The Official Web Site for The State of New Jersey
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Cite strong and thorough textual evidence to support analysis of what the |Read to cite and express explicit evidence using adapted text and graphic |VU: |Cite, textual evidence, quote,|
|CCSS: RL.9.1 |text says explicitly |organizers (story map). | |paraphrase, direct and |
|WIDA: 2 | | | |indirect quotes, explicit |
|Reading | | | |Subject-verb agreement, past |
|Speaking | | | |tense |
| | | |LFC: |Varies by ELP level |
| | | | | |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Partner Work |Partner Work |Partner Work |Partner Work |Story Map |
| |Story Map (completed) |Story Map (partially completed) |Story Map |Story Map | |
| |Adapted Text |Adapted Text |Adapted Text | | |
| |Word/phrase citations |Sentence citations | | | |
| |Visuals |Visuals | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 2. |Determine a theme or central idea of a text. |Identify a theme or central idea of poems and short stories using a story map and|VU: |Identify, determine, theme, |
|CCSS RL.9.2: | |visual representations of the text. | |poem, short story |
|WIDA 2 | | | |Recognize poetry structure |
|Reading | | |LFC: |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Story Map (completed) |Story Map (partially |Story Map |Story Map |Story Map |
| |Adapted Text |completed) |Adapted Text | | |
| |Phrase citations |Adapted Text |Visuals | | |
| |(teacher-selected) |Sentence citations (teacher- | | | |
| |Visuals |selected) | | | |
| |Native Language Text, if feasible |Visuals | | | |
| |L1 support |Native Language Text, if feasible | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 3. |Determine a theme or central idea of a text and analyze in detail its |Read and analyze the development of the theme in detail over the course of a |VU: |Analyze, development, climax, |
|CCSS RL.9.2: |development over the course of the text. |text using a Short Story graphic organizer. | |rise, fall |
|WIDA 2 | | | |Modals (would, could, might), |
|Reading | | |LFC: |compound tenses (would have |
| | | | |been), Varies by ELP level |
| | | | | |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Short Story Plot Graphic Organizer|Short Story Plot Graphic Organizer |Short Story Plot Graphic Organizer |Short Story Plot Graphic Organizer |Short Story Plot Graphic Organizer |
| |(completed) |(partially |Adapted Text |Bilingual Dictionary | |
| |Adapted Text |completed) |Bilingual Dictionary | | |
| |Phrase citations (teacher |Adapted Text |Visuals | | |
| |selected) |Sentence citations (teacher | | | |
| |Visuals |selected) | | | |
| |Native Language Text, if feasible |Visuals | | | |
| |L1 support |Native Language Text, if feasible | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 4. |Provide an objective summary of the text. |Summarize the text objectively in writing using sentence starters and frames. |VU: |Objective, summary |
|CCSS RL.9.2: | | |LFC: |Transitional phrases |
|WIDA 2 | | |LC: |Varies by ELP level |
|Reading | | | | |
|Writing | | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Summary Graphic |Summary Graphic |Summary Graphic |Summary Graphic |Summary Graphic Organizer |
| |Organizer using cloze |Organizer with sentence frames |Organizer (partially completed) |Organizer | |
| |sentences |Adapted Text |Adapted Text |Bilingual Dictionary | |
| |Adapted Text |Word Wall |Bilingual Dictionary | | |
| |Word Wall |Word Bank | | | |
| |Word Bank |Visuals | | | |
| |Visuals |Native Language Text, if feasible | | | |
| |Native Language Text, if feasible |L1 support | | | |
| |L1 support | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 6 |Analyze the cumulative impact of specific word choices on meaning and tone |Read to determine word and phrase meaning using a Figurative Language chart. |VU: |Context clues, figurative, |
|CCSS RL.9.4: |(e.g., how the language evokes a sense of time and place and informal tone). | | |metaphor, simile, |
|WIDA 2 | | | |personification |
|Reading | | |LFC: |Compound tenses, embedded |
| | | | |clauses |
| | | |LC: |Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Figurative Language chart |Figurative Language chart |Figurative Language chart |Figurative Language |Figurative Language chart |
