SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology
Revised 7.1.13
UNIT TITLE LESSON TITLE
-William Golding's Lord of the Flies (from Week 2 Lesson Plan !omesi"k Pains in Lord of the Flies
CANDIDATE NAME DAY PERIOD ROOM
#ar$ara %anri&'e W. ()*+)1( , (1-.3-2-.* (*(
SCHOOL SUBJECT GRADE
/'ff /itan !igh 0"hool 1nglish 11th)12th
EQUIPMENT AND RESOURCES
-Pen"ils2 eraser2 shar3ener2 $la"k 3en and other "olored 3ens e4"e3t red
-5ha3ter 7 Reading and 6nderstanding &'i7 and short 8riting res3onse on $a"k2
-5h.7 0'mmar9 and :nal9sis ;ideo2
-Lord of the Flies #ook.
CO-TEACHING STRATEGIES/SUMMARY **VIEW THE ATTACHMENT FOR DEFINITIONS AND EXAMPLES (CHECK ALL THAT APPLY AND
SUMMARIZE WHO WILL DO WHAT)
Microsoft Word 97 -
2003 Document
<=1 /1:5!2 <=1 <#01R;1
<=1 /1:5!2 <=1 :00>0/
0/:/><= /1:5!>=G
P:R:LL1L /1:5!>=G
06PPL1%1=/:L /1:5!>=G
?>FF1R1=/>:/1?
/1:5!>=G
/1:% /1:5!>=G
=</ :PPL>5:#L1
-:l8a9s making s're to 8ear "omforta$le shoes at all tea"hing times@ (Professional flat shoesA
INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE EXAMPLES AND DEFINITIONS AT
HTTP://OLC.SPSD.S.CA/DE/PD/INSTR/DIRECT.HTML !
?>R15/ >=0/R65/><= >=/1R:5/>;1 >=0/R65/><= >=?1P1=?1=/ 0/6?B )PR:5/>51
1CP1R>1=/>:L L1:R=>=G
ENGAGEMENT AND SIOP STRATEGIES UTILIZED (SIOP MODEL STRATEGIES INCORPORATED FROM THE SIOP INSTITUTE , PEARSON
ACHIEVEMENT SOLUTIONS , 2!)
%</>;:/><= 05:FF<L?>=G GR<6P>=G
:?:P/:/><= <F 5<=/1=/
L>=D /< 0/6?1=/ 1CP1R>1=510
L>=D /< PR><R L1:R=>=G
>?1=/>FB D1B ;<5:#6L:RB
%<?1L>=G >= %6L/>PL1 W:B0
601 <F W:>/ />%1
5<%PR1!1=0>#L1 >=P6/
W!<L1 5L:00
0%:LL GR<6P0
P:R/=1R0
>=?>;>?6:L
5<%%6=>5:/><= PR<510010 :PPL>5:/><=)R1PR101=/:/><= :00100%1=/)F11?#:5D
R1:?>=G
WR>/>=G
0P1:D>=G
L>0/1=>=G
;>06:L
?>G>/:L
!:=?0-<=
%1:=>=GF6L
L>=D1? /< <#E15/>;10
PR<%</10 1=G:G1%1=/
W!<L1 5L:00
0%:LL GR<6P0
>=?>;>?6:L
WR>//1=
<R:L
USE OF TECHNOLOGY BY TEACHER USE OF TECHNOLOGY BY STUDENTS
1
-1lmo) overhead) Po8erPoint (8ith images-o3tional)
re"ommended
-5ha3ter 7 0'mmar9 and :nal9sis video (still re&'ires st'dent
reading from $'llet 3oints in video-
htt3-))888.9o't'$e."om)8at"hFvG;goH!LheL8(
=):
CA CONTENT STANDARD (CLICK STANDARDS AND SELECT YOUR CONTENT AREA)
COMMON CORE STANDARD (FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA AND LITERACY IN H"SS AND S OR MATH )
5ommon 5ore RL-1. 5ite strong and thoro'gh te4t'al eviden"e to s'33ort anal9sis of 8hat the te4t sa9s e43li"itl9 as 8ell as
inferen"es dra8n from the te4t2 in"l'ding determining 8here the te4t leaves matters 'n"ertain.
5ommon 5ore W-3a. 1ngage and orient the reader $9 setting o't a 3ro$lem2 sit'ation2 or o$servation and its signifi"an"e2
esta$lishing one or m'lti3le 3oint(s of vie82 and introd'"ing a narrator and)or "hara"tersI "reate a smooth 3rogression of
e43erien"es or events.
BEHAVIORAL OBJECTIVE"S! (WHAT WILL STUDENTS KNOW AND #E A#LE TO DO$ CONNECT TO STANDARDS) REMEM#ER %S&W&#&A&T&'
1. 0t'dents 8ill 8rite F<R%/1C/ from the 3ers3e"tive of Ral3h longing for home2 des"ri$ing2 e43laining2 and defining his
"'rrent sit'ation2 introd'"ing "hra"ters to "reate a smooth 3rogression of e43erien"es or events in a letter of at least one 3age of
length.
