Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 1 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 1 Essential Question: Why should we reach out to others? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Diagnostic Pre‐test (pp. 3‐ 12), Unit 1 Reading Tests 1‐4 (pp. 35‐50), Unit 1 Test (pp. 133‐142) Extended Resources: Teacher Man (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use compound and complex sentences, and simple present verbs in oral and written contexts Visualize, preview, identify problems and solutions, and use visuals of content orally and in writing Write a series of descriptive paragraphs, and an essay Content Objectives SWBAT: Explain why people reach out to others Resources Informational Text LA.11.1 (1.1‐4.4) “Criss Cross” (pg. 8) “Oranges” (pg. 14) SWB pp. 1‐7 Identify thematic vocabulary using related words, synonyms, and “Managing roots Stress” (pg. 24) SWB pp. 8‐14 Read and SRC pp. 1‐20 analyze novel excerpts, poetry, and informational text as they relate to unit “Phantom theme. Tollbooth” (pg. 38) Define and use Literature LA.11.2 (1.1‐3.4) Short story Reading Process LA.11.3 (1.1‐2.1) Visualize Literary terms Poem Science Novel excerpt Research, Media Listening, Speaking & ICT Literacy & Collaborating LA.11.4 LA.11.5 (1.1‐3.2) (1.1‐3.2) eBook, audio CD, Reader’s Theater video, and website Writing LA.11.6 (1.1‐3.4) Compound and complex sentences, describe a place Preview Read for Fluency In your own words: summarize (pg. 30) Describe a person; can, can’t, verb for ability or possibility Problem, solution Dramatic reading Describe an event Simple present for habitual Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 2 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives Content Objectives Resources Informational Text LA.11.1 (1.1‐4.4) Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork literary terms: characterization, setting, figurative language, allegory, narrative poem, irony “Grandma Ling” (pg. 42) SWB pp. 15‐21 Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT) View video, text visuals, website links, and artwork to understand unit theme “Your Brain and Science Nervous System” (pg. 52) SWB pp. 22‐28 SRC pp. 21‐34 Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings Link the Readings Smithsonian: Bridging the Distance SWB pg. 31 Literature LA.11.2 (1.1‐3.4) Poem Reading Process LA.11.3 (1.1‐2.1) Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Use Visuals In Your Own Words: Oral summarizing (pg. 56) Read for Fluency Critical Thinking and Discussion Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Fluency Check Listening and Speaking Workshop (pg. 62) Video: Yuriko Yamaguchi Writing LA.11.6 (1.1‐3.4) actions or routines; complex, compound sentences Describe an object
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 3 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 2 Essential Question: What shapes our identity? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Unit 2 Reading Tests 1‐4 (pp. 51‐66), Unit 2 Test (pp. 143‐152) Extended Resources: Gladiator (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use modals, real and unreal conditional, and factual conditionals in oral and written contexts Recognize cause/ effect, and classify; identify author’s purpose, connect ideas of content orally and in writing Content Objectives SWBAT: Understand the notion of identify Resources Informational Text LA.11.1 (1.1‐4.4) “Finding Miracles” (pg. 76 A Coversation Interview with Julia Alvarez Identify thematic (pg. 81) vocabulary using SWB pp. 33‐39 phonics and compound “What Do You Social Studies words, two‐word Stand For? Four verbs, and Teens: A Guide internet to Building Character” Read and SWB pp. 40‐46 analyze novel SRC pp. 35‐48 excerpt, informational “An Interivew Interview text, poetry as with An Na” (pg. they relate to 102) theme Literature Reading Process LA.11.2 (1.1‐3.4) Novel excerpt LA.11.3 (1.1‐2.1) Recognizing cause and effect Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Reader’s Theater Response to literature Classifying Read for Fluency Identifying author’s purpose Writing LA.11.6 (1.1‐3.4) Modals: Irregular and Regular; explain the steps in a process In Your Own Words: Writing a summary (pg. 94) Preferences with would/rather; explain how something is classified Dramatic reading Have to plus a verb, cause and effect; paragraph Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 4 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives Write a series of expository paragraphs and essay Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT) Content Objectives Define and use literary terms: conflict, point of view, theme, suspense View video, text visuals, website links, and artwork to understand the unit theme Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings Resources “A Step from Heaven” “Learning English” (pg. 107) SWB pp. 47‐53 Informational Text LA.11.1 (1.1‐4.4) Literature LA.11.2 (1.1‐3.4) Novel excerpt Reading Process LA.11.3 (1.1‐2.1) Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Writing LA.11.6 (1.1‐3.4) Poem “Crime Scene” (pg. 116) SWB pp. 54‐60 SRC pp. 49‐66 Connecting ideas, Read for fluency In Your Own Words: Writing a summary (pg. 122) Factual Conditionals (present and future), write instructions Link the Readings Fluency Check Wrap Up Discussion Panel Discussion Expository Essay
Smithsonian (pg. 134): Exploring Mixed Media SWB pg. 63 Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 5 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 3 Essential Question: When should you take a stand? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Unit 3 Reading Tests 1‐4 (pp. 67‐82), Unit 3 Test (pp. 153‐162), Midterm Test (pp. 13‐22) Extended Resources: The Rain Maker (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use past habit, simple past, reported speech, and passive form of modal in oral and written contexts Write a series of persuasive paragraphs and an essay Distinguish fact from opinion, recognize sequence, predict, and Content Objectives SWBAT: Understand how taking a stand is important and how it can affect change Resources Informational Text LA.11.1 (1.1‐4.4) “going going” (pg. 142) SWB pp. 65‐71 “Freedom Walkers: The Identify Story of the vocabulary using Montgomery homophones, Bus Boycott” and phonics (pg. 156) SWB pp. 72‐78 Read and SRC pp. 67‐78 analyze novel excerpt, “The Ravine” informational (pg. 168) text, short story SWB pp. 79‐85 as they relate to theme Social Studies Literature Reading Process LA.11.2 LA.11.3 (1.1‐3.4) (1.1‐2.1) Novel excerpt, Distinguishing Response to fact from literature opinion Recognize sequence, Reading for fluency Short story, Predict Response to literature Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking Writing & Collaborating LA.11.5 LA.11.6 (1.1‐3.2) (1.1‐3.4) Reader’s theater Used to + verb Would + verb; Write an advertisement In your own words: Simple past; Presenting a word Write a critique web (pg. 160) Reader’s theater Reported speech; Write a personal letter; Passive form of modals (should Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 6 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives evaluate new information of content orally and in writing Content Objectives Define and use literary terms: hyperbole, dialogue, Explain (orally or character and in writing) the motivation, unit theme flashback, plot through the use of video, text View video, text visuals, website visuals, website links, and links, and artwork artwork to understand the Create oral and unit theme written projects and Employ inquiry‐ presentations based research using content to evaluate obtained from information, media resources construct new and Information understandings, Communication and Technologies communicate (ICT) findings Resources “Speak Your Mind” (pg. 184) SWB pp. 86‐92 SRC pp. 79‐90 Link the readings Informational Text LA.11.1 (1.1‐4.4) Social Studies Literature Reading Process LA.11.2 (1.1‐3.4) LA.11.3 (1.1‐2.1) Evaluate new information, Read for fluency Critical thinking Discussion Fluency Check Smithsonian: The Language of Art (pg. 200) SWB pg. 95 Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Writing LA.11.6 (1.1‐3.4) be) In Your Own Words: Write a letter Written and oral to the editor summary of main idea (pg. 188) T.V. news show Persuasive essay
