Comprehensive Course of Study Template
Washington Township Public Schools
Office of Curriculum & Instruction
Curriculum Guide Checklist
|Course Title: |English as a Second Language – Grades 9, 10, 11 & 12 |
|Submitted By: |Laurine Sibilia |Date: |August 2013 |
(Elementary Director or /MS/HS Dept Supervisor please check)
|Acceptable |Not Acceptable |N/A | |Comments |
| | | |Cover Page (Course Description) | |
| | | |Demonstrable Proficiencies (MS & HS only) | |
| | | |Scope & Sequence (Elementary only) | |
| | | |List of Major Units of Study | |
| | | |(For each unit of study include the following A-E) | |
| | | |A. Unit Overview | |
| | | |B. Unit Graphic Organizer (Web) | |
| | | |C. Unit Plan | |
| | | |1. Topics/Concepts | |
| | | |2. Critical Content (Students Will Know) | |
| | | |3. Skill Objectives (Students Will Be Able To) | |
| | | |4. Instr./Learning Activities and Interdisciplin. Connections | |
| | | |5. Instructional Resources with Title and Page Number | |
| | | |6. Technology and 21st Century Skills Integration | |
| | | |7. NJCCCS with CPI References | |
| | | |8. Evaluation/Assessment | |
| | | |D. Lesson Plan Detail (Elementary Only) | |
| | | |E. Cross-Content Standards Analysis Page | |
| | | |F. Curriculum Modification Page Insert | |
|Approval: Principal: | | |Curriculum Director: | |
| | | |Asst. Superintendent: | |
|Department Supervisor: | | |Board of Education: | |
|PLEASE NOTE: A completed and signed checklist MUST accompany each course of study that is submitted for approval. |
Washington Township Public Schools
COURSE OF STUDY – CURRICULUM GUIDE
|Course: |English as a Second Language – Grades 9, 10, 11 & 12 |
|Written By: | Laurine Sibilia |
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|Under the Direction of: |Raymond F. Anderson III |
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|Description: |The English as a Second Language program is designed to improve the receptive and expressive English communication skills of the English language learners of Washington Township High School. Since we welcome students from a|
| |wide variety of nations with varying degrees of English proficiency instruction is individualized and always encompasses aural comprehension, verbal communication, reading, writing and American culture. The English as a |
| |Second Language, Grades 9-12 Course of Study was developed as a resource to meet the individual needs of the ELLs in all four-language domains with a foundation in the content areas. It is a comprehensive standards-based |
| |English as a Second Language curriculum that balances the language of Social and Instructional Language, the language of Language Arts and Literacy, the language of Science and the language of Social Studies. 21st Century |
| |skills and Web 2.0 tools are incorporated to ensure greater engagement of the students with the reading selections and activities. Drawing from a bank of informational texts, as well as classic and contemporary |
| |literatures, students will acquire a wealth of new vocabulary through key words, academic words and literary words. Explicit instruction in reading strategies will foster reading comprehension skills. Attention to grammar|
| |points and the writing process complete the plan and the comprehensive scope of the integrated curriculum. Student progress will be monitored through teacher observation, written assessments, student portfolios and a wide |
| |variety of projects and writing tasks evaluated according to individual rubrics. |
| | |
| |All ESL students will: |
| |Listen and gain meaning from spoken English from a variety of sources including but not limited to the teacher, classmates, guest speakers, audio recordings, audiovisual presentations, and songs. |
| |Speak to express their opinion, share information, question and discuss in person and in recorded situations. |
| |Read and gain meaning from all types of written English including but not limited to fiction, nonfiction, essays, poetry, newspaper and magazine articles, editorials, short stories, novels, resource materials and Internet |
| |articles. |
| |Write to express their opinion, share information, persuade, question and record their memories and thoughts via handwriting and word processing on the computer. |
| | |
| |The core textbooks used for this course are: |
| |Pearson Longman Keystone Levels D, E and F by Anna Uhl Chamot, John De Mado and Sharroky Hollie. Copyright 2013. |
| |Keys to Learning by Anna Uhl Chamot, Catharine W. Keatley and Kristina Anstrom. Copyright 2013. |
| |Building Bridges Anna Uhl Chamot, Catharine W. Keatley and Kristina Anstrom. Copyright 2013. |
|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |
|Barbara E. Marciano: |Director of Elementary Education |
|Jack McGee: |Director of Secondary Education |
|Written: |August 2013 |
|Revised: | |
|BOE Approval: | |
DEMONSTRABLE PROFICIENCIES
|COURSE TITLE: |English as a Second Language – Grades 9, 10, 11 & 12 |
I. CLASSWORK REQUIREMENTS
A. Tests, quizzes, homework and oral participation, listening and reading comprehension activities and pronunciation as modeled by CDs and teacher. Class preparedness and punctuality, notebook, note-taking, reading assignments, organization and neatness.