| |Partner Work |Partner Work |Thesaurus |chart | |
| |Adapted Text |Adapted Text |Partner Work |Thesaurus | |
| |Word Wall |Idiom dictionary |Adapted Text | | |
| |Word Bank |Word Wall |Idiom dictionary | | |
| |Video Clips/Films |Word Bank |Bilingual Dictionary | | |
| |Native Language Text |Video Clips/Films | | | |
| |L1 support |Native Language Text | | | |
| |Cognates |L1 support | | | |
| |Bilingual Dictionary |Cognates | | | |
| | |Bilingual Dictionary | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 5 |Determine the meaning of words and phrases as they are used in the text, |Read to determine word and phrase meaning using a Figurative Language Chart. |VU: |Context clues, figurative, |
|CCSS RL.9.4: |including figurative and connotative meanings. | | |connotative |
|WIDA 2 | | | |Compound tenses, embedded |
|Reading | | |LFC: |clauses |
| | | | |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Figurative Language |Figurative Language chart Adapted Text|Figurative Language chart |Figurative Language chart |Figurative Language chart |
| |chart |Idiom dictionary |Thesaurus |Thesaurus | |
| |Adapted Text |Word Wall |Think-Pair-Share (Partner Work) | | |
| |Word Wall |Word Bank |Adapted Text | | |
| |Word Bank |Video Clips/Films |Idiom dictionary | | |
| |Video Clips/Films |Native Language Text, if feasible |Bilingual Dictionary | | |
| |Native Language Text, if feasible |L1 support | | | |
| |L1 support |Cognates | | | |
| |Cognates | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 7. |Analyze how an author’s choices concerning how to structure a text, order |Read and discuss how an author decided to sequence events and apply literary|VU: |Sequence, plot, flashback, |
|CCSS RL.9.5: |events within it (e.g., parallel plots), and manipulate time (e.g., pacing,|techniques in order to create mystery, tension, or surprise using a plot | |foreshadowing |
|WIDA 2 |flashbacks) create such effects as mystery, tension, or surprise. |summary and multimedia to demonstrate the literary techniques. | |Adverbs of time; present, past |
|Reading | | |LFC: |and future tense |
|Speaking | | | |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Literary Elements Poster Video |Literary Elements Poster |Literary Elements Poster |Literary Elements Poster |Literary Elements Poster |
| |Clips/Films of literary techniques|Video Clips/Films of literary |Video Clips/Films of literary |Video Clips/Films of literary | |
| |Plot summary |techniques |techniques |techniques | |
| |Adapted Text |Plot summary |Adapted short story |Triads or Small Groups | |
| |Timeline |Adapted Text |Triads or Small Groups Template for | | |
| |Word Wall |Timeline |discussion | | |
| |Word Bank |Word Wall |Bilingual Dictionary | | |
| |Native Language Text |Word Bank | | | |
| |L1 support |Native Language Text | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 8. |Analyze a particular point of view reflected in a work of literature from |Read to analyze point of view in literature from outside the United States using|VU: |First, second, third person; |
|CCSS RL.9.6: |outside the United States, drawing on a wide reading of world literature. |multimedia. | |third person omniscient; |
|WIDA 2 | | | |narrator |
|Reading | | |LFC: |Compound tenses, embedded |
| | | | |clauses |
| | | |LC: |Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Video Clips/Films |Video Clips/Films |Video Clips/Films |Video Clips/Films |Video Clips/Films |
| |Think Aloud |Think Aloud |Think Aloud |Think Aloud | |
| |(teacher) |(teacher) |(teacher) |(teacher) | |
| |Partner Work |Partner Work |Thesaurus | | |
| |Adapted Text |Adapted Text |Partner Work | | |
| |Selected words and |Selected sentences |Adapted Text | | |
| |phrases |Bilingual Dictionary |Bilingual Dictionary | | |
| |Bilingual Dictionary |Native Language Text, if feasible | | | |
| |Native Language Text, if feasible |L1 support | | | |
| |L1 support |Bilingual Dictionary | | | |
| |Bilingual Dictionary | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 9. |Analyze a cultural experience reflected in a work of literature from |Read to analyze a cultural experience in literature from outside the United |VU: |Culture/cultural |
|CCSS RL.9.6: |outside the United States, drawing on a wide reading of world literature. |States using multimedia. |LFC: |Compound tenses, embedded |
