1. education
2. school

HIGHLAND PARK PUBLIC SCHOOLS
HIGHLAND PARK, NEW JERSEY
MISSION STATEMENT
The mission of the Highland Park School District is to provide the community with the finest educational services through respect for
diversity and commitment to collaboration, continuous improvement, and achievement of excellence.
The Highland Park Board of Education will hold a REGULAR PUBLIC MEETING on Monday, May 4, 2015, at
6:00 p.m., at the Middle School, 330 Wayne Street, Highland Park, New Jersey.
AGENDA:
1. Call to Order
2. Announcement of Notice
3. Resolution to go into Executive Session at 6:00 p.m. to allow the Board to discuss confidential
personnel matters regarding the Superintendent Search, potential litigation regarding expansion
of the Hatikvah Charter School, and negotiation matters.
4. Reconvene To Regular Public Session - 7:30 p.m.
5. Pledge of Allegiance
6. Roll Call
7. Representative Assembly, Middlesex Regional Educational Services Commission
I move that, pursuant to recently enacted legislation, P.L. 192-1989, Chapter 254, the Highland
Park Board of Education elect Israel Soto to the Representative Assembly of the
Middlesex Regional Educational Services Commission from June 1, 2015 to September 30,
2015.
8. Communications:
Date
4/17/15
4/17/15
4/20/15
4/21/15
4/21/15
4/23/15
Sender
Helene Rockman
Kimberly Crane
Allison Salerno
Hava Freidenreich
Susan Slusky
Karen Bilton
Nature of Communication
Collaborative Teaching Model
Invitation to MCEA Dinner
Integrating Special Needs Children in Regular Classrooms
Tax Rates
Tax Rates
Budget Hearing and Property Tax Assessment Information
9. Approval of Minutes: April 20, 2015 – Regular Public and Executive Session
10. Superintendent’s Report
A. Student Update
B. Superintendent’s Update
C. EVVRS Report – Israel
D. Introduction of Website
E. Special Education Collaboration
11. Board Committees’ Reports and Recommendations
A. Curriculum & Instruction
B. Finance & Facilities
C. Personnel & Communication
D. Policies & Regulations
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 2 OF 14
12. Public Comment:
The Highland Park Board of Education welcomes public participation and has reserved this time
for your comments. (Board Policies #0164 and #0167 establish and regulate the right of the
public to participate in public meetings.)
13. Board Action Items
A.
CURRICULUM AND INSTRUCTION
1. Approval of English as a Second Language Curriculum
I move that the Board of Education accept the recommendation of the Superintendent to approve
the English as a Second Language curriculum for grades 9 through 12 as attached.
2. Appointment of University Graduates/Students for Teaching Internships/Junior
Practicum/Observation
I move that the Board of Education accept the recommendation of the Superintendent to approve
the following University Graduates/Students for Teaching Internships/Junior Practicum/Observation
on the dates noted below:
Student
Colin
Copperthwaite
Colin
Copperthwaite
University
Subject/Course
School
Kean
Phys Ed/Health
Bartle
Kean
Phys Ed/Health
Middle
Grade/Staff
Keith Roig
Richard McGlynn
Erin Washington
Dates of
Internship/Observation
Student Teacher:
9/8/2015 – 10/20/2015
Student Teacher:
10/23/2015 – 12/21/2015
3. Approval of Summer Transitional Program, Teen Center
I move that the Board of Education accept the recommendation of the Superintendent to approve the
Teen Center Summer Transitional Program. The program will run Monday through Thursday from
9:00am – 12:00pm beginning July 6, 2015 through July 30, 2015 in the high school. There is no fee
for participants in this program.
4. Appointment of 2015-2016 Masters of Social Work/Bachelors of Social Work Student Interns for the
Community Teen Center:
I move that the Board of Education accept the recommendation of the Superintendent to appoint the
following Rutgers University School of Social Work student interns to the Community Teen Center
for the 2015-2016 school year.
Name
Jessica Bangel
Caitlin Connolly
Sandy Bruno
Sandy Bruno
Type Placement
BASW Student
MSW Student
MSW Student-Advanced
MSW Student-Advanced
Hours per week
15 hours
15 hours
22.5 hours
22.5 hours
Date of Internship
9/8/15-4/29/16
9/8/15-4/29/16
7/1/15-8/7/15
9/8/15-4/29/16
Supervisor
Elizabeth Asamoah
Elizabeth Asamoah
Elizabeth Asamoah
Elizabeth Asamoah
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 3 OF 14
5. Approval of Middle States Objectives
I move that the Board of Education accept the recommendation of the Superintendent to approve the
revised Middle States Objectives’ Technical Review. These objectives were approved by the Middle
States Association of Colleges and School Commissions on Elementary and Secondary Schools on
April 14, 2015.
6. Approval of Every 15 Minutes Program, High School
I move that the Board of Education accept the recommendation of the Superintendent to approve the
Every 15 Minutes Program for high school students. This program offers real-life experience with
real-life risks to instill teens with the potentially dangerous consequences of drinking and/or texting
while driving.
7. Approval of Consulting Services, Irving School
I move that the Board of Education accept the recommendation of the Superintendent to approve
ELL Consulting of Monmouth Junction, NJ to conduct classroom observations and coaching
sessions for teachers to improve instruction for English Language Learners at Irving School. There
will be two sessions, one in May and another in June. The fee for this professional development is
$1,941.04 and will paid through the Title III Immigrant account.
8. Approval of Field Trips
I move that the Board of Education accept the recommendation of the Superintendent to approve
the field trips, as per the attached.
9. Approval of Sources of Strength Project, Teen Center
I move that the Board of Education accept the recommendation of the Superintendent to approve
The Teen Center Sources of Strength Project, a school-wide health promotion and suicide
prevention program which provides training for diverse student Peer Leaders who conduct focused
“peer-to-peer” prevention activities in their school. The program will run during the 2015-2016
academic year with training for participants to take place on Friday May 8, 2015 at the High School.
There is no fee for this program.
B.
FINANCE AND FACILITIES
1. Approval of Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the Bill List for April 1, 2015 – April 15, 2015, in the amount of $401,885.02, as per the
attached.
2. Approval of Cafeteria Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the cafeteria bill list for April 4, 2015 – April 17, 2015, in the amount of $9,892.32 as
per the attached.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 4 OF 14
3. Approval of Athletic Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the athletic bill list for April 16, 2015 – April 30, 2015, in the amount of $1,562.00, as per the
attached.
4. Approval of Travel and Related Expense Reimbursements
I move that the Board of Education accept the recommendation of the Superintendent to approve
the attached listing of Travel and Related Expense Reimbursements, in accordance with N.J.A.C.
6A:23B-1.1 et seq.
5. Acceptance of Increase in Funds for Cooperative Grant from the Highland Park Educational
Foundation
I move that the Board of Education accept the recommendation of the Superintendent to accept an
increase in the funds from the Highland Park Educational Foundation for the cooperative grant
awarded as listed below:
School
High School
Grantee
Karen McManus-Smith
Project Title
Change 33rd Annual
Colloquium (added
free/reduced student
admission costs)
Amount
$1,239.00
(increased from
$1,029.00)
6. Acceptance of Quotes for Water Heater
I move that the Board of Education accept the recommendation of the Superintendent to accept
quotes for a replacement hot water heater for the Highland Park High School kitchen, as listed
below:
Vendor
W W Grainger, Inc.
FEI NY Metro
General Plumbing Supply
Location
Cranford, NJ
Lakewood, NJ
Edison, NJ
Amount
$4,936.00
$5,272.56
$5,438.00
7. Approval of Purchase of Water Heater
I move that the Board of Education accept the recommendation of the Superintendent to approve
the purchase of a hot water heater for the Highland Park High School kitchen from FEI NY Metro of
Lakewood, NJ, at a price of $5,272.56. Due to the brevity of time, W W Grainger was not able to
accommodate the delivery deadline.
8. Approval of Bleacher Repairs
I move that the Board of Education accept the recommendation of the Superintendent to award a
contract with Nickerson Corp. of Bay Shore, NJ, for the following repairs and upgrades to the
bleachers in the Highland Park High School gymnasium, for a total cost of $6,530.00 (this is
proprietary work, and alternate quotes are not applicable) (MRESC Coop Contract #14-15-62):
Description
Replace 62 Damaged Seats
Bleacher Repairs and Maintenance
Amount
$3,250.00
$3,280.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 5 OF 14
9. Approval of Submission of No Child Left Behind (NCLB) Amendment #2 for FY ’15 Application
I move that the Board of Education accept the recommendation of the Superintendent to
approve the submission of the No Child Left Behind (NCLB) Amendment #2 for FY ’15
application to the New Jersey State Department of Education. The purpose of this Amendment
is to reclassify budgeted expenditures from supplies to equipment.
10. Approval of Special Counsel
I move that the Board of Education accept the recommendation of the Superintendent to award
a contract for professional services to David Rubin, Esq., as Special Counsel at the rate of
$180.00 per hour for a period of no more than one year, beginning from April 20, 2015.
11. Acceptance of Quotes for Network Hardware and Support Services
I move that the Board of Education accept the recommendation of the Superintendent to accept
quotes for Network Hardware and Support Services, as listed below:
Vendor
SHI International Corp.
IT Outlet
CDW Government
Location
Somerset, NJ
Sioux Falls, SD
Vernon Hills, IL
Amount
$71,120.92
$72,990.00
$97,613.04
12. Award Contract for Network Hardware and Support Services
I move that the Board of Education accept the recommendation of the Superintendent to award
the contract for Network Hardware and Support Services to SHI International Corp. of
Somerset, NJ, in the amount of $71,120.92. NJ State Contract M-0483, WCSA Computer
Contract. This contract is eligible for E-Rate Category 2 Funding of up to 60%.
13. Approval of Tuition Rates for the 2015-2016 School Year
I move that the Board of Education accept the recommendation of the Superintendent to
approve the tuition rates for the 2015-2016 school year, as listed below:
Categories
Preschool (1/2 day)
Kindergarten
Grades 1-5
Grades 6-8
Grades 9-12
Language/Learning Disabled
Multiply Disabled
Autism
Preschool Disabled Full-Time
2014-2015
$5,857.00
$11,715.00
$14,135.00
$14,438.00
$14,815.00
$26,785.00
$31,696.00
$34,069.00
$17,297.00
2015-2016
$5,518.00
$11,035.00
$13,127.00
$13,874.00
$13,993.00
$29,464.00
$22,440.00
$37,476.00
$16,649.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 6 OF 14
14. Acceptance of Donation
I move that the Board of Education accept the recommendation of the Superintendent to accept
a donation in the amount of $5,000.00 from the Resnick Foundation to the Highland Park High
School for use with the Lindsay Meyer Teen Institute and related activities.
15. Purchase of Computer Server
I move that the Board of Education accept the recommendation of the Superintendent to award
the contract for the purchase of an HP Proliant DL380p Gen8 Server to support the
PowerSchool System, from Hewlett Packard Public Sector Sales of Omaha, NE, in the amount
of $8,796.71. NJ State Contract M-0483, WCSA Computer Contract #70262.
16. Approval of Out of District Placement
I move that the Board of Education accept the recommendation of the Superintendent to
approve the following out of district placement:
one (1) student, case #1415-11 to attend Montgomery Academy, Basking Ridge,
NJ, effective 04/27/2015, at a tuition rate of $56,709.00 to be pro-rated.
C.
PERSONNEL AND COMMUNICATION
1. Appointment of Substitute Teachers
I move that the Board of Education accept the recommendation of the Superintendent to
appoint the attached list as Source4Teachers substitute teachers for the 2014-2015 school year.
2. Re-appointment and Setting of Salaries of Non-Tenured Professional Staff
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following non-tenured professional staff from July 1, 2015 to June 30,
2016:
%
40
LName
Allshouse
Alpaugh
Baldizzone
Caruso
Chaney
Ferraro
Ferringo
Fisher
Friedland
Hayes
Howley
Iglesias
Kim
Leaper
Lee
Lucas
Medvec
Mizrahi
FName
Ashley
Kristen
Brooke
Casey
Joy
Michael
Nikki
Lindsey
Claire
Melissa
Erin
Lenora
Min
Danielle
John
Sara
Dawn
Susan
School
Educational Services
High School
Bartle School
Educational Services
Bartle School
Irving/Bartle School
Middle School
Bartle School
Bartle School
High School
Bartle School
Irving/Bartle School
Bartle School
Bartle School
High School
Irving School
Bartle School
Bartle School
2015-2016
$57,523.00
$61,023.00
$54,733.00
$57,523.00
$66,113.00
$57,523.00
$57,523.00
$55,333.00
$54,733.00
$57,523.00
$54,733.00
$21,893.20
$57,523.00
$54,733.00
$57,523.00
$54,733.00
$57,523.00
$57,523.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
%
LName
Moore
Pallithazhath
Pedersen
Puccio
Sawlsville
Stark
Steinberg
Stodolski
Waltuch
Wickens
Yang
Ziagos
Zimmerman
PAGE 7 OF 14
FName
Michael
Subi
Magnolia
Joyce
Kristine
Timothy
Aimee
Aislinn
Ilana
Mary
Mei Ping
Amanda
Craig
School
High School
High School
Irving School
High School
High School
Bartle School
High School
Bartle School
Middle School
Educational Services
High School
High School
Middle School
2015-2016
$57,523.00
$57,523.00
$58,123.00
$68,563.00
$54,733.00
$54,733.00
$57,523.00
$57,523.00
$54,733.00
$79,553.00
$59,423.00
$54,733.00
$56,633.00
3. Re-appointment and Setting of Salaries of Tenured Professional Staff
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following tenured professional staff from July 1, 2015 to June 30,
2016:
%
LName
Alexander
Alexandropoulos
Allen
Alsager
Anand
Barca
Bell
Bevilacqua-Crane
Blevins
Botvinick
Branchek
Braverman
Broadfoot
Campos
Candelaria
Carter
Colmon
Coppola
Dea
Deitcher
Dieckmann
DiGiglio
Dobrowolski
Doosey
Dunatov
Ernst
Esteban-Giner
Falcone-McLoughlin
Fantry
Farhy
Feng
FName
Lauren
Fani
Brunetta
Mary
Jasmeet
Beth
Tara
Kimberly
Lindsay
Dara
Cathy
Peter
Christopher
Joseph
Eileen
Corey
Werner
Amy
Sara
Devora
Henry
Rebecca
Carol
Susan
Gina
Julie
Ignacio
Martha
Allison
Dorothy
Hsin-Ting
School
Middle School
High School
Irving School
Irving School
Middle School
High School
Middle School
Bartle School
Irving School
Middle School
Middle School
Educational Services
High School
Middle School
Bartle School
Middle School
High School
Bartle School
Middle School
Educational Services
Middle School
Middle School
Bartle School
High School
Middle School
Bartle School
High School
Middle School
High School
Educational Services
High School
2015-2016
$58,773.00
$71,163.00
$89,335.00
$74,002.00
$76,653.00
$76,763.00
$65,773.00
$76,763.00
$54,733.00
$68,563.00
$59,423.00
$92,018.00
$58,773.00
$56,633.00
$68,563.00
$60,973.00
$89,238.00
$65,773.00
$58,753.00
$89,238.00
$60,973.00
$57,523.00
$82,653.00
$77,073.00
$86,448.00
$71,073.00
$88,658.00
$66,553.00
$58,753.00
$86,448.00
$79,863.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
%
LName
Fernstaedt
Finklin
Fittipaldi
Ford
Frain
Franchak
Frayne
Gappa
Gerlach
Girvan
Gloff
Gold
Gray
Grunstein
Gunn, III
Hall-Kane
Harper
Hathaway
Havas
Hawthorne
Jobity
Jung
Kausch
Kirk
Klaslo
Klaso
Klee
Kluxen
Kosci
Kosloski
Krieger
Krubski
Kruger
Leifer
Lewis
Lewkowitz
Liddick
LoBianco
Luxenberg
Maher
Maiden
Mamrak
Marionni
Maroon
Martinetti
Martin-Wildermuth
Masur
Mayo
McCrae
McGlynn
McInerney-Liu
McLean
PAGE 8 OF 14
FName
Jaclyn
Danielle
Rebecca
Alison
Andrea
Jane
Deana
Christine
Tania
Craig
Cheryl
Adam
Jean
Sarah
Ernest
Anita
Kyle
Priscilla
Zsuzanna
Megan
Lauren
Gregory
Barbara
Sarah
Margaret
Maureen
Beth
Janet
Christina
Sarah
Christine
Nicole
Todd
Cheryl
Mary
Marcyanne
Katherine
Marc
David
Michelle
Tracey
Mary
Nicole
Catherine
Elizabeth
Natalie
Jani
Jennifer
Michael
Richard
Deirdre
Jodi
School
Bartle School
High School
Irving School
Middle School
Educational Services
Bartle School
Irving School
Irving School
Bartle School
High School
Middle School
High School
Bartle School
High School
Middle School
Bartle School
High School
Irving School
High School
Middle School
Bartle School
High School
Irving School
Bartle School
Middle School
Middle School
Irving School
Educational Services
Irving School
Middle School
High School
High School
High School
Irving School
Bartle School
Irving/Middle
Bartle School
Middle School
Irving/Bartle School
High School
Bartle School
Bartle School
High School
Middle School
Bartle School
High School
High School
Bartle School
High School
Middle School
Bartle School
Bartle School
2015-2016
$58,123.00
$83,658.00
$55,983.00
$86,448.00
$77,073.00
$83,658.00
$55,333.00
$73,973.00
$83,658.00
$86,448.00
$55,983.00
$54,733.00
$77,177.00
$63,763.00
$83,658.00
$68,903.00
$54,733.00
$56,633.00
$89,241.00
$58,753.00
$55,983.00
$60,973.00
$58,773.00
$61,543.00
$59,423.00
$55,983.00
$71,073.00
$79,553.00
$57,523.00
$55,333.00
$71,073.00
$79,863.00
$56,633.00
$83,660.00
$76,803.00
$86,779.00
$73,973.00
$86,474.00
$71,086.00
$58,773.00
$59,423.00
$55,333.00
$86,448.00
$63,323.00
$63,763.00
$68,563.00
$83,658.00
$56,633.00
$54,733.00
$77,073.00
$86,508.00
$56,633.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
%
40
LName
McManus-Smith
McNally
Medine
Miller
Minkowich
Mitchell
Mladnick
Murphy
Nicolicchia
Nobles
Palitto
Paolucci
Parham
Pasichow
Patterson
Pecora
Pochesci
Powell-Williams
Presty
Radtke
Roche
Roig
Ruckdeschel
Sanders
Schmon
Sclafani
Shannon
Sikora
Smith
Sphatt-McGrath
Stahl
Stephen
Tadros
Thorne
Toye
Twersky
Vargas
Von Lenski
Washington
Way-Phillips
Wilson
Yuan
Zarra
PAGE 9 OF 14
FName
Karen
Megan
Lizbeth
June
Fay
Teri
Daniel
Kathleen
Kristin
Derek
Brooke
Kathryn
Nicole
Rachel
Eric
Deborah
Judith
Janel
Keith
Helen
Brett
Keith
Christopher
Rebecca
Barbara
Thomas
Anna
Christine
Lauren
Holly
Nicole
Keisha
Lucy
Danielle
Mary
Esther
Anna
Stephanie
Erin
Josephine
Lindsey
Nicole
Victoria
School
Middle School
Middle School
Irving School
High School
High School
High School
Middle School
Bartle School
Irivng School
High School
Irving School
Irving School
Irving School
Bartle School
Middle School
Bartle School
Irving School
High School
Bartle/Middle School
Irving/Bartle School
High School
Bartle School
High School
High School
High School
High School
Educational Services
Middle School
Bartle School
Middle School
Bartle School
High School
Middle School
Bartle School
Bartle School
Educational Services
Irving School
Irving School
Middle School
High School
High School
Irving School
Irving School
2015-2016
$79,553.00
$58,773.00
$86,448.00
$86,448.00
$34,579.20
$71,073.00
$73,863.00
$86,699.00
$55,983.00
$56,633.00
$57,523.00
$59,423.00
$60,973.00
$89,238.00
$63,763.00
$60,973.00
$68,373.00
$83,688.00
$71,163.00
$89,523.00
$55,983.00
$80,359.00
$83,658.00
$86,448.00
$83,670.00
$83,658.00
$79,553.00
$63,763.00
$66,553.00
$59,423.00
$61,543.00
$86,448.00
$68,903.00
$55,333.00
$83,659.00
$66,113.00
$63,323.00
$55,333.00
$60,973.00
$83,658.00
$58,123.00
$59,423.00
$63,323.00
4. Re-appointment and Setting of Salaries of Tenured 12–Month Office Staff
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following tenured 12–month office staff from July 1, 2015 to June 30,
2016:
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
%
49
PAGE 10 OF 14
LName
Brzozowski
Donnelly
Epps
Feinberg
Gaertner
Moran
Stevenson
FName
Christopher
Elaine
Karen
Marianne
Francine
Linda
Lori
School
Central Office
Educational Services
Middle School
Educational Services
Irving School
Bartle School
High School
2015-2016
$57,236.07
$56,099.98
$56,099.98
$25,780.08
$44,961.60
$56,099.98
$56,099.98
5. Re-appointment and Setting of Salaries of Non-Tenured 10–Month Employee
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following non-tenured 10–month employee from July 1, 2015 to June
30, 2016:
%
6.
LName
Dewhirst
FName
Julia
School
2015-2016
Family Community Coordinator $42,025.00
Re-appointment and Setting of Salaries of 12–Month Employees
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following 12–month employees from July 1, 2015 to June 30,
2016:
7.
LName
Fname
Position
2015-2016
Humphrey
Parsons
Brian
Jodi
Technology Services Manager
Technology Technician
$103,103.73
$65,131.58
Re-appointment and Setting of Salaries of 12–Month Non-Tenured Administrators
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following 12–month non-tenured administrators from July 1, 2015 to
June 30, 2016:
Lname
Benjamin
Brady
Fname
Anthony
Caitlin
Knapp
Malouf
Wysoczanski
Jennifer
Donna
Kelly
Position
Principal, Bartle School
Vice Principal, Middle/High
Supervisor of Funded Programs
and District Initiatives
Principal, Middle School
Principal, Irving School
2015-2016
$117,300.00
$84,660.00
$82,620.00
$114,240.00
$104,040.00
8. Re-appointment and Setting of Salaries of 12–Month Tenured Administrators
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following 12–month tenured administrators from July 1, 2015 to
June 30, 2016:
Lname
Hoefele
Lassiter
Fname
Linda
Michael
Position
Business Administrator
Principal, High School
2015-2016
$160,695.40
$135,660.00
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 11 OF 14
9. Re-appointment and Setting of Salaries of 12–Month Confidential Employees
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following 12–month confidential employees from July 1, 2015 to
June 30, 2016:
Lname
Becker
Odato
Pencinger
Shopowich
Squazzo
Fname
Janet
Susan
Elizabeth
Janet
Maryellen
Position
Business Office
Central Office
Central Office
Business Office
Business Office
2015-2016
$79,682.52
$73,408.95
$67,748.82
$56,709.47
$60,039.74
10. Re-appointment and Setting of Salaries of School-Based Youth Services/Community Teen Center
Employees
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following school-based youth services/community teen center
employees from July 1, 2015 to June 30, 2016:
LName
Asamoah
Holman
Roth
FName
Elizabeth
Kimberly
Scott
Position
School Based Youth Services/Health Educator
Family Support Case Manager
Supervising Clinical Psychologist
2015-2016
$91,423.85
$49,272.78
$89,059.18
11. Re-appointment and Setting of Salaries of Teacher Associates
I move that the Board of Education accept the recommendation of the Superintendent to re-appoint
and set the salaries of the following teacher associates from July 1, 2015 to June 30, 2016:
LName
Crisafuli
Davis
Dzuro
Kertes
Szentgyorgyi
Zimmer
FName
Teresa
Eric
Carol
Glenn
Lori
Alima
School
Bartle School
High School
Bartle School
High School
High School
High School
Hours
6.75
7.0
7.0
7.5
7.0
7.25
2015-2016
$26,873.10
$27,868.40
$27,868.40
$29,859.00
$27,868.40
$32,887.45
12. Re-appointment and Setting of Salaries of Treasurer of School Monies
I move that the Board of Education accept the recommendation of the Superintendent to reappoint and set the salaries of the treasurer of school monies from July 1, 2015 to June 30, 2016:
LName
Kovach
FName
Kathleen
School
Treasurer of Monies
2015-2016
$9,233.20
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 12 OF 14
13. Appointment of Salaries for Hourly Employees
I move that the Board of Education accept the recommendation of the Superintendent to reappoint and set the salaries of the hourly employees from July 1, 2015 to June 30, 2016:
LName
Brown
Gaertner
FName
John
John
School
Courier
Technical Assistant
2015-2016
$12.57hr
$11.28hr
14. Resignation of Full Time Paraprofessional, Irving School
I move that the Board of Education accept the recommendation of the Superintendent to accept
with regrets the resignation of Diane Harris, Full Time Paraprofessional at the Irving School
effective June 30, 2015 for reasons of retirement.
15. Request for Family Care Leave of Absence
I move that the Board of Education accept the recommendation of the Superintendent to approve
the request from April Tyler to receive a Child Care Leave of Absence from May 1, 2015 to June
30, 2015 and September 1, 2015 to June 30, 2016. Ms. Tyler’s entitlements under the FMLA and
the New Jersey Family Leave Act have been exhausted prior to this date. Any additional leave
requested will be considered in accordance with the terms of the HPEA contract.
16. Request for Maternity/Child Care Leave of Absence
I move that the Board of Education accept the recommendation of the Superintendent to approve
the request from Ilana Waltuch to receive a maternity disability leave of absence from September
1, 2015 until estimated November 6, 2015, and an unpaid child care leave from estimated
November 7, 2015 until March 13, 2016, with a return date of March 14. 2016. The disability
period is covered up to 12 weeks under the Family Medical Leave Act (FMLA). The disability
leave may be paid time, covered in part or in full by accrued sick time, as appropriate. The child
care leave is unpaid leave, and is covered up to 12 weeks under the FMLA and the New Jersey
Family Leave Act, as appropriate, and in accordance with law. Any additional leave requested will
be considered in accordance with the terms of the HPEA contract, Article 15, Section E.3. These
dates are subject to change, relative to the medical conditions of the employee and child.
D.
POLICIES & REGULATIONS
1. Policies for First Reading
I move that the Board of Education accept the recommendation of the Superintendent to approve
the attached policies for first reading:
2110
2200
2210
2230
2260
2310
2320
Philosophy of Education/District Mission Statement (M)
Curriculum Content (M)
Curriculum Development (M)
Course Guides (M)
Affirmative Action Program for School and Classroom Practices (M)
Pupil Grouping
Independent Study Programs
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15
PAGE 13 OF 14
14. President’s Report
15. Old Business
16. New Business
17. Public Comment
The Highland Park Board of Education welcomes public participation and has reserved
this time for your comments. (Board Policies #0164 and #0167 establish and regulate
the right of the public to participate in public meetings.)
18. Adjournment
(Excerpted from NJSA 18A: 12-24.1 Law)
A school board member shall abide by the following Code of Ethics for School Board Members:
a. I will uphold and enforce all laws, rules and regulations of the State Board of Education, and court orders pertaining to
schools. Desired changes shall be brought about only through legal and ethical procedures.
b. I will make decisions in terms of the educational welfare of children and will seek to develop and maintain public
schools that meet the individual needs of all children regardless of their ability, race, creed, sex, or social standing.
c. I will confine my board action to policymaking, planning, and appraisal, and I will help to frame policies and plans only
after the board has consulted those who will be affected by them.
d. I will carry out my responsibility, not to administer the schools, but, together with my fellow board members, to see that
they are well run.
e. I will recognize that authority rests with the board of education and will make no personal promises nor take any private
action that may compromise the board.
f. I will refuse to surrender my independent judgment to special interest or partisan political groups or to use the schools
for personal gain or for the gain of friends.
g. I will hold confidential all matters pertaining to the schools, which, if disclosed, would needlessly injure individuals or the
schools. In all other matters, I will provide accurate information and, in concert with my fellow board members, interpret to
the staff the aspirations of the community for its school.
h. I will vote to appoint the best qualified personnel available after consideration of the recommendation of the chief
administrative officer.
i. I will support and protect school personnel in proper performance of their duties.
j. I will refer all complaints to the chief administrative officer and will act on the complaints at public meetings only after
failure of an administrative solution.
Highland Park School District Belief Statements