II. ATTITUDE & BEHAVIOR
A. The following will be demonstrated: effort, cooperation, following directions, perseverance, self-control, respect for others, self-growth, responsibility, and pride in work.
III. COURSE OBJECTIVES/OVERVIEW
A. COURSE CONTENT
1. Identification of key words, academic words and literary words encountered in reading and other instructions.
2. Comprehension of reading strategies, writing elements, structures and modes and grammar points.
B. SKILLS
1. Oral/aural proficiency by responding to and asking questions, reading aloud and using improving pronunciation (phonetics) when reading
and speaking.
2. Writing proficiency through sentence, paragraph and essay construction and free-style composition.
C. APPRECIATION OF CONCEPTS
IV. ATTENDANCE
Attendance: Refer to Board of Education Policy
V. GRADING PROCEDURES
A. The goal of this ESL course is to provide the students with the opportunity to master four linguistic skills at a level which is commensurate with his/her level of study and which is within the limits allotted, uninterrupted instructional time and individual student ability, attitude, study habits, willingness to learn and class attendance. These skills are: the ability to comprehend the English language in a spoken and written mode as well as the ability to express oneself in both of these modes.
B. The final grade will reflect the student’s mastery of the aforementioned goals by means of compilation of tests, quizzes, homework, projects and class work, which will measure all of these goals. The measurement of achievement in any one goal will not be weighted more than 33.3%. No test, etc. shall be weighted more than 33.3%. A student who demonstrates a composite mastery 70% of the aforementioned goals will have successfully completed the course in question.
MAJOR UNITS OF STUDY
|Course Title: |English as a Second Language – Grades 9, 10, 11 & 12 |
I. The Language of Social Studies
II. The Language of Science
III. The Language of Language Arts
IV. The Language of Literature
UNIT OVERVIEW
|Course Title: | English as a Second Language – Grades 9, 10, 11 & 12 |
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|Unit #: |UNIT 1 OVERVIEW |Unit Title: |The Language of Social Studies |
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|Unit Description and Objectives: |
|This unit assists students in learning to communicate information, ideas and concepts necessary for academic success in the content area of social studies. It examines science as inquiry through the reading and analysis of informational texts. |
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Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How can we tell what’s right? |1. Differentiating between right and wrong is a personal decision based on our |1.1 Why do people disagree about what is right? |
| |personal experiences. | |
| | |1.2 Where does one get his/her ideas about what is right – friends, relatives, |
| | |teachers or books? |
|2. What can we learn from times of war? |2. Experiencing a war has a profound impact on a person’s life and personal |2.1 What would life be like in a war zone? |
| |reflections vary. | |
| | |2.2 Do you know anyone who has fought in a war? What was their experience like? |
|3. When should you take a stand? |3. It takes insight and courage to determine when to take a stand. |3.1 In what situations should we take a stand? |
| | |3.2 What can we gain for ourselves or how can we help someone else by taking a stand? |
| | | |
|4. How do conflicts affect us? |4. Global and personal conflicts affect us in many ways. |4.1 What are some conflicts going on in the world today that you are aware of? |
| | |4.2 What are some of the causes of these conflicts? How can they be resolved? |
| | |4.3 Have you experienced a conflict with another person? How did you resolve it? |
|5. How do struggles build character? |5. Experiencing struggles builds character and teaches us important life lessons. |5.1 What are some examples of struggles that people and families experience? What |
| | |positive things can come out of these difficult experiences and situations? |
| | |5.2 What does it mean to “build character”? |
| | |5.3 What struggles have you experienced in your life? How did those struggles affect |
| | |you? |
|6. Why are ideals important? |6. It is important to have ideals and strong personal beliefs as these shape an |6.1 What ideals do great leaders have? |
| |individual. |6.2 What would the world be like if people didn’t stand up for their ideals? |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |English as a Second Language – Grades 9, 10, 11 & 12 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: | The Language of Social Studies | |WIDA ELD Standard 5: The Language of Social Studies |