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 7 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 4 Essential Question: What does it take to beat the odds? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Unit 4 Reading Tests 1‐4 (pp. 83‐98), Unit 4 Test (pp. 163‐172) Extended Resources: Saving Private Ryan (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use transitions, gerunds as objects, indefinite pronouns, and past habit in oral and written contexts Write a series of narrative paragraphs and essay Content Objectives SWBAT: Understand how overcoming challenging situations helps us to grow Identify thematic vocabulary using suffixes, phonics, internet, thesaurus, encyclopedia Read and Read for analyze oral enjoyment, skim, narrative, novel draw excerpt, conclusions, and informational summarize texts, tall tale, content orally and song as they and in writing relate to unit Resources Informational Text LA.11.1 (1.1‐4.4) “The Great Circle” (pg. 208) “Touching Spirit Bear” (pg. 210) SWB pp. 97‐103 Literature Reading Process LA.11.2 (1.1‐3.4) Oral narrative LA.11.3 (1.1‐2.1) Response to literature Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Dramatic reading Novel excerpt “Take a Chance” (pg. 224) Math “A Survival Mini‐ Manual” (pg. 226) SWB pp. 104‐110 SRC pp. 91‐106 Science Skim Reading for fluency In your own words: Summarizing notes with partner (pg. 228) Writing LA.11.6 (1.1‐3.4) Transitions and transitional expressions; Write a narrative paragraph Gerunds as objects of verbs and prepositions Write a story with a starter Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 8 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives Content Objectives Resources Informational Text LA.11.1 (1.1‐4.4) Literature Reading Process LA.11.2 (1.1‐3.4) LA.11.3 (1.1‐2.1) Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Writing LA.11.6 (1.1‐3.4) theme Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT) Define and use literary terms: character, point of view, hyperbole, imagery, repetition (alliteration, assonance, rhyme, rhythm) View video, text visuals, website links, and artwork to understand the unit theme Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings “John Henry” (pg. 236) SWB pp. 111‐117 Social Studies Tall Tale Song, Response to literature “Franklin Delano Roosevelt” (pg. 250) Drawing conclusions Reader’s theater Summarize, Read for fluency In your own words: Habit in the Writing a summary past: would, with visual (pg. 254) Past ability: could, couldn’t; Biographical paragraph Fluency check Interview “Eleanor Roosevelt” (pg. 253) SWB pp. 118‐124 SRC pp. 107‐118 Link the readings Smithsonian: “Beating the Odds” (pg. 266) SWB pg. 127 Critical thinking and discussion Agreement with generic nouns and indefinite pronouns; Rewrite a familiar story Narrative Essay
Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 9 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 5 Essential Question: How do conflicts affect us? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Unit 5 Reading Tests 1‐4 (pp. 99‐114), Unit 5 Test (pp. 173‐182) Extended Resources: Ripley’s Game (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use nouns as adjectives, adverb clauses, modals, and present real conditional in oral and written contexts Write a series of expository paragraphs and essay Content Objectives Resources SWBAT: Understand how conflicts and resolutions affect us “From Romeo & Juliet” (pg. 274) SWB pp. 129‐135 Identify thematic vocabulary use antonyms, prefixes, phonics, dictionary, thesaurus “Furious Feuds: Enemies by Association” (pg. 290) SWB pp. 136‐142 SRC pp. 119‐132 Read and Monitor analyze play, comprehension, informational take notes, make text, novel inferences, and excerpt compare and contrast content Informational Text LA.11.1 (1.1‐4.4) Literature LA.11.2 (1.1‐3.4) Play excerpt Response to literature Social studies Reading Process LA.11.3 (1.1‐2.1) Monitor comprehension, Take notes Read for fluency Make inferences Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Dramatic reading In your own Words: Discuss vocabulary and concept (pg. 294) Writing LA.11.6 (1.1‐3.4) Transforming nouns into adjectives; Write a news article Showing opposition: although, even though, even after; Write a problem and solution paragraph Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 10 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives orally and in writing Content Objectives View video, text visuals, website Explain (orally or links, and in writing) the artwork to unit theme understand the through the use unit theme of video, text visuals, website Employ inquiry‐ links, and based research artwork to evaluate information, Create oral and construct new written projects understandings, and and presentations communicate using content findings obtained from media resources and Information Communication Technologies (ICT) Resources “Romiette and Julio” (pg. 302) SWB pp. 143‐149 “Conflict Resolution: The Win‐Win Situation” (pg. 316) SWB pp. 150‐156 SRC pp. 133‐150 Link the readings Informational Text LA.11.1 (1.1‐4.4) Literature Reading Process LA.11.2 (1.1‐3.4) LA.11.3 (1.1‐2.1) Novel excerpt Social Studies Response literature Critical thinking Discussion Smithsonian (pg. 332): Fighting for Land SWB pg. 159 Compare and contrast to Read for Fluency Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Reader’s theater Writing LA.11.6 (1.1‐3.4) Should, ought to, had better; adverb clauses: if,;
