Beginning Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 use pictures, lists, charts, and tables to identify the sequence of events from simple literary texts. 1. Narrative Analysis of Grade-Level Appropriate Text complete a sequence chart graphic organizer, listing the major events in correct order, after listening to or reading a proficiency-level appropriate literary text. (See Appendix for graphic organizer.) 1.2 read and orally identify the speaker or narrator in a simple selection. 1.3 recognize the difference between first and third person using phrases or simple sentences. answer the following question correctly after listening to or reading, Annie and the Old One,* by Miska Miles, or other proficiency-level appropriate literary text. Who is telling the story? answer the following question correctly after listening to, or reading, any proficiency-level appropriate literary text: Is this sentence using first person or third person? * Class sets are available from Florin High School. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 1
Beginning 1.4 orally identify the beginning, middle, and end of a simple literary text. orally identify an excerpt's beginning, middle, and end after listening to, or reading an excerpt from Strega Nona,* by Tomie depaola, or other proficiency-level appropriate literary text. 1.5 role-play a character from a familiar piece of literature using phrases or simple sentences. role play the main character from a proficiency-level appropriate version of "Cinderella" and respond in complete sentences to questions similar to the following: What did you do at midnight? Why did you keep one shoe after the other one was lost? Why did you like the Prince? 1.6 recite simple poems. give an understandable recitation of the poem I'm Making a List by Shel Silverstein in Scott Foresman English, On Your Mark, Book 1/Teacher's Resource, p. 2B. (See Appendix for rubric.) H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 2 * Class sets are available from Florin High School.
Early Intermediate Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 orally identify literary elements of theme, plot, setting, and character using simple sentences. 1. Narrative Analysis of Grade-Level Appropriate Text Also addressed in Reading Comprehension. 1.2 orally respond to factual comprehension questions taken from two forms of literature (brief excerpts from a comedy and tragedy) using simple sentences. orally respond to literary elements questions from an overhead after reading Oxford Progressive Readers' Treasure Island. (See Appendix for overhead.) answer the following questions after reading proficiency-level appropriate excerpts from The Taming of the Shrew and Othello. Who does Othello think Desdemona is? Why does Lucentio come to Padua? 1.3 read and orally identify the main events of the plot using simple sentences. respond orally to the following questions after reading Oxford Progressive Readers' Treasure Island. What important event or problem happened first? What important event or problem happened next? What important event or problem happened last? H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 3
Early Intermediate (cont. from page 3) Students will record their responses on a graphic organizer and share them with the class. Teacher will write responses to the graphic organizer on the overhead. (See Appendix for graphic organizer.) 2. Structural Features of Literature 2.1 distinguish the characteristics of different forms of dramatic literature using simple sentences, pictures, lists, charts, and tables (e.g., comedy and tragedy). 3. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism 3.1 use simple sentences to briefly describe what a character is like by what he/she does in a previously read narration, dialogue, or drama. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 4 complete a Venn diagram comparing and contrasting characteristics of a comedy and a tragedy after reading proficiency-level appropriate versions of Othello and The Taming of the Shrew. Students will listen to a teacher presentation on the characteristics of comedy and tragedy before completing the Venn diagram. (See Appendix for graphic organizer.) portray a specific character from Oxford Progressive Readers' Treasure Island in a "Hot Seat" activity and respond to the following questions. Why are you on the trip to find pirate treasure? How would you describe your physical appearance? What are you like as a person? What is the most important thing you have done on the island? (See Appendix for guided lessons and "Hot Seat" activity.)
Early Intermediate 3.2 use expanded vocabulary and some descriptive words for oral responses to familiar literature. create a graphic depicting the major events, conflicts, and the themes from Oxford Progressive Readers' Treasure Island. Students will present and explain their graphic to small groups or the whole class, using expanded vocabulary and descriptive words. (See Appendix for rubric.) H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 5
Intermediate Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 read and use detailed sentences to orally respond to factual comprehension questions taken from three forms of literature. 1. Narrative Analysis of Grade-Level Appropriate Text Also addressed in Word Analysis and Fluency Systematic Vocabulary Development. respond orally to comprehension questions after reading a poem, short story, or essay (i.e., At the Door, poem; The Bet, adapted short story; Laptops for the Classroom, essay from Heinle and Heinle, Insights for Today). (See Appendix for sample questions for each piece.) 1.2 read and use detailed sentences to orally describe the sequence of events in literary texts. 1.3 apply knowledge of language to analyze and derive meaning/ comprehension from literary texts. create and orally present a timeline listing five important events, in correct sequence, after reading The Land I Lost* by Huynh Quang Nhuong. respond in writing to inferential and interpretive questions after reading The Land I Lost* by Huynh Quang Nhuong. (See Appendix for sample questions.) *Class sets available at Florin High School. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 6