|Newcomers and S.I.F.E.s (Students with Interrupted Formal Education) |Students who consistently achieve high marks on the assigned class | |Any special modifications that are outlined in the students I.E.P. |
|will be given instruction primarily through the usage of Keys to |work, quizzes, projects and tests will be evaluated using multiple | |will be followed exactly as they are written. |
|Learning, the port-of-entry textbook until it is determined that they |measures for readiness to exit the E.S.L. program. |Target Population | |
|are proficient enough in the basics to follow along successfully, with| | | |
|differentiation, in the assigned grade level texts. Additional | | | |
|supplemental resources will also be utilized based upon the determined| | | |
|area(s) of need. (Exact resources employed will be determined on a | | | |
|case-by-case basis). | | | |
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UNIT OVERVIEW
|Course Title: |English as a Second Language – Grades 9, 10, 11 & 12 |
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|Unit #: |UNIT 2 OVERVIEW |Unit Title: |The Language of Science |
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|Unit Description and Objectives: |
|This unit assists students in learning to communicate information, ideas and concepts necessary for academic success in the content area of science. |
|It examines science as inquiry through the reading and analysis of informational text. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. What is light? |1. Light is important to us in many different ways. |1.1 Are light and shadows always physical, or can they be something you feel? |
| | |1.2 Are shadows the opposite of light? |
| | |1.3 What are some ways to create light? |
| | |1.4 What are some ways to create shadows? |
|2. What special traits or characteristics do animals have? |2. Animals are our amazing partners on Earth. |2.1 What is the experience of a pet owner? |
| | |2.2 What is an amazing animal you know about? |
| | |2.3 What are some different ways animals communicate with each other? |
| | |2.4 Do animals communicate with people? |
|3. Why should we reach out to others? |3. People reach out to others to offer help, receive help and to make new friends, all|3.1 Why should we reach out to others? |
| |of which makes for better, happier people. |3.2 Who can we reach out to in our everyday life? |
| | |3.3 How can reaching out to someone else help us become better, happier people? |
|4. Do things really change? |4. Scientifically studying change over time helps us gain a better perspective on |4.1 What are some ways that people define change? |
| |issues today. |4.2 How do you define change? |
| | |4.3 What are some things that change over time? |
| | |4.4 What are some things that stay the same? |
| | |4.5 How would your life be different if you had grown up 100 years ago? |
| | |4.6 How would your life be the same? |
|5. How do the senses shape our experiences? |5. Our senses make us more aware of the world around us, which helps us in many ways.|5.1 What are the loudest and softest sounds you have ever heard? |
| | |5.2 What does the color green remind you of? |
|6. How does the sea affect our lives? |6. All the systems of our planet are interconnected and the oceans affect our lives |6.1 In what ways do oceans enrich the lives of people? |
| |in many ways. |6.2 What are some dangers or problems related to the sea? |
| | |6.3 What responsibility do human beings have for taking care of the world’s oceans? |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |English as a Second Language – Grades 9, 10, 11 and 12 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |The Language of Science | |WIDA EDL Standard 4: The Language of Science |
|Newcomers and S.I.F.E.s (Students with Interrupted Formal Education) |Students who consistently achieve high marks on the assigned class | |Any special modifications that are outlined in the students I.E.P. |
|will be given instruction primarily through the usage of Keys to |work, quizzes, projects and tests will be evaluated using multiple |Target Population |will be followed exactly as they are written. |
|Learning, the port-of-entry textbook until it is determined that they |measures for readiness to exit the E.S.L. program. | | |
|are proficient enough in the basics to follow along successfully, with| | | |
|differentiation, in the assigned grade level texts. Additional | | | |
|supplemental resources will also be utilized based upon the determined| | | |
|area(s) of need. (Exact resources employed will be determined on a | | | |
|case-by-case basis). | | | |