ALL of our students will succeed at high levels.

ALL students will achieve the New Jersey Core Content Standards at all grade levels.

The work of our schools is to provide the essential experiences and supports to help our students
achieve at the highest levels.

In order for ALL students to achieve, we will need to work supportively and collaboratively with
staff, family members, the community and with anyone needed to ensure student success.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING
05/04/15

PAGE 14 OF 14
We will continually examine what we are doing and how we are doing it to see our progress
towards insuring success for ALL students at high levels. We will need to modify and change as
needed to attain this outcome.
We will create and monitor progress on specific goals to help guide the work we do together to ensure
student success.
Highland Park School District Goals 2014-2015
Goal 1: To ensure the success of students by providing diverse and high quality educational
opportunities and by implementing focused staff development; to achieve this goal we will:
 Continue to align curriculum with the State Standards, continue to develop a system of benchmark
assessments to measure the academic growth of all students throughout the year, and expand projectand scenario-based instruction
 Support Professional Learning Communities (PLC) and School Leadership Teams (SLT) to effectively
communicate educational priorities and initiatives while encouraging curriculum integration and
articulation
 Establish district- and building-level professional development committees to assess building needs
and develop district-wide and building level professional development plans that align with district
initiatives, content knowledge requirements and State requirements.
Goal 2: To strengthen communication and outreach with the school community, the Highland Park
community and academic partners; to achieve this we will:
 Redesign/rebuild the district website
 Develop social media strategies
 Explore ways to expand the district’s relationship with Rutgers and community colleges with the goal of
enriching the curriculum.
 Establish a closer relationship with HPTV and the Highland Park Public Information Committee
Goal 3: To develop long-term plans for the district; to achieve this we will:
 Establish a process to engage all community members in the development of a long range and
comprehensive strategic plan
 Develop a technology plan
Goal 4: To develop and nurture the capacity of members of the district (staff, students and
administrators) to become well-rounded and engaged members of society; to achieve this we will:
 Support wellness initiatives throughout the district
 Promote cultural competence throughout the district
FIELD TRIP REQUESTS FOR BOARD APPROVAL
Monday, May 04, 2015
School
Middle
Chaperone(s)
Tara Giovannetti
Middle
Eric Patterson
Megan Hawthorne
High
Craig Girvan
Adam Gold
Michael Lassiter
Ignacio Esteban
Nicole Marionni
Lindsey Wilson
Overnight Destination/Purpose
No
Princeton Art Museum
Princeton, NJ
Study American Art
No
Metropolitan Museum of Art
New York City, NY
Exposure to 19th Century
French Art
No
9/11 Memorial Museum
New York City, NY
Studying 9/11 in class
Date/Time
5/27/2015
11:30am - 4:15pm
Transportation
Bus
Expenses
$393.00
Funded by:
Students
6/5/2015
7:30am - 3:00pm
Bus
$623.00
$525.00
Students
Students
6/11/2015
7:00am - 2:00pm
Bus
$1,100.00
$792.00
Comments
Admission Fees
HPEF Grant
HPEF/Students $84- HPEF Funds/Students
Monday, May 04, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2110 Philosophy of Education/District Mission Statement(M)
Page 1 of 1
2110 PHILOSOPHY OF EDUCATION/DISTRICT MISSION STATEMENT (M)
Free public education for all children is a cornerstone of a democratic society that values the
worth and dignity of each individual. The primary goal of this Board of Education shall be to
offer each child in this district the educational opportunity that will enable him/her to function
politically, economically, and socially in that democratic society.
The Board, as the agent responsible for the education of the children of the district, will provide
a planned program of learning that incorporates into its curriculum the lessons and experiences,
within and without the classroom, needed to realize the educational goals of this district. The
Board appreciates the need for constant improvement of the instructional program and will strive
unremittingly to provide an educational system that assists each pupil in becoming a selfrespecting individual who can function effectively and satisfyingly.
It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum
Content Standards, as well as the Common Core State Standards at all grade levels.
The Board will seek out and work cooperatively with the available resources of home and
community including business and industry, in the improvement of the educational program.
The Board will endeavor to employ a high caliber, well-prepared staff of adequate size and wideranging abilities. Moreover, the Board will provide pupils and staff, as needs dictate and means
permit, with adequate educational supplies, equipment, and facilities.
The purpose of education in the schools of this district is to facilitate the development of each
child to his/her greatest potential. The school staff shall recognize individual differences among
pupils and encourage their achievement and progress, not only in basic skills but in the ability to
think independently and critically. The school staff shall help pupils to understand our
democratic society, and cultural competence; to believe in it and to act fairly in their
relationships with others; to develop in themselves attitudes of respect and helpfulness toward
others; to want, and to be able to perform well, some portion of the work of the world; to acquire
knowledge and skills necessary to do this with satisfaction to themselves and society; to
understand and use effective methods in framing the questions and tackling the problems that
they encounter in their lives to the end that they may function politically, economically, and
socially in a democratic society.
Reviewed: December 12, 2011
Adopted: April 28, 2008
First Reading: May 4, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2200 Curriculum Content (M)
Page 1 of 2
2200 CURRICULUM CONTENT (M)
The Board of Education will provide the instruction and services mandated by law and
rules as necessary for the implementation of a thorough and efficient system of free public
education and such other instruction and services as the Board deems appropriate for the
thorough and efficient education of the pupils of this district. The Board shall annually approve
a list of all programs and courses that comprise the district's curriculum and shall approve any
subsequent changes in the curriculum in accordance with Policy No. 2220.
For purposes of this policy "curriculum" means planned learning opportunities designed
to assist pupils toward the achievement of the intended outcomes of instruction.
The curriculum will be reviewed by the Superintendent and approved annually by the
Board. In accordance with law, the curriculum shall, as a minimum, include the curricular
mandates of N.J.S.A. 18A - Education and N.J.A.C. 6 and 6A - Education and all of the New
Jersey Core Curriculum Content Standards and Cumulative Progress Indicators and the courses
required by Policy N. 5460 and N.J.A.C. 6A:8-5 for high school graduation.
The Superintendent is responsible for implementing the curriculum approved by the
Board.
The Board directs the curriculum be consistent with the educational goals and objectives
of this district, the New Jersey Core Curriculum Content Standards and Common Core State
Standards and responsive to identified pupil needs. The Superintendent shall, in consultation
with teaching staff members, assure the effective articulation of curriculum across all grade
levels and among the schools of this district.
The curriculum shall provide programs in accordance with Board policies and the New
Jersey Core Curriculum Content Standards, and Common Core State Standards including but
not limited to:
1.
Preparation of all pupils for employment or post secondary study upon graduation
from high school;
2.
Instruction in workplace readiness skills, visual and performing arts,
comprehensive health and physical education, language arts literacy,
mathematics, science, social studies (including instruction on the Constitution of
the United States, United States history, Community Civics, and the geography,
history and civics of New Jersey), and World Languages;
3.
Continuous access to sufficient programs and services of a library/media facility,
classroom collection, or both, to support the educational program of all pupils in
accordance with Policy No. 2530;
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2200 Curriculum Content (M)
Page 2 of 2
4.
Guidance and counseling to assist in career and academic planning for all pupils,
in accordance with Policy No. 2411;
5.
A continuum of educational programs and services for all children with
disabilities, in accordance with Policy No. 2460 and Regulation Nos. 2460.1
through 2460.14;
6
Bilingual education, English as a Second Language, and English language
services for pupils of limited English language proficiency, when the number of
such pupils so necessitates, in accordance with Policy No. 2423;
7.
Programs and services for pupils at risk who require remedial assistance in
accordance with Policy Nos. 2414, 2415, and 5460;
8.
Equal educational opportunity for all pupils in accordance with Policy Nos. 2260,
5750 and 5755;
9.
Career awareness and exploration as required, and vocational education as
appropriate;
10.
Educational opportunities for pupils with exceptional abilities, in accordance with
Policy No. 2464;
11.
Instruction in accident and fire prevention;
12.
A substance abuse prevention program;
13.
A program for family life education; and
14.
Programs that encourage the active involvement of representatives from the
community, business, industry, labor and higher education in the development of
educational programs aligned with the standards.
N.J.S.A.
N.J.A.C.
18A:6-2; 18A:6-3; 18A:35-1 et seq.
6A:8-1.1 et seq.; 6A:14 et seq.
New Jersey Core Curriculum Content Standards
Reviewed: May 7, 2012
Adopted: January 5, 2004
First Reading: May 4, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2210 Curriculum Development (M)
Page 1 of 1
2210 CURRICULUM DEVELOPMENT (M)
The Board of Education is committed to the continuing improvement of the educational program of the
district. To this end, the curriculum shall be evaluated and modified in accordance with a plan for
curriculum development.
As educational leader of the district, the Superintendent shall be responsible to the Board for the
development of curriculum and shall establish procedures for curriculum development that ensure the
effective participation of teaching staff members, pupils, the community, and members of the Board.
The Superintendent may conduct experimental programs that are not part of the duly adopted curriculum
and are deemed to be necessary to the continuing growth of the instructional program; he/she shall
report to the Board any such -pilot program conducted, along with its objectives, evaluative criteria, and
costs, before each such program is initiated.
The Assistant Superintendent or designee shall report to the Board on all progress in curriculum
development.
Reviewed: December 12, 2011
Adopted: 5 January 2004
First Reading: May 4, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2230 Course Guides (M)
Page 1 of 1
2230 COURSE GUIDES (M)
The Board of Education directs the preparation of a guide for each approved course of study in order to
direct and assist teaching staff members toward the attainment of goals addressed by that course.
Each course guide will contain, as appropriate to the course of study, content standards; objectives,
concepts, and skills to be taught.
The Superintendent shall be responsible for the preparation of course guides, and shall develop a plan
for such preparation that includes the participation of appropriate staff members and resource personnel;
the participation of pupils at appropriate grade levels; continuing research in instructional methods,
materials, and activities; systematic review of all course guides to ensure their continuing usefulness in
achieving goals set by the Board; and a system of administrative review to ensure that course guides are
being followed by teaching staff members to the degree of conformity desired by the Board.
All new course guides and revisions of existing guides shall be submitted to the Board for approval
before they are implemented.
Copies of all current course guides shall be kept on file in the Office of the Assistant Superintendent.
N.J.S.A. 18A:33-1
Adopted: January 9, 2012
Adopted: 5 January 2004
First Reading: May 4, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2260 Affirmative Action Program for School and Classroom Practices (M)
Page 1of 1
2260 AFFIRMATIVE ACTION PROGRAM FOR SCHOOL
AND CLASSROOM PRACTICES (M)
The Board of Education shall, in accordance with law, strive to overcome the effects of any
previous patterns of discrimination in school and classroom practices and shall systematically
monitor district procedures to ensure continuing compliance with anti-discrimination laws and
regulations.
An individual appointed by the Superintendent shall serve as Affirmative Action Officer and
shall coordinate all activities designed to implement this policy. The Affirmative Action Officer
shall identify and recommend the correction or removal of impermissible bias based on race, color,
creed, religion, national origin, ancestry, age, marital status, affectational or sexual orientation or sex
gender identity, social or economic status, or disability. He/She shall:
1.
Review current and proposed curriculum guides, textbooks, and supplemental
materials for bias and determine whether such materials fairly depict the contribution
of both men, and women, and individuals and various racial and ethnic groups in the
development of human society;
2.
Develop an ongoing program of in-service training for school personnel designed to
identify and solve problems of bias in all aspects of the school program;
3.
Review current and proposed programs, activities, and practices to ensure that all
pupils have equal access to them and are not impermissibly segregated in any duty,
work, play, classroom, or school practice except as may be permitted under rules of
the State Board of Education;
4.
Ensure that similar aspects of the school program receive commensurate support as to
staff size and compensation, purchase and maintenance of facilities and equipment,
and access to such facilities and equipment;
5.
Ensure that tests, procedures, and guidance and counseling materials that are designed
to evaluate pupil progress or rate aptitudes, or analyze personality or in any manner
establish or tend to establish a category by which a pupil may be judged are not
impermissibly differentiated or stereotyped.;
Parent(s) or legal guardian(s), pupils, staff members, and members of the public shall be
informed annually about the district’s affirmative action plan for school and classroom practices, the
designation of the Affirmative Action Officer, and the procedure by which an affirmative action
complaint may be filed and processed.
The Affirmative Action Officer shall report as required to the Board on progress made in the
affirmative action program for school and classroom practices. The Board will annually review
district progress toward the objectives of any state-approved affirmative action plan.
20 U.S.C.A. 1701
N.J.S.A. 18A:36-30
N.J.A.C. 6:4-1.3 (b)
Reviewed: August 29, 2011
First Reading: May 4, 2015
HIGHLAND PARK
BOARD OF EDUCATION
POLICY
Section: Program
2310 Pupil Grouping
Page 1 of 2
2310 PUPIL GROUPING
Purpose
The Highland Park Board of Education maintains that the grouping of students for instruction should
provide an equitable learning environment for maximum educational achievement for all pupils at all
levels. Learning is promoted both by academic challenge and by the sharing of common experiences
among children of diverse backgrounds and achievement levels.
Guidelines
Effective grouping is obtained by the joint effort of the complete faculty and staff of a building in
planning for the suitable placement of pupils.
To ensure that both equity and excellence are achieved by the grouping policy, the following basic
planning guidelines will be followed:
1. Heterogeneous grouping of students will be a priority in all instructional areas where evidence
indicates that student’ emotional and academic needs can be met. Gender, race, ethnic origin,
achievement level and parental input will be considered in order to achieve a balance in the
formation of classes.
2. Dependence on any one criterion for placement, such as standardized tests, is to be avoided.
3. Groupings within a class and placement in groups and classes will be monitored and reviewed
regularly by principals, supervisors, the Director of Educational Services and the Assistant
Superintendent or designee to prevent de facto segregation by race, gender or ethnic origin.
Kindergarten through Grade 8
Placements for all required courses will reflect a heterogeneous mix of the population served by each
school. However, a variety of flexible grouping options in mathematics and language arts may be used
to meet the academic needs of students as is deemed appropriate in each school.
Grades 9 through 12
Placements for all required courses will reflect a heterogeneous mix of the High School population.
However, placement in honors and AP courses will be based on department and teacher
recommendation or self-nomination through the appeals process specified below.
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2310 Pupil Grouping
Page 2 of 2
Placement Appeal Process
If a student desires to enroll in a course but has been denied placement, the student’s parent may use the
following appeals procedure:
1. Request a conference with the teacher who made the placement;
2. If the conference does not resolve the difference of opinion, request a conference with the
department supervisor and the student’s guidance counselor;
3. If the conference does not resolve the difference of opinion, request a conference with the
building principal;
4. If the conference with the principal does not resolve the difference, request a conference with the
Assistant Superintendent or designee.
This appeals procedure applies to and may be used with other placement decisions.
Adopted: January 9, 2012
Revised: December 17, 2007
Adopted: 5 January 2004
First Reading: May 4, 2015
POLICY
HIGHLAND PARK
BOARD OF EDUCATION
Section: Program
2320 Independent Study Programs
Page 1 of 1
2320 INDEPENDENT STUDY PROGRAMS
The Board of Education will permit a properly qualified pupil to earn credit toward high school
graduation by completion of a program of independent study in accordance with rules of the
State Board of Education and this policy.
A program of independent study shall consist of curricular activities and may include, but need
not be limited to, enrollment in a course offered by an approved institution of higher learning.
The Principal shall approve each program of independent study and designate the number of
credits toward graduation to be awarded upon successful completion of each such program.
Credit shall be awarded only on the Principal’s certification that the pupil has met the specific
instructional objectives established for the program of independent study.
The Board directs that only those pupils shall be admitted to a program of independent study
who has demonstrated academic proficiency, maturity of judgment, a strong motivation to learn,
and self-reliance. Applicants shall be limited to pupils who have completed grade 8. Programs
of independent study need not be limited to participation by a single pupil buy may involve more
than one or a group of pupils, subject to Board approval.
The Principal or designee shall offer aid and counsel to qualified pupils who wish to explore and
initiate independent project. The Principal or designee shall develop specific, measurable
instructional objectives and assign appropriate staff guidance for each individually planned