Intermediate 1.4 use expanded vocabulary and descriptive words and paraphrasing for oral and written responses to texts. write a description of a major character from stories like The Land I Lost* by Huynh Quang Nhuong using expanded vocabulary and descriptive words from Vocabulary Box. (See Appendix for blackline master of Vocabulary Box.) 2. Structural Features of Literature 2.1 use detailed sentences to orally identify at least two ways in which poets use personification, figures of speech, and sounds. read a number of selected poems and identify and orally explain the figurative passages utilized by a poet in a poem like Frost's, The Road Not Taken. 3. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism 3.1 use detailed sentences to orally compare and contrast a similar theme or topic across three genres. read varied selections from Heinle and Heinle, Unit II, "Justice and Crime," Issues for Today, and compare/contrast themes or topics of a short story, an essay, and a poem. Students will use a graphic organizer to record information before presenting to class. (See Appendix for graphic organizer.) *Class sets available at Florin High School. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 7
Intermediate 3.2 read and use detailed sentences to orally explain the literary elements of theme, plot, setting, and characters. read a proficiency-level appropriate short story and respond to a series of questions about the theme, plot, setting, and characters. Who are the characters in the story? What is the setting of the story? List the events that happened in the story in the proper sequence. Example: The Lady and the Tiger 3.3 read and use detailed sentences to orally describe what a character is like by what he/she does in a narration, dialogue, or drama. read a proficiency-level appropriate short story and complete a character attribute sheet which describes a character (i.e., physical characteristic, emotions, personality). Students will then present their character sketch to the class. (See Appendix for graphic organizer and rubric.) H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 8
Early Advanced Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 orally and in writing compare and contrast a similar theme or topic across several genres using detailed sentences. 1. Narrative Analysis of Grade-Level Appropriate Text compare and contrast similar topics on themes across genres after reading/viewing literature with Civil Rights themes like Let America Be America (poem), African Morning (short story), and To Kill a Mockingbird (film). Students will match excerpts from each to a list of characteristics on Civil Rights literature and compare/contrast these characteristics in each selection. (See Appendix for matrix.) 1.2 identify recognized works of American literature and their genre in order to contrast major periods, themes, and trends. complete a Venn diagram to compare/contrast themes from a variety of genres of literature from the American Revolution like Declaration of Independence, Give Me Liberty or Give Me Death (speech), Johnny Tremain (novel), and Paul Revere's Ride (poem). (See Appendix for graphic organizer.) H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 9
Early Advanced 1.3 identify recognized works of world complete a Venn diagram literature and contrast the major literary forms and techniques. comparing/contrasting literary techniques after reading The Taming of the Shrew and a Shakespearean sonnet. 1.4 identify characteristics of sub-genre (e.g., satire, pastoral, allegory) that are used in various genres. 2. Structural Features of Literature 2.1 identify several literary elements and techniques (e.g., figurative language, imagery, and symbolism). 2.2 read and identify ways in which poets use personification, figures of speech, imagery, and sound. 2.3 identify the function of dialogue, scene design, and asides in dramatic literature. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 10 complete a graphic illustrating the elements of satire after reading A Modest Proposal. Teacher should use necessary scaffolding. (See Appendix for graphic organizer.) answer questions about the symbolism in the Langston Hughes's short story, African Morning. Identify the symbols in the short story. What is the significance of "gold?" Identify the use of imagery in the story. Why is it effective? read the poem I, Too by Langston Hughes, and identify the figures of speech and examples of imagery used in the poem. identify the function of the dialogue between Katherine and Petruchio in The Taming of the Shrew, in a brief essay. (See Appendix for rubric.)
Early Advanced Can the students 3.1 identify techniques which have specific rhetorical or aesthetic purposes in literary texts (e.g., irony, tone, mood, "sound" of language). 3. Structural Features of Literature, Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism read and discuss O'Henry's short story (adapted) The Gift of the Magi. After discussion, the students will write a paragraph explaining the use of irony in the story. (See Appendix for rubric.) OR identify, by counting the syllables in a line of the poem, how cadence changes to match the events in Paul Revere's Ride. H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 11
Advanced Curriculum Standard: The Literary Response and Analysis standard for English Language Learners (ELL) will develop students' ranges of English grammatical constructions and usage, as well as rich vocabularies. Through the study of literature, students will understand and use various literary features in their own writing. 1.1 explain the significance of several literary elements and techniques (e.g., figurative language, imagery, allegory, and symbolism)? 1. Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism. 2. Structural Features of Literature. 1.2 compare and contrast a similar theme or topic across genres and explain how the genre shapes the theme or topic? 1.3 analyze the interaction between characters and subordinate characters in literary texts (e.g., motivations and reactions)? 1.4 analyze recognized works of American literature and their genre in order to contrast major periods and trends? 1.5 relate literary works and authors to major themes and issues of their eras. 2.1 describe the function of dialogue, scene design, asides, and soliloquies in dramatic literature? H:\DATA\WORD\ELD\S&BS\READING\LIT9-12.DOC02/25/02 12 Teachers will assess Advanced English Language Learners using the suggested benchmarks indicated in the Elk Grove Unified School District's English/ Language Arts Standards and Benchmarks document as a guide. Advanced ELL students will be evaluated for standards mastery with the benchmarks from their current grade level.
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