Escondido Union High School District
English Language Development II
Grade Level: 9-12
Graduation Requirement:
Course Length: 1 Year
UC/CSU Requirement:
Does not meet UC/CSU requirement
Two-period course requirement for all students.
This course fulfills (1) period of EUHSD
English Language Arts credit
This course fulfills (1) period of EUHSD
“elective” credit
Course Number Semester 1: 7909 (1st period block)
7911 (2nd period block)
nd
Course Number Semester 2: 7910 (2 period block)
7912 (2nd period block)
Transcript Abbreviation: 7909: ELD II A 7911: ELD II SUPPORT A
7910: ELD II B 7912: ELD II SUPPORT B
Number of Credits: 10 ELA Credits Per Year & 10 Elective Credits Per Year
Prerequisite/s Required: CELDT Score or Counseling/Teacher Placement & EL Designation
Prerequisite/s Recommended:
Textbook Board Approved: May 11 2010
Curriculum Board Approved: August 10, 2010
District Approved Instructional Materials/Textbook Students (include ISBN, Publisher,
Author, Edition, Copyright): 978-0-7362-3452-8, National Geographic School Publishing ,
Authors: Moore, Short, Smith, Tatum, ©2006, Hampton-Brown Edge Level A “Early
Intermediate” Program
Course Description: English Language Development II is a two period intensive ELD course
designed for students who need English Language Development. The course is aligned to the
California English Language Development standards at the early intermediate, intermediate and
early advanced levels and covers all four domains of language. Students enrolled in ELD II will
receive 5 elective credits and 5 English credits per semester. *Designed for EL’s as a
progression from ELD I.
Instructional Sequence Guide
Sequence Guide Instructions: All teachers within the EUHSD are expected to follow the
approved course of study.
Year Long Course (2 period block)
Length of Study
Introduction to ELD II / Unit 1 Think Again
6 weeks
Unit 2 Family Matters
5 weeks
Unit 3 True Self
5 weeks
Unit 4 Give and Take
5 weeks
Unit 5 Fair Play
5 weeks
Unit 6 Coming of Age
5 weeks
Unit 7 Making Impressions
5 weeks
1
California Department of Education
State Standards/Overarching Strands
English Language Development
WC
R
W
LS
A
EA
I
EI
B
ELA
WC
1.1
WC
1.2
WC
1.3
WC
1.4
R 1.1
R 2.4
R 2.5
R 3.2
R 3.3
R 3.4
Writing Conventions
Reading
Writing
Listening/Speaking
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
English Language Arts Essential Standards
Units Covered
1 2 3 4 5 6 7
Identify and correctly use clauses (e.g., main and x x x x x x
subordinate), phrases (e.g., gerund, infinitive, and participial),
and mechanics of punctuation (e.g., semicolons, colons,
ellipses, hyphens).
Understand sentence construction (e.g., parallel structure, x x x x x x x
subordination, proper placement of modifiers) and proper
English usage (e.g., consistency of verb tenses).
Demonstrate an understanding of proper English usage and
x x x x x x
control of grammar, paragraph and sentence structure, diction,
and syntax.
Produce legible work that shows accurate spelling and correct x x x x x x
use of the conventions of punctuation and capitalization.
Identify and use the literal and figurative meanings of words x x x x x x x
and understand word derivations.
Synthesize the content from several sources or works by a x x x x
x
single author dealing with a single issue; paraphrase the ideas
and connect them to other sources and related topics to
demonstrate comprehension.
Extend ideas presented in primary or secondary sources x x
x x x x
through original analysis, evaluation, and elaboration.
Compare and contrast the presentation of a similar theme or
x x x x
x
topic across genres to explain how the selection of genre
shapes the theme or topic.
Analyze interactions between main and subordinate x x x x x
x
characters in a literary text (e.g., internal and external
conflicts, motivations, relationships, influences) and explain
the way those interactions affect the plot.
Determine characters' traits by what the characters say about x x
x
x
themselves in narration, dialogue, dramatic monologue, and
soliloquy.
2
ELA
R 3.5
R 3.6
R 3.7
W.1.1
W 1.2
W.1.9
ELD
LS EA
1.0
LS
INT
2.0a
LS EA
2.0
LS
INT
3.0
LS EA
3.0
LS EI
4.0
LS
INT
5.0
English Language Arts Essential Standards
Units Covered
1 2 3 4 5 6 7
Compare works that express a universal theme and provide
x x x
x
evidence to support the ideas expressed in each work.
Analyze and trace an author's development of time and x
x x x
x
sequence, including the use of complex literary devices (e.g.,
foreshadowing, flashbacks).
Recognize and understand the significance of various literary
x x x x
x
devices, including figurative language, imagery, allegory, and
symbolism, and explain their appeal.
Establish a controlling impression or coherent thesis that x
x
x
conveys a clear and distinctive perspective on the subject and
maintain a consistent tone and focus throughout the piece of
writing.
Use precise language, action verbs, sensory details, x x x x x x
appropriate modifiers, and the active rather than the passive
voice.
Revise writing to improve the logic and coherence of the x x x x x x x
organization and controlling perspective, the precision of
word choice, and the tone by taking into consideration the
audience, purpose, and formality of the context.
English Language Development Essential Standards
Recognize appropriate ways of speaking that vary according
to the purpose, audience, and subject matter.
Listen attentively to stories and information and identify
important details and concepts by using both verbal and
nonverbal responses.
Summarize literary pieces in greater detail by including the
characters, setting, and plot and analyzing them in greater
detail.
Make oneself under-stood when speaking by using consistent
standard English grammatical forms and sounds; however,
some rules may not be followed (e.g., third-person singular,
male and female pronouns).
Make oneself understood when speaking by using consistent
standard English grammatical forms, sounds, intonation,
pitch, and modulation but may make random errors.
Orally communicate basic needs (e.g., “Do we have to
________?”).
Prepare and ask basic interview questions and respond to
them.
3
Units Covered
1 2 3 4 5 6 7
x x
x
x x x x x x x
x x
x x x
x x x
x
x x x
x
x x x x x x x
x x x x
ELD
LS
INT
6.0
LS
INT
7.0
LS EA
7.0
LS EI
9.0
LS
INT
9.0
LS EA
9.0b
R EI
1.1
R INT
1.1
R EA
1.1
R EI
1.2
R EA
1.2
R INT
1.3
R EA
1.3
R EI
1.4
R EA
1.4
R EI
1.5
R INT
1.5
English Language Development Essential Standards
Participate in social conversations with peers and adults on
familiar topics by asking and answering questions and
soliciting information.
Respond to messages by asking simple questions or by briefly
restating the message.
Respond to messages by asking questions, challenging
statements, or offering examples that affirm the message.
Prepare and deliver short oral presentations.
Prepare and deliver short oral presentations on ideas premises,
or images obtained from various sources.
Prepare and deliver short oral presentations/reports on
historical investigations, a problem and solution, or a cause
and effect.
Recognize simple idioms, analogies, and figures of speech
(e.g., “the last word”) in literature and subject-matter texts.
Demonstrate sufficient knowledge of English syntax to
interpret the meaning of idioms.
Recognize idioms used in literature and texts in content areas.
Use a standard dictionary to find the meaning of known
vocabulary.
Use a standard dictionary to determine the meaning of
unknown words (e.g., idioms and words with multiple
meanings).
Use decoding skills and knowledge of both academic and
social vocabulary to read independently.
Use decoding skills and knowledge of academic and social
vocabulary to achieve independent reading.
Read aloud with appropriate pacing, intonation, and
expression one’s own writing of narrative and expository
texts.
Read aloud with appropriate pacing, intonation, and
expression increasingly complex narrative and expository
texts.
Use appropriate connectors (e.g., first, then, after that, finally)
to sequence written text.
Apply knowledge of text connectors to make inferences.
4
Units Covered
1 2 3 4 5 6 7
x x x x x x x
x x x x x x x
x x x x x x
x
x
x
x
x
x x
x
x x x
x x
x x x
x x
x x x
x x x x x x x
x x x x x x x
x x x x x x x
x x x
x x x
x x x x x x x
x x x x x x
x x x x x
x
x x x x x x x
ELD
English Language Development Essential Standards
R EI
1.9
Read and orally respond to simple literary texts and texts in
content areas by using simple sentences to answer factual
comprehension questions.
Apply knowledge of word relationships, such as roots and
affixes, to derive meaning from literature and texts in content
areas (e.g., remove, extend).
Read text and use detailed sentences to identify orally the
main ideas and use them to make predictions about
informational text, literary text, and text in content areas.
Read and use simple sentences to identify orally the features
and the rhetorical devices of simple excerpts of public and
workplace documents and content area texts.
Identify the characteristics of subgenres (e.g., satire, pastoral,
allegory) that are used in various genres.
Use expanded vocabulary and some descriptive words in oral
responses to familiar literature.
Read a literary selection and use detailed sentences to explain
orally the element of characters.
Read literary texts and use detailed sentences to describe
orally the sequence of events.
Read a literary selection and use detailed sentences to explain
orally the element of plot.
Read a literary selection and use detailed sentences to explain
orally the element of theme.
Identify several literary elements and techniques (e.g.,
figurative language, imagery, and symbolism).
Read and identify ways in which poets use personification,
figures of speech, imagery, and the "sound" of language.
Compare and contrast orally and in writing a similar theme or
topic across several genres by using detailed sentences.
Identify recognized works of world literature and contrast the
major literary forms and techniques.
Begin to use knowledge of simple affixes, prefixes,
synonyms, and antonyms to interpret the meaning of
unknown words.
Use knowledge of affixes, root words, and increased
vocabulary to interpret the meaning of words in literature and
content area text.
Demonstrate internalization of English grammar, usage, and
word choice by recognizing and correcting errors when
speaking or reading aloud.
Recognize that some words have multiple meanings and
apply this knowledge to texts.
R EA
2.0
R INT
2.2
R INT
2.5a
R EA
2.7
R EI
3.1
R INT
3.5
R INT
3.7
R INT
3.8
R INT
3.9
R EA
4.3a
R EA
4.3b
R EA
4.5
R EA
4.7
R EI
6.0
R EA
6.0
R INT
8.0
R EI
9.0
5
Units Covered
1 2 3 4 5 6 7
x
x x
x x x x x x
x x x x x x
x x
x
x x x x x x
x x
x
x
x
x x
x
x
x x x x x
x
x
x x
x
x x x x
x
x
x
x
x
x x x x
x
x
x x x x x x
x x x x x x x
x x x x x x
x x
x
x x x x x x x
ELD
English Language Development Essential Standards
R EA
9.0
W EA
1.0
W EA
1.4
Recognize that some words have multiple meanings and
apply this knowledge to understand texts.
Develop a clear thesis and support it by using analogies,
quotations, and facts appropriately.
Write persuasive compositions that structure ideas and
arguments in a logical way with consistent use of standard
grammatical forms.
W INT Recognize elements of characterization in a piece of writing
1.6
and apply the same techniques when writing.
W EA Identify in writing the various elements of discourse (e.g.
1.6
purpose, speaker, audience, form).
W EI
Proceed through the writing process to write short paragraphs
4.0
that contain supporting details about a given topic. There may
be some inconsistent use of standard grammatical forms.
W INT Use basic strategies of notetaking, outlining, and the writing
4.0
process to structure drafts of simple essays, with consistent
use of standard grammatical forms. (Some rules may not be
followed.)
W EA Use strategies of notetaking, outlining, and summarizing to
4.0
structure drafts of clear, coherent, and focused essays with
consistent use of standard grammatical forms.
W EA Write detailed fictional biographies or autobiographies.
6.0
WC EI Revise writing, with teacher’s assistance, to clarify meaning
2.0
and improve the mechanics and organization.
WC
Revise writing for appropriate word choice and organization
INT
with variation in grammatical forms and spelling.
2.0
WC EI Edit writing for basic conventions (e.g., punctuation,
3.0
capitalization, and spelling).
WC
Create coherent paragraphs through effective transitions.
EA 4.0
6
Units Covered
1 2 3 4 5 6 7
x x x x x x
x x x x x
x x x x x
x x x x x
x
x x x x x x
x x x x x x x
x x x x x x x
x
x
x x x
x
x x x x x x x
x x
x x
x x x x x x x
x x
x x




