel for independent reading with comprehension, narrative elements, and vocabulary development
Short stories in literature Vocabulary exercises Comprehension questions Discussion questions Writing activities Literary Devices Short stories with vocabulary exercises Novel for independent reading with comprehension, narrative elements and vocabulary development
Skills: Vocabulary development for assigned readings (meaning in context) synonyms, antonyms
Vocabulary development for assigned readings (meaning in context) synonyms, antonyms
Writing a poem Identifying imagery Writing a descriptive composition using your senses Prewriting strategies – Brainstorming to get ideas Using invention techniques to get ideas such as free writing, quick writing, and word mapping Keeping a journal to develop writing ideas Correction of subject-verb agreement errors in writing Understand the connection between reading and writing Writing descriptive essays using imagery Develop independent reading interest for novels and poetry Understand connection between author/poet and society Contrast different reading and writing genres and the specific elements of each
Keeping a journal to develop writing ideas Understand the connection between reading and writing Understand connection between author/poet and society Learn to identify themes and express themes in literature Comprehension of text Identifying figurative language Express narrative elements such as setting, characters, plot Write character sketches Understand plot development Process writing
Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Assessments/Resources
Reading Explorer 4 Tears of a Tiger Langston Hughes Collection of Poems Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary
Reading Explorer 4 Discovering Fiction 2 Tears of A Tiger Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary
Teacher prepared study guide for independent reading vocabulary practice Reading Independent Reading Oral exercises Written Exercises Group work Composition Writing Oral discussion
Teacher prepared study guide for independent reading vocabulary practice Reading Independent reading Oral exercises Written Exercises Group work Composition writing Oral discussion Independent Writing
*These standards reflect the actual learning of a Transitional level student.
New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 3, November Romeo and Juliet Unit 4, December Romeo and Juliet
Essential Question(s):
Who was William Shakespeare? What was Elizabethan England like? How was the language of Shakespeare different from English now? What are the elements and structure of dramatic plays (Shakespearean tragedies)?
Why do we study a play that's over 400 years old? How is drama different from other literature? How are settings, characterization and conflict developed? Are Shakespeare's views on such themes as love, loyalty, friendship and fate still relevant today?
Content
Romeo and Juliet Pre-reading questionnaires, activities Vocabulary activities Notes Biographical material on Shakespeare Graphic organizers and study guide
Romeo and Juliet Pre-reading questionnaires, activities Vocabulary activities Notes Biographical material on Shakespeare Graphic organizers and study guide Movie
Skills:
● Identify examples of literary terms (and their importance) in the literature that they read.
● Develop a thesis around a theme that appears in the play and use evidence from the literature and their lives to support it.
● Dramatic reading ● Note taking ● Structure of drama ● Learn and recognize: ● Foreshadowing ● Conflict/Resolution ● Plot ● Foil ● Tragic Hero ● Soliloquy ● Monologue ● Aside ● Dramatic Irony ● Paraphrasing ● Blank Verse ● Climax ● Puns ● Allusions
● Identify examples of literary terms (and their importance) in the literature that they read.
● Develop a thesis around a theme that appears in the play and use evidence from the literature and their lives to support it.
● Dramatic reading ● Note taking ● Structure of drama ● Learn and recognize: ● Foreshadowing ● Conflict/Resolution ● Plot ● Foil ● Tragic Hero ● Soliloquy ● Monologue ● Aside ● Dramatic Irony ● Paraphrasing ● Blank Verse ● Climax ● Puns ● Allusions
● Personification ● Metaphors ● Independent Writing
● Personification ● Metaphors ● Independent Writing
Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Assessments/Resources
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and scenes vocabulary practice Independent reading Group work Composition writing Oral discussion Scene Summaries Study guide
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and scenes vocabulary practice Independent reading Group work Composition writing Scene summaries Study guide Oral discussion
New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL Course Title: Transitional Reading and Writing Unit 5, January Of Mice and Men Unit 6, February Of Mice and Men
Essential Question(s):
What is society’s responsibility towards people who cannot make choices for themselves? How does understanding the times in which the novel is written help us to understand the novel? What is a dialect? How does using a dialect make literature seem more real?