|WIDA 2 | | | |clauses |
|Reading | |The cultural experience could be connected to EL’s home culture. |LC: |Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Video Clips/Films Think Aloud |Video Clips/Films |Video Clips/Films |Video Clips/Films Thesaurus |Video Clips/Films |
| |(teacher) |Think Aloud |Think Aloud |Partner Work | |
| |Partner Work |(teacher) |(teacher and | | |
| |Adapted Text |Partner Work |student) | | |
| |Selected words and |Adapted Text |Thesaurus | | |
| |phrases |Selected sentences |Partner Work | | |
| |Bilingual Dictionary |Bilingual Dictionary |Adapted Text | | |
| |Native Language Text, if feasible |Native Language Text, if feasible |Bilingual Dictionary | | |
| |L1 support |L1 support | | | |
| |Bilingual Dictionary |Bilingual Dictionary | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 10. |Analyze the representation of a subject or a key scene in two different |Compare and contrast two different interpretations of the same work using a |VU: |Interpretation(s), scene, |
|CCSS RL.9.7: |artistic mediums, including what is emphasized or absent in each treatment |graphic organizer (e.g., Venn Diagram). | |representation, absent |
|WIDA 2 |(e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the | | |Compound sentences, embedded |
|Reading |Fall of | |LFC: |clauses |
|Speaking |Icarus). | | |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Venn Diagram |Venn Diagram |Venn Diagram |Venn Diagram |Venn Diagram |
| |Selected scenes or |Adapted scenes |Adapted scenes | | |
| |sentences from |Sentence Frames |Triads or Small Groups Template for |Triads or Small Groups | |
| |appropriate text |Adapted Text |discussion | | |
| |Triads or Small Groups |Triads or Small Groups Visuals |Bilingual Dictionary | | |
| |Partner Work |Word Wall | | | |
| |Visuals |Word Bank | | | |
| |Word Wall |Native Language Text, if feasible | | | |
| |Word Bank |L1 support | | | |
| |Native Language Text, if feasible | | | | |
| |L1 support | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 11. |Write narratives to develop real or imagined experiences or events using |Compose well-structured, detailed, and engaging personal and fictional |VU: |Elements of plot |
|CCSS W.9.3: |effective technique, well-chosen details, and well-structured events. |narratives using a graphic organizer (e.g.; Narrative Writing Diamond) with|LFC: |Quotation marks, dialogue tags, |
|WIDA 2 | |online support. | |pronouns, adverbs of time, |
|Writing | | | |prepositional phrases |
| | | | |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Narrative Writing Diamond (English |Narrative Writing Diamond |Narrative Writing Diamond |Narrative Writing |Narrative Writing Diamond |
| |and L1) |(English and L1) |Online Resources |Diamond | |
| |Online Resources |Online Resources |(thesaurus, |Online Resources | |
| |(thesaurus, |(thesaurus, |dictionary, translation) |(thesaurus, | |
| |dictionary, translation) |dictionary, translation) |Template (completed model) |dictionary, translation) | |
| |Visuals |Sentence Frames |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank | | | |
| |Story board |Story board | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 12. |When writing narratives, engage and orient the reader by setting out a |Compose well-structured, detailed, and engaging narratives by setting the problem; |VU: |Elements of plot |
|CCSS W.9.3 a: |problem, situation, or observation, establishing one or multiple point(s) |establishing one or more points of view; introducing a narrator and characters; |LFC: |Quotation marks, dialogue tags,|
|WIDA 2 |of view, and introducing a narrator and/or characters; create a smooth |creating a smooth progressions of experiences and events using a graphic organizer | |pronouns, adverbs of time, |
|Writing |progression of experiences or events. |(e.g.; artist’s story map) with online support. | |prepositional phrases |
| | | | |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Story Map |Story Map |Story Map |Story Map |Story Map |
|Supports |(English and L1) |(English and L1) |Online Resources |Online Resources | |
| |Online Resources |Online Resources |(thesaurus, |(thesaurus, | |
| |(thesaurus, |(thesaurus, |dictionary, translation) |dictionary, translation) | |