English Language Development II
Unit 1: Think Again
Length of Study: 6 Weeks
Topics Covered:
Skills Covered:
What Influences How
 Reading Strategy:
You Act?
o
Plan and Monitor
o
Comprehension and
Find out how beliefs can
Critical Thinking
affect people.
 Literary Analysis:
Find out how people get
o
Genre Focus: Short
to where they want to go.
Stories
Find out how easily
 Writing:
people can be fooled.
o
Personal Narrative
o
Trait: Focus and Unity
o
Response to Literature
o
Writing Across the
Curriculum
 Vocabulary:
o
Use Word Parts
(Prefixes and Suffixes)
 Language Development:
o
Ask and Answer
Questions
 Grammar:
o
Complete Sentences
o
Plural Nouns
o
Subject Verb
Agreement
 Listening and Speaking:
o
Oral Report
o
Role-Play: Interview
o
Folk Tales
o
Participate in
Discussions
 Fluency
o
Expression
o
Accuracy and Rate
o
Phrasing
o
Intonation
7
Reading Selections:
Short Story: The
Experiment by Martin Raim
Magazine Article:
Superstitions: The Truth
Uncovered by Jaime Kiffel
Short Story: Building
Bridges by Andrea Davis
Pinkney
Memoir: The Right Words
at the Right Time by John
Leguizano
Short Story: The Open
Window by Saki
Folk Tale: One in a Million
- a traditional Middle
Eastern tale
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Plan and Monitor
Students will be able
to identify the steps,
practice and apply the
“Plan and Monitor”
Reading Strategy.