program of independent study.
Each recommendation for a program of independent study must include the qualifications of the
pupil: the objective established for the program; a description of the method of study and
research to be undertaken, if any; the staff member or members assigned to advise the project;
the manner in which the program of study will be evaluated; and a proposal for the number of
credits to be awarded for the program.
The Assistant Superintendent or designee shall maintain a file of independent projects for such
review as the Board of the Commissioner may require.
N.J.A.C. 6:3-4A.1
Reviewed: December 12, 2011
Adopted: January 5, 2004
First Reading: May 4, 2015
7:23 AM
HIGHLAND PARK BOARD OF EDUCATION ATHLETICS
Expenses by Vendor Detail
04/28/15
Accrual Basis
April 16 - 30, 2015
Type
Andy Rios
Bill
Date
04/30/2015
Num
04/17/2015
Account
SOFTBALL
Total Andy Rios
Bill Clark
Bill
04/30/2015
04/15/2015
TRACK
04/16/2015
BASEBALL
Total Christopher Van Eerde
04/30/2015
04/17/2015
BASEBALL
04/30/2015
04/16/2015
SOFTBALL
04/30/2015
04/24/2015
SOFTBALL
04/30/2015
04/17/2015
BASEBALL
04/30/2015
04/22/2015
TRACK
04/30/2015
04/23/2015
BASEBALL
81.00
81.00
04/30/2015
04/23/2015
BASEBALL
Total Mark Rosenfield
81.00
81.00
Michael Satterthwaite
Bill
04/30/2015
04/17/2015
SOFTBALL
Total Michael Satterthwaite
Mitchell Dakelman
Bill
04/30/2015
Patrick Lyczkowski
Bill
04/30/2015
04/21/2015
TRACK
81.00
81.00
04/16/2015
BASEBALL
Total Patrick Lyczkowski
04/30/2015
58.00
58.00
Total Mitchell Dakelman
Total Ronald Piccillo
76.00
76.00
Total Mark Davison
Ronald Piccillo
Bill
81.00
81.00
Total Larry Kalb
Mark Rosenfield
Bill
75.00
75.00
Total Jay Wallace
Mark Davison
Bill
75.00
75.00
Total Ian Lifchus
Larry Kalb
Bill
60.00
60.00
Total George Cagle
Jay Wallace
Bill
81.00
81.00
Total Gary Williams
Ian Lifchus
Bill
81.00
81.00
Christopher Van Eerde
Bill
04/30/2015
George Cagle
Bill
75.00
75.00
Total Bill Clark
Gary Williams
Bill
Amount
81.00
81.00
04/16/2015
SOFTBALL
75.00
75.00
Page 1
7:23 AM
HIGHLAND PARK BOARD OF EDUCATION ATHLETICS
Expenses by Vendor Detail
04/28/15
Accrual Basis
April 16 - 30, 2015
Type
Rondy Tucker
Bill
Date
04/30/2015
Num
04/15/2015
Account
TRACK
Total Rondy Tucker
04/15/2015
TRACK
Total Stephen Roman Jr.
04/30/2015
04/17/2015
SOFTBALL
04/30/2015
04/17/2015
BASEBALL
04/30/2015
04/17/2015
SOFTBALL
75.00
75.00
04/30/2015
04/30/2015
Total William Robinson
TOTAL
60.00
60.00
Total Victor Burgos
William Robinson
Bill
Bill
58.00
58.00
Total Tyler Rose
Victor Burgos
Bill
76.00
76.00
Total Stephen Ward
Tyler Rose
Bill
76.00
76.00
Stephen Roman Jr.
Bill
04/30/2015
Stephen Ward
Bill
Amount
04/17/2015
04/24/2015
BASEBALL
SOFTBALL
81.00
75.00
156.00
1,562.00
Page 2
I move that the Board of Education approve the bill list for
April 1 - 15, 2015 in the amounts listed below.
General Current Expense:
Special Revenue Fund Expense:
Before & After School Expense:
$380,198.82
$21,655.00
$31.20
TOTAL
$401,885.02
Highland Park Board of Education
Cafeteria Bill List
4/4/15-4/17/15
Vendor Name
Pomptonian
Total Payments
Invoice Number
#353 041015 Expenses Wk Ended 4/10/15
#353 041715 Expenses Wk Ended 4/17/15
Invoice Amount
Vendor Total
3,439.18
6,453.20
9,892.38
9,892.38
Check Journal
Highland Park BOE
Rec and Unrec checks
Hand and Machine checks
Starting date 4/1/2015
Page 1 of 2
04/29/15 09:47
Ending date 4/15/2015
Vendor name
Check amount
011326 H 04/15/15
3533
STATE OF NJ
502381
04/15/15 APRIL HEALTH AND RX
11-000-291-270-01-00
APRIL
11-000-291-270-02-00
APRIL
04/15/15
04/15/15
$354,290.26
$354,290.26
$281,163.87
$73,126.39
04/15/15
$8,091.56
$8,091.56
$8,091.56
Cknum
Date
Rec date Vcode
030844
04/15/15
1162
C-WAY BUS COMPANY
500876
09/30/14 2014/2015 INDISTRICT SPECIAL
11-000-270-514-00-00
APRIL
030845
04/15/15
5J0119
04/15/15
10-04 - - - -
1470
BICAJ; GJEJRANE
Db 10-499 / Cr 10-101
TIMESHEET ISSUE
030846
04/15/15
1054
DECA
502169
03/20/15 DECA DAY - UNIVERSAL STUDIOS
11-401-100-500-00-04
5438
$352.42
$352.42
04/15/15
$190.00
$190.00
04/15/15
030847
04/15/15
4752
DELTA DENTAL OF NEW JERSEY INC.
502278
04/15/15 MARCH 2015 DENTAL BENEFITS
11-000-291-270-03-00
MARCH
04/15/15
030848
04/15/15
1550
FED EX FREIGHT
502279
04/15/15 DELIVERY SERVICE
11-000-230-530-00-00
3365406354
030849
04/15/15
1114
GUMPDROP BOOKS
501353
11/26/14 HS MEDIA CENTER BOOKS
11-000-222-600-00-04
PINV82890
030850
04/15/15
1465
HOME NEWS TRIBUNE
502114
03/12/15 RFP SUPT SEARCH
11-000-230-590-00-00
348535
030851
04/15/15
1025
IT OUTLET INC
501652
01/13/15 PARCC-Bridging the GAP Grant
20-445-100-600-00-00
35634
030852
04/15/15
5218
KEAN UNIVERSITY
502170
03/20/15 REGISTRATION FOR ICDC
11-401-100-500-00-04
DECA INT CONF
030853
04/15/15
3513
NEXTEL COMMUNICATIONS
502280
04/15/15 FEBRUARY/MARCH 2015 SERVICE
11-000-230-530-00-00
368184236-116
62-601-230-530-09-09
368184236-116
$352.42
$190.00
$13,095.07
$13,095.07
$13,095.07
$218.34
$218.34
04/15/15
04/15/15
$218.34
$1,145.46
$1,145.46
$1,145.46
$86.92
$86.92
04/15/15
$86.92
04/15/15
$21,655.00
$21,655.00
$21,655.00
04/15/15
$1,490.00
$1,490.00
$1,490.00
$468.92
$468.92
04/15/15
04/15/15
030854
04/15/15
2269
STOP AND SHOP/AHOLD FINANCIAL SERVICES
502025
02/27/15 HS NUTRITION MARCH
11-190-100-610-19-04
508667
04/15/15
11-190-100-610-19-04
508670
04/15/15
11-190-100-610-19-04
508673
04/15/15
11-190-100-610-19-04
508676
04/15/15
030855
04/15/15
2284
SUPER DUPER PUBLICATIONS
501711
01/20/15 SUPPLIES;FARHY
11-000-216-600-00-08
2040493A
04/15/15
$437.72
$31.20
$721.07
$721.07
$253.07
$221.60
$38.90
$207.50
$80.00
$80.00
$80.00
Check Journal
Highland Park BOE
Rec and Unrec checks
Hand and Machine checks
Starting date 4/1/2015
Page 2 of 2
04/29/15 09:47
Ending date 4/15/2015
Fund Totals
10
11
20
62
GENERAL FUND
GENERAL CURRENT EXPENSE
SPECIAL REVENUE FUNDS
BEFORE & AFTER SCHOOL
Total for all checks listed
Prepared and submitted by: _________________________________
Board Secretary
$352.42
$379,846.40
$21,655.00
$31.20
$401,885.02
______________
Date
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Heroism and Anti-Hero: Good and Evil
Grade(s)
10
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit centers on the theme of good and evil within society and each person.
ESL I: Escape: “I’m not a thief. I’m an innocent man,” shouts Brown. He’s angry because he is in prison and the prison guards hate
him. Then one day Brown has an idea. It is dangerous – very dangerous.
ESL II: Dr. Jekyll and Mr. Hyde: Why is the frightening Mr. Hyde a friend of the nice Dr. Jekyll? Who is the evil little man? And why
does he seem to have power over the doctor? After a terrible murder, everyone is looking for Mr. Hyde. But he has disappeared. Or
has he?
ESL II: Crash by Jerry Spinelli : Everybody knows Crash Coogan, seventh-grade football sensation. He’s been mowing down
everything in his path since he could walk- and Penn Webb, his dweeby, vegetable eating neighbor, is his favorite target. After all,
Webb’s not just a nerd, he’s a cheerleader too.
ESL I and II: Dracula: In the mountains of Transylvania there stands a castle. It is the home of Count Dracula—a dark, lonely place,
and at night the wolves howl around the walls.
ESL I and ESL II: Charlie and the Chocolate Factory (DVD)
ESL I and ESL II: The Scarlet Letter: Boston in the 1600 is a small town, but a large crowd waits for Hester Prynne outside the prison.
She carries a baby in her arms and the scarlet letter “A” is on her dress. “A” is for adulteress. Who is the father of her baby?
Nobody knows and Hester will not say.
Standards
2
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
3
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

teacher provides sentence starters and models correct phrasing; ample time is given to students to
4
complete tasks
Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters; ample time is given to students to complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 How would we define good and evil?
 Is evil an intrinsic element of "human nature"?
 What is the result of the collision of moral systems?
Enduring Understandings
Students will understand:
 Understand the psychology behind human behavior
 Literature is used to portray human behaviors through complex characters
 The time period of a literary work greatly influences the author’s creation of setting, themes and character motives/goals
 Heroes are found in everyday life not just as fictional characters in literature
 Fictional heroes embody the beliefs and values of their societal time period
 Point of view
 Elements of plot
 Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
5
Check all that apply. Can be a check or E, T, A
st
21 Cen tu r y Th em es
X
X
X
Global Awareness
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT:
Reading Comprehension
Identify the elements of a story
Analyze direct and indirect characterization methods to portray fictional characters
Cite textual evidence to support text to text connection between the play and the historical content
Identify and analyze use of literary devices
Analyze literary characters and their ability to be good or evil
Analyze Mood and plot
Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Build background knowledge to better comprehend complex text and make connection to historical content
Grammar/Writing
Revise independently and with teacher support and use peer editing and feedback during the writing process to
promote clarity and organization
Write informal journal entries to explain ideas and ask questions
Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies


Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
6
Teacher provides
support as needed












Learning Activities
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
7
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inferencing
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Making Real-World Connection:
Discuss/list/ create visual presentation on how people were treated in during or as a result
of these events:
8
•
•
•
The Holocaust
Genocide
People of Middle-Eastern descent after 9/11
Suggested Background Knowledge building:

PowerPoint or other multimedia presentation to give students historical background and
author biography. Students take guided notes and write response journal.
Design a card (Students can us the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will create a multimedia / visual work (Prezi, powerpoint, weebly, collage, card creator)
to present a historical person that exhibits how human nature could be evil or good (beneficial to
contemporary and society).
Suggested Resources

The Scarlet Letter

Escape

Dr. Jekyll and Mr. Hyde

Dracula

Charlie and Chocolate Factory (Movie)

Anne Frank (Movie)

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
9
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Heroism and Anti-Hero: The Hero’s Journey
Grade(s)
10
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
1
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
In this unit students will have an opportunity to explore the idea of the epic hero.
Odyssey (CP reads the excerpt translated by Robert Fitzgerald and found in the Prentice Hall Literature, an electronic
version is included with the unit folder)
The Odyssey, an epic poem, was written down sometime between 800 and 600 BCE, it is of the best-known works of
ancient literature. The Odyssey is Homer's epic of Odysseus' 10-year struggle to return home after the Trojan War. While
Odysseus battles mystical creatures and faces the wrath of the gods, his wife Penelope and his son Telemachus stave off
suitors vying for Penelope's hand and Ithaca's throne long enough for Odysseus to return. The Odyssey ends as Odysseus
wins a contest to prove his identity, slaughters the suitors, and retakes the throne of Ithaca.
ESL I
The quest of Perseus ?
ESL II
This unit centers on the theme of good and evil within society and each person.
ESL I: Escape: “I’m not a thief. I’m an innocent man,” shouts Brown. He’s angry because he is in prison and the prison guards hate
him. Then one day Brown has an idea. It is dangerous – very dangerous.
ESL II: Dr. Jekyll and Mr. Hyde: Why is the frightening Mr. Hyde a friend of the nice Dr. Jekyl? Who is the evil little man? And why
does he seem to have power over the doctor? After a terrible murder, everyone is looking for Mr. Hyde. But he has disappeared. Or
has he?
2
ESL II: Crash by Jerry Spinelli : Everybody knows Crash Coogan, seventh-grade football sensation. He’s been mowing down
everything in his path since he could walk- and Penn Webb, his dweeby, vegetable eating neighbor, is his favorite target. After all,
Webb’s not just a nerd, he’s a cheerleader too.
ESL II: Dracula
ESL I and ESL II: Charlie and the Chocolate Factory (DVD) What wonders await you in Willy Wonka ‘s factory? Explore fields of soft
minty sugar grass in the Chocolate Room. . . Sail along the Chocolate River in a pink sugar boat . . . You’ll find a lot that’s funny, a
little that’s mysterious and an adventure as sweet and satisfying as a Wonka Whipple-scrumptious Fudgemallow Delight Bar.
ESL I and ESL II: The Scarlet Letter: Boston in the 1600 is a small town, but a large crowd waits for Hester Prynne outside the prison.
She carries a baby in her arms and the scarlet letter “A” is on her dress. “A” is for adulteress. Who is the father of her baby?
Nobody knows and Hester will not say.
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
3
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
4
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 How would we define good and evil?
 Is evil an intrinsic element of "human nature"?
5

What is the result of the collision of moral systems?
Enduring Understandings
Students will understand:
 Understand the psychology behind human behavior
 Literature is used to portray human behaviors through complex characters
 The time period of a literary work greatly influences the author’s creation of setting, themes and character motives/goals
 Heroes are found in everyday life not just as fictional characters in literature
 Fictional heroes embody the beliefs and values of their societal time period
 Point of view
 Elements of plot
 Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
X
Environmental Literacy
ETA
Critical Thinking and Problem Solving
X
Health Literacy
ETA
Communication
X
Civic Literacy
ETA
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT:
Reading Comprehension
Identify the elements of a story
Analyze direct and indirect characterization methods to portray fictional characters
Cite textual evidence to support text to text connection between the play and the historical content
Identify and analyze use of literary devices
Analyze literary characters and their ability to be good or evil
Analyze Mood and plot
Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Build background knowledge to better comprehend complex text and make connection to historical content
Grammar/Writing
Revise independently and with teacher support and use peer editing and feedback during the writing process to
promote clarity and organization
Write informal journal entries to explain ideas and ask questions
Write summaries of read passages
Assessments
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
Think pair share
Read with questions in mind
6
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
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed
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Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
7
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
8
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Making Real-World Connection:
Discuss/list/ create visual presentation on how people were treated in during or as a result
of these events:
• The Holocaust
• Genocide
• People of Middle-Eastern descent after 9/11
Suggested Background Knowledge building:

PowerPoint or other multimedia presentation to give students historical background and
author biography. Students take guided notes and write response journal.
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will create a multimedia / visual work (Prezi, powerpoint, weebly, collage, card creator)
to present a historical person that exhibits how human nature could be evil or good (beneficial to
contemporary and society).
Suggested Resources

The Scarlet Letter

Escape

Dr. Jekyll and Mr. Hyde

Dracula

Charlie and Chocolate Factory (Movie)

Anne Frank (Movie)

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers
9

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Heroism and Anti-Hero: The Modern Day Hero
Grade(s)
10
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
1
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
In this unit students will explore the idea of ordinary people as heroes. The literature they will read will engross them in realistic events
and characters they can connect to, individuals that can be found in everyday life. Through their study of both real and fictional
characters students will see how ordinary individuals confront and address difficult and obstacles, deeming the everyday heroes.
ESL I and ESL II: Lost Boys of Sudan documentary. The documentary follows two teenage Sudanese refugees on an extraordinary
journey from Africa to America, offering a gripping and sobering peek into the myth of the American Dream.
ESL I and ESL II: Shining Star A: “Sudan’s “Lost Boys” Start New Lives” (p. 76 – 79)
ESL I and ESL II: Living in Emergency: Stories of Doctors Without Borders (Documentary): Set in war-torn Congo and Liberia, Living
in Emergency interweaves the stories of four volunteers with Doctors without Borders as the struggle to provide emergency
medical care under the most extreme conditions.
ESL I and ESL II: The Help (movie). The Help is an inspirational, courageous and empowering story about very different,
extraordinary women in the 1960’s South who build an unlikely friendship around a secret writing project-one that breaks society’s
rules and puts them all at risk. The Help is a timeless, universal, and triumphant story about the ability to create change.
ESL I and ESL II: video clips about Malala Yousafzai
https://search.yahoo.com/search?fr=spigot-chr-gcmac&ei=utf-8&ilc=12&type=216107&p=malala+exclusive+interview
http://nyti.ms/1xxNyqO
http://thelede.blogs.nytimes.com/2013/07/12/video-of-malala-yousafzai-at-u-n-calling-on-world-leaders-to-provide-education-toevery-child/
http://topics.nytimes.com/top/reference/timestopics/people/y/malala_yousafzai/index.html
https://www.facebook.com/malalablog
2
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
3
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

teacher provides sentence starters and models correct phrasing; ample time is given to students to
4
complete tasks
Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters; ample time is given to students to complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 What are the qualities of a modern hero?
Enduring Understandings
Students will understand:
 A hero can be an ordinary individual
 Anyone can be or become a hero
 Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
st
21 Cen tu r y Th em es
X
X
Global Awareness
Environmental Literacy
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
E
Creativity and Innovation
ETA
Critical Thinking and Problem Solving
5
X
Health Literacy
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
ETA
Communication
ETA
Collaboration
SWBAT:
Reading Comprehension
Analyze how fictional and real characters fit into the idea of a hero
Generate a definition and characteristics of a hero
Analyze both nonfictional and fictional characters against the definition and characteristics of a hero
Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Build background knowledge to better comprehend complex text and make connection to historical content
Cite textual evidence to support text to text connection between the play and the historical content
Identify and analyze use of literary devices
Analyze Mood and plot
Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Build background knowledge to better comprehend complex text and make connection to historical content
Grammar/Writing
Revise independently and with teacher support and use peer editing and feedback during the writing process to
promote clarity and organization
Write informal journal entries to explain ideas and ask questions
Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed



Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
6











Learning Activities
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
7
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inferencing
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Making Real-World Connection:
Discuss/list/ create visual presentation on how people were treated in during or as a result
of these events:
• Genocide
8
Suggested Background Knowledge building:

PowerPoint or other multimedia presentation to give students historical background and
author biography. Students take guided notes and write response journal.
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will create a multimedia / visual work (Prezi, powerpoint, weebly, collage, card creator)
to present a historical person that exhibits how human nature could be evil or good (beneficial to
contemporary and society).
Suggested Resources

Lost Boys of Sudan (documentary)

Living in Emergency: Stories of Doctors Without Borders (Documentary)

Shining Star A

The Help (movie)

Malala Yousafzai :

http://abcnews.go.com/International/exclusive-malala-yousafzai-continues-fight-educationyear/story?id=20547267

https://search.yahoo.com/search?fr=spigot-chr-gcmac&ei=utf-8&ilc=12&type=216107&p=malala+exclusive+interview

http://nyti.ms/1xxNyqO

http://thelede.blogs.nytimes.com/2013/07/12/video-of-malala-yousafzai-at-u-n-calling-on-world-leaders-to-provideeducation-to-every-child/

http://topics.nytimes.com/top/reference/timestopics/people/y/malala_yousafzai/index.html

https://www.facebook.com/malalablog

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
9
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Heroism and Anti-Hero: Tragic Hero
Grade(s)
10
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
1
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
In this unit students will explore the concept of tragic hero.
West Side Story: In this musical adaptation of Romeo & Juliet, set in 1950s New York City, the love of teenagers Maria and Tony is
doomed by their affiliations with rival gangs. They carry on a secret romance as tension between the gangs escalates and ends in
tragedy.
ESL I and ESL II: Titanic: In James Cameron’s 1997 film, upper-class Rose meets working-class Jack aboard the Titanic. Jack offers an
alternative to Rose’s fiancé, with whom she is not in love, and her sheltered life, which bores her. Their plans to run away together
are thwarted when the ship sinks following a collision with an iceberg. While Jack perishes in the icy waters of the Atlantic, Rose
goes on to live a long, rich life influenced by her brief time with Jack.
ESL I and ESL II: Romeo and Juliet (abridged): The love of Romeo and Juliet, Shakespeare’s star-crossed lovers, is doomed by their
feuding families. The two fall in love at first sight and secretly marry but are prevented from being together for fear of their families’
disapproval. Seeking a way to be together, Juliet fakes her own death, with devastating consequences.
ESL II: Great American Stories: “The Tell-Tale heart” abridged version from the story by Edgar Allan Poe.
ESL I and ESL II The Tell-Tale Heart: Short movie
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
2
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how
it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
3
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

Language
support
for ELP 2
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
4
Language
support
for ELP 3




use visuals for input or output
respond orally in short sentences and longer sentences
create lists with words and some pictures
write words and short sentences

teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 What are the qualities of a tragic hero?
 What are the feelings that a tragic hero evokes?
Enduring Understandings
Students will understand:
 A tragic hero can be an ordinary individual
 Anyone can be or become a tragic hero
 Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
st
21 Cen tu r y Th em es
X
X
X
X
Global Awareness
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
5
SWBAT:
Reading Comprehension






Gather, annotate, and analyze key quotations
Analyze how fictional and real characters fit into the idea of a tragic hero
Generate a definition and characteristics of a tragic hero
Analyze both nonfictional and fictional characters against the definition and characteristics of a tragic hero
Analyze literary characters and the flaws that make them tragic heroes
Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed











Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
6



Learning Activities
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
7
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Making Real-World Connection:
Discuss/list/ create visual presentation on how people were treated in during or as a result
of these events:
• Genocide
Suggested Background Knowledge building:

PowerPoint or other multimedia presentation to give students historical background and
author biography. Students take guided notes and write response journal.
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
8
Experiences
Students will create a multimedia / visual work (Prezi, powerpoint, weebly, collage, card creator)
to present a historical person that exhibits how human nature could be evil or good (beneficial to
contemporary and society).
Suggested Resources

Lost Boys of Sudan (documentary)

Living in Emergency: Stories of Doctors Without Borders (Documentary)

Shining Star A

The Help (movie)

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
9
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Dreams
Grade(s)
11
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
Students will examine the role of dreams in the decisions and motivations of literary protagonists and other
characters. Students will also explore the pathway to achieving these dreams and consider how that journey aligns
with reality and the external world.
ESL I and ESL II
 DVD: The Great Gatsby by F Scott Fitzgerald focuses on the wealthy and mysterious title character as he
pursues the love of his life, Daisy Buchanan. The novel is set amidst the excess and recklessness of the
Roaring Twenties and presents a critical view of the so-called “American Dream.”
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)



In what way do dreams dictate one’s actions?
At what cost are dreams worth pursuing?
How are dreams at odds with reality?
Enduring Understandings
Students will understand:






That literary characters are affected and impacted by their environment, society, and the world around them.
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
That authors create and develop characters through a variety of means and tools including dialogue,
appearances, behavior, and direct characterization.
That characters are motivated by a variety of dreams, desires, and personal goals
Annotations (introduce how to)
6
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Identify and analyze important passages in literature.
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies



Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
7
Teacher provides
support as needed











Learning Activities
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
8
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Watch and discuss: My philosophy for a happy life: Sam Berns: Accomplishing one’s dreams
9
https://www.youtube.com/watch?v=36m1o-tM05g
Experiences
Students will discuss their idea of the American Dream.
Suggested Resources

The Great Gatsby


Teds talk: https://www.youtube.com/watch?v=36m1o-tM05g
Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Deception and Lies
Grade(s)
11
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
Students will examine the theme of “deception and lies.” Students will note the ways in which literary characters use
lies and deceptions both in their interactions with other characters. Students will also examine the consequences of
lying and deceiving as illustrated through the story.
ESL I and ESL II: The Scarlet Letter (abridged): Boston in the 1600s is a small town, but a large crows waits for Hester
Prynne outside the prison. She carries a baby in here arms and the scarlet letter “A” is on her dress. “A” is for
adulteress. Who is the father of her baby? Nobody knows and Hester will not say.
ESL II: Great American Stories: “The Story of an Hour.” (Abridged)
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)


What leads people to deceive and lie?
What are the consequences of deception and lies?
Enduring Understandings
Students will understand:







That literary characters create consequences through their choices and actions.
That ambiguity in literature allows for different interpretations of story.
That literary characters are affected and impacted by their environment, society, and the world around them.
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
That characters are motivated by a variety of dreams, desires, and personal goals
Annotations (introduce how to)
6
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Identify and analyze important passages in literature.
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies



Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
7
Teacher provides
support as needed











Learning Activities
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
8
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
9
Experiences
Students will compose journal entries and possibly a short essay about a time they had to lie and
the consequences.
Suggested Resources

The Scarlet Letter

Great American Stories: “The story of an hour”

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Relationships and Conflict
Grade(s)
11
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
Students will examine the theme of “ relationships and conflicts.” Students will note the ways in which literary
interact with each other, and how conflict define and impact those relationships. Students will also learn that conflict
is an essential part of literature and explore how conflict drives the plot of a story.
ESL I and ESL II: Movie: Lord of the Flies (770) by William Golding examines the primitive nature of man through the story
of a group of young boys who attempt to build their own society on an island after surviving a plane crash.
ESL I and ESL II: The Outsiders: Movie: In 1966 Tulsa, teenagers come two ways. If you are a ‘soc,’ you’ve got money,
cars, a future. But if you’re a “greaser,” you’re an outsider with only your friends . . . and a dream that someday you’ll
finally belong.
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)



How is conflict and inevitable part of relationships?
What impact does conflict have on relationships?
What is the value of conflict?
Enduring Understandings
Students will understand:







That conflict drives the plot of story
That ambiguity in literature allows for different interpretations of story.
That literary characters are affected and impacted by their environment, society, and the world around them.
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
That historical fiction creates a fictional tale on the foundation of real events from the past.
That the human condition is unchanged through different cultures and societies.
6

That writers use fiction to comment on their own societies and cultures.

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
st
21 Cen tu r y Th em es
Global Awareness
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Identify and analyze important passages in literature.
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
7
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
8
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
9
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will create a multimedia presentation showing different types of relationships, their
characteristics, and major conflicts in each relationship.
Suggested Resources

The outsiders (movie)

Lord of the Flies (movie)

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Relationships and Love
Grade(s)
11
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
1
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
These novels are connected by the common theme of “relationships and love.” Students will examine the
relationship between love and sacrifice, and will examine, through literary characters and their relationships, the
lengths people will go to for love.
ESL I: The Girl with Red Hair: Every day people come to Mason’s store-- old people, young people, men and women.
From his office, and in the store, Mark watches them and when they leave the store, he forgets them. Then one day a
girl with red hair comes to the store, and everything changes for Mark. Now he can’t forget that beautiful face, those
green eyes and that red hair. . .
ESL II: Great American Stories: “ The Gift of the Magi.” (abridged) O’Henry’s story about an impoverished couple that
desperately wants to give the perfect gift to each other.
ESL II: Frankenstein (abridged) by Mary Shelley. Victor Frankenstein is a young scientist who creates a monster from
parts of dead bodies. At first the monster looks for love and wants to be kind. But soon, he learns to hate people and
becomes evil. Frankenstein has learnt how to create life. But will this life destroy him?
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)



What do individuals sacrifice and what are the consequences of that?
What is the relationship between love and sacrifice?
What are people willing to do to pursue or preserve love?
Enduring Understandings
Students will understand:








That conflict drives the plot of story
That ambiguity in literature allows for different interpretations of story.
That literary characters are affected and impacted by their environment, society, and the world around them.
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
That historical fiction creates a fictional tale on the foundation of real events from the past.
That the human condition is unchanged through different cultures and societies.
That writers use fiction to comment on their own societies and cultures.
6

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Identify and analyze important passages in literature.
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply Note taking and annotating strategies before, during and after reading of fiction and nonfiction text
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
7
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
 annotate
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
8
Ask questions – while reading / guide annotations
Model think aloud and how to make connections with material and teach inference – while reading
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Use Google docs for writing. Students will share drafts with teacher. Students will share google
doc with classmates for peer editing.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will compose a journal /create a presentation showing their ideal partner and
relationship.
Suggested Resources

The Girl with Red Hair
9

Great American Stories: “ The Gift of the Magi.”

Frankenstein

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Justice in Literature and Society
Grade(s)
12
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
1
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit will explore the idea of justice. It wil include discussions and understanding social justice.
ESL I and ESL II: Viva La Causa (Documentary) :On a warm evening in 1965, hundreds of Mexican
farmworkers packed into a church hall in the small farming town of Delano, California. A momentous
decision lay before them—should they join a strike against California grape growers started 11 days
prior by their Filipino counterparts? Would this improve their appalling working conditions in the fields
and help them earn enough to feed their families? Viva La Causa tells the story of how the powerless
stood up to the powerful and gained their victory, not by violence and weapons, but their strong will.
ESL II: Great American Stories: “The Tell-Tale Heart.” (story by Edgar Allan Poe, abridged) A story of
crime and justice.
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)



What shapes our definition of justice? Social Justice?
What is the importance/value of seeking justice?
How can the pursuit of justice lead to problems? How can these problems be overcome?
Enduring Understandings
Students will understand:







The concept of Social Justice and how it is relevant to their lives
How literary depictions of Social Justice/ Justice help readers to understand the topic
That conflict drives the plot of story
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
That historical fiction creates a fictional tale on the foundation of real events from the past.
That the human condition is unchanged through different cultures and societies.
6

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Conduct close readings of text through discussions, annotation and written responses
 Annotate to demonstrate inferential thinking during reading / viewing of fiction and nonfiction text /
material
 Make connections to demonstrate understanding of social justice in life and literature
 Identify literary elements trough discussions, written responses and annotation of fiction text
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply note taking and annotating strategies
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments












Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
7

Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
Note taking
8
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters or scenes
Answering questions in writing
9
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will list, create journal entries, present pictures of instances of injustice.
Suggested Resources

Viva La Cause

Great American Stories: “ The Tell-Tale Heart.”

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Unit Plan Title:
Culture and Society
Grade(s)
12
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit explores the interplay between culture and society. Students will discuss the culture and society of the
characters in the book in addition to their own culture and society and

Persepolis: The Story of a Childhood, by Marjane Satrapi (n/a), is a memoir of growing up in Iran during the
Islamic Revolution. Persepolis illustrates the contradiction between Satrapi’s home life and her life in the
context of her society. This graphic novel allows students to look at the culture and history of Iran, the culture
of women and Islam in the Middle East.
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)



How does culture divide or unite a society?
How do beliefs and values affect a society?
How is an individual at odds with his culture or society?
Enduring Understandings
Students will understand:








Individuals are a product of their society, but sometimes have contradictory beliefs.
We develop our beliefs from a wide range of influences.
Reading expands understanding of the world and can change one’s views
Readers use strategies to construct meaning.
Writing is a multi-stage reflective process.
Listening skills are critical for learning and communicating.
That relationships between characters create conflict and shape events in a story.
That literature speaks to issues and themes that transcend time and place.
6

That the human condition is unchanged through different cultures and societies.

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Explain and understand basic facts about the history of Iran and the Middle East
 Relate ideas of identity and gender from text to their own lives
 Comprehend and analyze the texts of Persepolis
 Understand the concepts of gender and cultural narratives
 Compare and contrast life in other countries with life in New Jersey and in their own countries
 Cite specific historic events in the novel that correspond to Iranian history
 Express how culture and identity can affect one’s own perception of the world
 Paraphrase text
 Annotate to demonstrate inferential thinking during reading / viewing of fiction and nonfiction text /
material
 Make connections to demonstrate understanding of social justice in life and literature
 Identify literary elements trough discussions, written responses and annotation of fiction text
 Support answers, responses, and statements with textual evidence.
 Identify themes in literature and develop those themes into statements (as delivered by the author/text).
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
 Read and comprehend fiction and non-fiction literary selections.
 Apply note taking and annotating strategies
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing process
to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments



Think pair share
Read with questions in mind
Text annotations
7










Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
8
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections –
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
9
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will list, create journal entries, present pictures of instances of injustice.
Suggested Resources

Persepolis

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Grade(s)
12
Unit Plan Title:
Utopia/Dystopia
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit will explore the concept of dystopian and utopian society /literature. Students will understand that although
readers think of dystopian societies as fictional creations, they have existed throughout history.
ESL I and ESL II: Anne Frank (movie) Based on the critically acclaimed book by Melissa Muler, Anne Frank explores the
stirring tale of one of the most influential young women of the 20th century. The movie paints the portrait of Anne Frank
before and after she went into hiding.
Standards
2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.11-12.4
3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
5

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)


How can the creation of a dystopian society be prevented?
Is utopia worth pursuing?
Enduring Understandings
Students will understand:










Individuals have diverse roles in society.
Government propaganda should be questioned for objectiveness
Propaganda intentionally shapes the message.
Reading expands understanding of the world, its people and oneself.
Students and readers of literature are engaged in their own journey.
Readers develop a deeper understanding through reflection of text.
Listening skills are critical for learning and communicating.
People communicate through speaking.
Readers /viewers use strategies to construct meaning.
Writing is a multi-stage reflective process.
6


Literature speaks to issues and themes that transcend time and place.
The human condition is unchanged through different cultures and societies.

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Articulate feelings
 Understand and distinguish concepts of privacy and control
 Make predictions about what will happen in the text / movie
 Research websites dealing with the theme
 Learn vocabulary specific to the text
 Paraphrase
 Annotate to demonstrate inferential thinking during reading / viewing of fiction and nonfiction text /
material
 Support answers, responses, and statements with textual evidence.
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing
process to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments










Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
7



Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
Writing focus:
Listing
Writing of sentences
8
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Build historical context by exploring the following websites: http://www.annefrank.org/
http://www.ushmm.org/
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
9
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will discuss, list, create journal entries, or present pictures of instances of injustice.
Suggested Resources

Anne Frank

http://www.annefrank.org/

http://www.ushmm.org/

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
Content Area:
ESL I and ESL II Supplemental Curriculum
English As a Second Language / English
Grade(s)
12
Unit Plan Title:
Adversity
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
1
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
Adversity will be explored in this unit. The characters examined here embody a particular resilience to their life
circumstances.
ESL I: The Long Road: Terry Fox has cancer and he has and artificial leg. He runs across Canada for sick children and he
gets $10 million. Read about his Marathon of Hope, his pain, and his short life. This is the true story of a strong athlete
and a Canadian hero.
ESL I and II: Lost Boys of Sudan (documentary): The documentary follows two teenage Sudanese refugees on an
extraordinary journey from Africa to America, offering a gripping and sobering peek into the myth of the American
Dream.
ESL I and ESL II: Shining Star A: “Sudan’s ‘Lost Boys’ Start New Lives” (p. 76 – 79)
ESL I and ESL II: The Help (movie). The Help is an inspirational, courageous and empowering story about very different,
extraordinary women in the 1960’s South who build an unlikely friendship around a secret writing project-one that breaks society’s
rules and puts them all at risk. The Help is a timeless, universal, and triumphant story about the ability to create change.
ESL I and ESL II: “ My philosophy for a happy life”: Sam Berns: Accomplishing one’s dreams
https://www.youtube.com/watch?v=36m1o-tM05g
2
Standards
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3
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).
Craft and Structure:
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.11-12.7
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.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.11-12.2.C
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
3
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 11-12 here.)
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Range of Writing:
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual
roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.11-12.1
4
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.11-12.1.A
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-LITERACY.L.11-12.1.B
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's
Modern American Usage) as needed.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.11-12.2.B
Spell correctly.
Knowledge of Language:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.3.A
Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts
when reading.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a
dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
5
Language
support
for ELP 2


create lists with pictures and words
write words

teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters; ample time is given to students to complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)




How does one overcome adversity?
How can one grow from adversity?
How does conflict influence an individual’s decisions and actions and vice versa?
When is adversity an advantage?
Enduring Understandings
Students will understand:






We encounter adversity throughout our lives.
Understanding how others meet challenges helps us develop skills to improve our lives.
Courage gives us the capability to meet difficulties and problems in our lives.
Realizing our own capabilities allows us to explore additional paths in our lives
We can draw strength from the way others have dealt with diversity
Reading expands understanding of the world, its people and oneself.
6








Students and readers of literature are engaged in their own journey.
Readers develop a deeper understanding through reflection of text.
Listening skills are critical for learning and communicating.
People communicate through speaking.
Readers /viewers use strategies to construct meaning.
Writing is a multi-stage reflective process.
Literature speaks to issues and themes that transcend time and place.
The human condition is unchanged through different cultures and societies.