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR NOWLEDGE (HOW WILL YOU ACCESS PRIOR KNOWLEDGE AND
ENGAGE STUDENTS$)
1. While "olle"ting &'i77es
2. and sho8ing a short .-+ min'te video on 5!. 7 (video sho8n after &'i7 to en"o'rage home8ork reading "om3letion not relian"e on
s'mmar9) anal9sis videoA2
3. ask st'dents 8hat the9 tho'ght a$o't 5h. 7. Refer to a s3e"ifi" e4am3le that 8ill 3rom3t their thinking2 s'"h as- What did 9o'
(referring to "lass think a$o't the ro"k formation (5astleRo"kF !o8 a$o't Ral3h's da9dreams2 8hat do 9o' think he is feeling at the
momentF
(. 143lain 8hat st'dents 8ill do for the da9- (#lo8 L<F "on"h if 3ossi$le-Go over agenda - >n st'dent friendl9 lang'age2 tea"her 8ill
share meas'ra$le o$Je"tives(s 8ith the st'dents at the $eginning of the lesson-
.. Good afternoon ever9one2 itKs good to see 9o' all again and on timeA /oda9 8e 8ill $e 8riting from Ral3h's 3ers3e"tive (ask
st'dents if the9 kno8 8hat 3ers3e"tive is and 8ait for st'dent res3onses) define 3ers3e"tive. We 8ill $e 3retending 8e are Ral3h2 or
3'tting o'rselves in Ral3h's shoes2 and 8riting a one 3age letter home to his mom a$o't his longing for home2 des"ri$ing2 e43laining2
and defining his "'rrent sit'ation. Bo' 8ill 8rite "reativel9 a$o't the other "hara"ters he is aro'nd2 des"ri$e an9thing that has
ha33ened to him2 8hat he 3ossi$l9 thinks2 feels2 has emotions a$o't2 anti"i3ates2 ho3es2 dreams2 and et"2 to define his "'rrent
sit'ation.
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON$)
/>%1 >= %>=6/10 W!:/ /1:5!1R(0 ?< W!:/ 0/6?1=/0 :R1 ACTIVELY ?<>=G
(%in's 2. min'tes
alread9 'sed in
$eginning of "lass
and a"t'al lesson
intro.
:33ro4. 1* min'tes
1. <n the 1lmo2 the tea"her 8ill revie8) le"t're on
5h. 7's 3ortion a$o't Ral3h longing for home (Pg
1*+-112. =otes 8ill $e a set of $'llet 3oints to
revie8 8ith st'dents.
2. /ea"her 8ill then dire"t st'dents to 3't themselves
in Ral3h's shoes and 8rite a letter home to mom
(Ral3h's.
/his is a tea"her 1C the tea"her 8ill share-
?ear %om2
> am so glad > have some time to 8rite to 9o'. >Km so
sad on this island $'t > am tr9ing m9 $est to sta9
3ositive. > miss 9o' and the rest of m9 life so $adl9
$a"k home. > 8ant to "'t m9 hair off so $adl9A Bo'
8o'ldnKt $elieve ho8 m'"h > 8o'ld like a $ar of soa3
to hel3 me 8ash '3.
1. From tea"her 3rovided revie82 st'dents 8ill take
le"t're notes2 in their o8n 8ords2 on note$ook 3a3er2
on 5h. 7's 3ortion a$o't Ral3h longing for home (Pg
1*+-112.
2. :fter8ards2 st'dents 8ill 3't themselves in Ral3h's
3la"e) shoes and on a se3arate sheet of note$ook
3a3er2 8rite a letter home ( from Ral3h to Ral3h's
mom a$o't missing home. /he9 8ill 'se "reativit9
and s3e"ifi" details to des"ri$e2 e43lain2 and define
Ral3h's "'rrent sit'ation2 in"l'ding introd'"ing
"hara"ters to "reate a smooth 3rogression of 8ritten
e43erien"es or events to make their one 3age letter as
realisti" as 3ossi$le.
2
:33ro4. 1L-2*
min'tes
3. /ea"her 8alks aro'nd "lassroom and does random
"he"ks-monitor 3rogress- regarding 8hat st'dents are
8riting do8n.
-(/ea"her 8ill $e 8alking aro'nd and sign st'dents
off d'ring 3rogress monitoring.
3. 0t'dents "ontin'o'sl9 8rite their letter2 'sing
memor92 3lot) dire"t &'otes from the Lord of the Flies
$ook2 and an9 other availa$le material the9 8ere
ret'rned (s'"h as old &'i77es2 that 8ill hel3 them
8rite their letter.
:33ro4. .-7 min'tes
(. :fter the 2* min'tes is over2 /ea"her 8ill ask
st'dents not 8orking an9more to share a fe8 lines
from their letter that des"ri$e2 e43lain2 and define
Ral3h's "'rrent sit'ation2 introd'"ing "hara"ters to
"reate a smooth 3rogression of e43erien"es or events.