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

Literary Analysis:
Genre Focus: Short
Stories
Students will be able
to analyze “Short
Stories”.
Literary Analysis:
Students will be able
to Analyze Nonfiction
Text Features.
English Language Development II
Unit 1: Think Again
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Graphic Organizer –
question”
Brainstorm and Map
Compare, contrast the two
 Fishbowl Activity (p. 0)
“quotes”
Describe the “art selection”
during the unit launch







Preview and Predict
Preview and Set a Purpose
Clarify Ideas
Clarify Vocabulary
Participate in class discussions,
reading text, and application of
skills
Analyze Character, Plot and
Setting in Short Stories
Recognize Short Story Genre
Analyze Plot: Climax
Analyze Memoir
Analyze Dialect
Analyze Folk Tales
Read a magazine article and
engage in the use of captions,
visuals and diagrams to
support their monitoring of the
reading
Respond to the "Analyze
Questions", returning to the
text if needed
8
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Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons

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
Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons

Additional Magazine Articles
about superstitions (can
include superstitions from
different cultures)
Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons

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Student Learning
Goal/ Expected
Student Outcome:
Writing:
Writing Trait: Focus
and Unity
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Focus and Unity”.
Writing:
Personal Narrative
Essay
Students will be able
to write a “Personal
Narrative Essay”.
Suggested Activity/Skill:

Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes

Write a Narrative Paragraph
after Cluster 1
Write a Short Comparison
Paragraph after Cluster 2
Study a Short Paragraph and
correct it for Focus and Unity
after Cluster 3
Use the writing process, revise
for Focus and Unity, edit and
proofread
Use Structural Clues: Prefixes
and Suffixes



Vocabulary
Use Word Parts
Students will be able
to identify the steps,
practice and apply the
"Use Word Parts"
Vocabulary Building
Strategy.
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.

Suggested Resources:
(Students have access to additional
online learning resources)
 Writing Handbook
 Journals
 Writing Rubric
 W.R.I.T.E Units

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Language

Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Ask and Answer Questions
9

Writing Handbook.
Online Reteaching Lessons
W.R.I.T.E Units
Language & Learning
Handbook
Writing Transparencies
Grammar & Writing Practice
Book
Journals
Graphic Organizer-Make
Word Maps (p. 5)
Vocabulary Routines
Reading Handbook
Index Cards with Word Parts
Online Reteaching Lessons
Interactive Practice Book


Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric
Student Learning
Goal/ Expected
Student Outcome:
Grammar:
Complete Sentences
Students will be able
to identify, practice
and apply the skills to
write and speak in
“Complete Sentences”.
Suggested Activity/Skill:





Grammar:
Subject-Verb
Agreement
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Subject-Verb
Agreement”.

Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.




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
Identify Kinds of Sentences
Work with Subjects and
Predicates
Find the Noun in the Subject
Find the Verb in the Predicate
Fix Fragmented Sentences by
Adding the Subject, Verb or by
Combining Sentences
Identify and Practice Using
Plural Nouns in the Subject
Identify and Practice Using
Subject-Verb Agreement:
Forms of Be
Identify and Practice Using
Subject-Verb Agreement:
Action Verbs
Identify and Practice Using
Subject-Verb Agreement:
add -s
Evaluate Possible Endings
Oral Report
Role-Play: Interview
Folk Tales
Give and Receive Feedback
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book
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


Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
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Think Pair Share
Brainstorm Map
Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 1: Think Again
Academic Vocabulary
clarify, conflict, dialogue, monitor, predict, sequence, belief, escape, evidence, experiment,
failure, misfortune, mistaken, superstition, career, comedian, consent, engineer, obstacle, project,
react, stubborn, confident, convince, doubt, foolish, nerves, shock, tragedy, worthless
10
English Language Development II
Unit 1: Think Again
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
English Language Development II
Unit 2: Family Matters
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 How Do Families Affect  Reading Strategy:
o
Ask Questions
Us?
o
Comprehension and
 Explore the science
Critical Thinking
behind family
resemblances.
 Literary Analysis:
o
Genre Focus: Kinds of
 Learn about the impact of
Nonfiction
family meals.
o
Analyze Various forms
 Read about how the
of Nonfiction Text
behavior of parents can
 Writing:
make a difference.
o
News Article
o
Trait: Development of
Ideas
o
Response to Literature
o
Writing Across the
Curriculum
 Vocabulary
o
Use Context Clues
 Language Development:
o
Express Likes and
Dislikes
o
Express Ideas and
Feelings
o
Express Needs and
Intentions
11
Reading Selections:
Nonfiction: Science
Article: Genes: All in the
Family by Robert Winston
Nonfiction: Science
Procedure: How to See
DNA by Genetic Science
Learning Center
Nonfiction: Research
Report: Do Family Meals
Matter? by Mary Story and
Dianne Neumark-Sztainer
Non-Fiction: Anecdote:
Fish Cheeks by Amy Tan
NonFiction: Memoir: Only
Daughter by Sandra
Cisneros
NonFiction: News
Commentary: Calling a
Foul by Stan Simpson
Surveys: Surveys on Sports
by National Alliance for
Youth Sports
Topics Covered:
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Ask Questions
Students will be able
to identify the steps,
practice and apply the
“Ask Questions”
Reading Strategy.
Skills Covered:
 Grammar:
o
Subject Pronouns
o
Action Verbs and
Helping Verbs
o
Present Tense Verbs
 Listening and Speaking:
o
Role-Play: Radio-TalkShow
o
Oral Report: Dining
Customs
o
Participate in
Discussions
 Fluency
o
Phrasing
o
Accuracy and Rate
o
Intonation
o
Expression