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UNIT OVERVIEW
|Course Title: |English as a Second Language – Grades 9, 10, 11 and 12 |
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|Unit #: |UNIT 3 OVERVIEW |Unit Title: |The Language of Literature |
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|Unit Description and Objectives: |
|This unit assists students in learning to communicate information, ideas and concepts necessary for academic success in the content area of language arts. It helps students improve their literacy by focusing on reading, writing, speaking, listening, and |
|language skills through the study of informational texts and literature. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How are growth and change related? |1. People and things continuously change and grow. |1.1 Is it possible to grow without changing? Why or why not? |
| | |1.2 What are some ways that people change? |
|2. Can we think with the heart? |2. How we feel with our heart impacts how we think and act. |2.1 What do you think is meant by the expression “thinking with your heart”? |
| | |2.2 What problems are better dealt with rationally? |
| | |2.3 What problems are better dealt with emotionally? |
|3. What shapes our identity? |3. Our identity is as simple as what makes us unique (DNA, fingerprints) and as |3.1 If you had to describe yourself to someone you have never met, what would you say?|
| |complex as what shapes who we are (culture, traditions, past) and what drives us | |
| |(traits, interests). |3.2Which do you believe is more important – personal identity or cultural identity? |
| | |Why? |
|4. What does it take to beat the odds? |4. Reading and learning about accomplishments that seem impossible gives us hope and |4.1 What does it mean to “beat the odds”? |
| |vision. |4.2 Can you think of anyone you know who has beaten the odds? |
| | |4.3 What personality trait must a person have to be able to beat the odds? |
|5. How do generations differ from one another? |5. In spite of inherent differences, generations influence one another and common |5.1 Who is the oldest person you know? |
| |traits are passed down through the generations. |Who is the youngest person you know? |
| | |How are they different? |
| | |5.2 How are you different from a young child? |
| | |How are you different from an adult? |
|6. What makes a community? |6. People as well as other creatures live in communities that help and support each |6.1 What are the advantages of belonging to a community? Are there disadvantages? |
| |other. |6.2 How do people in a community support and help each other? |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |English as a Second Language – Grades 9, 10, 11 and 12 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: | The Language of Language Arts | |WIDA ELD Standard 2: The Language of Language Arts |
|Newcomers and S.I.F.E.s (Students with Interrupted Formal Education) |Students who consistently achieve high marks on the assigned class | |Any special modifications that are outlined in the students I.E.P. |
|will be given instruction primarily through the usage of Keys to |work, quizzes, projects and tests will be evaluated using multiple | |will be followed exactly as they are written. |
|Learning, the port-of-entry textbook until it is determined that they |measures for readiness to exit the E.S.L. program. |Target Population | |
|are proficient enough in the basics to follow along successfully, with| | | |
|differentiation, in the assigned grade level texts. Additional | | | |
|supplemental resources will also be utilized based upon the determined| | | |
|area(s) of need. (Exact resources employed will be determined on a | | | |
|case-by-case basis). | | | |
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UNIT OVERVIEW
|Course Title: |English as a Second Language – Grades 9, 10, 11 & 12 |
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|Unit #: |UNIT 4 OVERVIEW |Unit Title: |The Language of Literature – Novels & Short Stories |
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|Unit Description and Objectives: |
|This is a generic unit, designed to support the teaching of the novel and short story. It is a suggested starting point for the teaching of various literary aspects. Speaking and listening will play a key role in helping students engage with the text, and |
|discuss and develop their responses with others. Writing is used to enhance engagement, enjoyment and thinking before and during the reading of a novel and short story. After reading, writing is used to help the students become critics of the text and |
|develop a critical, informed evaluation. |