Can murder ever be justified? What’s the difference between murder and mercy-killing? Who decides? What is the importance of our dreams? Do the best-laid plans often go awry? What happens if our dreams are never realized?
Content
Background notes on author, Great Depression, Dust Bowl, and migrant workers Vocabulary preparation Dialect Of Mice and Men Study Guide Pre-reading activities
Post reading activites Comprehension questions and study guide Discussion Vocabulary preparation Of Mice and Men Film
Skills: Understanding how social standing of the times affects what is being written about Understanding of narrative elements of a story Understand how dialect and dialogue affect twritten language Recognize themes of story including the American Dream
Understanding how social standing of the times affects what is being written about Understanding of narrative elements of a story Understand how dialect and dialogue affect twritten language Recognize themes of story including the American Dream
Recognize character conflict, external and internal Analyze characters and character conflicts and relationships Learn literary devices and styles: Foreshadowing Flashback Irony Learn vocabulary and idiomatic expressions in novel Write about changes in character and effects of conflict on characters Oral and independent reading Ability to use details from story to support ideas and judgments
Recognize character conflict, external and internal Analyze characters and character conflicts and relationships Learn literary devices and styles: Foreshadowing Flashback Irony Learn vocabulary and idiomatic expressions in novel Write about changes in character and effects of conflict on characters Oral and independent reading Ability to use details from story to support ideas and judgments
Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Assessments/Resources
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide
Independent writing Independent writing *These standards reflect the actual learning of a Transitional level student.
New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: Course Title Unit 7, March Unit 8, April
Essential Question(s):
What characteristics define a short story? What techniques does an author use in characterization? What elements are used to define an author’s style?
What are O Henry’s stories known for? What is the effect of irony on O Henry’s endings? What is the purpose of writing? What are the 2 main goals in writing? What is the effect of transition words in writing?
Content
Pre-reading, during, and post reading activities Author biographical information O Henry Reader Vocabulary exercises Comprehension and discussion questions Writing activities
O Henry reader Vocabulary exercises Comprehension and discussion questions Writing activities Writing skills for cohesiveness Process writing skills for essays
Skills:
Understanding the organization and elements of short stories Understanding plot elements Recognizing sequence of events Understanding and identifying conflict in short stories Understanding the use of suspense and details in creating suspense
Understanding the organization and elements of short stories Understanding plot elements Recognizing sequence of events Understanding and identifying conflict in short stories Understanding the use of suspense and details in creating suspense
Identifying themes Recognizing how irony creates a surprise ending Recognizing literary devices in the short stories such as foreshadowing and allusions Writing about characters and setting and its affect on the plot
Identifying themes Recognizing how irony creates a surprise ending Recognizing literary devices in the short stories such as foreshadowing and allusions Writing about characters and setting and its affect on the plot Learn 2 main goals of writing Learn to improve details and examples Learn main ways to organize writing Learn techniques to improve introductions, conclusion and body of essay
Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Assessments/Resources
Journal writing O Henry Reader Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide
Journal writing O Henry Reader Ten Skills You Need Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion
Independent writing
Study guide Independent writing Writing packets Writing workshop
*These standards reflect the actual learning of a Transitional level student.
New Jersey Quality Single Accountability Continuum (NJQSAC) This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: Course Title Unit 9, May Catcher In The Rye Unit 10, June Catcher In the Rye
Essential Question(s): How can alienation and isolation be shown in different works? Is rebellion an inevitable part of growing up? Can anyone avoid being “phony”?
What gives our lives meaning, and who defines that for us? Who determines what happiness is, and what happiness is for us personally?