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
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
Reading Selections:
English Language Development II
Unit 2: Family Matters
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Brainstorm
question”
 Think, Pair, Share Activity
Compare, contrast the two
(p. 84)
“quotes”
Describe the “art selection”
during the unit launch
Self-Question
Question the Author
Find Question-Answer
Relationships
Analyze and Compare
Information
Interpret Visuals
Participate in class discussions,
reading text, and application of
skills
12






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons
Student Learning
Goal/ Expected
Student Outcome:
Literary Analysis:
Genre Focus: Kinds of
Nonfiction
Students will be able
to analyze “Kinds of
Nonfiction” from
reading selection.
Writing:
Writing Trait:
Development of Ideas
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Development of
Ideas”.
Writing:
News Article
Students will be able
to write a “News
Article”.
Suggested Activity/Skill:

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
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



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Vocabulary
Use Context Clues
Students will be able
to identify the steps,
practice and apply the
"Use Context Clues"
Vocabulary Building
Strategy.


Analyze Author’s Purpose
Recognize Nonfiction Genre
Analyze Science Articles
Analyze Science Procedures
Analyze Research Reports
Analyze Anecdotes
Analyze Descriptive Language
Analyze Memoir
Analyze News Commentaries
Recognize Memoir and News
Commentary Genres
Analyze Style
Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes
Write an Expository Paragraph
after Cluster 1
Write a Biographical Sketch
after Cluster 2
Write a Problem Solution
Paragraph after Cluster 3
Use the writing process, revise
for Development of Ideas, edit
and proofread
Use Context Clues
Use Context Clues to
Determine Word Meaning
13
Suggested Resources:
(Students have access to additional
online learning resources)
 Interactive Practice Book
 Reading Transparencies
 Selection Summaries
 www.hbedge.net
 Reading Handbook
 Online Reteaching Lessons




Writing Handbook
Journals
Writing Rubric
W.R.I.T.E Units




Writing Handbook.
Online Reteaching Lessons
W.R.I.T.E Units
Language & Learning
Handbook
Writing Transparencies
Grammar & Writing Practice
Book
Journals
Graphic Organizer-Make
Word Maps (p. 90)
Vocabulary Routines
Reading Handbook
Online Reteaching Lessons
Interactive Practice Book








Student Learning
Goal/ Expected
Student Outcome:
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.
Language
Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
Grammar:
Subject Pronouns
Students will be able
to identify, practice
and apply the skills of
using “Subject
Pronouns”.
Grammar:
Action Verbs and
Helping Verbs
Students will be able
to identify, practice
and apply the skills of
using “Action Verbs
and Helping Verbs”.
Grammar:
Present Tense Verbs
Students will be able
to identify, practice
and apply the skills of
using “Present Tense
Verbs”.
Suggested Activity/Skill:















During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Express Likes and Dislikes
Express Ideas and Feelings
Express Needs and Intentions
Suggested Resources:
(Students have access to additional
online learning resources)
 Listening and Speaking
Workshop
 Fluency CD
 Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric
Identify Subject Pronouns (We,
You, They)
Pronoun Agreement: Gender
Match Correct Pronoun
Agreement Between Two
Sentences

Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
Identify and Practice Using
Action Verbs
Identify and Practice Using
Action Verbs in the Present
Tense
Identify and Practice Using
Action Verbs with He, She, It
Identify and Practice Using
Helping Verbs: Can, Could,
May, Might
Identify and Practice Using
Forms of Be in the Present
Tense
Identify and Practice Using
Present Progressive Verb
Forms
Identify and Practice Using
Present Tense of Have & Do
Identify and Practice Using
Present Tense Verbs

14










Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
Student Learning
Goal/ Expected
Student Outcome:
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.
Suggested Activity/Skill:






Scavenger Hunt
Role-Play: Radio-Talk Show
Oral Report
Conduct an Informational
Interview
Participate in PeerConferencing
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Brainstorm
 Language and Grammar Lab
 Language CD
 www.hbedge.net
 Rubric
English Language Development II
Unit 2: Family Matters
Academic Vocabulary
category, evaluate, control, extraction, inherit, molecule, sequence, trait, transmit, unique,
appreciate, beneficial, bond, consume, data, research, survey, united, abusive, approval, behavior,
circumstance, density, embarrass, role, valuable
English Language Development II
Unit 2: Family Matters
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
English Language Development II
Unit 3: True Self
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 Do We Find or Create
 Reading Strategy:
Our True Selves?
o
Make Inferences
o
Comprehension and
 Explore whether
Critical Thinking
appearance matters.
 Literary Analysis:
 Find out about people
o
Genre Focus: Short
who put themselves into
Stories: Point of View
categories.
15
Reading Selections:
Short Story: Heartbeat by
David Yoo
Comic Strip: Zits by Jerry
Scott and Jim Borgman
Topics Covered:
 Discover some struggles
that people must face
about their identity.
Skills Covered:
 Writing:
o
Short Story
o
Trait: Organization
o
Response to Literature
o
Writing Across the
Curriculum
 Vocabulary
o
Use What You Know
o
Word Families
 Language Development:
o
Give and Respond to
Commands
o
Make and Respond to
Requests
o
Give Directions
 Grammar:
o
Verb Tenses
o
Pronouns
 Listening and Speaking:
o
Role-Play: Medical
Check-Up
o
Critique
o
Evaluation
o
Dramatic Reading
o
Participate in
Discussions
 Fluency
o
Expression
o
Accuracy and Rate
o
Phrasing
o
Intonation
16
Reading Selections:
Informative Article:
Behind the Bulk by Cate
Baily
Short Story: I Go Alone by
Richard Peck
Poem: Theme for English B
by Langston Hughes
Short Story: The Pale
Mare by Marian Flandrick
Bray
Poem: My Horse, Fly Like
a Bird by Virginia Driving
Hawk Sneve
Poem: Caged Bird by Maya
Angelou
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Make Inferences
Students will be able
to identify the steps,
practice and apply the
“Make Inferences”
Reading Strategy.
Literary Analysis:
Genre Focus: Short
Stories: Points of View
Students will be able
to analyze “Point of
View” from reading
selection.
Writing:
Writing Trait:
Organization
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Organization”.



