New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL
Course Title: Transitional Reading and Writing
Unit 1, September: Chapter 1 Tapestry Writing 4,, Independent reading
Unit 2, October Chapters 3-4 Reading Explorer 4,
novel, and Chapters 1-2 Reading Explorer 4
Independent reading novel, and Discovering Fiction chapters 1 and 10
Have you ever thought about how you write?
What are themes and how do they relate to literature?
What is the most difficult part of starting the writing process?
What were the themes in Tears of a Tiger?
Essential Question(s):
What do you think you do well when you write?
What themes are expressed in the stories we are reading?
Content
Skills:
Short stories with vocabulary development exercises
Narratives and poems about writing and styles
Exercises for difficult subject verb agreement cases
Comprehension questions about the content and the writing
Culminating writing activity
Language learning strategies and applications
Novel for independent reading with comprehension, narrative elements, and
vocabulary development
Vocabulary development for assigned readings (meaning in context) synonyms,
antonyms
Short stories in literature
Vocabulary exercises
Comprehension questions
Discussion questions
Writing activities
Literary Devices
Short stories with vocabulary exercises
Novel for independent reading with comprehension, narrative elements and
vocabulary development
Vocabulary development for assigned readings (meaning in context) synonyms,
antonyms
Standards/Benchmarks
Assessments/Resources
Writing a poem
Identifying imagery
Writing a descriptive composition using your senses
Prewriting strategies – Brainstorming to get ideas
Using invention techniques to get ideas such as free writing, quick writing, and
word mapping
Keeping a journal to develop writing ideas
Correction of subject-verb agreement errors in writing
Understand the connection between reading and writing
Writing descriptive essays using imagery
Develop independent reading interest for novels and poetry
Understand connection between author/poet and society
Contrast different reading and writing genres and the specific elements of each
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Reading Explorer 4
Tears of a Tiger
Langston Hughes Collection of Poems
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary
Keeping a journal to develop writing ideas
Understand the connection between reading and writing
Understand connection between author/poet and society
Learn to identify themes and express themes in literature
Comprehension of text
Identifying figurative language
Express narrative elements such as setting, characters, plot
Write character sketches
Understand plot development
Process writing
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Reading Explorer 4
Discovering Fiction 2
Tears of A Tiger
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary
Teacher prepared study guide for independent reading
vocabulary practice
Reading
Independent Reading
Oral exercises
Written Exercises
Group work
Composition Writing
Oral discussion
*These standards reflect the actual learning of a Transitional level student.
Teacher prepared study guide for independent reading
vocabulary practice
Reading
Independent reading
Oral exercises
Written Exercises
Group work
Composition writing
Oral discussion
Independent Writing
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL
Course Title: Transitional Reading and Writing
Unit 3, November Romeo and Juliet
Unit 4, December Romeo and Juliet
Who was William Shakespeare?
Why do we study a play that's over 400 years old?
What was Elizabethan England like?
How is drama different from other literature?
Essential Question(s):
How was the language of Shakespeare different from English now?
How are settings, characterization and conflict developed?
What are the elements and structure of dramatic plays (Shakespearean
Are Shakespeare's views on such themes as love, loyalty, friendship and fate still
tragedies)?
relevant today?
Romeo and Juliet
Romeo and Juliet
Pre-reading questionnaires, activities
Pre-reading questionnaires, activities
Vocabulary activities
Vocabulary activities
Notes
Notes
Content
Biographical material on Shakespeare
Biographical material on Shakespeare
Graphic organizers and study guide
Graphic organizers and study guide
Movie
Skills:
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Identify examples of literary terms (and their importance) in the literature
that they read.
Develop a thesis around a theme that appears in the play and use
evidence from the literature and their lives to support it.
Dramatic reading
Note taking
Structure of drama
Learn and recognize:
Foreshadowing
Conflict/Resolution
Plot
Foil
Tragic Hero
Soliloquy
Monologue
Aside
Dramatic Irony
Paraphrasing
Blank Verse
Climax
Puns
Allusions
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Identify examples of literary terms (and their importance) in the literature
that they read.
Develop a thesis around a theme that appears in the play and use
evidence from the literature and their lives to support it.
Dramatic reading
Note taking
Structure of drama
Learn and recognize:
Foreshadowing
Conflict/Resolution
Plot
Foil
Tragic Hero
Soliloquy
Monologue
Aside
Dramatic Irony
Paraphrasing
Blank Verse
Climax
Puns
Allusions
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Standards/Benchmarks
Assessments/Resources
Personification
Metaphors
Independent Writing
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and scenes
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Scene Summaries
Study guide
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Personification
Metaphors
Independent Writing
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and scenes
vocabulary practice
Independent reading
Group work
Composition writing
Scene summaries
Study guide
Oral discussion
*These standards reflect the actual learning of a Transitional level student.