| |dictionary, translation) |dictionary, translation) |Template (completed model) | | |
| |Visuals |Sentence Frames |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank | | | |
| |Story board. |Story board. | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 13. |When writing narratives, use narrative techniques, such as dialogue, |Develop experiences, events, and or characters by implementing narrative |VU: |Dialogue, pacing, description, |
|CCSS W.9.3 b: |pacing, description, reflection, and multiple plot lines, to develop |techniques using a literary techniques reference sheet. | |reflection Various verb forms, |
|WIDA 2 |experiences, events, and/or characters. | |LFC: |descriptive verbs, |
|Writing | | | |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Literary techniques |Literary techniques |Literary techniques reference |Literary techniques |Literary techniques reference |
| |reference sheet |reference sheet (English & |sheet |reference sheet |sheet |
| |(English & L1) |L1) |Online Resources |Online Resources | |
| |Online Resources |Online Resources |(thesaurus, |(thesaurus, | |
| |(thesaurus, dictionary, |(thesaurus, |dictionary, translation) |dictionary, translation) | |
| |translation) |dictionary, translation) |Template (completed model) | | |
| |Visuals |Sentence Frames |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank | | | |
| |Story board. |Story board. | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 14. |When writing narratives, use a variety of techniques to sequence events |Produce a coherent narrative applying effective plot sequence using a timeline and a|VU: |Transitional words and phrases, |
|CCSS W.9.3 c: |so that they build on one another to create a coherent whole. |bank of transitional phrases. | |sequence, events, coherent |
|WIDA 2 | | | |Prepositional phrases, verb |
|Writing | | | |forms |
| | | |LFC: |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Timeline |Timeline |Timeline |Timeline |Timeline |
| |(English & L1) |(English & L1) |Online Resources |Online Resources | |
| |Online Resources |Online Resources |(thesaurus, |(thesaurus, | |
| |(thesaurus, dictionary, |(thesaurus, |dictionary, translation) |dictionary, translation) | |
| |translation) |dictionary, translation) |Template (completed model) | | |
| |Visuals |Sentence Frames |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank |Transitional Phrase Word Wall | | |
| |Transitional Phrase |Transitional Phrase Word Wall | | | |
| |Word Wall |Native Language Text | | | |
| |Native Language Text |L1 support | | | |
| |L1 support | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 15. |Use precise words and phrases, telling details, and sensory language to |Write to integrate sensory vocabulary in order to provide the reader with a |VU: |Sensory details, vivid |
|CCSS W.9.3 d: |convey a vivid picture of the experiences, events, setting, and/or |vivid description using multiple reference materials. |LFC: |Descriptive adjectives, |
|WIDA 2 |characters. | | |descriptive verbs, descriptive |
|Writing | | | |adverbs, varied dialogue tags |
| | | | |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Multiple reference |Multiple reference |Multiple reference materials |Multiple reference |Multiple reference materials |
| |materials (thesaurus, |materials (thesaurus, |(thesaurus, dictionary, |materials (thesaurus, |(thesaurus, dictionary, |
| |dictionary, translation) |dictionary, translation) |translation) |dictionary, translation) |translation) |
| |Visual representations |Sentence Frames |Template (completed model) | | |
| |Word Wall |Word Wall |Word Wall | | |
| |Word Bank |Word Bank |Word Bank | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 16. |Provide a conclusion that follows from and reflects on what is experienced,|Write to synthesize events to create a cohesive and well-developed resolution |VU: |Resolution, conclusion |
|CCSS W.9.3 e: |observed, or resolved over the course of the narrative. |using a graphic organizer (e.g.; artist’s story map). | |Word order, tense and aspect |
|WIDA 2 | | |LFC: |Varies by ELP level |
|Writing | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Story Map |Story Map |Story Map |Story Map |Story Map |
| |Multiple reference |Multiple reference |Multiple reference materials |Multiple reference |Multiple reference materials |
