ELA – Grades 11&12 - Unit 4 - ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1CCSS: RL.11.1
WIDA: 2-5
Reading
Speaking / Cite strong and thorough textual evidence to support analysis of what the text says explicitly. / Read to cite and distinguish explicit, inferential and uncertain evidence using adapted text, T-Charts and L1 support. / VU: Literary evidence, infer, uncertain; content-based, grade-level vocabulary
LFC: Modals (would, could, might), compound tenses (would have been), elements of quotations
LC: Varies by ELP level
Language Objectives / Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching Phrase Citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain. / Read to cite and distinguish explicit, inferential and uncertain evidence in L1 and/or by matching phrase and sentence citations from leveled text to visual representations of the text; then categorizing the citations as explicit, inferential or uncertain. / Read to cite and distinguish explicit, inferential, and uncertain evidence using adapted literature. / Read to cite and distinguish explicit, inferential, and uncertain evidence from literature within grade-level band. / Read to cite and distinguish explicit, inferential, and uncertain evidence from grade level literature.
Learning Supports / T-Charts
L1 support
Partner work
Word and Phrase Citations / T-Charts
Phrase and Sentence Citations
L1 support
Partner work / T-Charts
Word Bank / T-Charts
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS:
RL. 11.2
WIDA: 2-5
Reading
Speaking / Determine two or more themes or central ideas of a text and analyze their development over the course of the text. / Read to determine and summarize how themes develop to produce a complex account using adapted text, Cornell Notes, visual representations, and L1 support. / VU: Interact, complex, build on, central idea; content-based, grade-level vocabulary
LFC: Subject-verb agreement, clauses
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences. / Read to determine how themes develop and summarize the text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame. / Read to determine how themes develop using adapted literature and summarize the text using key vocabulary in simple, related sentences. / Read to determine how themes develop in literature within grade-level band and summarize using key vocabulary in expanded sentences of emerging complexity. / Read to determine how themes develop in grade level literature and summarize of the text using precise vocabulary in multiple, complex sentences.
Learning Supports / Cornell Notes (partially complete)
Word/Picture Bank
Word and Phrase Strips
Visuals
L1 text and/or Support
Cloze sentences / Cornell Notes (partially complete)
Word/Picture Bank
Phrase and Sentence Strips
Visuals
L1 text and/or Support
Sentence Frame / Cornell Notes
Word Bank / Cornell Notes
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS: RL.11.2
WIDA: 2
Reading
Speaking / Provide an objective summary of the text. / Read and objectivelysummarizethe text using adapted text, Cornell note-taking sheet, visual representations, and L1 support. / VU: Interact, complex, build on, central idea
LFC: Subject-verb agreement, clauses
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read and objectively summarize grade-level text in L1 and/or using leveled text, match word or phrase strips to visual representations of the theme and complete a summary with single words or short phrases in cloze sentences. / Read and objectively summarize grade-level text in L1 and/or using leveled text, match phrase or sentence strips to visual representations of the theme and complete a summary with short phrases and Sentence Frame. / Read and objectively summarize grade-level text using key vocabulary in a series of simple, related sentences. / Read and objectively summarize text within grade-level band using key vocabulary in expanded sentences of emerging complexity. / Read and objectively summarize grade-level text using precise vocabulary in multiple, complex sentences.
Learning Supports / Cornell Notes ( partially complete)
Word/Picture Bank
Word and Phrase Strips
Visuals
L1 text and/or Support
Cloze sentences / Cornell Notes (partially complete)
Word/Picture Bank
Phrase andSentence Strips
Visuals
L1 text and/or Support
Sentence Frame / Cornell Notes
Word Bank / Cornell Notes
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS: RL.11.3
WIDA: 2-5
Reading
Speaking / Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). / Read and analyzethe impact of the author’s choices on the development of a drama using Cause and Effect Graphic Organizers, adapted text, and L1 support / VU: Author’s choice; content-based, grade-level vocabulary
LFC: Complex sentences, conditional clauses
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a word or phrase to complete a Graphic Organizers. / Read and analyze the impact of the author’s choices on the development of the story elements in L1 and/or using a leveled text, use a phrase to complete a Graphic Organizers. / Read and analyze the impact of the author’s choices on the development of the story elements in an adapted drama using key vocabulary in simple, related sentences. / Read and analyze the impact of the author’s choices on the development of the story elements in a drama within grade-level band using key vocabulary in expanded sentences with emerging complexity. / Read and analyze the impact of the author’s choices on the development of the story elements in a grade- level drama using precise vocabulary in multiple, complex sentences.