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages ESL
Course Title: Transitional Reading and Writing
Unit 5, January Of Mice and Men
Unit 6, February Of Mice and Men
What is society’s responsibility towards people who cannot make choices for
Can murder ever be justified? What’s the difference between murder and mercythemselves?
killing? Who decides?
How does understanding the times in which the novel is written help us to
What is the importance of our dreams?
Essential Question(s):
Do the best-laid plans often go awry?
understand the novel?
What is a dialect? How does using a dialect make literature seem more real?
What happens if our dreams are never realized?
Content
Skills:
Background notes on author, Great Depression, Dust Bowl, and migrant workers
Vocabulary preparation
Dialect
Of Mice and Men
Study Guide
Pre-reading activities
Understanding how social standing of the times affects what is being written about
Understanding of narrative elements of a story
Understand how dialect and dialogue affect twritten language
Recognize themes of story including the American Dream
Post reading activites
Comprehension questions and study guide
Discussion
Vocabulary preparation
Of Mice and Men
Film
Understanding how social standing of the times affects what is being written about
Understanding of narrative elements of a story
Understand how dialect and dialogue affect twritten language
Recognize themes of story including the American Dream
Standards/Benchmarks
Assessments/Resources
Recognize character conflict, external and internal
Analyze characters and character conflicts and relationships
Learn literary devices and styles:
Foreshadowing
Flashback
Irony
Learn vocabulary and idiomatic expressions in novel
Write about changes in character and effects of conflict on characters
Oral and independent reading
Ability to use details from story to support ideas and judgments
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Study guide
Recognize character conflict, external and internal
Analyze characters and character conflicts and relationships
Learn literary devices and styles:
Foreshadowing
Flashback
Irony
Learn vocabulary and idiomatic expressions in novel
Write about changes in character and effects of conflict on characters
Oral and independent reading
Ability to use details from story to support ideas and judgments
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Study guide
Independent writing
*These standards reflect the actual learning of a Transitional level student.
Independent writing
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department:
Essential Question(s):
Content
Skills:
Course Title
Unit 7, March
What characteristics define a short story?
What techniques does an author use in characterization?
What elements are used to define an author’s style?
Pre-reading, during, and post reading activities
Author biographical information
O Henry Reader
Vocabulary exercises
Comprehension and discussion questions
Writing activities
Understanding the organization and elements of short stories
Understanding plot elements
Recognizing sequence of events
Understanding and identifying conflict in short stories
Understanding the use of suspense and details in creating suspense
Unit 8, April
What are O Henry’s stories known for?
What is the effect of irony on O Henry’s endings?
What is the purpose of writing?
What are the 2 main goals in writing?
What is the effect of transition words in writing?
O Henry reader
Vocabulary exercises
Comprehension and discussion questions
Writing activities
Writing skills for cohesiveness
Process writing skills for essays
Understanding the organization and elements of short stories
Understanding plot elements
Recognizing sequence of events
Understanding and identifying conflict in short stories
Understanding the use of suspense and details in creating suspense
Identifying themes
Recognizing how irony creates a surprise ending
Recognizing literary devices in the short stories such as foreshadowing and
allusions
Writing about characters and setting and its affect on the plot
Standards/Benchmarks
Assessments/Resources
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
O Henry Reader
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Study guide
Identifying themes
Recognizing how irony creates a surprise ending
Recognizing literary devices in the short stories such as foreshadowing and
allusions
Writing about characters and setting and its affect on the plot
Learn 2 main goals of writing
Learn to improve details and examples
Learn main ways to organize writing
Learn techniques to improve introductions, conclusion and body of essay
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
O Henry Reader
Ten Skills You Need
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Independent writing
*These standards reflect the actual learning of a Transitional level student.
Study guide
Independent writing
Writing packets
Writing workshop
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department:
Essential Question(s):
Content
Skills:
Course Title
Unit 9, May Catcher In The Rye
How can alienation and isolation be shown in different works?
Is rebellion an inevitable part of growing up?
Can anyone avoid being “phony”?
The Catcher in the Rye
Study guide questions and literary analysis
Biographical information about J.D. Salinger
Pre-reading, during and post reading activities
Vocabulary exercises
Comprehension and discussion questions
Writing activities
Understanding the organization of the novel
Understanding narrative elements
Recognizing the controversial nature of the novel
Identifying themes
Recognizing verbal irony
Recognizing literary devices:
Unit 10, June Catcher In the Rye
What gives our lives meaning, and who defines that for us?
Who determines what happiness is, and what happiness is for us personally?