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
X
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
Students will be able to…
 Articulate feelings
 Make predictions about what will happen in the text / movie
 Learn vocabulary specific to the text
 Paraphrase
 Annotate to demonstrate inferential thinking during reading / viewing of fiction and nonfiction text /
material
 Support answers, responses, and statements with textual evidence.
 Analyze characters and their traits, motivations, and interactions with others.
 Engage in efficient, organized, and productive collaborative discussions.
Grammar/Writing
 Revise independently and with teacher support and use peer editing and feedback during the writing
process to promote clarity and organization
 Write informal journal entries to explain ideas and ask questions
 Write summaries of read passages
Assessments





Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
7








Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed














Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Double entry or Dialectical Journals: Use dialectical journals to record quotes, phrase or word with
page number in one column and reflections, inferences, analysis, and connections on the other
column.
Teach Think Aloud by modeling. Then, at first, teacher chooses the spots to ask students
demonstrate think aloud orally. The teacher can ask students specific questions to help them
engage in the text. Later, sticky notes can be used so that students can write and share their
connections.
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
8
Writing focus:
Listing
Writing of sentences
Note taking
Making connections
Short journals
Writing paragraphs
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / annotations
Infer – while reading and then explain thinking
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
9
Writing words, sentences, or paragraphs (depending on student’s level)
Google doc is used for writing. Students will share final draft with teacher.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Students will discuss, list, create journal entries, or write an essay about an adversity they have
faced and what they did to overcome it.
Suggested Resources

Lost Boys of Sudan (documentary)

Shining Star A

The Help (movie)

https://www.youtube.com/watch?v=36m1o-tM05g

Trading card creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)

Dictionaries

Computers

Projector

Wordle.net

Weebly.com

Quizlet.com
10
ESL I and ESL II Supplemental Curriculum
Content Area:
English As a Second Language / English
Unit Plan Title:
Identity: Coming of Age
Grade(s)
9
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
1
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning
or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit centers on the theme of identity. Students will explore how factors such as race, religion and family shape a person’s
personal identity. Students will contemplate how our identities are formed as we head toward adulthood. Students will
analyze how culture and society impact who we become as adults.
ESL I: Billy Eliot: Eleven- year old Billy Eliot is different from other boys. He’s not very clever or good at sports. Then, one day, he
discovers ballet dancing. Finally he has found something that he can do well. But everybody knows that ballet is for girls, not
boys! Will Billy continue to dance? Or do his father and brother have other plans for him? (DVD)
ESL II: Billy Eliot: Eleven- year old Billy Eliot is different from other boys. He’s not very clever or good at sports. Then, one day,
he discovers ballet dancing. Finally he has found something that he can do well. But everybody knows that ballet is for girls, not
boys! Will Billy continue to dance? Or do his father and brother have other plans for him? (DVD or book)
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
2
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact
with other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate
time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
3
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language Support
4
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 How do we form and shape our identities?
 What turning points determine our individual pathways to adulthood?
Enduring Understandings
5
Students will understand:
That authors create characters through a variety of means and tools, including dialogue, setting, and conflicts
 People’s lives are affected by the social and cultural forces that surround us
 Ways in which identity are revealed by self and society
 The importance of love and family
 Every era has circumstances and events that challenge the beliefs and values of society and require individuals to
make choices and decisions
 Literature gives voice to issues and themes that transcend time and place
 Opinions and judgments are based upon criteria that come from a variety of perspectives
 Point of view
 Elements of plot
 Theme
 Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or
st
21 Cen tu r y Th em es
A-Assessed in this unit by marking E, T, A on the line before
the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
Health Literacy
X
Civic Literacy
ETA
Critical Thinking and Problem Solving
ETA
Communication
ETA
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT






Discuss how race, religion, family, and other factors influence our identity
Analyze a novel for characterization and tone and theme
Evaluate how messages from society can affect identity
Read and comprehend different forms of literature that exemplify identity formation and personality
Support their analysis with relevant textual examples
Read and respond to fiction and nonfiction text and information presented visually related to the theme
Assessments
 Think pair share
 Read with questions in mind
 Text annotations
 Carousel discussions – questions are posted around the room and the students rotate to each and share their points
 Open ended questions
 Graphic organizers
 Journals
 Teacher observations
 Written and oral responses to the essential questions
 Quizzes and tests on concepts
 Discussions
 Do now activities
6

Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as
needed












Learning
Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension (spot checks with
small groups, exit slips or do nows)
Whole group / small group- model- Two column and simple notetaking and have students
practice
Whole group / small group- Carousel discussions – questions are posted around the room and
the students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
 annotate
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / guide annotations
Model think aloud and how to make connections with material and teach inference – while reading
7
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Use Google docs for writing. Students will share drafts with teacher. Students will share google
doc with classmates for peer editing.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
The journey from individual to member of society.
Connection with personal experiences:

How are you still a child?

How are you already an adult?

Complete this sentence: I will know I’ve grown up when…

List 2 or 3 chronological events that represent your journey toward maturity. (They should be
snap shot moments and not a leg of the journey)

What turning points help us become adults?

What societal and/or cultural impacts have shaped who you are right now?
8

What familial events have shaped who you are right now?
List the freedoms and responsibilities of a child. List the responsibilities and freedoms of an adult.
Suggested Resources
List all resources:

Billy Eliot (Level 3 Penguin Reader)

Billy Eliot (DVD)

Dictionaries

Computers

Projector

Wordle.net

Quizlet.com
If students enjoyed these titles, perhaps suggest…
The Secret Life of Bees (DVD)
9
Content Area:
ESL I and ESL II Supplemental Curriculum
English as a Second Language/English
Grade(s)
9
Unit Plan Title:
Identity: Relationships
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
1
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit centers on the theme of identity and relationships. Students will examine what are the elements that build strong
friendship, how is conflict an inevitable part of relationships, and how does identity shape our relationships?
ESL I: The Girl with Red Hair: Every day people come to Mason’s store all people, young people, men and women. From his office,
and in the store, Mark watches them. And when they leave the store, he forgets them. Then one day a girl with red hair comes to
the store, and everything changes for Mark. Now she can't forget that beautiful face, those green eyes, and that red hair . . .
ESL I and ESL II: Holes (DVD): Dogged by bad luck stemming from an ancient family curse, young Stanley Yelnats is sent to Camp
Green Lake, very weird place that’s not green and doesn’t have a lake. Once there, he’s thrown headlong into the adventure of his
life when he and his colorful campmates must dig a hole a day to keep the warden at bay. But why? Through it all, Stanley and
company must forge fast friendships us they try to unearth the mystery of what's going on in the middle of nowhere. The story is
filled with heartwarming messages of friendship and teamwork.
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
2
a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
3
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LANGUAGE SUPPORT
Language
Students
Support
 use L1;
ELP 1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
4
Language
Support
for ELP 4

write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 How is conflict an inevitable part of relationships?
 What are the elements that help build strong friendships?
Enduring Understandings
Students will understand:
 Use of foreshadowing and how to identify it
 Literature captures universal patterns that reflect the human experience across time
 Love, respect, and self-awareness can help individuals overcome obstacles
 People will sacrifice important things in order to retain their honor
 The elements that build strong friendships
 Conflicts are a part of relationships but do not necessarily end relationships
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
Global Awareness
E
Creativity and Innovation
X
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
ETA
Collaboration
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT






Articulate how literature reflects universal themes that transcend time and culture
Provide examples of how conflict can be divisive and articulate how obstacles can be overcome
Analyze plot through character’s relationships
Analyze how authors convey their ideas about friendship
Quote accurately from the text and explicitly explain their understanding through the use of comprehension strategies
Analyze the importance of perspective in relation to story development.
5
Assessments













Think pair share / turn and talk
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Graphic organizers and charts
Vocabulary activities / quizzes
Read with questions in mind
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed












Learning Activities
Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply work being discussed. Spot check or do
now or exit slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension (spot checks with small
groups, exit slips or do nows)
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
 annotate
6
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / guide annotations
Model think aloud and how to make connections with material and teach inference – while reading
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Use Google docs for writing. Students will share drafts with teacher. Students will share google
doc with classmates for peer editing.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
7
Experiences
Connection with personal experiences:
Respond orally or in writing


What are the elements of a strong friendship?
How is conflict an inevitable part of relationships?
Have students google pictures of friendships and identify key characteristics. How are these pictures good
examples of relationships? Students will list in writing, or respond orally.
Suggested Resources
List all resources:

The Girl with Red Hair

Holes (DVD)

Dictionaries

Computers

Projector

Wordle.net

Quizlet.com
8
Content Area:
ESL I and ESL II Supplemental Curriculum
English as a Second Language
Grade(s)
9
Unit Plan Title:
Identity: Gender and Ethnicity
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Overview/Rationale
This unit centers on the theme of gender and ethnicity. Students will examine how does gender and ethnicity impact one’s place in
the world, how do gender and ethnicity shape one’s story, and how much are gender and ethnicity a part of one’s identity.
ESL I: Little Women: The four March sisters—Meg, Jo, Beth, and Amy— have problems. Their father is away in the war and they
don’t have much money. But the girls have happy times too.
ESL I and ESL II: House on Mango Street: The House on Mange Street is a remarkable story of Esperanza Cordero. Told in a series of
vignettes-sometimes heartbreaking, sometimes deeply joyous-it is the story of a young Latina girl growing up in Chicago, inventing
for herself who and what she will become.
ESL I and ESL II: The Scarlet Letter: Boston in the 1600 is a small town, but a large crowd waits for Hester Prynne outside the prison.
She carries a baby in her arms and the scarlet letter “A” is on her dress. “A” is for adulteress. Who is the father of her baby?
Nobody knows and Hester will not say.
ESL I and ESL II: Anne Frank (the movie)
1
ESL I and ESL II: The Underground Railroad: Interactive slideshow that explores slavery, Underground Railroad, and freedom from
slavery through personal and historical narrations. http://www.scholastic.com/teachers/activity/underground-railroad-escapeslavery
ESL I and ESL II: Documentaries (DVD):
Children’s March
A Time for Justice
Mighty Times
Gender the Bridge to the Ballot.
Standards
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Craft and Structure:
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from
2
that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or
purpose.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research
LANGUAGE SUPPORT
Language
Students
Support
 use L1;
ELP 1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words

Language
support
for ELP 2
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
3
Language
support
for ELP 3



respond orally in short sentences and longer sentences
create lists with words and some pictures
write words and short sentences

teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 How do gender and ethnicity impact one’s place in the world?
 How do gender and ethnicity shape one’s story?
 How much are gender and ethnicity a part of one’s identity?
Enduring Understandings
Students will understand:
 What constituted an act of resistance of African American against the institution of slavery
 Actions will have effects beyond immediate reactions (Long-term effects)
 The views on individual needs/desires vs. family obligations and what constitutes a healthy family relationship varies
culturally and generationally and with regard to gender
 That there is a direct connection between family interconnectedness and other types of connectedness
 Change is always possible
 That gender and ethnicity impact a person’s place in the world
 That gender and ethnicity shape one’s story and are a part of one’s identity
 Literature captures universal patterns that reflect the human experience across time
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
4
Health Literacy
X
Civic Literacy
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT









ETA
Communication
ETA
Collaboration
Demonstrate their understanding of the text on four level: Factual, interpretive, creative and personal
Articulate how literature reflects universal themes that transcend time and culture
Analyze plot through character’s relationships
Analyze how authors convey their ideas about gender and ethnicity
Support text analysis with relevant textual examples
Quote accurately from the text and explicitly explain their understanding through the use of comprehension strategies
Analyze the importance of perspective in relation to story development.
Analyze family and cultural relationships and use evidence from the text to support their inferences.
Interpret figures of speech and analyze their role in texts to compare how culture, family, race, and identity are
represented.
Assessments













Think pair share / turn and talk
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Graphic organizers and charts
Vocabulary activities / quizzes
Read with questions in mind
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides
support as needed











Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply work being discussed. Spot check or do
now or exit slip should show who needs more individualized practice.
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension (spot checks with small
groups, exit slips or do nows)
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
5
Learning Activities

Preteach vocabulary

The Underground Railroad: Escape from Slavery With this interactive slideshow, students follow the
path of a slave in 1860 as he courageously travels the Underground Railroad to freedom.
Depending on students’ level, they will work either independently or in pairs to answer questions
about the reading.
http://www.scholastic.com/teachers/activity/underground-railroad-escape-slavery
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
 annotate
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / guide annotations
Model think aloud and how to make connections with material and teach inference – while reading
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
Inference
Comparing and contrasting
6
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Use Google docs for writing. Students will share drafts with teacher. Students will share google
doc with classmates for peer editing.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
Experiences
Connection with personal experiences:



How do gender and ethnicity impact one’s place in the world?
How do gender and ethnicity shape one’s story?
How much are gender and ethnicity a part of one’s identity?
Suggested Resources
List all resources:

The Underground Railroad: Escape from Slavery With this interactive slideshow, students follow the path of a slave in 1860
as he courageously travels the Underground Railroad to freedom.
http://www.scholastic.com/teachers/activity/underground-railroad-escape-slavery

Little Women

Anne Frank (movie)

House on Mange Street

The Scarlet Letter

Selma: the Bridge to the Ballot ((Documentary)

Mighty Times (Documentary)

A Time for Justice (Documentary)

Children’s March (Documentary)
7

Dictionaries

Computers

Projector

Wordle.net

Quizlet.com
8
ESL I and ESL II Supplemental Curriculum
Content Area:
English As a Second Language / English
Grade(s)
9
Unit Plan Title:
Identity: Individual and Society
Anchor Standards (ELA)
Key Ideas and Details:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.CCRA.R.7
1
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Production and Distribution of Writing:
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
1
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language:
CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Overview/Rationale
This unit centers on the theme of individual and society. Students will examine what happens when belief systems of societies
and individuals come into conflict, what is society, and what are the individual’s responsibilities to the society as well as the
society’s responsibility to the individual.
ESL I: Between Two Worlds: Joanna Jimbuku is a nurse in Australia. She works with a Flying Doctor. One daya baby is very ill.
Joanna takes the baby to Sydney. It’s her fist visit to a big city, and she loves it. Does she stay in the city or go home?
ESL I: Billy Eliot: Eleven- year old Billy Eliot is different from other boys. He’s not very clever or good at sports. Then, one day, he
discovers ballet dancing. Finally he has found something that he can do well. But everybody knows that ballet is for girls, not
boys! Will Billy continue to dance? Or do his father and brother have other plans for him? (DVD)
ESL II: Billy Eliot: Eleven- year old Billy Eliot is different from other boys. He’s not very clever or good at sports. Then, one day, he
discovers ballet dancing. Finally he has found something that he can do well. But everybody knows that ballet is for girls, not
boys! Will Billy continue to dance? Or do his father and brother have other plans for him? (DVD or book)
ESL I and ESL II: Documentaries (DVD): The following DVDs show the struggle of individuals in their fight against societal beliefs.
Selma: the Bridge to the Ballot
Children’s March,
A Time for Justice
Standards
2
Key Ideas and Details: Fiction
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Craft and Structure:
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how
it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Key Ideas and Details: Nonfiction
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
Writing
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.9-10.9
3
Draw evidence from literary or informational texts to support analysis, reflection, and research
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Language Support
Language
Support
ELP 1
Students
 use L1;
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in simple words or short sentences
 create lists with pictures and words
 write words
4

Language
support
for ELP 2
Students
 use L1
 translate using help from a partner or electronic translator or dictionary
 learn to use context clues to decode unknown words
 use a word bank and provided language chunks
 use visuals for input or output
 respond orally in short sentences and longer sentences
 create lists with words and some pictures
 write words and short sentences

Language
support
for ELP 3
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

learn to use context clues to decode unknown words
 use a word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

Language
Support
for ELP 4
teacher provides sentence starters and models correct phrasing; ample time is given to students to
complete tasks
teacher provides sentence starters; ample time is given to students to complete tasks
Students
 occasionally use L1
 translate using help from a partner or electronic translator or dictionary

use word bank
 use visuals for input or output
 respond orally using compound and complex sentences
 write journals

teacher provides sentence starters; ample time is given to students to complete tasks
Essential Question(s)
 What happens when belief systems of societies and individuals come into conflict?
 What is society and what are the individual’s responsibilities to the society as well as the society’s responsibility to the
individual?
Enduring Understandings
Students will understand:
 The importance of empathy and sympathy and the difference between the two
 What happens when belief systems of societies and individuals come into conflict
 That the individual has responsibility to society and that society has responsibility to individuals
 Ways in which identity are revealed by self and society
 The importance of love and family
 Every era has circumstances and events that challenge the beliefs and values of society and require individuals to make
choices and decisions
 Opinions and judgments are based upon criteria that come from a variety of perspectives
 Point of view
 Elements of plot
 Theme
5

Annotations (introduce how to)
st
In this unit plan, the following 21 Century themes and skills are addressed.
Check all that apply. Can be a check or E, T, A
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in
st
21 Cen tu r y Th em es
this unit by marking E, T, A on the line before the appropriate skill.
st
21 Cen tu r y Sk i l ls
X
Global Awareness
E
Creativity and Innovation
Environmental Literacy
ETA
Critical Thinking and Problem Solving
Health Literacy
ETA
Communication
X
Civic Literacy
ETA
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
Student Learning Targets/Objectives
SWBAT
 Articulate how literature reflects universal themes that transcend time and culture
 Analyze plot through character’s relationships
 Analyze how the different authors convey their ideas about society and individual
 Support their analysis with relevant textual examples
 Quote accurately from the text and explicitly explain their understanding through the use of comprehension strategies
 Read and comprehend fiction, nonfiction and informational texts on a variety of topics related to the theme to gain
information and engage in collaborative discussion
Assessments













Think pair share
Read with questions in mind
Text annotations
Carousel discussions – questions are posted around the room and the students rotate to each and share their points
Open ended questions
Graphic organizers
Journals
Teacher observations
Written and oral responses to the essential questions
Quizzes and tests on concepts
Discussions
Do now activities
Exit slips
Teaching and Learning Actions
Instructional
Strategies
Teacher provides



Whole group / small group- students write definitions in L1 and then translate
Whole group / small group- read aloud and model annotations and connections. Teacher does
frequent spot checks should to aid understanding
Whole group / small group- identify theme and then apply to novel. Spot check or do now or exit
slip should show who needs more individualized practice.
6
support as needed









Learning Activities
Whole group / small group – how to identify plot elements. Spot check or do now or exit slip
should show who needs more individualized practice.
Whole group/small group - Independent reading time – conference with students with time
management for reading (chunking and following through), comprehension (spot checks with small
groups, exit slips or do nows)
Whole group / small group- model- Two column and simple notetaking and have students practice
Whole group / small group- Carousel discussions – questions are posted around the room and the
students rotate to each and share their points
Whole group / small group- read with questions in mind
Whole group / small group- respond to journal questions and share
Whole group / small group- retell and summarize
Use previewing techniques to activate prior knowledge
Preteach vocabulary
Students will
 preview and discuss the readings and movies
 define in L1 important words and then translate them
 write synonyms and antonyms to words
 use unknown words in new context
 tell and write connections, questions, and unknown words
 read aloud to develop accuracy and fluency
 write response journals
 write short answers to questions
 work in pairs to answer questions
 work independently to answer questions
 identify literary elements
 annotate
Suggested Comprehension strategy (s):
Activate prior knowledge
Make connections
Compare between information and student’s culture and experiences
Ask questions – while reading / guide annotations
Model think aloud and how to make connections with material and teach inference – while reading
Suggested Comprehension Skills:
Summarizing
Annotating
Using context clues
7
Inference
Comparing and contrasting
Drawing conclusions
Self-questioning
Relating background knowledge
Finding the main idea, important facts, and supporting details
Writing Focus:
Journal prompts
Writing words, sentences, or paragraphs (depending on student’s level)
Use Google docs for writing. Students will share drafts with teacher. Students will share google
doc with classmates for peer editing.
Writing summaries of chapters or scenes
Answering questions in writing
Design a card (Students can use the read-write-think trading card creator to create their cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/)
The journey from individual to member of society.
Experiences
Connection with personal experiences:

How are you still a child?

How are you already an adult?

Complete this sentence: I will know I’ve grown up when…

List 2 or 3 chronological events that represent your journey toward maturity. (They should be snap
shot moments and not a leg of the journey)

What turning points help us become adults?

What societal and/or cultural impacts have shaped who you are right now?