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Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. What are plot and structure? |1. All stories are structured with a beginning, middle and end with rising and falling|1.1What is the structure of the work? |
| |action. |1.2 What is the plot of the story? |
| |2. The plot is what happens in the story and the order in which it occurs. |1.3 How are the structure and plot developed within the work? |
|2. What is characterization? |1. Characterization is the process by which the writer reveals the personality of a |2.1 How does the author develop the characters? |
| |character. |2.2 What are the direct as well as indirect methods of character development? |
| |2. Authors develop characterization directly and indirectly within their writing. | |
|3. What is setting? |1. The setting is the environment in which a story takes place. |3.1 How does the author develop the setting of the work? |
| |2. The setting can include specific information about time and place or can simply be|3.2 How does the setting contribute to the storyline? |
| |descriptive. | |
| |3. Setting is important because it provides a backdrop for the action. | |
|4.What is point of view? |1. Literature is the lens through which the readers looks at the world and point of |4.1 Which point of view is used in the story? |
| |view is the way the author allows you to “see” and “hear” what’s going on. |4.2 How does the chosen point of view contribute to the work? |
| |2.Point of view can be first-person, second-person or third-person. | |
|5. What is theme? |1. Theme is the general underlying truths behind a story that constitute the |5.1 What is the theme and how is it developed? |
| |connection between the author and the reader. |5.2 How is the reader able to connect with the theme of the story? |
| |2. The reader extracts the theme from the characters, action and setting of the | |
| |story. | |
|6. What is style? |1. Style in literature is the literary element that describes the ways that the |6.1 How does the author utilize style to enhance all the other literary elements of |
| |author uses words- the author’s word choice, sentence structure, figurative language |the work? |
| |and sentence arrangement, which all work together to establish mood, images, and |6.2 What are the characteristics of the author’s style and how do they differentiate |
| |meaning in the text. |from other pieces you have read? |
| |2. Style describes how the author describes events, objects and ideas. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |English as a Second Language – Grades 9, 10, 11 & 12 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |The Language of Literature: The Novel and Short Story | |WIDA ELD Standard 2: The Language of Language Arts |
|Newcomers and S.I.F.E.s (Students with Interrupted Formal Education) |Students who consistently achieve high marks on the assigned class | |Any special modifications that are outlined in the students I.E.P. |
|will be exempt from reading the novel and will continue to be given |work, quizzes, projects and tests will be given questions, composition| |will be followed exactly as they are written. |
|instruction primarily through the usage of Keys to Learning, the |topics, projects and additional activities that require lengthier, |Target Population | |
|port-of-entry textbook, until it is determined that they are |more on grade level, responses. | | |
|proficient enough in the basics of speaking, reading and writing to | | | |
|follow along successfully, with differentiation, in the novel being | | | |
|read. | | | |
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UNIT OVERVIEW
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|Unit #: |UNIT 5 OVERVIEW |Unit Title: | |
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|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
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CURRICULUM UNIT PLAN
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|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. |1. |1.1 |
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CURRICULUM UNIT PLAN
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|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. |1. |1.1 |
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|Cells will expand as necessary. | | |
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CURRICULUM UNIT PLAN
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UNIT OVERVIEW
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|Unit #: |UNIT 8 OVERVIEW |Unit Title: | |
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|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. |1. |1.1 |