The Catcher in the Rye
Study guide questions and literary analysis
Biographical information about J.D. Salinger
Pre-reading, during and post reading activities
Vocabulary exercises
Comprehension and discussion questions
Writing activities
Understanding the organization of the novel
Understanding narrative elements
Recognizing the controversial nature of the novel
Identifying themes
Recognizing verbal irony
Recognizing literary devices:
Standards/Benchmarks
Assessments/Resources
Flashback
Irony
Symbols
Motifs
Foreshadowing
allusions
Writing about characters
Recognizing the point of view, mood and tone
Learning vocabulary, idioms, slang, and dialect
Writing to respond to literature
Oral and independent reading
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Flashback
Irony
Symbols
Motifs
Foreshadowing
allusions
Writing about characters
Recognizing the point of view, mood and tone
Learning vocabulary, idioms, slang, and dialect
Writing to respond to literature
Oral and independent reading
*WIDA 50.1 A 1,2,3,4,5 SL 5.1 A, SL 9-10.1 A, RI 4.1, 4.2, 4.4, 4.5, 4.6, 4.7, 4.10
RL 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 W 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Journal writing
Quizzes
Tests
Teacher prepared Activities for Vocabulary and comprehension
vocabulary practice
Independent reading
Group work
Composition writing
Oral discussion
Study guide
Independent writing
Study guide
Independent writing
*These standards reflect the actual learning of a Transitional level student.
Differentiation/Accommodations/Modifications
Gifted and Talented
Explore concepts in
English Language Learners
Modified Assignments
depth/encourage independent
Students with Disabilities
Pair visual prompts with verbal
Ask students to restate information, directions,
study/Conduct research and
provide presentation of topics.
online assistive technology, translation
Ask students to restate
device, bilingual dictionary)
information, directions, and
Encourage creative
allowing students to choose
assignments.
Extended time for assignment
completion as needed
how to approach an
assignment.
Invite students to explore
different points of view on a
Pair visual prompts with verbal presentations
presentations
Native Language Translation (peer,
expression and thinking by
Students at Risk of School Failure
Repetition and and practice
Model skills / techniques to be
Highlight key vocabulary and important
mastered.
information
Extended time to complete class
and assignments.
Repetition and and practice
Model skills / techniques to be mastered.
Extended time to complete class work
Provide copy of classnotes
topic and compare two.
Emphasize critical/key information
work
Preferential seating
Use graphic organizers
Provide copy of classnotes
Student may request to use a computer to
Preferential seating
complete assignments.
Provide opportunities where
students are in charge of their
learning.
Design surveys to generate
and analyze data to be used
Refer to relevant previously taught or
mastered skills
computer to complete
Use multiple analogies and examples
in discussion.
Provide study guide and notes
Debate topics of interest /
cultural importance.
Student may request to use a
assignments.
assignments.
Extra textbooks for home.
Establish expectations for correct
Provide models and demonstrations
spelling on assignments.
Repeat/review
Extra textbooks for home.
Shortened assignments
Student request books on
Student may request books on tape / CD / digital
media, as available and appropriate.
Assign a peer helper in the class setting
Authentic listening and
reading sources that provide
Establish expectations for correct spelling on
tape/CD / digital media, as
Provide oral reminders and check student work
data and support for speaking
Consistent, immediate feedback
Vocabulary files
Visual aids
Exploration of art and/or
and history.
Implement RAFT Activities as
they pertain to the types /
modes of communication
(role, audience, format, topic).
Use Higher Level
during independent work time
Assign a peer helper in the class
and writing prompts.
artists to understand society
available and appropriate.
setting
Provide oral reminders and check
student work during independent
show student example/model of any
work time
assignment
Assist student with long and short
Modify reading required
Modify writing required
term planning of assignments
Assist student with long and short term planning
of assignments
Encourage student to proofread assignments and
tests
Provide regular parent/ school communication
Teachers will check/sign student agenda daily
Encourage student to proofread
assignments and tests
Student requires use of other assistive technology
device
Provide regular parent/ school
Extended time to complete assignments.
communication
Student requires more complex assignments to
Questioning Techniques that
Teachers will check/sign student
be broken up and explained in smaller units, with
require students to look into
agenda daily
work to be submitted in phases.
causes, experiences, and
facts to draw conclusions or
make connections to other
areas of learning
Provide assessments at a
higher level of thinking
Student requires use of other
assistive technology device
Extended time to complete
assignments.
Provide student with clearly stated (written)
expectations and grading criteria for assignments.
Modifications for Assessments
Extended time on tests and quizzes.
Student requires more complex
Student may take/complete tests in an alternate
assignments to be broken up and
setting as needed.
explained in smaller units, with
Restate, reread, and clarify directions/questions
work to be submitted in phases.
Distribute study guide for tests.
Establish accommodations / modifications for
Provide student with clearly
stated (written) expectations and
grading criteria for assignments.
Modifications for Assessments
Extended time on tests and
quizzes.
Student may take/complete tests
in an alternate setting as needed.
Restate, reread, and clarify
directions/questions
assessments.
Distribute study guide for tests.
Establish or accommodations /
modifications for assessments.