What familial events have shaped who you are right now?
List the freedoms and responsibilities of a child. List the responsibilities and freedoms of an adult.
8
Suggested Resources
List all resources:

Billy Eliot (Level 3 Penguin Reader)

Billy Eliot (DVD)

Between Two Worlds

Selma: the Bridge to the Ballot

A Time for Justice

Children’s March,

Dictionaries

Computers

Projector

Wordle.net

Quizlet.com
9
REGULAR PUBLIC MEETING MINUTES
HIGHLAND PARK BOARD OF EDUCATION
HIGHLAND PARK, NJ
Monday, April 20, 2015
6:40 p.m.
Middle School
AGENDA:
1. Call to Order
2. Announcement of Notice
3. Resolution to go into Executive Session at 6:42 p.m. to allow the Board to discuss personnel and
potential litigation regarding the expansion of Hatikvah Charter School.
Moved: Anne Sherber
Seconded: Catherine Bull
Vote: 9-0
4. Reconvene To Regular Public Session - 7:40 p.m.
Moved: Anne Sherber
Seconded: Catherine Bull
Vote: 9-0
5. Pledge of Allegiance
6. Roll Call
Members Present: Mr. Adam Sherman, President; Ms. Jerri Aversa; Ms. Claire Berkowitz; Ms.
Catherine Bull; Ms. Darcie Cimarusti; Ms. Anne Gowen; Ms. Michelle McFadden-DiNicola; Mr.
Rob Roslewicz and Ms. Anne Sherber.
Ms. Claire Berkowitz left the meeting at 11:10 p.m.
Also Present: Mr. Israel Soto, Interim Superintendent; Ms. Linda Hoefele, Business
Administrator/Board Secretary; Ms. Annie McCrone, Student Representative and Mr. Vivek
Puduri, Student Representative.
Ms. Annie McCrone left the meeting at 9:20 p.m.
Mr. Vivek Puduri left the meeting at 9:20 p.m.
7. Communications:
Date
3/25/15
3/26/15
3/26/15
3/26/15
3/26/15
3/29/15
3/30/15
4/6/15
Sender
Kim Hammond
Ann Salit
Hava Freidenreich
Andrew Getraer
Hava Freidenreich
Melissa Newman
Melissa Newman
Melissa Newman
Nature of Communication
Support for Touchstones Program
Budget and Related Tax Increase
Budget and Related Tax Increase
Budget Responsibility
Naviance College/Career Database System
Tax Increases and the Community
Chromebooks and ACT Testing
Identity Theft and PARCC
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 2 OF 14
Ms. Hoefele also read a letter announcing that the Highland Park Concert Choir would be performing
the Star Spangled Banner at the Somerset Patriots baseball game on May 12, 2015.
8. Approval of Minutes: March 23, 2015 – Regular Public and Executive Session
Board Member
Jerri Aversa
Claire Berkowitz
Catherine Bull
Darcie Cimarusti
Anne Gowen
Michelle McFadden-DiNicola
Robert Roslewicz
Anne Sherber
Adam Sherman
March 23, 2015
Regular Public and
Executive Session
Y-Seconded
Y
Y-Moved
Y
Y
Y
Y
Y
Y
9. Superintendent’s Report
A. Student Update
Highland Park High School:
●
The HP Drama Club held their production of “Beauty and the Beast” the week before
Spring Break. The musical was exciting, fun, and needless to say..Beautiful! In addition its
was the highest grossing production at $18320
●
HP MUNC just came back from their conference. HP did well and came back with 7
individual student awards!
●
Environmental Club of HPHS attended Earth Day Fair April 19, 2015 with Sustainable
Highland Park at the Environmental Center on River Road. Activities included educating
the public about the environment, and answering questions about Sustainable Highland
Park.
●
On June 2 Environmental Club will host an event dedicated towards environmental
education beginning with an assembly with Mark Dixon, a documentarist. Students will
view YERT: Your Environmental Road Trip, and will have a chance to talk to Mr. Dixon.
The day will be dedicated to environmental education workshops run by outside groups.
●
HPHS Robotics returned from their April 18th NJ Seaperch Competition at Rowan
University. HPHS Robotics sent two teams with two different robots. One of our teams
won 3rd Place Poster and 2nd Place Team Spirit, while the other team won 2nd place
Engineering Journal
●
Boys Tennis has recovered from a loss streak and our standing now is 2-3. GMC
tournament will be Wednesday at Thomas Edison Park.
●
Student Congress is currently selling puzzle pieces for $1 on which you sign and hang up
in center hall. This fundraiser is in support of Autism NJ, and aims to raise awareness and
support research and education on autism.
●
The Spring Soiree will take place April 24th 7-10pm in the High School Cafeteria. Tickets
are $10 each but if five students buy together it’s $8/person
●
This Friday DECA will leave for Orlando, Florida for DECA 2015 International Career
Development Conference. Best of luck to competing members Jamie Atschinow and Olivia
Bridges!
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
●
●
●
●
●
PAGE 3 OF 14
We look forward to this week’s round of PARCC Testing and hope it proceeds better this
time. Seniors and Juniors will be using the delayed openings to attend AP Study sessions.
The PARCC schedule has been shortened considerably from 12 to 5 days.
Junior Prom will take place May 15
Senior Trip will consist of a cruise trip on the Horne Blower Yacht Cruise on May 28th and
a day of fun at Dorney Park on May 29th
Senior Prom will take place June 4th
Project Graduation will take place June 23rd after graduation from 10pm-2am at the Cook
Douglass Recreation Center.
Highland Park Irving School:
●
Wednesday, Irving will have their April Whole School Meeting.
●
Irving will have a walk to school day on Friday, April 24th.
●
On April 30th, Irving will have a walk-a-thon.
Questions:
●
Will the new updated website be up around this time or May? Mr. Soto responded to their
questions. Ms. Berkowitz commented that she attended the event held by the Highland
Park Parents of Students of Color, which was well attended. She thanked them for
mentioning earth day, which was also a great event.
B. Superintendent’s Update
Mr. Soto reported on the following enrollments:
Irving School – 327 students
Bartle School – 458 students
Middle School – 334 students
High School – 467 students
He reported on Violence and Vandalism, noting that there was one Out-of-School
Suspension at the Middle School, 4 In-School Suspensions, and 3 Violence and Vandalism
incidents. At the High School, there were 3 Out-of-School Suspensions, 4 In-School
Suspensions, and 4 Violence and Vandalism incidents.
He commented that there has been a lot of communication regarding the configuration of the
special education program, which they are still considering, and will have presentation at next
board meeting on this matter.
C. Formal Public Hearing & Board Adoption of the Final Budget
1. Presentation
Mr. Soto reported on the preparation for the budget. He introduced Ms. Hoefele, who
presented an update on the budget, summarizing the changes that have been made
to the budget since the Tentative Budget Approval on March 9th. Mr. Soto spoke
about the need for the additional staffing positions and for the Naviance program at
the High School. He stressed the amount of cuts already made, and the need for
meeting the needs of the students.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 4 OF 14
2. Public Comment on Budget Only
Mr. Sherman limited initial public comment to 3 minutes per person.
Ms. Hava Freidenreich, Grant Ave, discussed the property tax increase. She
proposed making cuts on community building services and on the increase in
professional development costs.
Mr. Kfir Fisher, Highland Ave, commented on the technology budget.
Ms. Elizabeth Estes, No. Fourth Ave., asked about the Touchstones program
reduction. Mr. Soto responded to her question.
Mr. Martin Greenblatt, retired, commented about the Takings Doctrine, and
commented on the high taxes.
Ms. Shoshana Akman, No. Eighth Ave., asked about the cost per student, and about
the Naviance system. Ms. Hoefele responded to her first question, and Ms. Cimarusti
responded to her second question.
Mr. Shlomo Bonhain, Grove Ave, commented on the increasing property taxes.
Mr. Leon Haller, No. Fifth, commented on property tax increases.
Mr. Josh Picanzi, No. Sixth Ave, commented on property tax increases, and the lack
of diversity on the Board of Education.
Mr. Bryan Kirzbaum, No. Third, commented on future budgets and asked for a fiveyear plan.
Mr. Andrew Getraer, So Second Ave, commented about the lack of trust and
confidence of the community in the Board of Education. He commented on the tax
increases.
Ms. Kenneth Pose, South Fifth, commented about the teacher to student ratio for
special needs students. He also commented about the cost of owning a home in
Highland Park.
Ms. H. Geretz, Cleveland Ave., commented about the property tax increases.
Ms. Hava Freidenreich, Grant Ave., commented further on the budget and tax
increases.
Mr. Leon Haller, No. Fifth, asked questions about health benefits and pensions.
Mr. Shlomo Bonhain, Grove Ave., commented about budget increases.
Ms. Judy Chanowitz, No. Eighth Ave., commented about tax increases.
Ms. Rovia Himmel, Grant Ave., commented about increasing property taxes.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 5 OF 14
Mr. Josh Pincanzy, No. Fourth Ave., commented about the budget, and invited the
board members to visit the nonpublic schools to see what they are like.
Mr. Peter Avery, Grant St, asked about the change in revenues, and commented
about property increases.
Ms. Liba Shakarchi, No Eighth Ave., commented about the budget process and
increases in property taxes.
Mr. Kfir Fisher, Highland Ave., asked about salaries, salary increases and technology
items.
Ms. Lisa Silvey, No Eleventh Ave., commented about property taxes and tax
increases.
Mr. Steven Kochinsky, So. Fifth Ave., commented about the way the board sits and
the barrier between them and the public. He commented about community and
communication.
Ms. Saskia Marina, Harper St., commented about frustrations about taxes and
choices where to send the children. She commented about working together as a
community to figure out how to increase revenues.
Mr. Andrew Getraer, So. Second Ave., commented about the need to come together
as a community. He commented about frustrations and the lack of change. He
commented about the need for the school board to come together with the borough to
work together.
Ms. Hava Freidenreich, Grant Ave., highlighted the budget items for community
building services, and for professional development. She asked for explanations of
the use of the professional development budget.
BOARD DISCUSSION
Ms. Berkowitz summarized the items specifically highlighted during public comment:
community building services, professional development, charging students $500 for
activities, Naviance, technology questions, and finding ways to raise additional
money. Ms. Gowen commented on the need to engage the community better, but
requested to cut the $20,000 for community building services. Ms. McFaddenDiNicola agreed with Ms. Gowen, and commented that she didn’t feel prepared to
make a decision on the budget, due to the large volume of details. She commented
on the need to hold more informal meetings. Ms. Gowen asked Mr. Soto about the
increases in professional development. Mr. Soto responded that it will cover
curriculum development for grades PreK-1 and 2-5, in math, science social studies
and character development, and commented about the enormous need for training of
teachers. Ms. Gowen also asked about a Curriculum Supervisor and what that
person will be doing. Mr. Soto and Ms. Sherber responded to her question. Mr.
Roslewicz asked if it would be better to have Department Heads, as opposed to a
Supervisor. Mr. Soto responded that they need a leader also. He also explained the
change in leadership the elimination of the Assistant Superintendent and the purpose
of a Curriculum Supervisor. Mr. Sherman and Ms. Sherber also commented on this.
Mr. Soto remarked that a strategic plan is needed, and he will begin working on it
shortly. Ms. Aversa commented on the professional development, remarking that this
is something the teachers have been asking for. Ms. Gowen asked that the comment
about the teacher/student ratio be looked into. Ms. Cimarusti asked about the budget
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 6 OF 14
item for Study Island. Mr. Soto responded that they are looking into the alternatives,
and will present their recommendation to the board once they have reviewed the
various programs. Board members discussed this issue at length. Ms. McFaddenDiNicola asked about the technology budget comments. Mr. Sherman thanked
everyone for their comments and thanked the board for working together on the
process. Ms. Cimarusti reported on the history of the change in legislation to hold a
vote in November. Ms. Bull commented on the importance of reinstating the Budget
Task Force. Board members agreed with this.
3. RESOLUTION TO ADOPT THE 2015-2016 BUDGET
I move that the Board of Education accept the recommendation of the
Superintendent to approve the following resolution to adopt the 2015-2016 budget:
RESOLVED that the total budget in the amount of $32,131,176 be approved.
General Fund
Special Revenue Fund
Debt Service Fund
$28,887,653
$ 1,223,791
$ 2,019,731
The General Fund Tax Levy will be $24,207,999.
The Debt Service Fund Tax Levy will be $1,989,143.
The maximum travel related expenditures allotted for the 2015-2016 annual school budget is
$62,725.
The amount allotted for the pre-budget year was $54,825. The amount spent to date is $19,873.
The budget includes the use of $534,879 in Banked Cap Funds as follows:
$534,879 banked from the 2015-2016 budget to support increases in healthcare costs and
increased enrollments
The budget includes withdrawals from the Capital Reserve Account for the following purpose:
$450,000 Highland Park High School Boiler and Water Heater Upgrade
The School Board Members’ annual election date changed from April to November in 2012. The
2015-2016 budget is at or below the two percent tax levy cap, including waivers permitting the use
of Banked Cap.
The supporting documentation of this budget also contains an itemization of certain expenditures
required under administrative regulations.
Moved: Anne Sherber
Seconded: Claire Berkowitz
Abstained: 1-Michelle McFadden-DiNicola
Vote: 8-0
10. Board Committees’ Reports and Recommendations
A. Curriculum & Instruction
Ms. Berkowitz reported that the committee met tonight and reviewed some policies. Ms.
Gowen asked about the motion related to the ELL curriculum. The Board of Education
decided to table this agenda motion.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 7 OF 14
B. Finance & Facilities
Ms. Bull reported that the committee met tonight. She referred agenda items for an
Education Foundation grant and a donation from a parent, and thanked them both. She
briefly referred to other agenda items. She noted the motion for renewable energy
participation, which includes a green premium. The committee reviewed the income
statement from the food service program, and she reported that some of the profit will be
used to replace aging equipment. Ms. Gowen asked about nonpublic tutoring. Ms.
McFadden-DiNicola asked about the renewable energy motion and thanked Ms. Maiden for
her efforts for sustainability.
C. Personnel & Communication
Ms. Aversa reported that the committee met tonight and discussed paraprofessionals.
D. Policies & Regulations
Ms. Sherber reported that the committee did not meet tonight.
11. Public Comment:
Ms. Amy Jacob, Valentine St., commented about Sources of Strength, a nationwide suicide
prevention program, and described the program, noting that it is a peer leadership program. She
reported that Rutgers has a grant to be able to provide the program to the students at HP for free
this year. Mr. Soto thanked her for bringing the program to Highland Park, which she is
coordinating with Ms. Asamoah in the Teen Center. He also thanked Ms. Cimarusti for helping
to bring the program to Highland Park.
Ms. Melissa Newman, Montgomery St., asked about professional development. She asked if
they can invite teachers from nonpublic schools. Mr. Soto responded to her question.
Mr. Shlomo Bonheim, Grove St., asked about board elections. Mr. Sherman responded to his
questions.
Mr. Kfir Fisher, Highland Ave., asked about the technology budget. Mr. Sherman responded to
his question.
Ms. Lynn Frier, Wayne St., read a letter signed by 70 parents, supporting the collaborative
teaching model. Mr. Sherman responded that a presentation will be made on this subject in the
near future.
Ms. Allison Salerno, Grant Ave., commented that she was happy that the board was going to
have a conversation about the collaborative teaching model. She read a letter from Judy
Pietrobono, So. Second Ave., regarding collaborative teaching in the elementary schools. Mr.
Soto responded to the comments from both individuals.
Ms. Ann-Sheryl White, No. Sixth Ave., commented about special education students and her
son’s beneficial experience in collaborative classrooms. She spoke in support of the
collaborative model.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 8 OF 14
12. Board Action Items
A.
CURRICULUM AND INSTRUCTION
1. Appointment of University Graduates/Students for Teaching Internships/Junior
Practicum/Observation
I move that the Board of Education accept the recommendation of the Superintendent to approve
the following University Graduates/Students for Teaching Internships/Junior Practicum/Observation
on the dates noted below:
Student
Colin Copperthwaite
University
Subject/Course
School
Kean
Phys Ed/Health
Bartle
Kean
Phys Ed/Health
Middle
Colin Copperthwaite
Moved: Claire Berkowitz
Grade/Staff
Keith Roig
Richard McGlynn
Erin Washington
Dates of
Internship/Observation
Student Teacher:
9/8/2015 – 10/20/2015
Student Teacher:
10/23/2015 – 12/21/2015
Seconded: Claire McFadden-DiNicola
Vote: 9-0
2. Approval of English Second Language Curriculum
I move that the Board of Education accept the recommendation of the Superintendent to approve the
English Second Language Curriculum for grades 9 through 12.
The Board of Education tabled this motion.
Moved: Claire Berkowitz
Seconded: Claire McFadden-DiNicola
Vote: 9-0
3. Approval of Field Trips
I move that the Board of Education accept the recommendation of the Superintendent to approve
the field trips.
Moved: Claire Berkowitz
B.
Seconded: Claire McFadden-DiNicola
Vote: 9-0
FINANCE AND FACILITIES
1. Approval of Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the Bill List for March 15, 2015 – March 31, 2015, in the amount of $436,816.45.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
2. Approval of Cafeteria Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the cafeteria bill list for March 7, 2015 – April 3, 2015, in the amount of $46,120.89.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 9 OF 14
3. Approval of Athletic Bill List
I move that the Board of Education accept the recommendation of the Superintendent to approve
the athletic bill list for March 1 – April 15, 2015, in the amount of $1,386.00.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
4. Approval of Travel and Related Expense Reimbursements
I move that the Board of Education accept the recommendation of the Superintendent to approve
the attached listing of Travel and Related Expense Reimbursements, in accordance with N.J.A.C.
6A:23B-1.1 et seq.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
5. Approval of Treasurer’s Report
I move that the Board of Education accept the recommendation of the Superintendent to approve
the Report of the Treasurer of School Monies as of February 28, 2015.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
6. Approval of Board Secretary’s Report
I move that the Board of Education accept the recommendation of the Superintendent to approve
the Report of the Secretary of the Board of Education as of February 28, 2015, and acknowledge
the following certification of the Board Secretary:
Pursuant to N.J.A.C. 6A:23-2-11(c)3, I, Linda A. Hoefele, certify that as of February 28, 2015, on
this report no budgetary line item has been overextended in violation of N.J.A.C. 6A:23-2-11(a).
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
7. Board of Education Certifications
I move that the Board of Education, pursuant to N.J.A.C. 6A:23-2-11(c)4, accept the