(. 0t'dents finished 8ith the assignment 8ill $e read9
to share a fe8 lines from their letter that des"ri$e2
e43lain2 and define Ral3h's "'rrent sit'ation2
introd'"ing "hara"ters to "reate a smooth 3rogression
of e43erien"es or events.
:33ro4. 1 min'te
.. :ll &'estions regarding the letter are more than
8el"ome.
.. 0t'dents 8ill 8ork '3 'ntil the last min'te of "lass
to meet the goal of 8riting to "om3lete their letter.
Last min'teI 1
min'te $efore $ell
rings to leave.
,. /ea"her 8ill tell st'dents that the letter is a graded
assignment and to 3lease t'rn it in 8hen the $ell
rings.
,. 0t'dents "an $egin 3'tting their things a8a9. :ll
st'dents are more than 8el"ome to 8ork 'ntil the $ell
rings2 or more if their "lass is "lose $9. 0t'dent letter
assignement m'st $e t'rned in $9 the end of the
3eriod.
LESSON CLOSURE (HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED$ REMEM#ER LESSON CLOSURE IS
NOT ASSIGNING HOMEWORK(IT IS TYING UP YOUR LESSON&
1. /ea"her 8ill go '3 to the front of the "lass and ask st'dents to share a fe8 lines from their letter that des"ri$e2 e43lain2 and define
Ral3h's "'rrent sit'ation2 introd'"ing "hara"ters to "reate a smooth 3rogression of e43erien"es or events. (/ea"her 8ill have $een
8alking aro'nd and signing st'dents off d'ring 3rogress monitoring.
2. /ea"her 8ill ask st'dents if the9 have an9 &'estions.
AT CONCLUSION OF LESSON:
M /ea"her note-
1. Reass're st'dents that an9 &'estions regarding the assignment are more than 8el"ome.
2. /ell st'dents that this assignment 8as to 3re3are them for tomorro8's lesson on s9m$olism.
3. :nno'n"e to st'dents that there is a &'i7 on 5h. L (5he"k for Reading and 6nderstanding N'i7 tomorro8 and that tomorro8's
lesson deals 8ith s9m$olism and in"or3orates almost the same thinking the9 had to do 8rite the letter to Ral3h's mom.
(. :sk st'dents 8hat s9m$olism is) definition of s9m$olism to give them a head start regarding tomorro8.
.. /ell st'dents that 9o' are 3ro'd of ho8 hard the9 8orked toda9 to finish the letter assignment and that their efforts 8ill "arr9 on
into other s'$Je"ts2 if not in the f't're.
STUDENTS PRESENT AND LESSON ADAPTATIONS "SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL READINGS# SIOP#
SPECIAL ED INFORMATION YOU USED TO ADA$PT INSTRUCTION FOR THEIR SPECIFIC NEED"S!.
1=GL>0! L1:R=1R0 0/R6GGL>=G R1:?1R0 0/6?1=/0 W>/! 0P15>:L =11?0 G:/1 0/6?1=/0
1=GL>0! L1:R=1R0 (1L-
Gest'ring) ;is'al =ote /aking (Pi"t'res)Photos)video ;is'al :ides- 1L st'dents 8ill $e seated "loser to the tea"her for monitoring
and e4tra hel3. >f 3ossi$le2 st'dents 8ill sit 8ith an9 other st'dent 8ho ma9 s3eak the same lang'age (8itho't dist'r$ing that st'dent's
learning of "o'rse to hel3 them o't. /ea"her 8ill 3rovide 1L's 8ith as m'"h vis'als as 3ossi$le from de"orating the "lassroom (1C-
Posting 3i"t'res of the "hara"ters and s9m$ols s'"h as the "on"h2 8ith la$els to having a"t'al hands on items like the "on"h. ;ideo
0'mmar9 and :nal9sis 8ill $e of great 'se to $etter "om3rehend 8hat is o""'rring in the 3lot--it 8o'ld $e hel3f'l to sho8 video "li3s
$efore reading as 8ellA 1L st'dents are en"o'raged to 8rite short to longer senten"es regarding Ral3h's feelings de3ending on the 1L's
st'dent level of "om3rehension. 1L st'dents "an follo8 the tea"her e4am3le to 8rite their o8n letter) short to longer senten"es of
Ral3h's 3ers3e"tive. :ltho'gh a fe8 "o3ies of Lord of the Flies ma9 $e a""essi$le in their lang'age2 the 1nglish version of Lord of the
Flies 8ill $e highl9 en"o'raged along 8ith a 03anish to 1nglish di"tionar9 ) devi"e in order to 3i"k '3 1nglish faster. /he tea"her 8ill
'se the 5h. 7 Reading and 6nderstanding &'i72 along 8ith the 8riting res3onse2 as a formal assessment of 'nderstanding to "he"k 1L
st'dents. /he letter assignment 8ill $e 'sed as an informal assessment to see ho8 st'dents do in 8riting "reativel9 from their
3ers3e"tive. #9 starting the "lass on their o8n in 8riting a "reative letter2 st'dents are reminded that the9 need to rel9 on themselves
3
first.