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| | |1.3 |
| | |Etc. |
|2. |2. |2.1 |
| | |2.2 |
| | |2.3 |
| | |Etc. |
|Add rows as necessary by tabbing across: | | |
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[pic]
CURRICULUM UNIT PLAN
|Course Title/Grade: | | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: | | | |
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UNIT OVERVIEW
|Course Title: | |
| | |
|Unit #: |UNIT 9 OVERVIEW |Unit Title: | |
| | |
|Unit Description and Objectives: |
|Click here and type Description |
| |
|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. |1. |1.1 |
| | |1.2 |
| | |1.3 |
| | |Etc. |
|2. |2. |2.1 |
| | |2.2 |
| | |2.3 |
| | |Etc. |
|Add rows as necessary by tabbing across: | | |
|Cells will expand as necessary. | | |
[pic]
CURRICULUM UNIT PLAN
|Course Title/Grade: | | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: | | | |
|Type, tab, and document will roll | | | |
| | | | |
| | | | |
| | | | |
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UNIT OVERVIEW
|Course Title: | |
| | |
|Unit #: |UNIT 10 OVERVIEW |Unit Title: | |
| | |
|Unit Description and Objectives: |
|Click here and type Description |
| |
|PLEASE NOTE THAT THE NEXT THREE PAGES ARE NEEDED FOR EACH UNIT. THEREFORE WE HAVE ADDED TEN OF THESE UNITS FOR YOU (UNITS 1 THROUGH 10) WHICH INCLUDE THE UNIT OVERVIEW, THE GRAPHIC ORGANIZER, AND THE CURRICULUM UNIT PLAN. IF NECESSARY, PLEASE DELETE ANY |
|UNITS NOT USED. BUT BE CAREFUL WHEN DELETING BECAUSE THE LAST TWO PAGES ARE NECESSARY FOR THE COMPLETION OF EACH COURSE OF STUDY (“Cross Content Standards Analysis” page and “Department of Student Personnel Services – Curriculum Modifications” page.) THIS |
|DOCUMENT IS SAVED AS A TEMPLATE. PLEASE DO A SAVE AS ON YOUR COMPUTER AND COPY BACK TO THE ORIGINAL DISK PROVIDED TO YOU. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. |1. |1.1 |
| | |1.2 |
| | |1.3 |
| | |Etc. |
|2. |2. |2.1 |
| | |2.2 |
| | |2.3 |
| | |Etc. |
|Add rows as necessary by tabbing across: | | |
|Cells will expand as necessary. | | |
[pic]
CURRICULUM UNIT PLAN
|Course Title/Grade: | | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: | | | |
|Type, tab, and document will roll | | | |
| | | | |
| | | | |
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CROSS-CONTENT STANDARDS ANALYSIS
|Course Title: |English as a Second Language |Grade: |9, 10, 11, 12 |
Unit Title: |Visual and Performing Arts |Comp. Health & Physical Ed. |Language Arts Literacy |Mathematics |Science |Social Studies |World Languages |Tech. Literacy |Career Education/ Consumer, Family & Life Skills | |The Language of Social Studies | | |CCSS.ELA-Literacy.RH.9-10.10
CCSS.ELA-Literacy.RH.11-12.10
| | |NJCCSS
6.1=US History:
America in the World
6.1.4.A.1
6.1.4.A.3
6.1.4.A.9
6.1.4.A.11
6.1.4.A.15
6.1.4.A.16
6.1.4.C.6
6.1.4.C.12
6.1.4.D.10
6.1.4.D.13
6.1.4.D.15
6.1.4.D.18
6.1.4.D.20
6.1.12.D.7.a
6.1.12.D.7.c
6.1.12.D.13.a
6.2=World
History/
Global Studies
6.2.12.D.2.d
6.2.12.B.4
6.2.12.B.6.a
6.3=Active Citzenship in the 21st Century
6.3.4.A.1
6.3.4.B.1
6.3.4.D.1
6.3.8.A.1
6.3.8.D.1
| | | | |The Language of Science | | |CCSS.ELA-Literacy.RST.9-10.10
CCSS.ELA-Literacy.RST.11-12.10
| |5.2 = Physical Science
NJCCCS
5.2.2.A.1
5.2.2.C.1
5.2.2.C.3
5.2.4.C.3
5.2.4.C.4
5.2.6.C.1
5.2.6.C.2
5.3 = Life Science
5.3.2.A.1
5.3.4.A.1
5.3.4.A.2
5.3.4.A.3
5.3.6.A.1
5.3.2.B.2
5.3.6.B.2
| | | | | |The Language of Language Arts | | |CCSS.ELA-Literacy.
WHST.9-10.1
WHST.11-12.1
CCSS.ELA-
Literacy.
WHST.9-10.2
WHST.11-12.2
CCSS.ELA-
Literacy.
WHST.9-10.4
WHST.11-12.4
CCSS.ELA-
Literacy.
WHST.9-10.10
WHST.11-12.10 | | | | | | | | | | | | | | | | | | |The Language of Literature | | |RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.6
RL.9-10.7
RL.9-10.8
Rl.9-10.9
Rl.9-10.10
W.9-10.1
W.9-10.2
W.9-10.3
W.9-10.4
W.9-10.5
W.9-10.6
W.9-10.7
W.9-10.8
W.9-10.9
W.9-10.10
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.5
RL.11-12.6
RL.11-12.7
RL.11-12.8
RL.11-12.9
RL.11-12.10
W.11-12.1
W.11-12.2
W.11-12.3
W.11-12.4
W.11-12.5
W.11-12.6
W.11-12.7
W.11-12.8
W.11-12.9
W.11-12.10 | | | | | | | |*All core content areas may not be applicable in a particular course.
Washington Township Public Schools
Department of Student Personnel Services
CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.
The intent is three-fold:
• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;
• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;
• To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.
-----------------------
Concept-Based Format
UNIT GRAPHIC ORGANIZER
Theme:
The Language of Social Studies
Conceptual Lens:
Learning from the past to guide the present. Learning from personal experiences, both good and bad.