| |materials (thesaurus, |materials (thesaurus, |(thesaurus, dictionary, |materials (thesaurus, |(thesaurus, dictionary, |
| |dictionary, translation) |dictionary, translation) |translation) |dictionary, translation) |translation) |
| |Pictures/Photographs |Sentence Frames |Template (completed model) | | |
| |Word Wall |Pictures/Photographs |Word Wall | | |
| |Word Bank |Word Wall |Word Bank | | |
| |Native Language Text, if feasible |Word Bank | | | |
| |L1 support |Native Language Text, if feasible | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 17. |Produce clear and coherent writing in which the development, organization, |Produce clear and coherent writing suitable for task, purpose, and audience |VU: |Purpose, audience, writing tasks|
|CCSS W.9.4: |and style are appropriate to task, purpose, and audience. |using a graphic organizer (specific to task and purpose). | | |
|WIDA 2 | | |LFC: |Varies by task |
|Writing | | |LC: |Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Graphic Organizer appropriate to |Graphic Organizer appropriate to task |Graphic Organizer appropriate to task |Graphic Organizer appropriate to |Graphic Organizer appropriate to task |
| |task |Multiple reference |Multiple reference materials |task | |
| |Multiple reference |materials (thesaurus, |(thesaurus, English & |Multiple reference | |
| |materials (thesaurus, |English & Bilingual Dictionary, |Bilingual Dictionary, |materials (thesaurus, | |
| |English & Bilingual Dictionary, |translation) |translation) |dictionary, translation) | |
| |translation) |Sentence Frames |Template (completed model) | | |
| |Pictures/Photographs |Pictures/Photographs |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 18. |Develop and strengthen writing as needed by planning, revising, |Apply the writing process to hone in on specific purpose and audience using a graphic |VU: |Revising, drafting, editing, |
|CCSS W.9.5: |editing, rewriting, or trying a new approach, focusing on addressing |organizer (i.e. an audience and purpose planning chart). | |rewriting, writing process |
|WIDA 2 |what is most significant for a specific purpose and audience. | | |Varies by task |
|Writing | | |LFC: |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Purpose and Audience |Purpose and Audience |Purpose and Audience |Purpose and Audience |Multiple reference materials |
|Supports |planning chart |planning chart |planning chart |planning chart |(thesaurus, dictionary, |
| |Reference materials (thesaurus, |Reference materials (thesaurus, |Multiple reference materials |Multiple reference |translation) |
| |English and |English and |(thesaurus, English and |materials (thesaurus, | |
| |Bilingual Dictionary, |Bilingual Dictionary, |Bilingual Dictionary, |dictionary, translation) | |
| |translation) |translation) |translation) | | |
| |Pictures/Photographs |Sentence Frames |Template (completed model) | | |
| |Word Wall |Pictures/Photographs |Word Wall | | |
| |Word Bank |Word Wall |Word Bank | | |
| |Native Language Text |Word Bank | | | |
| |L1 support |Native Language Text | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 19. |Use technology, including the Internet, to produce, publish, and update |Write using technology to produce, publish, and collaborate using a checklist of|VU: LFC: |Produce, publish, link |
|CCSS W.9.6: |individual or shared writing products, taking advantage of technology’s |required steps. |LC: |Varies by task |
|WIDA 2 |capacity to link to other information and to display information flexibly | | |Varies by ELP level |
|Writing |and dynamically. | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Checklist for publishing |Checklist for publishing |Checklist for publishing |Checklist for publishing |Checklist for publishing |
| |Checklist for editing |Checklist for editing |Checklist for editing |Checklist for editing | |
| |Multiple reference |Multiple reference |Multiple reference materials |Multiple reference | |
| |materials (thesaurus, |materials (thesaurus, |(thesaurus, English and |materials (thesaurus, | |
| |English and |English and |Bilingual Dictionary, |dictionary, translation) | |
| |Bilingual Dictionary, translation) |Bilingual Dictionary, |translation) | | |
| |Pictures/Photographs |translation) |Template (completed model) | | |