Partnered)Gro'3 8ork- if 'sed- #9 allo8ing st'dents to move into 3artners and gro'3s in order to 8rite their letter2 it allo8s 1L
st'dents to 'se 1nglish and so"iali7e in 1nglish to 8rite o't their letter. :n informal assessment 8ill $e made $ased '3on the
intera"tion of their 3eers and ho8 m'"h) 8hat is 8ritten in their letter. /ea"her 8ill "he"k '3 on all high need st'dents2 in"l'ding 1L
st'dents2 to hel3 o't if needed.
Wait /ime- 1L 0t'dents 8ill $e allo8ed 8ait time to fill o't 5h. 7 Reading and 6nderstanding &'i72 and res3onse2 as 8ell as 8hen
8riting their letter. 0t'dents 8ill $e dire"tl9 (one on one--not 3'$li"all9 in front the "lass and non-dire"tl9 en"o'raged to ask
&'estions.

%odeling- /ea"her 8ill sho8 st'dents an e4am3le letter from Ral3h to his mom.
<ther-
-/ea"her 8ill $ring in a"t'al) 3h9si"al items if availa$le2 s'"h as the "on"h2 and a to9 3ara"h'te soldier2 et" to more easil9 'nderstand
events in reading.
-/ea"her 8ill 3rovide e4tra e4am3les to s'33ort st'dents 8ith learning needs.
-Page n'm$ers 8ill $e 3rovided to more easil9 lo"ate events in the te4t.
-/erm O3ers3e"tiveP 8ill go onto 8ord 8all ("lassroom 8all 8ith 8ords to kno8.
-/ea"her 8ill re3eat an9 ver$al reading or dire"tion as ne"essar9.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------
0/R6GGL>=G R1:?1R0 (0R-
Gest'ring) ;is'al =ote /aking (Pi"t'res)Photos);ideos ;is'al :ides- :ll st'dents 8ill $e en"o'raged to look thro'gh their 3assed
$a"k Reading and 'nderstanding &'i77es and 8riting res3onses the night $efore to kno8 8here the "lass is in the $ook as 8ell as to
refresh their memor9. ;ideo 0'mmar9 and :nal9sis 8ill $e of great 'se to $etter "om3rehend 8hat is o""'rring in the 3lot. /he 5h. 7
Reading and 6nderstanding &'i72 and res3onse2 8ill $e taken as a formal assessment regarding ho8 m'"h the st'dent 'nderstands.
/he letter assignment 8ill $e 'sed as an informal assessment to see ho8 st'dents do in 8riting "reativel9 from their 3ers3e"tive.
Partnered)Gro'3 8ork- if 'sed- #9 allo8ing st'dents to move into 3artners and gro'3s in order to 8rite their letter2 it allo8s 0R
st'dents to 'se 1nglish and so"iali7e in 1nglish to fill o't their "harts. :n informal assessment 8ill $e made $ased '3on the intera"tion
of their 3eers and ho8 m'"h) 8hat is 8ritten in their letter assignment. /ea"her 8ill "he"k '3 on all high need st'dents2 in"l'ding 0R2
to hel3 o't if needed.
Wait /ime- 0R 8ill $e allo8ed 8ait time to fill o't 5h. 7 Reading and 6nderstanding &'i72 and res3onse2 as 8ell as 8rite their letter.
0t'dents 8ill $e non-dire"tl9 en"o'raged to ask &'estions.
%odeling- /ea"her 8ill sho8 st'dents an e4am3le letter from Ral3h to his mom.
<ther-
-/ea"her 8ill $ring in a"t'al) 3h9si"al items if availa$le2 s'"h as the "on"h2 and a to9 3ara"h'te soldier2 et" to more easil9 'nderstand
events in reading.
-/ea"her 8ill 3rovide e4tra e4am3les to s'33ort st'dents 8ith learning needs.
-Page n'm$ers 8ill $e 3rovided to more easil9 lo"ate events in the te4t.
-/erm O3ers3e"tiveP 8ill go onto 8ord 8all ("lassroom 8all 8ith 8ords to kno8.
-/ea"her 8ill re3eat an9 ver$al reading or dire"tion as ne"essar9.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------
0/6?1=/0 W>/! 0P15>:L =11?0--R10<6R51 0/6?1=/0 (R0-
Gest'ring) ;is'al =ote /aking (Pi"t'res)Photos);ideos ;is'al :ides- :ll st'dents 8ill $e en"o'raged to look thro'gh their 3assed
$a"k Reading and 6nderstanding &'i77es and 8riting res3onses the night $efore to kno8 8here the "lass is in the $ook as 8ell as to
refresh their memor9. ;ideo 0'mmar9 and :nal9sis 8ill $e of great 'se to $etter "om3rehend 8hat is o""'rring in the 3lot-- it 8o'ld
$e hel3f'l to sho8 video "li3s $efore reading as 8ellA /he 5h.7 Reading and 6nderstanding &'i72 and res3onse2 8ill $e taken as a
formal assessment regarding ho8 m'"h the st'dent 'nderstands. /he letter assignment 8ill $e 'sed as an informal assessment to see
ho8 st'dents do in 8riting "reativel9 from their 3ers3e"tive.