Content
The Catcher in the Rye Study guide questions and literary analysis Biographical information about J.D. Salinger Pre-reading, during and post reading activities Vocabulary exercises Comprehension and discussion questions Writing activities
The Catcher in the Rye Study guide questions and literary analysis Biographical information about J.D. Salinger Pre-reading, during and post reading activities Vocabulary exercises Comprehension and discussion questions Writing activities
Skills:
Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices:
Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices:
Flashback Irony Symbols Motifs Foreshadowing allusions Writing about characters Recognizing the point of view, mood and tone Learning vocabulary, idioms, slang, and dialect Writing to respond to literature Oral and independent reading
Flashback Irony Symbols Motifs Foreshadowing allusions Writing about characters Recognizing the point of view, mood and tone Learning vocabulary, idioms, slang, and dialect Writing to respond to literature Oral and independent reading
Standards/Benchmarks *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10 RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Assessments/Resources
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion
Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion
Study guide Independent writing
Study guide Independent writing
*These standards reflect the actual learning of a Transitional level student.
Differentiation/Accommodations/Modifications
Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure
Explore concepts in depth/encourage independent study/Conduct research and provide presentation of topics.
Encourage creative expression and thinking by allowing students to choose how to approach an assignment. Invite students to explore different points of view on a
Modified Assignments
Native Language Translation (peer,
online assistive technology, translation
device, bilingual dictionary)
Extended time for assignment
completion as needed
Highlight key vocabulary and important
information
Pair visual prompts with verbal
presentations
Ask students to restate
information, directions, and
assignments.
Repetition and and practice
Model skills / techniques to be
mastered.
Extended time to complete class
Pair visual prompts with verbal presentations
Ask students to restate information, directions,
and assignments.
Repetition and and practice
Model skills / techniques to be mastered.
Extended time to complete class work
Provide copy of classnotes
topic and compare two. Provide opportunities where students are in charge of their learning. Design surveys to generate and analyze data to be used in discussion.
Debate topics of interest / cultural importance.
Authentic listening and
reading sources that provide
Emphasize critical/key information
Use graphic organizers
Refer to relevant previously taught or
mastered skills
Use multiple analogies and examples
Provide study guide and notes
Provide models and demonstrations
Repeat/review
Shortened assignments
work
Provide copy of classnotes
Preferential seating
Student may request to use a computer to complete assignments. Establish expectations for correct spelling on assignments. Extra textbooks for home. Student request books on tape/CD / digital media, as
Preferential seating Student may request to use a computer to
complete assignments.
Establish expectations for correct spelling on
assignments.
Extra textbooks for home.
Student may request books on tape / CD / digital
media, as available and appropriate.
Assign a peer helper in the class setting Provide oral reminders and check student work
data and support for speaking
and writing prompts.
Exploration of art and/or
artists to understand society
and history.
Implement RAFT Activities as
they pertain to the types /
modes of communication
(role, audience, format, topic).
Use Higher Level
Consistent, immediate feedback
Vocabulary files
Visual aids
show student example/model of any
assignment
Modify reading required
Modify writing required
available and appropriate. Assign a peer helper in the class setting Provide oral reminders and check student work during independent work time
Assist student with long and short
term planning of assignments
Encourage student to proofread assignments and tests Provide regular parent/ school communication
during independent work time
Assist student with long and short term planning
of assignments
Encourage student to proofread assignments and tests Provide regular parent/ school communication Teachers will check/sign student agenda daily
Student requires use of other assistive technology
device
Extended time to complete assignments.
Student requires more complex assignments to
Questioning Techniques that
require students to look into
causes, experiences, and
facts to draw conclusions or
make connections to other
areas of learning
Provide assessments at a
higher level of thinking
Teachers will check/sign student
agenda daily
Student requires use of other
assistive technology device
Extended time to complete
assignments.
Student requires more complex
assignments to be broken up and
explained in smaller units, with
work to be submitted in phases.
be broken up and explained in smaller units, with
work to be submitted in phases.
Provide student with clearly stated (written)
expectations and grading criteria for assignments.
Modifications for Assessments Extended time on tests and quizzes.
Student may take/complete tests in an alternate
setting as needed.
Restate, reread, and clarify directions/questions
Distribute study guide for tests.
Establish accommodations / modifications for
Provide student with clearly
stated (written) expectations and
grading criteria for assignments.
Modifications for Assessments
Extended time on tests and
quizzes.
Student may take/complete tests
in an alternate setting as needed.
Restate, reread, and clarify
directions/questions
assessments.