What are themes and how do they relate to literature? What is the most difficult part of starting the writing process?

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1 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 Unit 2, October Chapters 3-4 Reading Explorer 4, novel, and Chapters 1-2 Reading Explorer 4 Independent reading novel, and Discovering Fiction chapters 1 and 10 Have you ever thought about how you write? What are themes and how do they relate to literature? What is the most difficult part of starting the writing process? What were the themes in Tears of a Tiger? Essential Question(s): What do you think you do well when you write? What themes are expressed in the stories we are reading? Content Skills: 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 Vocabulary development for assigned readings (meaning in context) synonyms, antonyms 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 Vocabulary development for assigned readings (meaning in context) synonyms, antonyms

2 Standards/Benchmarks Assessments/Resources 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Reading Explorer 4 Tears of a Tiger Langston Hughes Collection of Poems Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Reading Explorer 4 Discovering Fiction 2 Tears of A Tiger Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary

3 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.

4 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 Who was William Shakespeare? Why do we study a play that's over 400 years old? What was Elizabethan England like? How is drama different from other literature? Essential Question(s): How was the language of Shakespeare different from English now? How are settings, characterization and conflict developed? What are the elements and structure of dramatic plays (Shakespearean Are Shakespeare's views on such themes as love, loyalty, friendship and fate still tragedies)? relevant today? Romeo and Juliet Romeo and Juliet Pre-reading questionnaires, activities Pre-reading questionnaires, activities Vocabulary activities Vocabulary activities Notes Notes Content Biographical material on Shakespeare Biographical material on Shakespeare Graphic organizers and study guide Graphic organizers and study guide Movie Skills:

5 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

6 Personification Metaphors Independent Writing Personification Metaphors Independent Writing Standards/Benchmarks Assessments/Resources *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 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

7 *These standards reflect the actual learning of a Transitional level student.

8 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 What is society s responsibility towards people who cannot make choices for Can murder ever be justified? What s the difference between murder and mercykilling? Who decides? themselves? How does understanding the times in which the novel is written help us to What is the importance of our dreams? Essential Question(s): understand the novel? Do the best-laid plans often go awry? What is a dialect? How does using a dialect make literature seem more real? What happens if our dreams are never realized? Content Skills: Background notes on author, Great Depression, Dust Bowl, and migrant workers Vocabulary preparation Dialect Of Mice and Men Study Guide Pre-reading activities 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 Post reading activites Comprehension questions and study guide Discussion Vocabulary preparation Of Mice and Men Film 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

9 Standards/Benchmarks Assessments/Resources 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion Study guide

10 Independent writing Independent writing *These standards reflect the actual learning of a Transitional level student.

11 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: Essential Question(s): Content Skills: Course Title Unit 7, March What characteristics define a short story? What techniques does an author use in characterization? What elements are used to define an author s style? Pre-reading, during, and post reading activities Author biographical information O Henry Reader Vocabulary exercises Comprehension and discussion questions Writing activities 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 Unit 8, April 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? O Henry reader Vocabulary exercises Comprehension and discussion questions Writing activities Writing skills for cohesiveness Process writing skills for essays 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

12 Standards/Benchmarks Assessments/Resources 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 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 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 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

13 Independent writing Study guide Independent writing Writing packets Writing workshop *These standards reflect the actual learning of a Transitional level student.

14 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: Essential Question(s): Content Skills: Course Title Unit 9, May Catcher In The Rye How can alienation and isolation be shown in different works? Is rebellion an inevitable part of growing up? Can anyone avoid being phony? 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 Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices: Unit 10, June Catcher In the Rye What gives our lives meaning, and who defines that for us? Who determines what happiness is, and what happiness is for us personally? 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 Understanding the organization of the novel Understanding narrative elements Recognizing the controversial nature of the novel Identifying themes Recognizing verbal irony Recognizing literary devices:

15 Standards/Benchmarks Assessments/Resources 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion 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 *WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 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 Journal writing Quizzes Tests Teacher prepared Activities for Vocabulary and comprehension vocabulary practice Independent reading Group work Composition writing Oral discussion

16 Study guide Independent writing Study guide Independent writing *These standards reflect the actual learning of a Transitional level student. Differentiation/Accommodations/Modifications

17 Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure Explore concepts in Modified Assignments Pair visual prompts with verbal Pair visual prompts with verbal presentations depth/encourage independent study/conduct research and provide presentation of topics. Encourage creative Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary) presentations Ask students to restate information, directions, and assignments. Ask students to restate information, directions, and assignments. Repetition and and practice expression and thinking by allowing students to choose how to approach an assignment. Invite students to explore different points of view on a Extended time for assignment completion as needed Highlight key vocabulary and important information Repetition and and practice Model skills / techniques to be mastered. Extended time to complete class Model skills / techniques to be mastered. Extended time to complete class work Provide copy of classnotes

18 topic and compare two. Emphasize critical/key information work Preferential seating Provide opportunities where students are in charge of their learning. Design surveys to generate and analyze data to be used in discussion. Use graphic organizers Refer to relevant previously taught or mastered skills Use multiple analogies and examples Provide copy of classnotes Preferential seating Student may request to use a computer to complete assignments. Student may request to use a computer to complete assignments. Establish expectations for correct spelling on assignments. Extra textbooks for home. Debate topics of interest / cultural importance. Provide study guide and notes Provide models and demonstrations Establish expectations for correct spelling on assignments. Student may request books on tape / CD / digital media, as available and appropriate. Authentic listening and Repeat/review Extra textbooks for home. Assign a peer helper in the class setting reading sources that provide Shortened assignments Student request books on tape/cd / digital media, as Provide oral reminders and check student work

19 data and support for speaking Consistent, immediate feedback available and appropriate. during independent work time 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 Vocabulary files Visual aids show student example/model of any assignment Modify reading required Modify writing required 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 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

20 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

21 Provide student with clearly stated (written) expectations and grading criteria for assignments. assessments. 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

22 Distribute study guide for tests. Establish or accommodations / modifications for assessments.