English Language Development II
Unit 3: True Self
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Graphic Organizer – Mind
question”
Map
Compare, contrast the two
 Numbered Heads Activity
“quotes”
(p. 170)
Describe the “art selection”
during the unit launch


Apply Inference Skills
Participate in class discussions,
reading text, and application of
skills






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons

Analyze Short Stories: Point of
View
Recognize Short Story Genre
Analyze Poetry
Analyze Style
Recognize Poetry Genre
Analyze Elements of Poetry
Interpret Point of View
Learn Definitions of the
Different Points-of-View
Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons




Writing Handbook
Journals
Writing Rubric
W.R.I.T.E Units








17
Student Learning
Goal/ Expected
Student Outcome:
Writing:
Short Story
Students will be able
to write a “Short
Story”.
Suggested Activity/Skill:




Vocabulary
Use What Your Know
Students will be able
to identify the steps,
practice and apply the
"Use What You
Know" Vocabulary
Building Strategy.
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.


Language
Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
Grammar:
Verb Tenses
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Verb Tenses”.









Organize Events into a
Paragraph after Cluster 1
Write a Compare and Contrast
Piece after Cluster 2
Write a Response to Literature
after Cluster 3
Use the writing process, revise
for Organization, edit and
proofread
Word Families
Latin and Greek Roots
Suggested Resources:
(Students have access to additional
online learning resources)
 Writing Handbook.
 Online Reteaching Lessons
 W.R.I.T.E Units
 Language & Learning
Handbook
 Writing Transparencies
 Grammar & Writing Practice
Book
 Journals
 Graphic Organizer-Make
Word Maps (p. 175)
 Vocabulary Routines
 Reading Handbook
 Online Reteaching Lessons
 Interactive Practice Book
During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Give and Respond to
Commands
Make and Respond to
Requests
Give Directions

Identify and Practice Using
Present, Past and Future Tense
Verbs
Identify and Practice Regular
and Irregular Past Tense Verbs
Identify and Practice Past
Tense of Be: Was, Were
Identify and Practice Past
Tense of Have: Had
Identify and Practice Past
Progressive Verb Forms
18


Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric

Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book



Student Learning
Goal/ Expected
Student Outcome:
Grammar:
Pronouns
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Pronouns”.
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.
Suggested Activity/Skill:











Practice Using Direct Object
Pronouns
Practice Using Subject and
Object Pronouns
Practice using I vs. Me
Practice Using Object
Pronouns: Us, You, Them
Dramatize and Discuss:
Questions About Narrators
Role-Play: Medical Check-Up
Critique
Evaluation: Music: Musical
Styles
Dramatic Reading
Retell a Story
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book





Mind Map
Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 3: True Self
Academic Vocabulary
assume, inference, perspective, appearance, depressed, distorted, illusion, normal, solution,
transform, weight, advanced, category, poet, potential, program, realize, serious, understand,
claim, freedom, goal, ideals, implore, roots, struggle, tradition
English Language Development II
Unit 3: True Self
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
19
English Language Development II
Unit 4: Give and Take
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 How Much Should
 Reading Strategy:
People Help Each Other?
o
Determine Importance
 Read about helpful and
 Literary Analysis:
harmful relationships.
o
Nonfiction: Text
Features and Structures
 Learn what families do
for each other in special
 Writing:
situations.
o
Problem-Solution Essay
o
Trait: Voice and Style
 Read about people who
o
Response to Literature
can barely survive on
o
Writing Across the
their own.
Curriculum
 Vocabulary
o
Access Words During
Reading
o
Use Contextual
Analysis to Determine
Word Meaning
 Language Development:
o
Describe an Experience
o
Describe People and
Places
o
Describe Events
 Grammar:
o
Possessive Words
o
Prepositions
o
Object Pronouns
 Listening and Speaking:
o
Slide Show:
Biographies
o
Extemporaneous Talk
o
Participate in
Discussions
 Fluency
o
Expression
o
Accuracy and Rate
o
Phrasing
o
Intonation
20
Reading Selections:
Nonfiction: Informational
Text: Enabling or
Disabling? by Sandra R.
Arbetter
Nonfiction: Essay: This I
Believe by Isabelle Allende
NonFiction:
Autobiography: Brother
Ray: Ray Charles’s Own
Story by Ray Charles and
David Ritz
Song Lyrics: Hard Times
by Ray Charles
Nonfiction: Memoir:
Power of the Powerless by
Christopher de Vinck
Nonfiction: Eulogy: He
Was No Bum by Bob
Greene
Poem: miss rosie by Lucille
Clifton
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Determine Importance
Students will be able
to identify the steps,
practice and apply the
“Determine
Importance” Reading
Strategy.
Literary Analysis:
Genre Focus:
Nonfiction Text
Structures and
Features
Students will be able
to analyze “Nonfiction
Text Structures and
Features” from reading
selection.
Writing:
Writing Trait: Voice
and Style
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Voice and Style”.

















English Language Development II
Unit 4: Give and Take
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Four Corners Activity (p. 264)
question”
Compare, contrast the two
“quotes”
Describe the “art selection”
during the unit launch
Uncover Main Ideas in
Nonfiction
Relate Main Ideas and
Supporting Details
Summarize Nonfiction
Determine What’s Important to
You
Analyze Information
Participate in class discussions,
reading text, and application of
skills
Recognize Nonfiction Genre
Analyze Text Features and
Structures
Analyze Style: Word Choices
Analyze Chronology
Compare Literature and Film
Analyze Author’s Purpose
Analyze Repetition and
Alliteration
Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes
21






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons




Writing Handbook
Journals
Writing Rubric
W.R.I.T.E Units
Student Learning
Goal/ Expected
Student Outcome:
Writing:
Problem-Solution
Essay
Students will be able
to write a “ProblemSolution Essay”.
Suggested Activity/Skill:




Vocabulary
Access Words During
Reading
Students will be able
to identify the steps,
practice and apply the
"Access Words During
Reading" Vocabulary
Building Strategy.
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.

Language
Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
Grammar:
Possessive Words
Students will be able
to identify, practice
and apply the skills to
write and speak in
“Possessive Words.