Learning Supports / Cause/effect Graphic Organizers (partial)
Word/Picture Bank
Phrase bank
L1 text and/or Support / Cause/effect Graphic Organizers (partial)
Word/Picture Bank
Phrase bank
L1 text and/or Support / Cause/effect Graphic Organizers
Word Bank / Cause/effect Graphic Organizers
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS: RL.11.4 WIDA 2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. (Include Shakespeare as well as other authors.) / Read to understand word and phrase meaning in literature and analyze the impact of word choice using a Figurative Language Chart, online support and student created visual representations of word meanings. / VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary
LFC: Sentence s with figurative language
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their visual representations. / Read to understand word and phrase meaning and analyze the impact of word choice in L1; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations. / Read to understand word and phrase meaning and analyze the impact of word choices in adapted literature using key vocabulary in a series of simple, related sentences. / Read to understand word and phrase meaning and analyze the impact of word choice in literature within grade-level band using key vocabulary in expanded and some complex sentences. / Read to understand word and phrase meaning and analyze the impact of word choice in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports / Online support
Figurative Language Chart
L1 support
Word citations
Visuals / Online support
Figurative Language Chart
L1 support
Word and Phrase Citations
Visuals / Online support
Figurative Language Chart / Online support
Figurative Language Chart / Online support (dictionaries, Visuals, figurative language)
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS: RL.11.4 WIDA EDLS: 2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in the text. / Read to understand word and phrase meaning in literature using Cognates, context, online support and student created visual representations of word meanings. / VU: Similes, metaphors, hyperboles; content-based, grade-level vocabulary
LFC: Sentences with figurative language
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to understand word and phrase meaning in L1; and/or using leveled text, match words and phrases with their visual representations. / Read to understand word and phrase meaning in L1; and/or using leveled text, match words and phrases with their definitions and match word and Phrase Citations to visual representations. / Read to understand word and phrase meaning in adapted literature using key vocabulary in a series of simple, related sentences. / Read to understand word and phrase meaning in literature within grade-level band using key vocabulary in expanded and some complex sentences. / Read to understand word and phrase meaning in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports / Online support
Figurative Language Chart
L1 support
Word citations
Visuals / Online support
Figurative Language Chart
L1 support
Word and Phrase Citations
Visuals / Online support
Figurative Language Chart / Online support
Figurative Language Chart / Online support (dictionaries, Visuals, figurative language)
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS:
W.11.5
WIDA ELDS: 2
Writing / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. / Write to develop writing through editing using a Checklist for editing. / VU: Plan, revise, edit, purpose, audience; content-based, grade-level vocabulary
LFC: Specific to writing task
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Write to develop writing through editing in L1 and/or by producing selected single words in key phrase patterns. / Write to develop writing through editing in L1 and/or by producing selected vocabulary in key phrases and short sentences. / Write to develop writing through editing by producing key vocabulary in a series of simple, related sentences. / Write to develop writing through editing by producing key vocabulary in expanded and some complex sentences. / Write to develop writing through editing and by producing clear and coherent writing using precise vocabulary in multiple, complex sentences.
Learning Supports / Checklist for editing
Word/Picture Bank
Cloze sentences
Visuals
L1 support / Checklist for editing
Word/Picture Bank
Sentence Frame
Visuals
L1 support / Checklist for editing
Sentence Starter
Technology and Technological Resources / Checklist for editing
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 8
CCSS: RL.11.6
WIDA EDLS: 2-5
Reading
Speaking / Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). / Read and analyze literature that requires the reader to distinguish what is directly stated from what is really meant using a Reference Sheet and visual representations of the text. / VU: Satire, sarcasm, irony, understatement, implicit and explicit meanings; content-based, grade-level vocabulary
LFC: Sentences with subordinate clauses in compound, complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc.using illustrated, literature, and Teacher Modeling of selected, high-frequency words or phrases denoting satire, sarcasm, etc. / Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in L1; and/or to develop an understanding of satire, etc. using illustrated, literature, and Teacher Modeling of selected phrases denoting satire, sarcasm, etc. / Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in adapted literature using key vocabulary in a series of simple, related sentences. / Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in literature within grade-level band using key vocabulary in expanded and some complex sentences. / Read to analyze literature that requires the reader to distinguish what is directly stated from what is really meant in grade level literature using precise vocabulary in multiple, complex sentences.