| |Word Wall |Sentence Starters |Word WallWord Bank | | |
| |Word Bank |Pictures/Photographs | | | |
| |Native Language Text, if feasible |Word Wall | | | |
| |L1 support |Word Bank | | | |
| | |Native Language Text | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 20. |Draw evidence from literary texts to support analysis, reflection, and |Write to support analysis, reflection, and research with evidence from poems and|VU: |Analysis, reflection, research |
|CCSS W.9.9.a: |research; apply grade 9 Reading standards to literature (e.g., “Analyze how an|short stories using adapted text and sentence starters. | |Varies by task |
|WIDA 2 |author | |LFC: |Varies by ELP level |
|Writing |draws on and transforms source material in a specific work [e.g., how | |LC: | |
| |Shakespeare treats a theme or topic from Ovid or the Bible]”) | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|KWS chart |KWS chart |KWS chart |KWS chart |Multiple reference materials |
| |Multiple reference |Multiple reference |Multiple reference materials |Multiple reference |(thesaurus, dictionary, |
| |materials (thesaurus, |materials (thesaurus, |(thesaurus, English and |materials (thesaurus, |translation, research) |
| |English and |English & Bilingual |Bilingual Dictionary, |dictionary, translation, | |
| |Bilingual Dictionary, |Dictionary, translation) |translation) |research) | |
| |translation) |Sentence Starters |Template (completed model) | | |
| |Pictures/Photographs |Pictures/Photographs |Word Wall | | |
| |Word Wall |Word Wall |Word Bank | | |
| |Word Bank |Word Bank | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 21. |Write routinely over extended time frames (time for research, reflection, |Write routinely for specific time frames and for various purposes, tasks and |VU: |Routinely, extended and short |
|CCSS W.9.10: |and revision) and shorter time frames (a single sitting or a day or two) |audiences using graphic organizers (specific to time frame, purpose, task, and | |time frame |
|WIDA 2 |for a range of tasks, purposes, and audiences. |audience). |LFC: |Varies by task |
|Writing | | |LC: |Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Graphic Organizer |Graphic Organizer (specific to time |Graphic Organizer (specific to |Graphic Organizer (specific to time |Multiple reference materials |
| |(specific to time frame, |frame, purpose, task, and audience) |time frame, purpose, task, |frame, |(thesaurus, dictionary, |
| |purpose, task, and |Reference materials (thesaurus, |and audience). |purpose, task, and |translation, research) |
| |audience). |English & Bilingual Dictionary) |Multiple reference materials |audience). | |
| |Reference materials (thesaurus, |Sentence Starters |(thesaurus, English and |Multiple reference | |
| |English and |Pictures/Photographs |Bilingual Dictionary, |materials (thesaurus, | |
| |Bilingual Dictionary, translation) |Word Wall |translation) |dictionary, translation, | |
| |Pictures/Photographs |Word Bank |Template (completed model) |research) | |
| |Word Wall |Native Language Text |Word Wall | | |
| |Word Bank |L1 support |Word Bank | | |
| |Native Language Text | | | | |
| |L1 support | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 22. |Initiate and participate effectively in a range of collaborative |Participate in a variety of cooperative discussion settings using a |VU: |Collaborate, cooperate, persuasive, |
|CCSS |discussions (one-on-one, in groups, and teacher-led) with diverse partners |graphic organizer. | |clearly, express |
|SL.9.1: |on grade 9 topics, texts, and issues, building on others’ ideas and | | |Verbs and verb phrases in questions, |
|WIDA 2-5 |expressing their own clearly and persuasively. | |LFC: |prosodic features (e.g., stress) |
|Speaking | | | |Varies by ELP level |
|Listening | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Outlines |Outlines |Outlines |Outlines |Outlines |
| |Notes in L1 & English |Notes in L1 & English |Notes |Notes | |
| |Multiple reference |Multiple reference |Multiple reference materials |Multiple reference | |
| |materials (thesaurus, |materials (thesaurus, |(thesaurus, English and |materials (thesaurus, | |
| |English and |English & Bilingual |Bilingual Dictionary, |dictionary, translation) | |
| |Bilingual Dictionary, |Dictionary, translation) |translation) | | |