Sub-Concept/Topics:
Grammar:
• Punctuation
• Subject-Verb Agreement, Participial Adjectives, Conjunctive Adverbs, Imperatives, Sequence words
• Conditionals, Appositives, Comparatives, Clauses
• Verb Tenses
Sub-Concept/Topics:
Word Study:
• Prefixes, Suffixes, Roots
• Acronyms
• Diagraphs, Spelling long a and i
• Cognates
Sub-Concept/Topics:
Vocabulary
• Key Words
• Academic Words
• Literary Words
Sub-Concept/Topics:
Listening & Speaking
• Reader’s Theater
• Dramatic Reading
• Retelling
• Pair/Group Projects
Sub-Concept/Topics:
Writing
• Descriptive essay
• Narrative
• Expository essay
• Persuasive essay
• Research Report
Sub-Concept/Topics:
Reading Strategies:
• Monitor Comprehension
• Evaluate new information/written information
• Identify main idea and details/Take notes/Connect ideas
• Preview
• Summarize
• Follow Steps in a Process
• Use What You Know
UNIT GRAPHIC ORGANIZER
Theme:
The Language of Science
Conceptual Lens:
The forces of nature and the natural world affect our lives in many dimensions.
Sub-Concept/Topics:
Grammar:
• Punctuation
• Subject-Verb Agreement, Participial Adjectives, Conjunctive Adverbs, Imperatives, Sequence words
• Conditionals, Appositives, Comparatives, Clauses
• Verb Tenses
Sub-Concept/Topics:
Word Study:
• Prefixes, Suffixes, Roots
• Acronyms
• Diagraphs, Spelling long a and i
• Cognates
Sub-Concept/Topics:
Vocabulary
• Key Words
• Academic Words
• Literary Words
Sub-Concept/Topics:
Listening & Speaking
• Reader’s Theater
• Dramatic Reading
• Retelling
• Pair/Group Projects
Sub-Concept/Topics:
Writing
• Descriptive essay
• Narrative
• Expository essay
• Persuasive essay
• Research Report
Sub-Concept/Topics:
Reading Strategies:
• Monitor Comprehension
• Evaluate new information/written information
• Identify main idea and details/Take notes/Connect ideas
• Preview
• Summarize
• Follow Steps in a Process
• Use What You Know
UNIT GRAPHIC ORGANIZER
Theme:
The Language of Literature
Conceptual Lens:
Across time and generations, all people share common experiences and these experiences are expressed through literature.
Sub-Concept/Topics:
Grammar:
• Adverbs of manner, nouns, adjectives, pronouns, prepositions, adverbial clauses, gerunds
• Verb Tenses
• Complex sentences, simple and compound sentences
Sub-Concept/Topics:
Word Study:
• Long / Short Vowels
• Spellings for r-controlled vowels, word endings in y
• Compound nouns, closed compound nouns
• prefixes, roots
• Homophones
Sub-Concept/Topics:
Vocabulary
• Key Words
• Academic Words
• Literary Words
Vocabulary
• Key Words
• Academic Words
• Literary Words
Sub-Concept/Topics:
Listening & Speaking
• Reader’s Theater
• Dramatic Reading
• Retelling
• Pair/Group Projects
Sub-Concept/Topics:
Writing
• Descriptive essay
• Narrative
• Expository essay
• Persuasive essay
• Research Report
Writing
• Descriptive essay
• Narrative
• Expository essay
• Persuasive essay
• Research Report
Sub-Concept/Topics:
Reading Strategies:
• Read for enjoyment
• Identify author’s purpose
• Draw conclusions
• Identify problems and solutions
• Connect ideas
• Distinguish fact from opinion
• Visualize
• Make inferences
• Predict
Theme:
Literature: Novels, Short Stories, Informational Pieces
Conceptual Lens:
Literacy – Reading is a life long skill that enriches our lives.
Sub-Concept/Topics:
Characterization
Sub-Concept/Topics:
Plot & Structure
Patterns & Themes
Sub-Concept/Topics:
Reading Strategies
Sub-Concept/Topics:
Narrative & Authorial
Voice
Sub-Concept/Topics:
Setting
Narrative Hooks
Endings
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Critical Evaluation
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
UNIT GRAPHIC ORGANIZER
Theme:
Conceptual Lens:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
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