ELL Level 3
Skills
*Built upon
previous level,
reviewed and
refined in
current level
Writing:
Essay Organization
 Introduction
 Hook
 Thesis
 Body Paragraphs
 Topic
 Reasons
 Supporting Evidence
 Analysis
 Conclusion
 Restate Thesis
 Real Life Connect
 CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
Grammar
 Complete Sentences
 Sentence Frames
 Complex
 Dependent Clauses
 Independent Clauses
 Reference text
 CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
ELL Transitional
Writing:
Essay Organization
Essay Organization
 Introduction
 Hook
 Thesis
 Body Paragraphs
 Topic
 Reasons
 Supporting Evidence
 Analysis
 Conclusion
 Restate Thesis
 Real Life Connect
 CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Grammar:
 Complete Sentences
 Sentence Frames
 Complex
 Dependent Clauses
 Independent Clauses
 Reference text
 CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Reading:
 Annotations
 http://jlms.pasco.k12.fl.us/wp-
Reading:
 Annotations
 http://jlms.pasco.k12.fl.us/wp-
content/uploads/jlms/2014/06/AnnoatationsBookmark1.pdf

Cornell Notes
 http://www.ebstc.org/TechLit/notes/cornellbasic.pdf



CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning
how to structure a text, order events within it
(e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
Listening/Speaking:
 Using evidence to support an argument
 Make Agree/Disagree Statements based on
presentations
content/uploads/jlms/2014/06/AnnoatationsBookmark1.pdf

Cornell Notes
 http://www.ebstc.org/TechLit/notes/cornellbasic.pdf

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and
analyze in detail its development over the
course of the text, including how it emerges and
is shaped and refined by specific details; provide
an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning
how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Listening/Speaking:
 Using evidence to support an argument
 Make Agree/Disagree Statements based on
presentations
 CCSS.ELA-LITERACY.SL.9-10.1.D


Materials
Readings/
Genre
Assessments
UBD GRASP
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives,
summarize points of agreement and
disagreement, and, when warranted, qualify
or justify their own views and understanding
and make new connections in light of the
evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting
evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning
and the organization, development,
substance, and style are appropriate to
purpose, audience, and task.

Respond thoughtfully to diverse perspectives,
summarize points of agreement and
disagreement, and, when warranted, qualify or
justify their own views and understanding and
make new connections in light of the evidence
and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting
evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning
and the organization, development, substance,
and style are appropriate to purpose, audience,
and task.
Milestones
“The Circuit”
“The Pearl”
“Friends”
Summer Reading
Short Stories (fiction)
Milestones
“The Mosaic of English”
“The All-American Slurp”
“Iqbal”
Summer Reading
Short Stories (fiction)
DDM
Quarterly Exam
Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the
activity/project.
This section is for you to develop a guide for the students on
what to do.
DDM
Quarterly Exam
Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the
activity/project.
This section is for you to develop a guide for the students on
what to do.
Goal(s):
Goal(s):
(Students will write a personal narrative that relates to the
theme of the summer reading selection)
Role:
(You are an author)
Audience:
(Your classmates)
Situation:
(You will individually write your own narrative.)
Performance:
(Describe a time in your life when you had a conflict that
you were able to overcome and learn from.)
Standards:
(School Wide Rubric (Narrative))
++++++++++++++++++++++++++
Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the
activity/project.
This section is for you to develop a guide for the students on
what to do.
(Students will write a personal narrative that relates to the
theme of the summer reading selection)
Role:
(You are an author)
Audience:
(Your classmates)
Situation:
(You will individually write your own narrative.)
Performance:
(Describe a time in your life when you had a conflict that you
were able to overcome and learn from.)
Standards:
(School Wide Rubric (Narrative))
++++++++++++++++++++++++++++
Performance Task: Summary in GRASPS form
Here is where you will develop a scenario for the
activity/project.
This section is for you to develop a guide for the students on
what to do.
Goal(s):
(Students will write a continuation narrative of A Wrinkle in
Time that relates to the theme of the summer reading
selection)
Role:
(You are Meg Murry.)
Audience:
(Your classmates)
Situation:
(You will individually write your own continuation
narrative.)
Performance:
(Describe what happens next to Meg in the novel
Goal(s):
(Students will write a continuation narrative of A Wrinkle in
Time that relates to the theme of the summer reading
selection)
Role:
(You are Meg Murry.)
Audience:
(Your classmates)
Situation:
(You will individually write your own continuation narrative.)
Performance:
(Describe what happens next to Meg in the novel highlighting
her return to normal life after her adventure and how she
highlighting her return to normal life after her adventure
and how she copes with her father’s return.)
Standards:
(School Wide Rubric (Narrative))
Vocabulary
•
•
•
Context Clues
 Definition
 Synonym
 Antonym
 Logic
Plot Line
 Exposition
 Rising Action
 Climax
 Falling Action
 Resolution
Literary Terms
 Protagonist
 Antagonist
 Genre
 Theme
 Setting
 Minor Characters
 Predictions
 Foreshadowing
• Flashbacks
• Dialogue
• Sound
• Images
 Conflict internal/external
• Man vs Self
• Man vs Man
copes with her father’s return.)
Standards:
(School Wide Rubric (Narrative))
•
•
•
Context Clues
 Definition
 Synonym
 Antonym
 Logic
Plot Line
 Exposition
 Rising Action
 Climax
 Falling Action
 Resolution
Literary Terms
 Protagonist
 Antagonist
 Genre
 Theme
 Setting
 Minor Characters
 Predictions
 Foreshadowing
• Flashbacks
• Dialogue
• Sound
• Images
 Conflict internal/external
• Man vs Self
• Man vs Man
•
•
• Man vs Nature
• Man vs Society
 Irony
• Dramatic
• Situational
• Verbal
Inferences
Indirect/Direct Characterization
•
•
• Man vs Nature
• Man vs Society
 Irony
• Dramatic
• Situational
• Verbal
Inferences
Indirect/Direct Characterization