| |translation) |Sentence Starters |Word Wall | | |
| |Pictures/Photographs |Pictures/Photographs |Word Bank | | |
| |Word Wall |Word Wall | | | |
| |Word Bank |Word Bank | | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 23. |Come to discussions prepared, having read and researched material under |Speak and listen to stimulate an exchange of ideas based on a synthesis of |VU: |Cite, research |
|CCSS |study. |research findings relevant to the discussion using notes. |LFC: |Verbs and verb phrases in |
|SL.9.1.a: | | | |questions, prosodic features |
|WIDA 2-5 | | | |(e.g., stress) |
|Speaking | | | |Varies by ELP level |
|Listening | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Outlines(teacher prepared) |Outlines (teacher prepared) |Outlines |Notes | |
| |Notes in L1 & English |Prompts |Notes |Multiple reference | |
| |Prompts |Reference materials (thesaurus, |Partners |materials (thesaurus, | |
| |Reference materials (thesaurus, |English & Bilingual Dictionary, |Prompts |dictionary, translation) | |
| |English and |translation) |Multiple reference materials | | |
| |Bilingual Dictionary, |Sentence Starters |(thesaurus, English and | | |
| |translation) & Pictures/Photographs|Pictures/Photographs |Bilingual Dictionary, | | |
| |Word Wall |Word Wall |translation) | | |
| |Word Bank |Word Bank |Word Wall | | |
| |Native Language Text |Native Language Text |Word Bank | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 24. |Respond thoughtfully to diverse perspectives, summarize points of agreement|Listen to and respond to diverse perspectives in order to justify personal views|VU: |Diverse perspectives, qualify, |
|CCSS |and disagreement, and, when warranted, qualify or justify their own views |and make new connections using an outline. | |justify |
|SL.9.1.d: |and understanding and make new connections in light of the evidence and | |LFC: |Verbs and verb phrases in |
|WIDA 2-5 |reasoning presented. | | |questions, prosodic features |
|Speaking | | | |(e.g., stress) |
|Listening | | | |Varies by ELP level |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Outlines |Outlines |Outlines |Notes |Notes |
| |(teacher prepared) |(teacher prepared) |Notes |Multiple reference | |
| |Notes in L1 & English |Notes in L1 & English |Prompts |materials (thesaurus, | |
| |Pictures/Photographs |Sentence Starters |Multiple reference materials |dictionary, translation) | |
| |Word Wall |Pictures/Photographs |Word Wall | | |
| |Word Bank |Word Wall |Word Bank | | |
| |Native Language Text |Word Bank | | | |
| |L1 support |Native Language Text | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 25. |Integrate multiple sources of information presented in diverse media or |Speak and listen to integrate and evaluate multiple sources of information |VU: |Cite, research, integrate |
|CCSS |formats (e.g., visually, quantitatively, orally) evaluating the credibility |presented in diverse media or formats using Cornell Notes. | |Verbs and verb phrases in |
|SL.9.2: |and accuracy of each source. | |LFC: |questions, prosodic features |
|WIDA 2-5 | | | |(e.g., stress) |
|Speaking | | | |Varies by ELP level |
|Listening | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|Notes in L1 & English |Notes in L1 & English |Cornell Notes |Cornell Notes |Cornell Notes |
| |Outlines |Outlines |Outlines |Multiple reference | |
| |(teacher prepared) |Multiple reference |Partner Work |materials (thesaurus, | |
| |Multiple reference |materials |Prompts |dictionary, translation) | |
| |materials |Sentence Starters |Multiple reference materials | | |
| |Pictures/Photographs |Pictures/Photographs |(thesaurus, English and | | |
| |Word Wall |Word Wall |Bilingual Dictionary) | | |
| |Word Bank |Word Bank |Word Wall | | |
| |Native Language Text |Native Language Text |Word Bank | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 26. |Evaluate a speaker’s point of view and reasoning. |Listen to assess a speaker’s point of view and rationale using a checklist. |VU: |Reasoning, evaluate |
|CCSS | | |LFC: |Cause and effect statements, |
|SL.9.3: | | | |prosodic features (e.g., |
|WIDA 2-5 | | | |stress), |
|Speaking | | |LC: |Varies by ELP level |
|Listening | | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Teacher Model and |Teacher Model and guide |Teacher Model |Checklist |Checklist |