Write a Paragraph to Express
an Idea after Cluster 1
Write a Personal Essay after
Cluster 2
Write a Piece of Work
Developing Voice and Style
after Cluster 3
Use the writing process, revise
for Voice and Style, edit and
proofread
Use Contextual Analysis to
Determine Word Meaning
Use Context Clues for
Multiple-Meaning Words
Use Context Clues for
Unfamiliar Words
Suggested Resources:
(Students have access to additional
online learning resources)
 Writing Handbook.
 Online Reteaching Lessons
 W.R.I.T.E Units
 Language & Learning
Handbook
 Writing Transparencies
 Grammar & Writing Practice
Book
 Journals





During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Describe and Experience
Describe People and Places
Describe Events

Identify Possessive Words
Identify and Practice Using
Possessive Nouns
Identify and Practice Using
Possessive Adjectives: My,
Our, Etc.
Identify and Practice Using
Possessive Pronouns: Mine,
Ours, Etc.
Practice Using Reflexive
Pronouns
22
Graphic Organizer-Make
Word Maps (p. 270)
Vocabulary Routines
Reading Handbook
Online Reteaching Lessons
Interactive Practice Book


Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric

Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book



Student Learning
Goal/ Expected
Student Outcome:
Grammar:
Prepositions
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Prepositions”.
Grammar:
Object Pronouns
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Object Pronouns”.
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.
Suggested Activity/Skill:












Identify and Practice Using
Prepositions
Identify and Practice Using
Prepositional Phrases
Practice Using Pronouns in
Prepositional Phrases
Identify and Practice Using
Compound Object Pronouns
Identify and Practice Using
Pronouns and Antecedents
Identify and Practice Using
Possessive Adjectives and
Pronouns and Pronoun
Agreement
Add Text Features
Slide Show: Biographies
Extemporaneous Talk
Plan and Deliver an Oral
Report
Respond to Audience
Questions
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book




Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book




Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 4: Give and Take
Academic Vocabulary
justify, summarize, agony, avoid, consequence, dependent, enable, relationship, rescue,
responsibility, advice, communicate, condition, disabilities, discipline, hero, outlook, presence,
arrange, destruction, dignity, guardian, intervene, survive, veteran, willingly
English Language Development II
Unit 4: Give and Take
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
23
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
English Language Development II
Unit 5: Fair Play
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 Do People Get What
 Reading Strategy:
They Deserve?
o
Make Connections
 Find out how people deal  Literary Analysis:
with bullies.
o
Genre Focus: Short
Stories: Theme
 Find out how people
respond to violence in
 Writing:
their communities.
o
Description of a
Process
 Find out what happens to
o
Trait: Organization
people who insult others.
o
Response to Literature
o
Writing Across the
Curriculum
 Vocabulary
o
Make Word
Connections
o
Word Relationships
 Language Development:
o
Ask for and Give
Information
o
Engage in Conversation
o
Define and Explain
 Grammar:
o
Adjectives
o
Adverbs
 Listening and Speaking:
o
Dramatization
o
Role-Play: Counseling
Session
o
Review
o
Panel Discussion
o
Participate in
Discussions
 Fluency
o
Expression
o
Accuracy and Rate
o
Phrasing
o
Intonation
24
Reading Selections:
Short Story: Jump Away
by René Saldaña Jr.
Personal Narrative:
Showdown with Big Eva by
Laila Ali
Short Story: Fear by Terry
Trueman
Magazine Article:
Violence Hits Home by
Denise Rinaldo
Short Story: Abuela
Invents the Zero by Judith
Ortiz Cofer
Personal Narrative:
Karate by Huynh Quang
Nhuong
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Make Connections
Students will be able
to identify the steps,
practice and apply the
“Make Connections”
Reading Strategy.
Literary Analysis:
Genre Focus: Short
Stories: Theme
Student will be able to
analyze “Theme” from
reading selection.
Writing:
Writing Trait:
Organization
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Organization”.














English Language Development II
Unit 5: Fair Play
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Role-Play
question”
 Inside-Outside Circle Activity
(p. 346)
Compare, contrast the two
“quotes”
Describe the “art selection”
during the unit launch
Apply Making Connections
Skills
Compare and Contrast
Participate in class discussions,
reading text, and application of
skills






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons
Analyze Theme in Short
Stories
Recognize Short Story Genre
Analyze Mood and Tone
Analyze Suspense
Recognize Magazine Article
Genre
Analyze Irony
Analyze Flashback
Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons




Writing Handbook
Journals
Writing Rubric
W.R.I.T.E Units
25
Student Learning
Goal/ Expected
Student Outcome:
Writing:
Description of a
Process Essay
Students will be able
to write a “Description
of a Process Essay”.
Suggested Activity/Skill:





Vocabulary
Make Word
Connections
Students will be able
to identify the steps,
practice and apply the
"Make Word
Connections"
Vocabulary Building
Strategy.
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.




Language

Development:

Students will practice

and apply the speaking
and listening skills to a
variety of situations.
Write an Expressive Paragraph
after Cluster 1
Write a Character Sketch after
Cluster 2
Organize Given Sentences to
Write a Paragraph in
Chronological Order after
Cluster 3
Write a Process Description
Essay
Use the writing process, revise
for Organization, edit and
proofread
Understand Word
Relationships
Relate Words: Synonyms and
Antonyms
Use Reference Sources
(thesaurus & dictionary)
During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Ask for and Give Information
Engage in Conversation
Define and Explain
26
Suggested Resources:
(Students have access to additional
online learning resources)
 Writing Handbook.
 Online Reteaching Lessons
 W.R.I.T.E Units
 Language & Learning
Handbook
 Writing Transparencies
 Grammar & Writing Practice
Book
 Journals






Graphic Organizer-Make
Word Maps (p. 352)
Vocabulary Routines
Reading Handbook
Online Reteaching Lessons
Interactive Practice Book


Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric
Student Learning
Goal/ Expected
Student Outcome:
Grammar: Adjectives
Students will be able
to identify, practice
and apply the skills of
using “Adjectives”.
Suggested Activity/Skill:








Grammar: Adverbs
Students will be able
to identify, practice
and apply the skills of
using “Adverbs”.
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.










Identify and Practice Using
Adjectives, Predicate
Adjectives, and Indefinite
Adjectives
Working with Placement of
Adjectives
Practice Elaborating with
Adjectives
Working with Comparative
Adjectives: -er and More
Working with Superlative
Adjectives: -est and Most
Practice Using Adjectives
Correctly
Practice Using Demonstrative
Adjectives
Practice Using Irregular
Comparatives
Identify and Practice Using
Adverbs and Comparison
Adverbs
Practice Using the Adverb Not
Practice Using Adverbs
Correctly
Identify Negative Sentences
Questions About Endings and
Theme
Dramatization
Role-Play: Counseling Session
Review: Graphic Novels
Panel Discussion
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book




Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book






Think Pair Share
Role-Play
Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 5: Fair Play
Academic Vocabulary
consequence, attitude, bully, challenge, confront, intimidate, reform, revelation, sympathetic,
defiant, intruder, motivate, positive, reaction, response, revenge, violence, assume, compromise,
existence, ignore, inconvenient, insult, ridiculous, value
27
English Language Development II
Unit 5: Fair Play
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
English Language Development II
Unit 6: Coming of Age
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 What Rights and
 Reading Strategy:
o
Synthesize
Responsibilities Should
Teens Have?
 Literary Analysis:
o
Genre Focus:
 Decide whether teens are
Persuasive Nonfiction
mature enough to vote.
 Learn what people think
 Writing:
about teen curfews.
o
Persuasive Essay
o
Trait: Development of
 Read about the reality of
Ideas
adult responsibilities.
o
Response to Literature
o
Writing Across the
Curriculum
 Vocabulary
o
Build Word Knowledge
o
Use Reference Sources
(dictionary)
 Language Development:
o
Make Comparisons
o
Express Opinions
o
Persuade
 Grammar:
o
Indefinite Pronouns
o
Word Order
o
Compound Sentences
 Listening and Speaking:
o
Role-Play: Job
Interview
o
Participate in
Discussions
28
Reading Selections:
Non-Fiction: Argument:
16: The Right Voting Age
by National Youth Rights
Association
Nonfiction: Expository
Nonfiction: Teen Brains
Are Different by Lee
Bowman
Nonfiction: Magazine
Opinion Piece: Should
Communities Set Teen
Curfews?bBy Barbara Bey
Nonfiction: Commentary:
Curfews: A National Debate
Nonfiction: Essay: What
Does Responsibility Look
Like? by Louise Bohmer
Turnbull
Nonfiction: Functional
Documents: Getting a Job
Topics Covered:
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Synthesize
Students will be able
to identify the steps,
practice and apply the
“Synthesize” Reading
Strategy.
Skills Covered:
 Fluency:
o
Expression
o
Intonation
o
Phrasing
o
Accuracy and Rate








Reading Selections:
English Language Development II
Unit 6: Coming of Age
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Graphic Organizer –
question”
Brainstorm and Map
Compare, contrast the two
 Roundtable Activity (p. 438)
“quotes”
Describe the “art selection”
during the unit launch
Draw Conclusions
Analyze and Compare
Information
Compare Arguments
Form Generalizations
Participate in class discussions,
reading text, and application of
skills
29






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons
Student Learning
Goal/ Expected
Student Outcome:
Literary Analysis:
Genre Focus:
Persuasive Nonfiction
Student will be able to
analyze “Persuasive
Nonfiction” from
reading selection.
Suggested Activity/Skill:












Writing:
Writing Trait:
Development of Ideas
Students will be able
to write about
literature with a focus
on the “Writing Trait:
Development of
Ideas”.
Writing:
Persuasive Essay
Students will be able
to write a “Persuasive
Essay”.






Analyze Argument and
Evidence
Recognize Persuasive
Nonfiction Genre
Analyze Argument and
Evidence
Analyze Text Structure: Main
Ideas and Details
Evaluate the Author's Purpose
and Perspective
Analyze support for an
Argument
Analyze Emotional Appeal
Analyze Persuasive
Techniques
Analyze Appeal to Logic
Analyze Author's Tone and
Purpose
Recognize Functional
Documents Genre
Evaluate Functional
Documents
Before, during or after reading,
write an opinion statement,
journal entry, opinion
statement, and quick writes
Write Letter to the Editor after
Cluster 1
Write a Persuasive Argument
after Cluster 2
Write an Expository Essay
after Cluster 3
Write a Persuasive Essay
Use the writing process, revise
for Development of Ideas, edit
and proofread
30
Suggested Resources:
(Students have access to additional
online learning resources)
 Interactive Practice Book
 Reading Transparencies
 Selection Summaries
 www.hbedge.net
 Reading Handbook
 Online Reteaching Lessons
 Examples of functional
documents such as job
applications




Writing Handbook
Journals
Writing Rubric
W.R.I.T.E Units




Writing Handbook.
Online Reteaching Lessons
W.R.I.T.E Units
Language & Learning
Handbook
Writing Transparencies
Grammar & Writing Practice
Book
Journals



Student Learning
Goal/ Expected
Student Outcome:
Vocabulary
Build Word
Knowledge
Students will be able
to identify the steps,
practice and apply the
"Build Word
Knowledge"
Vocabulary Building
Strategy.
Fluency:
Students will be able
to build specific
reading and speaking
fluency skills.
Language
Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
Grammar:
Indefinite Pronouns
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Indefinite Pronouns”.
Grammar: Word
Order
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Word Order”..
Suggested Activity/Skill:












Use Reference Sources
(dictionary) to Understand
Specialized Vocabulary
Analogies
Use Reference Sources
(dictionary) to Understand
Multiple-Meaning Words
Suggested Resources:
(Students have access to additional
online learning resources)
 Graphic Organizer-Make
Word Maps (p. 444)
 Vocabulary Routines
 Reading Handbook
 Online Reteaching Lessons
 Interactive Practice Book
During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Make Comparisons
Express Opinions
Persuade



Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric
Identify and Practice Using
Indefinite Pronouns including;
Singular Verbs, Plural Verbs,
Verbs and Pronouns
Work with Simple Sentences

Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
Practice Using Word Order in
Statements, in Negative
Sentences and in Questions &
Exclamations
Practice Using Word Order
with There is / There are
Work with Sentence Variety

31






Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book
Student Learning
Goal/ Expected
Student Outcome:
Grammar:
Compound Sentences
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Compound
Sentences”.
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.
Suggested Activity/Skill:








Identify and Practice Using
Phrases and Clauses
Identify and Practice Using
Clauses in a Compound
Sentence
Fix Run-On Sentences
Review: Compound Sentences
Questions About Arguments
and Evidence
Role-Play: Job Interview
Plan and Deliver a Persuasive
Speech
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book