recommendation of the Superintendent to certify that as of February 28, 2015, after review of the
Board Secretary’s monthly finance report (appropriations section), and upon consultation with the
appropriate district officials, to the best of our knowledge no major account or fund has been over
expended in violation of N.J.A.C. 6A:23-2-11(b), and sufficient funds are available to meet the
district’s financial obligations for the remainder of the year.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
8. Approval of Budget Transfers
I move that the Board of Education accept the recommendation of the Superintendent to approve
the list of transfers to the 2014-2015 school district budget, for the month of February, 2015.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 10 OF 14
9. Acceptance of Funds for Cooperative Grants from the Highland Park Educational Foundation
I move that the Board of Education accept the recommendation of the Superintendent to accept
funds from the Highland Park Educational Foundation for the cooperative grants awarded as listed
below:
School
Bartle
Grantee
May Lewis
Moved: Catherine Bull
Project Title
Trip to Franklin Mineral Museum
Seconded: Anne Sherber
Amount
$500.00
Vote: 9-0
10. Approval of Professional Services:
I move that the Board of Education accept the recommendation of the Superintendent to approve
the following contractors to provide professional services for the remainder of the 2014-2015 school
year:
Name
Lisa Fink
Platt Psychiatric
Associates, LLC
Nature of Award
Tutoring Services for Non-Public
After School Program at YST-Girls
(Title I - 20-231-200-320-00-07)
Psychiatric Services
Moved: Catherine Bull
Contract Period
4/21/15 – 6/30/15
Contract Amount
$48.00 per hour, not
to exceed 15 hours
4/21/15 – 6/30/15
$1,200/complex eval
Seconded: Anne Sherber
Vote: 9-0
11. Acceptance of Donation
I move that the Board of Education approve the recommendation of the Superintendent to accept a
donation from a parent, with a company match from TIAA-Cref, to the Highland Park High School,
for a total amount of $1,200.00.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
12. Approval of Grant Application Submission
I move that the Board of Education accept the recommendation of the Superintendent to approve
the attached resolution to apply for the Sustainable Jersey for Schools Small Grant Application, in
the amount of $2,000.00.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
13. Approval to Advertise for Bid Proposals
I move that the Board of Education accept the recommendation of the Superintendent to authorize
the Business Administrator to solicit bid proposals in connection with the Highland Park High
School Boiler and Water Heater upgrade project.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 11 OF 14
14. Approval of Project Submission – Boiler Replacement at Highland Park High High School
I move that the Board of Education accept the recommendation of the Superintendent to authorize
DMR Architects to submit the project “Boiler Replacement at Highland Park High School” to the New
Jersey Department of Education for approval. DMR is further authorized to amend the Long Range
Facility Plan as necessary. This project is being funded under “Capital Outlay” and is an “Other
Capital Project” and is not seeking State funding.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
15. Approval of Renewal Contract
I move that the Board of Education accept the recommendation of the Superintendent to approve
the renewal contract for dental benefits with Delta Dental, for the renewal period July 1, 2015 –
June 30, 2016 (two year renewal term), with a zero percentage increase in premium rates. This
renewal includes a two-year rate guarantee with contract commitment. The renewal will also
include an option for a higher level of coverage at an increased premium to staff members.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
16. Approval of Renewable Energy Product
I move that the Board of Education accept the recommendation of the Superintendent to approve
the selection of the Voluntary Enhanced Renewable Energy Product offered by ACES for the 2015
electric supply contract valid from May 2015 to May 2017. This will result in a “green premium” of
$0.00125/kWh to the awarded bid price of the electric supply costs.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 9-0
17. Approval of Increase in School Lunch Prices for the 2015-2016 School Year
I move that the Board of Education accept the recommendation of the Superintendent to approve
the increase in school lunch prices for the 2015-2016 school year, as follows:
School
Irving
Bartle
Middle
High
From
$2.55 per meal
$2.55 per meal
$2.70 per meal
$2.70 per meal
Moved: Catherine Bull
To
$2.65 per meal
$2.65 per meal
$2.80 per meal
$2.80 per meal
Seconded: Anne Sherber
Increase
10 cents
10 cents
10 cents
10 cents
Vote: 9-0
18. Approval of Bedside Instruction
I move that the Board of Education accept the recommendation of the Superintendent to
approve the following bedside instruction:
one (1) student, case #150207 to attend Professional Education Services, Inc. (PESI), Glassboro
NJ, effective 03/11/2015, at a tuition rate of $39.00 per hour.
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 12 OF 14
one (1) student, case #150074 to attend RUBHC – Rutgers University Behavioral Health Care
Education Services, Piscataway, NJ, effective 03/11/2015 – 01/18/2015, at a tuition rate of $65.00
per hour.
one (1) student, case #150074 to attend Professional Education Services, Inc. (PESI), Glassboro
NJ, effective 03/19/2015, at a tuition rate of $39.00 per hour.
Moved: Catherine Bull
C.
Seconded: Anne Sherber
Vote: 9-0
PERSONNEL AND COMMUNICATION
1. Appointment of Substitute Teachers
I move that the Board of Education accept the recommendation of the Superintendent to
appoint the list as Source4Teachers substitute teachers for the 2014-2015 school year.
Moved: Jerri Aversa
Seconded: Catherine Bull
Vote: 9-0
2. Approval of Substitute Secretary Pay
I move that the Board of Education accept the recommendation of the Superintendent to approve
substitute secretary pay for Ashley Sosa for Thursday, March 26, 2015 at $13.81 per hour to cover
for the secretaries meeting.
Moved: Jerri Aversa
Seconded: Catherine Bull
Vote: 9-0
3. Approval of Change in Paraprofessional Hours
I move that the Board of Education accept the recommendation of the Superintendent to approve
the change of paraprofessional hours for Cathy Schmied from 7.0 to 7.5 effective March 23, 2015.
Moved: Jerri Aversa
Seconded: Catherine Bull
Vote: 9-0
4. Appointment of Home Instructors (Bedside Tutor)
I move that the Board of Education accept the recommendation to approve the following Home
Instructors for the remainder of the 2014-2015 school year at the hourly rate of $48.00:
Name
Campos, Joseph
Gaertner, Francine
Moved: Jerri Aversa
Certifications
Spanish
Elementary K-8 (HQ Math)
Seconded: Catherine Bull
Effective Date
4/13/2015
4/21/2015
Vote: 9-0
5. Appointment of Temporary Para Professional, Irving School
I move that the Board of Education accept the recommendation of the Superintendent to approve
the appointment of Gjejrane Bicaj as a Temporary Paraprofessional at the Irving School for the
2014-2015 school year, effective April 16, 2015, for five days a week/two hours a day, 364 hours
per year, prorated, at a salary of $13.81 per hour, Step 1 with no benefits.
Moved: Jerri Aversa
Seconded: Catherine Bull
Vote: 9-0
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 13 OF 14
6. Approval of Overtime Hours for English Second Language Testing
I move that the Board of Education accept the recommendation of the Superintendent to approve
overtime hours for Fani Alexandropoulos to conduct English Second Language testing not to
exceed 20 hours at a rate of $48.00 per hour.
Moved: Jerri Aversa
D.
Seconded: Catherine Bull
Vote: 9-0
POLICIES & REGULATIONS
13. President’s Report
Mr. Sherman reported that the Board of Education will be going back into Executive Session.
14. Old Business
Ms. Bull asked for an update on the Global Citizen Program.
15. New Business
Ms. Cimarusti reported that she will be attending the Delegate Assembly on May 16th and
asked for input on resolutions. Ms. McFadden-DiNicola commented about reopening the
Budget Task Force and on opening the committee meetings the public.
16. Public Comment
There were no public comments.
17. Resolution to go into Executive Session at 11:02 p.m. to allow the Board to discuss personnel and
evaluate proposals from Superintendent search firms.
Moved: Claire Berkowitz
Seconded: Darcie Cimarusti
Vote: 9-0
18. Reconvene To Regular Public Session – 11:15 p.m.
Moved: Catherine Bull
Absent: 1-Claire Berkowitz
Seconded: Darcie Cimarusti
Vote: 8-0
19. Awarding of Contract for Superintendent’s Search Services
I move that the Board of Education award the contract for Superintendent search services to Hazard,
Young, Attea & Associates in the amount of $12,000.00.
Moved: Catherine Bull
Absent: 1-Claire Berkowitz
Seconded: Darcie Cimarusti
Vote: 8-0
HIGHLAND PARK BOARD OF EDUCATION
REGULAR PUBLIC MEETING MINUTES
04/20/15
PAGE 14 OF 14
20. Adjournment
The Board of Education adjourned the meeting at 11:16 p.m.
Moved: Catherine Bull
Seconded: Anne Sherber
Vote: 8-0
Respectfully submitted,
Linda A. Hoefele
Business Administrator/Board Secretary
Source4Teachers 2015 May Board Approval
Abdelmalak, Emad
Abdelmalek, Catherine
Abreu, Teresa
Adam, David
Adams, Bridget
Adidjaja, Christina
Ahmad, Sabeen
Ahmed, Zulfaqar
Aiello, Alyssa
Akki, Saida
Albertelli, Nathan
Algier, Rachel
Allen, Kristen
Alston, Micha
Alzamora, Carlos
Amador, Jazlyn
Amonu, Ugochi
Andrade, Jackeline
Andreuzzi-Kovalsky, Cathy
Appau, Afua
Applegate, John
Arena, Elizabeth
Arisa, Chinedu
Armstrong, Ciarra
Audau, Lee
Aviles, Anayansi
Baer, Lindsay
Bailey, Vivian
Bano, Ray
Barbeck, Brenda
Bard, Jalissa-lynn
Barkley, James
Barnes, Patricia
Barrera, Bernalda
Batista, Amber
Beckett , Jessica
Behrns, Kaitlin
Belford, Gayle
Bennett, Katherine
Benson, Carla
Benton, Nicolette
Best, LaToya
Beverly, Valeria
Bharatia, Harsha
Bhattacharya, Kajoree
Bibbs, Cameron
Bishop, Shannon
Blackwell, Billie
Blake, Ardena
Blanchard, Beatrice
Boccella, Diane
Bodine, Stephanie
Boktor, Nermein
Borg, Jennifer
Branch, Shannon
Braziel, Roshunda
Bright, Andre
Bropleh, Monica
Brown , Robert
Brown, Tamika
Bucko, Jennifer
Burdi, John
Burger, Helen
Burks, El Shaddai
Burton, Gregory
Buske, Alison
Butac, Bryan
Buttacavoli, Chelsea
Cabasquini, Brandie
Cain, Sara
Cammarota , Gianna
Campbell, Regina
Campbell, Robert
Carey, Debra
Carlucci, Nico
Carr, Jodi
Carr, Megan
Caspert, Laurie
Castanon, Manuel
Cepeda, Latesha
Cervantes, Ron
Chamberlain, Stefani
Chambers, Jane
Chesney, Julie
Chiles, Quo Vadis
Christathakis, Nicholas
Christman, Andrew
Ciapanna, Joseph
Clark, Jennifer
Clausig, Genny
Cobb, Timothy
Coles, Joy
Collins, Tauheedah
Cooke, Trevor
Coombs, Audrey
Cordova, Antonio
Cossaboon, Mary
Costa, Erica
Costantino, Jayna
Costanza, Maria
Costroff, Theresa
Cox, LaToshya
Coyne, James
Craig, Lauren
Craske, Nancy
Cross, Desrene
Crossland, Paul
Cruz, Kenia
Cudjoe, Robert
DalCanton, James
Darling, Andrew
Davis, Aaron
Davis, Ashley
Davis, Florine
Davis, Gaye
Davis, Lauren
Davis, Leonard
Davy-Bradnock, Andrea
Dawson, Jennifer
De Los Santos, Michael
De Monte, Stephen
Defrancisco, Lindsay
DeJesus, Amanda
DeLorenzo, Marlaine
DelPercio, Karin
Dembowski, Stephen
Demirjian, Tony
DePietro, Janice
DeSantis, Dorothy
Devald, Lyndsey
DeVoe, John
DeWitt, Brianna
Deysher, Trevor
Di Meo, Elena
Diallo, Fatima
Diamantes, Eleni
Dickson, Robert
Dieffenwierth, Crystal
Dinicola, Dell
Dinunzi, John
DiSessa, Joelle
Doblada, Genevene
Donegan, Brooke
Donovan, Jennifer
Dookwah, Kamenie
Dortch-Robinson, Mariyah
Doughty, Heidi
Dunkins, James
Dunkins, Marsha
Dusch, Carol
Eckardt, Caroline
Edwards, Carrie
Edwards, Rosalind
Egenton, Tara
El Khyat, Afraa
Elebyary, Noor
Esposito, Sharon
Esteves, Vanessa
Etheredge, Barbara
Evans, LaToya
Factor, Jill
Fahber, Leah
Faison, Cory
Farina, Peter
Farley, Douglas
Federico, Lisa
Felder, Sheila
Fernandez, Wilda
Ferreira, Bridget
Flournoy, Sharon
Freguletti, Alexa
Friebel, Tara
Frost, John
Fruzynski, Kathleen
Fuller, Keisha Tashii
Furtek, Nedra
Gallego, Alexandria
Garcia, Cesar
Garcia, Justine
Gause, Darlene
Georgallas, Theodore
George, Bridget
Ghaly, Amany
Giacoboni, Robert
Gibbons, Jason
Gill, Michael
Gillespie, Malinda
Goldsboro, Adrienne
Gomez, Alvaro
Goncalves, Michelle
Gonzalez-Sanchez, Eos
Gorcz, Danielle
Gormly, Gregory
Govia, Philip
Graham, Latoya
Grandinetti, Ariel
Grandrino, Daniel
Grant, Karen
Grasso, Dawn
Grasty, Gina
Greenleaf, Bridget
Grippe, Marissia
Gross, Rachel
Guadagnino, Anthony
Guerra, Marilyn
Hall, Dorothea
Hall, Shanelle
Hall, Vernon
Hall, William
Halley, Paul
Hamilton, Aziza
Hamm, Nena
Hana, Adly
Hardish, Carin
Harrell, Jessica
Harrield, Eric
Harris, Deborah
Harris, Denise
Harrison, Altisha
Harvey, Jasmine
Hastings, Collette
Hayes, Kailer
Headley, Maxine
Henry, Laura
Heredia, Marsiell
Hernandez, Shadelle
Hiltner, Anne
Hirl, Kristen
Hitzelberger, Alexandra
Hoinkis, Matthew
Holbrook, Lula
Hollis, Shantia
Honkisz, Nicole
Horan, Stacey
Horn, John
Hornick, Scott
Howarth, Dawnne
Hoxha, Vijosa
Huggins-Smith, Aisha
Hurley, Kristin
Ince, Jamaal
Ingram, Chardae
Innaurato, Joseph
Irfan, Aiza
Iversen, Michael
Ivey, Raymond
Ivey, Sidney
Jackson, Delores
Jacovinich, Peter
Jain, Roli
Jefferson, Inisa
Johnson, Ann Marie
Jones, David
Jones-Williams, Chanda
Kahlon, Ivneet
Kaler, Grace
Kane-Bross, Theresa
Kaur, Jasmeet
Kenny, Cori
Kerr, Kimberly
Kett, Kasey
Khalil, Halim
Khan, Md
King, Briana
King, Stephanie
Kisombe, Ziada
Klavon, Paule
Klotz, Christina
Kolb, Robin
Koslowsky, Kimberly
Kraemer, Ashley
Kukoly, Justin
Largacha-Spencer, Maria
Lau, Maggie
Laudicina, Andrew
Lavine, Sandra
LaVino, Elena
Lawrence, Darnell
Lazo, Judith
Leesha, Samantha
Leonchuck, Stephen
Levine, Jermaine
Lewis, Gasphine
Loder, Steven
London, Amy
London, Ronni
Long, Kyle
Loniewski, Andrea
Lopez, Veronica
Luisi, Giannina
Lukomski, Daniel
Lyons, Jason
MacFarland, Patricia
Machos, Alice
Magee, Mary
Maher, Jean
Mair, Crystal
Malone, Patrick
Mangassa, Elisabeth
Mantz, Susan
Maqsood, Erum
Maragh, Sherraine
Martillo, Margarita
Martinez, Angelique
Martucci, Taylor
Mason, David
Mastowski, Carrie
Matty, Kaitlyn
May, Jessica
Mazzeo, Lorraine
McCall, William
McCalla, Danielle
McFarland, Monique
McGlone, Gia
McQuilla, Ocilean
Medina, Amelia
Meyer, Trisha
Milad, Mervat
Miller, Mary Ann
Miller-Hibbert, CanDice
Mills, Lauren
Mills, Toure
Minatee, Ellis
Mineses, Lindsay
Minion, Alison
Mitchell, Megan
Mondella, Alyssa
Monroe, Brandon
Montanez, Keila
Montulet, Maria
Morris, Joylynn
Mousa, Hend
Muffley, Frances
Mutchnick, Cynthia
Nass, Howard
Navarra, Natalia
Neblett, Adrianna
Nguyen, Khuyen
Nida, Dainya
Noël, Kenya
Noor, Amtul
Notino, Kerry
Novosel-Lafferty, Marialycia
Nugent, Daisy
Nutz, Michelle
Nwatu, Renee
Ojagir, Mariah
Oliva, Kirsten
Olivier, Carly
Ollivierre, Ashley
Olsen, Megan
O'Neill, Sharon
Onorato, Christine
O'Prandy, Tara
Osborne, Thomas
Ott, Zachary
Palmer-Day, Yolanda
Papa, John
Parylak, Laura
Pascual, Corin
Patel , Hemal
Patel, Priyal
Patterson, Andree
Patton, Gina
Paul, Laura
Pedersen, Thomas
Pedlino, Cory
Peete, Carlton
Perdue, Tavane
Perrone, Chelsea
Perrotta, Marquita
Perry, Sheila
Petro, Natalie
Philippe, Cathylee
Phillips, Camille
Piatek, Lindsay
Picariello, Taylor
Pierce, Deborah
Pierce, Viola
Pierre, Esther
Pinon, Guillian Franco
Pisano, Leigh
Polihrom, Toni
Pollard, Casey
Polo, Catherine
Pomeroy, Meghan
Porta, Vincent
Potter, Jamesha
Powell, Linda
Powell, Paul
Price, Judith
Quigley, Kevin
Rafla Mesak, Rasha
Ramos, Jennifer
Rattigan, Kellie
Raval, Jayant
Reagan, Brittany
Reddan, Timothy
Rehbach, Nicole
Reimers, Jillian
Reyes, Rebeca
Ricci, Maria
Riggs, Shamicka
Ritchwood, Michelle
Rivera, Martha
Roberts, Edward
Roberts, Tomah
Rodriguez, Aurelio
Roland, Meghan
Romean, Alexandra
Roseboro-Hagans, Deborah
Rosen, Marisa
Ross, Ronald
Rossi, Marie
Roulac, Ruth
Russell, Richard
Sabra, Rabaa
Sadiq, Saima
Sales, Karen
Salotto, Cheryl
Sanabria, Michelle
Sanger, Ronald
Santoro, Marian
Santoro, Paul
Scafe, Mary
Scafidi, Anthony
Schlittler, Ruth
Schmitt, Nicole
Schmotzer, Chelsea
Schroeder, Erika
schultz, richard
Scott, Brenda
Scypinski, Vanessa
Seel, Melissa
Sembler, Sharon
Sendler, Christopher
Seney, Jazmine
Shabazz, Halimah
Shaffer, Marisa
Shah, Kimberly
Shahid, Zeenat
Shain, Allison
Shaman, Summer
Shaw, Paige
Shaw, Shirley
Sheard, Alexander
Shepherd, Randy
Shohdy, Nancy
Silveira, Lina
Silverman, TerriAnn
Simmerman, Taylor
Simmonds, Jessica
Simmons, Bykera
Simpson, Denishia
Simpson, Jacoya
Singh, Michael
Singher, Alessandre
Slater, Joya
Smedile, Nicole
Smith, Kenneth
Somers, Kandace
Sosa, Ashley
Soto, Gisel
Sottile , Matthew
Sparaga, Alison
Sprayberry, Concetta
Staiano, Chrysa
Stanford, Judy
Stark, Darice
Stauder, Jeanie
Steel, Alice
Stevens, Gary
Stevenson, Sharon
Stokes , Dontay
Strand, Jeanette
Strey, Christian
Suermann, Caroline
Tabor, Tiayanna
Taitt, Patricia
Teitell, Steven
Tenet, Cynthia
Thame, John
Thomas, Francheska
Thomas, Tanayah
Thompon, Leaford
Tiernan, Daniel
Trabadelo, Maite
Tracey, Michael
Tucker, Ashley
Turner, Kim
Valencia, Stephanie
Valentine, MaryAnn
Valle, Angela
Van Pelt, Deborah
Vargas, Karen
Vega Feliciano, Madelyn
Venuti, Erica
Vercammen, Brendan
Villagomez, Merlin
Vinglas, Kathleen
Vispisiano, Kristina
Wade, Desiree
Wahl, Carol
Walker, Nykhia
Wallace, Al'Asia
Waller, Erin
Walls, Nolan
Wang, Tom
Warren, Nicole
Washington, Renee
Washington, Shonta
Webb, Michael
Weber, Kimberly
Weigel, Katelyn
Weiss, Katelyn
Welden, Samuel
Weldon, Sean
Westerberg, Zakarias
Wheaton, Barbara
White, Carron
Williams, Chantel
Williams, Crystal
Williams, Derrick
Williams, Dominique
Williams, Earnestine
Williams, Edwina
Williams, Elouise
Williams, Lily
Williamson, Michael
Womelsdorf, Jonathan
Wood, Amanda
Wood, Mary
Wyatt, Shawna
Yacovelli, Amanda
Yates, Krystal
Yellin, Sherri
Yessian, Pamela
Zarzuela, Franchesca
Zauzig, Lauren
Zebley, Kimberly
Zubatkin, Michele
Zytko, Cynthia
MIDDLE STATES COMMISSIONS ON
ELEMENTARY AND SECONDARY SCHOOLS
TECHNICAL REVIEW OF OBJECTIVES
Date of Review
School Name
Review Number
Staff Reviewer
Projected Visit Dates
Protocol
4/14/15
Highland Park High School
3
Dr. David Montroni
May 2015
ExBD
Next Steps:
X
Objectives are approved as submitted. This approval denotes that the
objective(s) meet the technical criteria. The Visiting Team will conduct the
Second Level of Review (see the Guide for Self-Study and Accreditation for
the criteria) during the Team’s visit.
Minor modifications recommended. Do not resubmit.
Baseline data needed. Please resubmit when data are available.
Modifications required. Please make changes and resubmit as soon as
possible.
Call me at 973-768-0804 or email at dmontroni@cess-msa.org to discuss.
 I commend you for your improvements to the Belief Statements and your Profile of
Graduates. Please insure that there is one consistent Mission Statement and that it
is visible, in print and approved in the minutes of the Board of Education and that
staff, students and parents (all stakeholders) are aware of the Mission.
 I APPROVED all of your Objectives.
 I have reservations regarding Student Performance Objective 1.
o Will it be (or is it) a BOE graduation requirement?
o An Objective must be measurable. You state that 100% of the graduates will
make a well-researched, multimedia presentation.
o 100% is pretty easy to understand but I get a little uncertain about who or
what is used to measure the “well-researched” and the “multimedia” part.
1
General Comments about All Objectives
Yes
Has the school identified three, four, or five objectives for
accreditation purposes?
Comments:
1
X
Yes
Do at least two of the objectives focus on growing and improving
2 areas of student performance as expressed in the school’s
Mission?
Comments:
No
No
X
Mission of School
By valuing openness, wisdom, leadership, and spirit, we strive to create a harmonious
educational environment that fosters equal opportunity for success in all academic, extracurricular, and personal pursuits.
Belief Statements