| |guide |Checklist |Checklist |Notes | |
| |Notes in L1 & English |Notes in L1 & English |Notes | | |
| |Pictures/Photographs |Pictures/Photographs |Partner Work | | |
| |Word Wall |Word Wall |Word Wall | | |
| |Word Bank |Word Bank |Word Bank | | |
| |Native Language Text |Native Language Text | | | |
| |L1 support |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 27. |Adapt speech to a variety of contexts and tasks, demonstrating command of |Adapt speech to a variety of contexts and tasks by using a speaking rubric |VU: |Adapt, context, formal, informal|
|CCSS: |formal English when indicated or appropriate; present information, |specific to task. | |Formal vs. informal sentence |
|SL.9.6, 9.4 |findings, and supporting evidence clearly, concisely, and logically such | |LFC: |structure, prosodic features |
|WIDA 2-5 |that listeners can follow the line of reasoning. | | |(e.g., stress) |
|Speaking | | | |Varies by ELP level |
| | | | | |
| | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Teacher Model and guide |Teacher Model and guide |Rubric |Rubric |Rubric |
| |Rubric |Rubric |Notes |Notes | |
| |Notes in L1 & English |Notes in L1 & English |Situational Cue Cards | | |
| |Pictures/Photographs |Pictures/Photographs |Prompts | | |
| |Word Wall |Word Wall |Partner Work | | |
| |Word Bank |Word Bank |Word Wall | | |
| |L1 support |L1 support |Word Bank | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 28. |Demonstrate that effective organization, development, substance, and style |Speak in an organized, cohesive manner appropriate to purpose, audience and task|VU: |concise, substance, style |
|CCSS: |are appropriate to purpose, audience, and task. |using an outline. | |Correlative conjunctions |
|SL.9.6, 9.4 | | |LFC: |Varies by ELP level |
|WIDA 2-5 | | | | |
|Speaking | | |LC: | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Teacher-led discussion |Teacher-led discussion |Outlines |Outlines |Outlines |
| |Completed outline |Outlines |Notes | | |
| |Notes in L1 & English |Notes in L1 & English |Template (completed model) |Notes | |
| |Pictures/Photographs |Pictures/Photographs |Partner work | | |
| |Word Wall |Word Wall |Word Wall | | |
| |Word Bank |Word Bank |Word Bank | | |
| |L1 support |L1 support | | | |
| |Gestures | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 29. |Demonstrate command of the conventions of standard English grammar and |Speak and write to apply the conventions of standard English grammar and usage |VU: |Conventions |
|CCSS: |usage when writing or speaking. |after practicing with examples in small groups, |LFC: |Verb forms |
|L.9.1 | | |LC: |Varies by ELP level |
|WIDA 2 | | | | |
|Speaking | | | | |
|Writing | | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Language reference |Language reference sheet |Language reference sheet |Language reference sheet |Language reference sheet |
| |sheet |Small group practice with |Small group practice with |Notes | |
| |Pictures/Photographs |examples |examples | | |
| |Cloze sentences |Notes in L1 & English |Template (completed model) | | |
| |Word Wall |Pictures/Photographs |Word Wall | | |
| |Word Bank |Sentence Frames |Word Bank | | |
| |L1 support |Word Wall | | | |
| | |Word Bank | | | |
| | |L1 support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO 30. |Use parallel structure when speaking and writing. |Speak and write to apply the conventions of standard English grammar and usage |VU: |Parallel structure |
|CCSS: | |to parallel structure after practicing with examples in small groups, |LFC: |Verb forms |
|L.9.1.a | | |LC: |Varies by ELP level |
|WIDA 2 | | | | |
|Speaking | | | | |
|Writing | | | | |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Parallel structure |Parallel structure examples |Parallel structure examples |Parallel structure |Parallel structure examples |
| |examples |Small group practice with |Small group practice with |examples | |
| |Pictures/Photographs |examples |examples |Notes | |
| |Cloze sentences |Notes in L1 & English |Template (completed model) | | |
| |Word Wall |Pictures/Photographs |Word Wall | | |
| |Word Bank |Sentence Frames |Word Bank | | |
| |L1 support |Word Wall | | | |
| | |Word Bank | | | |
| | |L1 support | | | |
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