Partnered) Gro'3 8ork- #9 allo8ing st'dents to move into 3artners and gro'3s in order to fill o't the "hart2 it allo8s R0 to 'se
1nglish and so"iali7e in 1nglish to 8rite their letters. :n informal assessment 8ill $e made $ased '3on intera"tion of their 3eers and
ho8 m'"h) 8hat is 8ritten in their letter assignment. /ea"her 8ill "he"k '3 on all high need st'dents2 in"l'ding R02 to hel3 o't if
4
needed.
Wait /ime- R0 8ill $e allo8ed 8ait time to fill o't 5h. 7 Reading and 6nderstanding &'i72 and res3onse2 as 8ell as 8rite their letter.
0t'dents 8ill $e non-dire"tl9 en"o'raged to ask &'estions.
%odeling- /ea"her 8ill sho8 st'dents an e4am3le letter from Ral3h to his mom.
<ther-
-/ea"her 8ill $ring in a"t'al) 3h9si"al items if availa$le2 s'"h as the "on"h2 and a to9 3ara"h'te soldier2 et" to more easil9 'nderstand
events in reading.
-/ea"her 8ill 3rovide e4tra e4am3les to s'33ort st'dents 8ith learning needs.
-Page n'm$ers 8ill $e 3rovided to more easil9 lo"ate events in the te4t.
-/erm O3ers3e"tiveP 8ill go onto 8ord 8all ("lassroom 8all 8ith 8ords to kno8.
-/ea"her 8ill re3eat an9 ver$al reading or dire"tion as ne"essar9.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------
G:/1 0/6?1=/0-
;is'al =ote /aking- :ll st'dents 8ill $e en"o'raged to look thro'gh their 3assed $a"k Reading and 6nderstanding &'i77es and 8riting
res3onses the night $efore to kno8 8here the "lass is in the $ook as 8ell as to refresh their memor9 >F needed. /he 5h. 7 Reading and
6nderstanding &'i72 and res3onse2 8ill $e taken as a formal assessment. G:/1 st'dents 8ill $e "hallenged to 8rite another letter from
a different 3ers3e"tive2 or 8rite from a different 3ers3e"tive2 1C- Ral3h's mom 8riting in her diar9 a$o't 8hat she feels and thinks
a$o't her son Ral3h and him $eing Qlost.Q
Partnered) Gro'3 Work- if 'sed- G:/1 st'dents 8ill $e 3aired '3 or gro'3ed 8ith one2 if not more than one of the learners- 1L2 0R2
R02 and even G:/1. >n this 8a92 st'dents are en"o'raged to intera"t 8ith one another 'sing 1nglish and the G:/1 st'dent(s has
his)her skills f'rther "hallenged in hel3ing) tea"hing) demonstrating) e43laining to other st'dents. /ea"her 8ill "he"k '3 on these
st'dents2 es3e"iall9 if 3aired '3) gro'3ed '32 to hel3 o't if needed.
ASSESSMENT STRATEGIES
/BP1 ?105R>P/><= P6RP<01 601 /< >=F<R% R1-/1:5!>=G
PR<GR100
%<=>/<R>=G
-5h. 7 Reading and
6nderstanding N'i7
-%onitor st'dents for reading
"om3rehension.
-Revie8 5ha3ter or s3e"ifi"
elements
-Revie8 &'estions
-Re8rite &'estions for oral format
$efore giving &'estions again.
PR<GR100
%<=>/<R>=G
-Letter :ssignment
-%onitor st'dent's 'nderstanding
of 3ers3e"tive and of $eing a$le
to 3't themselves in someone
else's shoes and 3re3aration for
'nderstanding of s9m$olism.
-Lets the individ'al st'dent 3't
themselves in someone else's
shoes.
1C>/ <R 06%%:/>;1
-F'll 5lass 3arti"i3ation to revisit
different 3ers3e"tives. (:llo8s for
an e4"hange of ideas.
-:ssesses st'dent 'nderstanding
of first hand 'nderstandingR
(P'tting themselves in the
"hara"terKs shoes.
-Retea"h 8ith other $ook) familiar
movie
FOLLOW UP ON ASSIGNMENTS/LIN TO NEXT LESSON
/his lesson 8ill $e 'sed to 3re3are st'dents for the lesson on s9m$olism in Lord of the Flies tomorro8 as 8ell as "onstantl9 sta9ing
a8are of different 3ers3e"tives and 3'tting themselves in someone else's shoes in reading and in life.
CONTINGENCY PLANS
!<W /< 0!<R/1= L100<= -0horten time asking st'dents to share their 3ers3e"tives from their letter assignment.
!<W /< L1=G/!1=
L100<=
-03e"ifi"all9 have st'dents go into) read their letter assignment.
-!ave st'dents make 3redi"tions a$o't 8hat ma9 ha33en to Ral3h $efore the end of the $ook.