Support a position In your own words: Present real Role play and conditional; discussion (pg. 320) Write to compare and contrast
T.V. Talk Show Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 11 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Unit 6 Essential Question: Do things really change? Strand: 1‐Informational Text, 2.Literature, 3. Reading Process, 4. Research, Media and ICT Literacy, 5.Listening, Speaking, Collaborating, 6. Writing Standards: 1.Text Features and Text Structures, Logic and Rhetoric, Reading Comprehension, 2. Literary Analysis and Literacy Response, Reading Comprehension, 3. Word Knowledge, Fluency, 4. Research, Media Literacy, ICT Literacy, 5. Listening, Speaking, Collaborating, 6. Writing Process, Writing Purpose, Writing Craft Legend: TE= Teacher’s Edition TR = Teacher’s Resource Book TCD= Teacher’s eBook and CD‐ROM AB= Assessment Book ACD= Audio CD V= Video DVD ST = Student Text SWB= Student Workbook SRC= Student Reader’s Companion SCD= Student CD EV= ExamView Web= longmankeystone.com Assessments: Unit 6 Reading Tests 1‐4 (pp. 115‐1130), Unit 6 Test (pp. 183‐192), Final Exam/Posttest (pp. 23‐32) Extended Resources: American Life (Penguin Reader), Longman Keystone Six Traits of Writing, Rosetta Stone, Phonics Kit, and Transparencies
Language Objectives SWBAT: Use adjective clauses, reported speech, passive voice, and adverb clauses in oral and written contexts Write a research report Ask questions, analyze text, make generalizations, and identify main idea of content orally and in writing Content Objectives SWBAT: Understand how our world and its people have changed through history Identify thematic vocabulary using word roots, homographs, phonics, encyclopedia, internet, dictionary Read and analyze novel excerpt, short story, myth, Resources Informational Text LA.11.1 (1.1‐4.4) “Catherine, Called Birdy” (pg. 340) “The Dinner Party” (pg. 344) SWB pp. 161‐167 “Oh, Rats!: The Science Story of Rats and People” (pg. 354) “Outbreak: Social Studies Plagues that Changed History” (pg. 358) SWB pp. 168‐174 Literature Reading Process LA.11.2 LA.11.3 (1.1‐3.4) (1.1‐2.1) Novel Ask the 5‐W excerpt, questions short story Response to literature Read for fluency Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Reader’s Theater Writing LA.11.6 (1.1‐3.4) Adjective clauses; Write an introductory paragraph In your own words: Verb tense in (pg. 360) reported speech, Include quotations and citations Longman Keystone E Pacing Guide Course Title: English 3 through ESOL Course # 1002320 (H‐K) DRAFT COPY Page 12 Intensive Reading 1000410 (H‐K) Grade 11 Semester 1: Units 1 ‐ 3 Semester 2: Units 4‐6 Language Objectives Explain (orally or in writing) the unit theme through the use of video, text visuals, website links, and artwork Create oral and written projects and presentations using content obtained from media resources and Information Communication Technologies (ICT) Content Objectives informational texts related to unit theme Define and use literary terms: first‐person, third‐person, point of view, theme, mood View video, text visuals, website links, and artwork to understand the unit theme Employ inquiry‐ based research to evaluate information, construct new understandings, and communicate findings Resources Informational Text LA.11.1 (1.1‐4.4) SRC pp. 151‐166 “Dateline: Troy” (pg. 368) SWB pp. 175‐181 Literature Reading Process LA.11.2 (1.1‐3.4) LA.11.3 (1.1‐2.1) Myth, Make Response to generalizations literature “Top Secret: A Social Studies Handbook of Codes, Ciphers, and Secret Writing” (pg. 382) SWB pp. 182‐188 SRC pp. 167‐182 Link the Readings Critical thinking Discussion Smithsonian: Old Becomes New (pg. 402) SWB pg. 191 Research, Media & ICT Literacy LA.11.4 (1.1‐3.2) Listening, Speaking & Collaborating LA.11.5 (1.1‐3.2) Reader’s theater Writing LA.11.6 (1.1‐3.4) Passive voice: overview of verb tenses, Include paraphrases and citations Identifying main idea In your own words: Adverb clauses of Verbal summary time, Support the (pg. 388) main idea Fluency check Oral Report Research report