Think Pair Share
Brainstorm Map
Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 6: Coming of Age
Academic Vocabulary
ethics, evidence, logic, establish, generation, judgment, mature, participate, politics, qualified,
vote, accountable, authority, discrimination, impose, neglect, prohibit, restriction, violate, afford,
dropout, experience, income, independent, position, reality, reckless
English Language Development II
Unit 6: Coming of Age
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
32
English Language Development II
Unit 7: Making Impressions
Length of Study: 5 Weeks
Topics Covered:
Skills Covered:
 What Do You Do to
 Reading Strategy:
Make an Impression?
o
Visualize
 Read about teens who are  Literary Analysis:
nervous on a first date.
o
Genre Focus: Drama
and Poetry
 Read about people who
gain confidence in
 Writing:
themselves.
o
Response to Literature
o
Writing Across the
 Meet people who are or
Curriculum
who want to be
unforgettable.
 Vocabulary
o
Interpret Non-Literal
Language
o
Interpretive Figurative
Language: Idioms
 Language Development:
o
Engage in Discussion
o
Use Appropriate
Language
o
Elaborate During a
Discussion
 Grammar:
o
Complex Sentences
o
Verb Tenses
 Listening and Speaking:
o
Choral Reading
o
Oral Report
o
Recite Song Lyrics
o
Participate in
Discussions
 Fluency:
o
Expression
o Phrasing
o
Intonation
o
Accuracy and Tate
33
Reading Selections:
Play: Novio Boy, Scene 7,
Part 1 by Gary Soto
Poem: Oranges by Gary
Soto
Play: Novio Boy, Scene 7,
Part 2 by Gary Soto
Poem: Your World by
Georgia Douglas Johnson
Letter: A Letter to Helen
Keller by Ernst Papanek
Poem: Helen Keller by
Langston Hughes
Poem: Marked by Carmen
Tafolla
Poem: Dusting by Julia
Alvarez
Student Learning
Goal/ Expected
Student Outcome:
Unit Launch:
Students will engage
in a classroom
discussion utilizing
listening and speaking
skills to build
background and tap
into prior knowledge
regarding the unit
topics.
Reading Strategy:
Visualize
Students will be able
to identify the steps,
practice and apply the
“Visualize” Reading
Strategy.
Literary Analysis:
Genre Focus: Drama
and Poetry
Students will be able
to analyze “Drama and
Poetry” from reading
selections.





















English Language Development II
Unit 7: Making
(See standards table on pages 2-6)
Instructional Outline
Suggested Activity/Skill:
Suggested Resources:
(Students have access to additional
online learning resources)
Discuss the “essential
 Role-Play
question”
 Three-Step Interview Activity
(p. 516)
Compare, contrast the two
“quotes”
Describe the “art selection”
during the unit launch
Form Mental Images
Identify & Assess Emotional
Responses
Interpret Figurative Language
Identify Sensory Images
Use Sensory Images
Participate in class discussions,
reading text, and application of
skills
Analyze Drama and Poetry
Analyze Dramatic Elements
Recognize Drama and Poetry
Genres
Analyze Sound in Poetry
(rhythm, rhyme)
Analyze Narrative Poetry
Compare Literature
Analyze Characters and Plot in
Drama
Analyze Rhythm and Meter
Analyze Style
Analyze Figurative Language
Analyze Alliteration and
Consonance
Recognize Biography Genre
34






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons






Interactive Practice Book
Reading Transparencies
Selection Summaries
www.hbedge.net
Reading Handbook
Online Reteaching Lessons
Student Learning
Goal/ Expected
Student Outcome:
Writing: Students will 
apply Writing

Strategies from Units
1-6.

Vocabulary

Interpret Non-Literal
Language

Students will be able
to identify the steps,
practice and apply the
"Interpret Non-Literal
Language" Vocabulary
Building Strategy.
Fluency:

Students will be able
to build specific
reading and speaking
fluency skills.
Language
Development:
Students will practice
and apply the speaking
and listening skills to a
variety of situations.
Grammar:
Complex Sentences
Students will be able
to identify, practice
and apply the grammar
skills and rules for
“Complex Sentences”.











Suggested Activity/Skill:
Write a Script after Cluster 1
Write a Theme Analysis after
Cluster 2
Rewrite a given Paragraph
with a Focus on “Voice and
Style” after Cluster 3
Interpret Figurative Language:
Idioms
Use Reference Sources
(dictionary) to Understand
Connotation and Denotation
Suggested Resources:
(Students have access to additional
online learning resources)
 Writing Handbook
 Journals
 Writing Rubric
 W.R.I.T.E Units






During reading and oral
speaking opportunities the
teacher will model, support,
engage students in and assess
the use of expression, accuracy
and rate, phrasing, and
intonation
Engage in Discussion
Use Appropriate Language
Elaborate During a Discussion

Identify and Practice Using
Clauses in a Complex
Sentence
Practice Using Complex
Sentences: Because, Since
Practice Using Complex
Sentences: When, After, Etc.
Practice Using Complex
Sentences: Although, Unless
Review Complex Sentences
Fix Fragmented Sentences
Fix Run-On Sentences
Practice Expanding Sentences
35
Graphic Organizer-Make
Word Maps (p. 521)
Vocabulary Routines
Reading Handbook
Online Reteaching Lessons
Interactive Practice Book
Idioms


Listening and Speaking
Workshop
Fluency CD
Fluency Routines





Interactive Practice Book
Journals
Language Lab
Assessment Handbook
Language Acquisition Rubric

Language and Learning
Handbook
Grammar Transparencies
Grammar Lab
Grammar & Writing Practice
Book



Student Learning
Goal/ Expected
Student Outcome:
Grammar:
Verb Tenses
Students will be able
to identify, practice
and apply the skills to
write and speak using
“Verb Tenses”.
Listening and
Speaking:
Students will engage
in a variety of
activities and projects
to foster oral fluency
and listening skills.
Suggested Activity/Skill:










Practice Using Present, Past,
and Future Verb Tenses
Practice Using Present Perfect:
Regular and Irregular Verbs
Practice Using Present Perfect
Tense
Create an Ending
Change Words: Sounds,
Imagery, and Meaning in
Poetry
Choral Reading
Oral Report
Recite Song Lyrics
Orally Interpret Literature
Participate in Discussions
Suggested Resources:
(Students have access to additional
online learning resources)
 Language and Learning
Handbook
 Grammar Transparencies
 Grammar Lab
 Grammar & Writing Practice
Book





Role-Play
Language and Grammar Lab
Language CD
www.hbedge.net
Rubric
English Language Development II
Unit 7: Making
Academic Vocabulary
aspect, image, interact, mental, structure, compliment, conceal, elegance, nervous, overprotective,
personality, reveal, romantic, ashamed, conscious, desire, flirt, horizon, privacy, recover,
reluctant, anonymous, conquer, contribute, encouragement, imperfection, inspire, overcome,
unforgettable
English Language Development II
Unit 7: Making
Assessment Focus
Formative
Summative
 Monitor Comprehension Checks
 End of Unit Test
 End of Cluster Reflect and Assess
 Writing prompts in the "Integrate the
Language Arts"
 Cluster Tests
All students will be assessed through a variety of measures, including but not limited to, class
discussions, quizzes, tests, small group discussions, projects, listening and speaking, benchmarks,
formative and summative assessments, etc.
36