5
ENGLISH/LANGUAGE ARTS STANDARDS GRADE %/&
READING
'.( W)*+ A,-./010# F.23,4/# -,+ S/0536-514 V)4-72.-*/ D383.)963,5
0t'dents 'se their kno8ledge of 8ord origins and 8ord relationshi3s2 as 8ell as histori"al and literar9 "onte4t "l'es2 to determine the meaning of s3e"iali7ed vo"a$'lar9
and to 'nderstand the 3re"ise meaning of grade-level-a33ro3riate 8ords.
:.( R3-+1,; C)69*3<3,01), "F)420 ), I,=)*6-51),-. M-53*1-.0!
0t'dents read and 'nderstand grade-level-a33ro3riate material. /he9 des"ri$e and "onne"t the essential ideas2 arg'ments2 and 3ers3e"tives of the te4t $9 'sing their
kno8ledge of te4t str'"t're2 organi7ation2 and 3'r3ose
>.( L153*-*/ R309),03 -,+ A,-./010
0t'dents read and res3ond to histori"all9 or "'lt'rall9 signifi"ant 8orks of literat're that refle"t and enhan"e their st'dies of histor9 and so"ial s"ien"e. /he9 "larif9 the
ideas and "onne"t them to other literar9 8orks.
WRITING
'.( W*151,; S5*-53;130
0t'dents 8rite "lear2 "oherent2 and fo"'sed essa9s. /he 8riting e4hi$its st'dents' a8areness of the a'dien"e and 3'r3ose. 1ssa9s "ontain formal introd'"tions2
s'33orting eviden"e2 and "on"l'sions. 0t'dents 3rogress thro'gh stages of the 8riting 3ro"esses needed.
:.( W*151,; A99.14-51),0 "G3,*30 -,+ T<31* C<-*-453*105140!
0t'dents 8rite narrative2 e43ositor92 3ers'asive2 and des"ri3tive te4ts of at least .**-7** 8ords in ea"h genre. Writing demonstrates a "ommand of standard :meri"an
1nglish and resear"h2 organi7ational2 and drafting strategies o'tlined in Writing 0tandard 1.*
WRITTEN AND ORAL ENGLISH LANGUAGECONVENTIONS
'.( W*1553, -,+ O*-. E,;.10< L-,;2-;3 C),83,51),0
0t'dents 8rite and s3eak 8ith a "ommand of standard 1nglish "onventions a33ro3riate to the grade level.
LISTENING AND SPEAING
'.( L1053,1,; -,+ S93-?1,; S5*-53;130
0t'dent deliver fo"'sed2 "oherent 3resentations that "onve9 ideas "learl9 and relate to the $a"kgro'nd and interests of the a'dien"e. /he9 eval'ate the "ontent of oral
"omm'ni"ation.
:.( S93-?1,; A99.14-51),0 "G3,*30 -,+ T<31* C<-*-453*105140!
0t'dents deliver 8ell-organi7ed formal 3resentations em3lo9ing traditional rhetori"al strategies (e.g.2 narration2 e43osition2 3ers'asion2 des"ri3tion. 0t'dent s3eaking
demonstrates a "ommand of standard :meri"an 1nglish and the organi7ational and deliver9 strategies o'tlined in Listening and 03eaking 0tandard 1.*
ENGLISH/LANGUAGE ARTS STANDARDS GRADE @-':
READING
'.( W)*+ A,-./010# F.23,4/# -,+ S/0536-514 V)4-72.-*/ D383.)963,5
0t'dents a33l9 their kno8ledge of 8ord origins to determine the meaning of ne8 8ords en"o'ntered in reading materials and 'se those 8ords a""'ratel9.
:.( R3-+1,; C)69*3<3,01), "F)420 ), I,=)*6-51),-. M-53*1-.0!
0t'dents read and 'nderstand grade-a33ro3riate material. /he9 anal97e organi7ational 3atterns2 arg'ments2 and 3ositions advan"ed.
6
>.( L153*-*/ R309),03 -,+ A,-./010
0t'dents read and res3ond to histori"all9 or "'lt'rall9 signifi"ant 8orks of literat're that refle"t and enhan"e their st'dies of histor9 and so"ial s"ien"e. /he9 "ond'"t in-
de3th anal9ses of re"'rrent themes.
WRITING
'.( W*151,; S5*-53;130
0t'dents 8rite "oherent and fo"'sed te4ts that "onve9 a 8ell-defined 3ers3e"tive and tightl9 reasoned arg'ment. /he 8riting demonstrates st'dents' a8areness of the
a'dien"e and 3'r3ose and 3rogression thro'gh the stages of the 8riting 3ro"ess.
:.( W*151,; A99.14-51),0 "G3,*30 -,+ T<31* C<-*-453*105140!
0t'dents "om$ine the rhetori"al strategies of narration2 e43osition2 3ers'asion2 and des"ri3tion to 3rod'"e te4ts of at least 12.** 8ords ea"h. 0t'dent 8riting
demonstrates a "ommand of standard :meri"an 1nglish and the resear"h2 organi7ational2 and drafting strategies o'tlined in Writing 0tandard 1.*.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
'.( W*1553, -,+ O*-. E,;.10< L-,;2-;3 C),83,51),0
0t'dents 8rite and s3eak 8ith a "ommand of standard 1nglish "onventions.