Learning Supports / Reference Sheet(L1)
Video Clips and Films
Dramatization with Props
Teacher Modeling
L1 support / Reference Sheet(L1)
Video Clips and Films
Dramatization with Props
Teacher Modeling
L1 support / Reference Sheet
Video Clips and Films
Dramatization with Props / Reference Sheet
Video Clips and Films / Reference Sheet for definitions and examples of satire, sarcasm, irony, understatement
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 9
CCSS:
RL.11.7
WIDA EDLS: 2-5
Reading
Speaking / Analyze multiple interpretations of a story, drama, or poem (e.g., Recorded or Live Production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) / Compare and contrast multiple interpretations of a literary work using a Graphic Organizers (i.e. 3 rings Venn Diagram), L1 supportand/or adapted text. / VU: Comparison, contrast; content-based, grade-level vocabulary
LFC: Complex sentences, compound verb tenses
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Compare and contrast multiple interpretations of a grade level literary work in L1; and/or useselected words from leveled texts to complete a Graphic Organizers or cloze sentences. / Compare and contrast multiple interpretations of a grade level literary work in L1; and/or use short phrases from leveled texts to complete a Graphic Organizers or Sentence Frame. / Compare and contrast multiple interpretations of an adapted literary work using key vocabulary in a series of simple, related sentences. / Compare and contrast multiple interpretations of a literary work within grade-level band using key vocabulary in expanded sentences with emerging complexity. / Compare and contrast multiple interpretations of a grade level literary work using precise vocabulary in multiple, complex sentences.
Learning Supports / Venn Diagram
Recorded or Live Production
Cloze sentences
L1 text and/or support
Word/Picture Bank / Venn Diagram
Recorded or Live Production
Sentence Frame
L1 text and/or support
Word/Picture Bank / Venn Diagram
Recorded or Live Production
Word Bank / Venn Diagram
Recorded or Live Production / Venn Diagram
Recorded or Live Production
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 10
CCSS:
RL.11.10
WIDA ELDS: 2-5
Reading
Speaking / By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. / Read to comprehend a variety of literature in the grade 9-11 text complexity band using Graphic Organizers, L1 support and online resources. / VU: Specific to text; content-based, grade-level vocabulary
LFC:Specific to text
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to comprehend a variety of literature in L1; and/orselected words and phrasesfrom excerpts of grade-level literature read-aloud. / Read to comprehend a variety of literature in L1; and/orselected phrase and sentence excerpts from grade-level literature read aloud. / Read to comprehend a variety of adapted literature. / Read to comprehend a variety of literature within grade 9-11 text complexity band. / Read to comprehend a variety of grade-level literature.
Learning Supports / Online resources
Graphic Organizerss
Word/picture bank
L1 support
Cloze sentences / Online resources
Graphic Organizerss
Word/picture bank
L1 support
Sentence Frame / Online resources
Graphic Organizerss
Word Bank
Template / Online resources
Graphic Organizerss
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 11
CCSS:
W.11.3
WIDA ELDS: 1-5
Writing / Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. / Write to develop real or imagined experiences using sensory vocabulary to provide the reader with a vivid description using a Template, multiple reference materials and Shared Writing. / VU: Sensory, details, vivid, events, setting, characters, thesaurus, synonym, antonym
LFC: Descriptive adjectives, descriptive verbs, descriptive adverbs
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or integrate sensory language by writing word- level captions for pictures and by matching words to pictures. / Write to develop real or imagined experiences with sensory language into a multi-paragraph narrative in L1; and/or write to integrate sensory language into a sentence level narrative by matching descriptive phrases to appropriate pictures. / Write a narrative by developing real or imagined experiences using sensory language and key vocabulary in a series of simple, related sentences. / Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and key vocabulary in expanded sentences with emerging complexity. / Write a multi-paragraph narrative by developing real or imagined experiences using sensory language and precise vocabulary in multiple, complex sentences.