We believe Openness is the ability to seek out and think from multiple
perspectives; to employ empathy as a tool for learning, to listen, communicate, and
collaborate effectively; to embrace new ideas, and to value diversity.

We believe Wisdom is the ability to investigate the world, to advocate for one’s
own education, to achieve high levels of proficiency, and to be self-aware enough
to consistently seek personal development.

We believe Leadership is the ability to stand up for oneself and others, to take
initiative, to innovate, and to act in order to create change, and to inspire others to
do their best.

We believe Spirit is passion for life and learning, pride in oneself and one’s
community, and the tenacity and grit to overcome difficulties.
2
Profile of a Highland Park High School Graduate
A graduate will exhibit OPENNESS by

Employing empathy as a tool for learning

Demonstrating a willingness to listen, communicate, and collaborate

Thinking from multiple perspectives

Embracing new ideas

Valuing diversity
A graduate will exhibit WISDOM by

Seeking consistent and ongoing personal development

Demonstrating critical thinking

Investigating the world

Advocating for his or her own education

Achieving high levels of academic proficiency

Embracing technology and demonstrating technological competence
A graduate will exhibit LEADERSHIP by

Innovating and taking action to create change

Inspiring others to do their best

Standing up for himself or herself and for others

Taking the initiative

Taking part in the Global Citizenship Project
A graduate will exhibit SPIRIT by

Demonstrating a passion for life and learning

Overcoming difficulties via tenacity and grit

Seeking out extra-curricular opportunities and community offerings

Taking pride in himself or herself and in the community

Contributing responsibly to the community
3
Technical Review of Student Performance Objectives
Revised Student Performance Objective #1:
By June 2022, students at Highland Park High School will use technology to access,
manage, evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge as measured by 100% of
graduates successfully presenting a well-researched multimedia presentation as part of
their graduation requirements.
In order to achieve this goal, we will need to achieve the following:
1) 100% of Seniors will be enrolled in WISE or required to complete a
multimedia research project presentation as part of another course.
Baseline Year: 2014-15
Seniors enrolled in WISE (WISE Individualized Senior Experience) Project
which requires a well-researched multimedia presentation: 18/92 = 20%
Access data
2) A 1 to 1 ratio of students to computers
Baseline year: 2013
Baseline data: 1.7 students to 1 computer (471 students to 280 computers
designated for student use)
3) 100% of graduating seniors will take more than one computer related course prior
to graduation.
Baseline year: Class of 2014
Baseline data: 100% took at least 1 course.
4) 100% of staff and students will have access to technology equipment and resources
needed to address NJ technology standards
Baseline year: 2014-15
Baseline data: 65% (Media Center Lab -25, Computer lab 117-25, 3 laptop
carts w/90 laptops total, 6 Chrome book carts w/180 chrome books total,
100% of faculty with a desktop or laptop = 337 computers to 518 students &
faculty members combined)
4
Manage, Evaluate, and Synthesize Data (measured by assessment of lesson plans and
Project based learning in courses)
5) 100% of the technology standards will be addressed by course curricula taken by seniors
prior to graduation.
Baseline year: 2013-14
Baseline data: According to a survey of our faculty, we currently are not
meeting 10 specific Strand indicators out of the 2 Overall NJ state
Technology standards.
No teachers or only 1 teacher, who does not teach a technology based class,
teach to the following NJ State Technology Standards Indicators:
Standard 8.1 Educational Technology

8.1.12.B.1 Design and pilot a digital learning game to demonstrate
knowledge and skills related to one or more content areas or a real
world situation.
Standard 8.2 Technology Education, Engineering and Design

8.2.12.B.1 Design and create a product that maximizes conservation
and sustainability of a scarce resource by using the design process
and entrepreneurial skills.

8.2.12.C.1 Analyze the ethical impact of a product, system or
environment worldwide and report findings in a web-based
publication for further comment and analysis.

8.2.12.C.2 Evaluate the ethical considerations regarding resources
used for the design, creation, maintenance and sustainability of a
chosen product.

8.2.12.C.3 Evaluate the positive and negative impacts in a design by
providing a digital overview of a chosen product and address the
negative impacts.

8.2.12.D.1 Reverse engineer a product to assist in designing a more
eco-friendly version guided by an analysis of trends and data about
renewable and sustainable materials.

8.2.12.E.1 Devise a technological product or system, addressing a
global issue, using the design process and provide documentation
5
through drawings, data and materials that reflect diverse cultural
perspectives.

8.2.12.F.1 Determine and use the appropriate application of resources
in the design, development, and creation of a technological product or
system.

8.2.12.F.2 Explain how material science impacts the quality of
products.

8.2.12.G.1 Analyze the interactions among various technologies and
collaborate to create a product or system demonstrating their
interactivity.
Student Performance Objective #1: Technical Review Criteria
Yes
Is the objective stated as a desired end result in student
performance? (What do we expect our students to know? What do
1
we expect them to do with what they know? And/or What
qualities or characteristics do we want them to demonstrate?)
Comments:
X
Yes
Does the objective address expectations for as many of the
school’s students as possible?
Comments:
2
Does the objective relate to culminating expectations for students
at or near the end of their experiences in the school?
Comments:
4
6
No
X
Yes
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
academics, the school needs to be prepared to explain why
academics are not a priority for growth over the next seven years.
No
X
Yes
3
No
X
No
Comments:
Yes
Is the realization of the objective stated as seven years from the
year of the team’s visit?
Comments:
5
No
X
Yes
No
Has the school identified how it will measure progress toward the objective over
the next seven years, i.e.:
1) Have measures been identified to determine achievement
of the objective?
2) Are baseline data included for each assessment? (MSA
requires that at least one measure has baseline data in place
6
by the time the team arrives.)
3) Is the baseline year in which the data for each assessment
were collected included?
4) Are challenging and appropriate seven-year performance
targets set for each assessment used to measure achievement
of the objective?
Comments:
4) Performance Targets will be developed in the Action Plans.
X
X
X
X
Yes
No
Has the school identified multiple forms of assessment to measure
X
accomplishment of this objective when appropriate and available?
Comments:
Multi step process being taken to achieve the Objectives. Some steps are “functions” of
the purchasing department, some are measured by students enrolled in class rather
than mastery or proficiency (MSA is more focused on achievement) and one is a factor
of teacher performance.
7
The core of the Objective is to insure that 100% of the graduates present a multimedia
project as part of their graduation requirements. Is the BOE going to make that a
graduation requirement? Are they going to phase that in in 2017 25 % must make a
presentation in 2019 63% must, in 2022 100% must…?
Yes
7
No
8 Are disaggregated data included where appropriate?
Comments:
X
Yes
No
Is the objective measured by both external and internal
assessments when appropriate and available?
Comments:
9
X
Suggestions for Revising Student Performance Objective #1:
The core Objective is now to insure that 100% of the graduates present a multimedia
project as part of their graduation requirements.
Is the BOE going to make that a graduation requirement? Are they going to phase it in so
that in 2016 25% must make a presentation, in 2019 63% must, in 2022 100% must…?
What is the measurement of “well-researched”? Can multi-media be pen and pencil, or
video?
What legal issues will occur if a student does not make a presentation? Do they graduate?
Student Performance Objective #1 is APPROVED provided the Highland Park Board of
Education has made it a graduation requirement that all graduates must successfully
present a well-researched multimedia presentation.
Student Performance Objective #2:
By June 2022, 50% of graduating seniors of Highland Park High School will demonstrate
the ability to meet the four global competencies addressed in the Asia Society's Report on
Global Competence which include Investigate the World, Recognizing Perspectives,
Communicate Ideas, and Take Action.
8
● 50% of students will graduate with a global citizenship certificate awarded by
successful completion of specific criteria established in conjunction with Rutgers
University
Baseline year: 2014-15
Baseline data: First year of implementation 2014-15 = 0% of seniors
Proposal for the Graduation program
Rutgers University, Graduate School of Education,
Global Citizenship Program for High School Students
Students interested in a Rutgers, Graduate School of Education Global Citizenship Seal along
with their diploma upon graduation should complete 25 points of activities while
attending Highland Park Schools, with points required from each of four categories:
Investigate the World; Recognizing Perspectives: Communicate Ideas; and Take Action.
For more information on these categories, please review Educating for Global Competence:
Preparing Our Youth to Engage the World, http://asiasociety.org/files/bookglobalcompetence.pdf.
For all students the final Global Citizenship Project and three years of high school World
Languages or English as a Second Language are requirements.
Investigates the World (minimum of 10 points)

Take a class and receive 80 percent or higher or teacher recommendation:
o
o
o
o
o


Race, Gender and Ethnicity (2.5 points)
Selected Social Problems (2.5 points)
World History (5 points)
World Literature (5 points)
Statistics (5 points)
WISE (5 points, provided project focuses on global citizenship)
Class Projects (1 point per project, No more than 1 project per marking period can
be submitted.)
Recognizing Perspectives (minimum of 4 points)

Model UN and Model Congress Club (1-2 points per year to be determined by
advisor)
9

Class Projects (1 point per project, No more than 1 project per marking period can
be submitted.)
Communicates Ideas (minimum of 6 points)

Three years of high school FL/ESL at 80 percent or higher or teacher
recommendation (5 points)

One year of Choir (1 point)

Additional language beyond first FL (1 point per year)

Class Projects (1 point per project, No more than 1 project per marking period can
be submitted.)
Take Action (minimum of 5 points)

Community Service (1-2 points per year to be determined by advisor)

Facilitating Workshops with Global focus for Service Day, Diversity Day, etc. (1 - 2
points per year to be determined by advisor)

Student developed service learning project, approved by committee. (1-2 points to
be determined by advisor)

Global Awareness Group (1-2 points per year to be determined by advisor)

DECA (1-2 points per year to be determined by advisor- Must focus on service with
an international focus)

Participation in designated events at the district (International Night, Earth Day,
etc.) (.5-1 per event to be determined by advisor)

Class Projects (1 point per project, No more than 1 project per marking period can
be submitted.)
Required: Senior Global Citizenship Project that incorporates all four rubric components.
Student Performance Objective #2: Technical Review Criteria
Yes
1
Is the objective stated as a desired end result in student
performance? (What do we expect our students to know? What do
we expect them to do with what they know? And/or What
10
X
No
qualities or characteristics do we want them to demonstrate?)
Comments:
Yes
Does the objective address expectations for as many of the
school’s students as possible?
Comments:
2
X
Yes
Does the objective relate to culminating expectations for students
at or near the end of their experiences in the school?
Comments:
3
Is the realization of the objective stated as seven years from the
year of the team’s visit?
Comments:
No
X
Yes
5
No
X
Yes
Is the objective related to improvement in an area of academics?
(Note: If none of the student performance objectives relate to
4
academics, the school needs to be prepared to explain why
academics are not a priority for growth over the next seven years.
Comments:
No
No
X
Yes
No
Has the school identified how it will measure progress toward the objective over
the next five years, i.e.:
1) Have measures been identified to determine achievement
of the objective?
6
2) Are baseline data included for each assessment? (MSA
requires that at least one measure has baseline data in place
by the time the team arrives.)
3) Is the baseline year in which the data for each assessment
were collected included?
4) Are challenging and appropriate seven-year performance
11
X
X
X
X
targets set for each assessment
achievement of the objective?
used
to
Yes
No
Yes
No
measure
Comments:
Has the school identified multiple forms of assessment to measure
accomplishment of this objective when appropriate and available?
Comments:
7
X
Yes
No
X
8 Are disaggregated data included where appropriate?
Comments:
Disaggregated information is extremely informative, i.e. who are the 50% of the seniors?
White, black, honors students, athletes, most in humanities class? Any shop kids? Any
special Ed.? How about any ESL or Bilingual students?
Yes
Is the objective measured by both external and internal
assessments when appropriate and available?
Comments:
9
No
X
Suggestions for Revising Student Performance Objective #2:
Student Performance Objective 2 is APPROVED as written.
I would encourage the school to consider disaggregating the data to gain additional
insight.
Technical Review for Organizational Capacity Objectives
Organizational Capacity Objective #1:
12
By June 2022, the average survey rating on Staff Morale will increase to a rating of 3 or
higher as reported by staff, parent, and student surveys on School Climate taken at the
end of each school year.
Baseline year: 2013 (climate survey taken in May 2013)
Baseline Data: 2.82 Average of all School Climate ratings by staff, parents,
and students
Staff: 1.73 rating specifically on Morale question in May 2013
Survey Data 2014: 2.97 Average of all School Climate ratings by staff,
parents, and students
Staff: 2.41 rating specifically on Morale question in October 2014
After considering the results of the climate survey from May 2013 to October 2014, we can
conclude that there has been a growth of +0.15 for the average of all school climate ratings
by parents, staff, and students (2.82 vs. 2.97) and an increase of +0.68 on the specific
question on Morale for staff (1.73 vs. 2.41) We will conduct this survey again in May 2015.
(Information should not be disaggregated to keep confidentiality of surveys)
Disaggregation can be confidential information. The idea is to provide additional
information, to inform the school
Organizational Capacity Objective #1: Technical Review Criteria
Yes
Is the objective stated as a desired end result in organizational
capacity? (What does the school system have to do better or
1
differently in its programs, services, activities, and/or operations
to produce the levels of student performance desired?)
Comments:
2
Does the objective address one or more areas addressed by the
13
No
X
Yes
X
No
Middle States Standards for Accreditation in need of growth
and/or improvement in order for the school system to be able to
achieve the desired levels of student performance?
Comments:
Yes
Is the realization of the objective stated as seven years from the
year of the team’s visit?
Comments:
3
No
X
Yes
No
Has the school identified how it will measure progress toward the objective over
the next seven years, i.e.:
1) Have measures been identified to determine achievement
of the objective?
2) Are baseline data included for each measure? (MSA
requires that at least one measure has baseline data in place
4
by the time the team arrives.)
3) Is a baseline year in which the data sets for each assessment
were collected included?
4) Are challenging and appropriate seven-year performance
targets set for each assessment used to measure
achievement of the objective?
Comments:
The performance target is more appropriate than it is challenging.
X
X
X
X
Yes
Has the school identified multiple forms of assessment to measure
accomplishment of this objective when appropriate and available?
Comments:
Reliance is solely on survey data.
5
X
Yes
No
X
Yes
No
6 Are disaggregated data included when appropriate?
Comments:
It should be considered.
14
No
Is the objective measured by both external and internal
assessments when appropriate and available?
Comments:
Solely opinions in a survey.
7
X
Suggestions for Revising Organizational Capacity Objective #1:
School Climate is critical to the growth and performance of an institution. I am very
curious to learn what associated Action Plans will be developed.
Organizational Capacity Objective #1 is APPROVED as written.
Organizational Capacity Objective #2:
By June 2022, there will be an increase in the percentage of students involved in academic
support programs as measured by a:

3% decrease in the number of students failing 2 or more classes
Baseline Data 2- 14-15 School year: 8% of the student body (38 students)
currently failing 2 or more classes (82% are minority or economically
disadvantaged)

25% increase in the number of academic support programs
Baseline Data 1- 14-15 School year:
3 after school programs:
9th Grade Language Arts Tutoring,
15
9th Grade Math Tutoring,
NHS Tutoring;
5 during school programs:
Math 9, 10, 11 Support,
Language Arts Support (Mixed Grade),
Read 180 – (Mixed Grades)
Math Support 11 - 5 students (1st sem) 12 students (2nd sem)
Math Support 10 - 8 students (1st sem) 7 students (2nd sem)
Math Support 9 - 12 students for each semester
LA Support - 4 students
LA Support (special education) – 3 students
Read 180 – 14 students

50% increase in the number of students attending after school assistance
Baseline Data 3- 14-15 School year: 14 students out of 38 (37%) attending
after school assistance
After school tutoring - regular attendance
English: 3 students
Math: 8 students.
NHS Tutoring - 3 students on average with 1 student consistently attending

100% increase in the percentage of African-American and Hispanic students
enrolled in honors or AP classes – Goal of 8% African American Enrollment
and 18% Hispanic Enrollment in Honors or AP classes as proportionate to
current percentages of overall enrollment.
Baseline Data 4 - 14-15 School year:
Baseline Data 4A: Enrollment 10% African American, 19% Hispanic
Baseline Data 4B: 1040 Total students in 49 total Honors or AP classes
(students are counted according to the number of students in each class so
this includes students multiple times) 39 total African-American (4%
Enrollment) 93 Hispanic (9% Enrollment) also counted multiple times.
16
Baseline Data 4C: 91 total Hispanics in the school;46 enrolled in Honors or
AP = 51%
Baseline Data 4D: 55 total African-American (including Multiracial) in the
school; 14 enrolled in Honors or AP = 25%
Organizational Capacity Objective #2: Technical Review Criteria
Yes
Is the objective stated as a desired end result in organizational
capacity? (What does the school system have to do better or
1
differently in its programs, services, activities, and/or operations
to produce the levels of student performance desired?)
Comments:
X
Yes
Does the objective address one or more areas addressed by the
Middle States Standards for Accreditation in need of growth
2
and/or improvement in order for the school system to be able to
achieve the desired levels of student performance?
Comments:
Student Services
Is the realization of the objective stated as seven years from the
year of the team’s visit?
Comments:
No
X
Yes
3
No
No
X
Yes
No
Has the school identified how it will measure progress toward the objective over
the next five years, i.e.:
4
1) Are baseline data included for each measure? (MSA
requires that at least one measure has baseline data in place
by the time the team arrives.)
2) Is a baseline year in which the data sets for each assessment
were collected included?
3) Are challenging and appropriate seven-year performance
17
X
X
X
targets set for each assessment
achievement of the objective?
used
to
measure
Comments:
Yes
Has the school identified multiple forms of assessment to measure
accomplishment of this objective when appropriate and available?
Comments:
Not necessary.
5
6 Are disaggregated data included when appropriate?
Comments:
Where appropriate.
Is the objective measured by both external and internal
assessments when appropriate and available?
Comments:
7
No
X
Yes
X
No
Yes
No
X
Suggestions for Revising Organizational Capacity Objective #2:
Organizational Capacity Objective #2 is APPROVED as written.
I’m curious as to your strategies in developing Action Plans to support each subpart.
18
Board of Education Approval of Travel and Related Expense Reimbursement Form
Board of Education Meeting Date:
Page 1 of 1
5/4/15
NOTES:
1. All reimbursable expenses listed below are in compliance with NJOMB Circular letter 06-02 or OMB Circular A-87 unless noted otherwise.
2. Any reimbursable expenses not in compliance with the Circulars as indicated in 1. above, but deemed necessary and unavoidable as per N.J.A.C. 6A:23B-1.2(i)2 have
reason(s) for such exception(s) clearly set forth and noted below.
3. Any "Other Expenses" listed under Reimbursable Expenses below will be explained under Explanation of "Other Expenses".
Types of Travel
Code
Staff/Bd Member Training & Seminar
1
Convention/Conference
2
Regular District Business
Retreat
3
4
Staff/Board Member
Type of
Title/Initials
Travel
Teacher/TM
3
Paraprofessional/JS
3
Teacher/LW
3
Teacher/VZ
3
Fam Support Case Mgr/KH
1
Teacher/JM
1
Teacher/JM
1
Teacher/LT
Teacher/BB
Teacher/GJ
Teacher/RF
Teacher/DF
Teacher/CG
Teacher/SL
Teacher/LM
1
2
1
1
1
1
1
1
Date(s)
of Travel
* 4/22/15 *
* 4/22/15 *
* 4/22/15 *
* 4/22/15 *
5/5/15
5/5/14-5/6/14
5/14/15
5/14/15
5/28/15
7/20/15-7/24/15
8/10/15-8/13/15
8/10/15-8/13/15
8/10/15-8/13/15
8/10/15-8/13/15
8/10/15-8/13/15
Event Description
NJSSP Closure/Interview
NJSSP Closure/Interview
NJSSP Closure/Interview
NJSSP Closure/Interview
Domestic Minor Sex Trafficking
OSHA 10+ Course
NJ Wage & Hour/Child Labor Laws
Incorporating Mathematical Practices in
Your Classroom 6-12 (rescheduled)
NJ Writing Alliance Conference
AP Summer Institute/Music Theory
The Responsive Classroom Course
The Responsive Classroom Course
The Responsive Classroom Course
The Responsive Classroom Course
The Responsive Classroom Course
Location
of Travel
In-District
In-District
In-District
In-District
Mays Landing, NJ
Pennington, NJ
Morris Plains, NJ
Trenton, NJ
Lakewood, NJ
Princeton, NJ
Randolph, NJ
Randolph, NJ
Randolph, NJ
Randolph, NJ
Randolph, NJ
$
$
$
$
$
$
$
Reg.
Fee
205.00
100.00
Travel/
Mileage
$
$
$
$
$ 12.80
$ 32.36
$ 22.32
Reimbursable Expenses
Lodging Lodging
Parking
Tolls
Nights
Costs
$
$ 0 $
$
$ 0 $
$
$ 0 $
$
$ 0 $
$
$ 0 $
$
$ 0 $
$
$ 0 $
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
50.00
845.00
729.00
729.00
729.00
729.00
729.00
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
9.30
62.00
82.00
82.00
82.00
82.00
82.00
-
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
-
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
-
Necessary and
Meal
Other
Unavoidable Expenses
Expenses Expenses Reasons for Exception
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
Explanation of
"Other Expenses"
-
* Prior approval from Superintendent, due to brevity of time
4/28/2015 3:22 PM