LISTENING AND SPEAING
'.( L1053,1,; -,+ S93-?1,; S5*-53;130
0t'dents form'late adroit J'dgments a$o't oral "omm'ni"ation. /he9 deliver fo"'sed and "oherent 3resentations that "onve9 "lear and distin"t 3ers3e"tives and
demonstrate solid reasoning. /he9 'se gest'res2 tone2 and vo"a$'lar9 tailored to the a'dien"e and 3'r3ose.
'.( S93-?1,; A99.14-51),0 "G3,*30 -,+ T<31* C<-*-453*105140!
0t'dents deliver 3olished formal and e4tem3oraneo's 3resentations that "om$ine traditional rhetori"al strategies of narration2 e43osition2 3ers'asion2 and des"ri3tion.
0t'dent s3eaking demonstrates a "ommand of standard :meri"an 1nglish and the organi7ational and deliver9 strategies o'tlined in Listening and 03eaking 0tandard
1.*.
CALIFORNIA ELD STANDARDS (see also htt3-))888."de."a.gov)"de3ress)1ng-Lang-?ev-0tnd.3df
LISTENING AND SPEAING: S5*-53;130 -,+ A99.14-51),0
B3;1,,1,; I,53*63+1-53 A+8-,43+
C)69*3<3,01),
:ns8er sim3le &'estions 8ith one- to t8o-8ord
res3onses2 3hrases2 or sim3le senten"es. Res3ond to
sim3le dire"tions and &'estions $9 'sing 3h9si"al
a"tions and other means of nonver$al "omm'ni"ation.
#egin to s3eak 8ith a fe8 8ords or senten"es $9 'sing a
fe8 standard 1nglish grammati"al forms and so'nds2
"ommon so"ial greetings2 and re3etitive 3hrases. Retell
stories $9 'sing a33ro3riate gest'res2 S e43ressions.
:sk and ans8er instr'"tional &'estions $9 'sing
sim3le senten"es and some s'33orting elements.
Listen attentivel9 to stories and information and
identif9 im3ortant details and "on"e3ts $9 'sing
$oth ver$al and nonver$al res3onses.
?emonstrate 'nderstanding of most
idiomati" e43ressions $9 res3onding
to s'"h e43ressions and 'sing them
a33ro3riatel9.
O*;-,1A-51), -,+
D3.183*/ )= O*-.
C)662,14-51),
#egin to $e 'nderstood 8hen s3eaking2 $'t 'sage of
standard 1nglish grammati"al forms and so'nds ma9 $e
in"onsistent. <rall9 "omm'ni"ate $asi" 3ersonal needs
and desires.
Parti"i3ate in so"ial "onversations 8ith 3eers and
ad'lts on familiar to3i"s $9 asking and ans8ering
&'estions and soli"iting information. %ake
oneself 'nderstood 'sing "onsistent standard
1nglish grammati"al forms and so'nds. 0ome
r'les are not follo8ed.
=egotiate and initiate so"ial
"onversations $9 &'estioning2
restating2 soli"iting information2 and
3ara3hrasing "omm'ni"ation of
others.
WRITING: S5*-53;130 -,+ A99.14-51),0
7
P3,6-,0<19
O*;-,1A-51), -,+
F)420
5o39 the al3ha$et legi$l9. 5o39 8ords 3osted and
"ommonl9 'sed in the "lassroom. Write sim3le
senten"es $9 'sing ke9 8ords "ommonl9 'sed in the
"lassroom. Write 3hrases and sim3le senten"es that
follo8 1nglish s9nta"ti"al order.
Follo8 a model given $9 the tea"her to
inde3endentl9 8rite a short 3aragra3h of at least
fo'r senten"es. Write legi$le2 sim3le senten"es
that res3ond to to3i"s in lang'age arts and other
"ontent areas. 5reate "ohesive 3aragra3hs that
develo3 a "entral idea and "onsistentl9 'se
standard 1nglish grammati"al forms even tho'gh
some r'les ma9 not $e follo8ed.
?evelo3 a "lear thesis and s'33ort it
$9 'sing analogies2 &'otations2 and
fa"ts a33ro3riatel9. Write a
m'lti3aragra3h essa9 8ith "onsistent
'se of standard grammati"al forms.
WRITING: E,;.10<-L-,;2-;3 C),83,51),0
P2,452-51),#
C-915-.1A-51),# -,+
S93..1,;
6se "a3itali7ation 8hen 8riting oneKs o8n name. 6se "a3itali7ation at the $eginning of a senten"e and for 3ro3er no'ns. 6se a 3eriod at the end of a
senten"e and a &'estion mark at the end of a &'estion. Prod'"e inde3endent 8riting that in"l'des 3artial "onsisten"9 in the 'se of "a3itali7ation and
3eriods and "orre"t s3elling. Prod'"e inde3endent 8riting 8ith "onsistent 'se of "a3itali7ation2 3'n"t'ation2 S "orre"t s3elling.
READING: W)*+ A,-./010# F.23,4/# -,+ S/0536-514 V)4-72.-*/ D383.)963,5
P<),3614
AB-*3,300#
D34)+1,;# W)*+
R34);,151),#
Re"ogni7e and 3rod'"e the 1nglish 3honemes that are
like the 3honemes st'dents hear and 3rod'"e in their
3rimar9 lang'age. Re"ogni7e and 3rod'"e 1nglish
3honemes that are 'nlike the 3honemes st'dents hear
and 3rod'"e in their 3rimar9 lang'age. Prod'"e most
1nglish 3honemes 8hile $eginning to read alo'd.
Prod'"e 1nglish 3honemes 8hile reading alo'd.
Re"ogni7e so'nd)s9m$ol relationshi3s and $asi"
8ord-formation r'les in 8ritten te4t. :33l9
kno8ledge of 1nglish 3honemes in oral and silent
reading to derive meaning from literat're and
te4ts in "ontent areas.
:33l9 kno8ledge of so'nd)s9m$ol
relationshi3s and $asi" 8ord
formation r'les to derive meaning
from 8ritten te4t.
C),43950 A7)25
P*1,5
V)4-72.-*/ -,+
C),4395
D383.)963,5
Prod'"e sim3le vo"a$'lar9 to "omm'ni"ate $asi" needs
in so"ial and a"ademi" settings. ?emonstrate
"om3rehension of sim3le vo"a$'lar9 8ith an
a33ro3riate a"tion. Retell stories $9 'sing sim3le 8ords2
3hrases2 and senten"es. Re"ogni7e sim3le affi4es2
3refi4es2 s9non9ms2 and anton9ms. #egin to 'se
kno8ledge of sim3le affi4es2 3refi4es2 s9non9ms2 and
anton9ms to inter3ret the meaning of 'nkno8n 8ords.
Re"ogni7e the differen"e $et8een the 'se of the first-
and third-3erson 3oints of vie8 in 3hrases or sim3le
senten"es.
6se more "om3le4 vo"a$'lar9 and senten"es to
"omm'ni"ate needs and e43ress ideas in a 8ider
variet9 of so"ial and a"ademi" settings. Re"ogni7e
and 'se sim3le anton9ms and s9non9ms in 8ritten
te4t. Read narrative and e43ositor9 te4ts alo'd
8ith the "orre"t 3a"ing2 intonation2 and
e43ression. 6se e43anded vo"a$'lar9 and
des"ri3tive 8ords in oral and 8ritten res3onses to
8ritten te4ts. Re"ogni7e and 'nderstand sim3le
idioms2 analogies2 and fig'res of s3ee"h in 8ritten
te4t.
:33l9 kno8ledge of a"ademi" and
so"ial vo"a$'lar9 8hile reading
inde3endentl9. #e a$le to 'se a
standard di"tionar9 to find the
meanings of 'nfamiliar 8ords.
>nter3ret the meaning of 'nkno8n
8ords $9 'sing kno8ledge gained
from 3revio'sl9 read te4t.
6nderstand idioms2 analogies2 and
meta3hors in "onversation and
8ritten te4t.
READING: R3-+1,; C)69*3<3,01),
C)69*3<3,01), -,+
A,-./010 )= G*-+3-
L383. T3C5
Res3ond orall9 to stories read alo'd and 'se 3h9si"al
a"tions and other means of nonver$al "omm'ni"ation.
Res3ond orall9 to stories read alo'd2 giving one- to t8o-
8ord res3onses in ans8er to fa"t'al "om3rehension
&'estions. 6nderstand and follo8 sim3le one-ste3
dire"tions for "lassroom related a"tivities.
6nderstand and follo8 sim3le 8ritten dire"tions
for "lassroom related a"tivities. Read te4t and
orall9 identif9 the main ideas and dra8 inferen"es
a$o't the te4t $9 'sing detailed senten"es. Read
and identif9 $asi" te4t feat'res2 s'"h as the title2
ta$le of "ontents2 and "ha3ter headings. Res3ond
to "om3rehension &'estions a$o't te4t $9 'sing
detailed senten"es.
C)69*3<3,01), -,+
S5*2452*-.
F3-52*30 )=
I,=)*6-51),-.
M-53*1-.0
>dentif9 the $asi" se&'en"e of events in stories read
alo'd2 'sing im3ortant 8ords or vis'al re3resentations2
s'"h as 3i"t'res and stor9 frames. Res3ond orall9 to
stories read alo'd2 'sing 3hrases or sim3le senten"es to
ans8er fa"t'al "om3rehension &'estions.
>dentif92 'sing ke9 8ords or 3hrases2 the $asi"
se&'en"e of events in stories read.
Read and orall9 res3ond to stories
and te4ts $9 ans8ering fa"t'al
"om3rehension &'estions a$o't
"a'se-and-effe"t relationshi3s and $9
restating details to "larif9 ideas.
143lain ho8 'nderstanding of te4t is
affe"ted $9 3atterns of organi7ation2
re3etition of ideas and 8ord "hoi"e.
8