English Language Arts Scope and Sequence, Grade 11 – Unit 1 1

Purpose of this document: This curricular resource was designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused
curriculum that supports the acquisition of the Language Arts Florida Standards (LAFS) using Marzano’s Instructional Framework. This “road map” for instruction is intended for use
within a Professional Learning Community (PLC) as a common planning tool. Grade level PLCs should use this document to jumpstart collaborative discussions around the five
guiding questions to plan for student learning.

8th Grade ELA English Language Arts Year at a Glance 2015-2016

Course Description
Unit Title Recommended Pacing

Unit 1:
Coming to America (Collection 1) Quarter 1: First Nine Weeks
Unit 2:
The Individual and Society (Collection 3) Quarter 2: Second Nine Weeks
Unit 3:
An Age of Realism (Collection 5) Quarter 3: Third Nine Weeks
Unit 4:
The Modern World (Collection 6) Quarter 4: Fourth Nine Weeks

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 2

Click here to download the Florida Standards App or Download it to your cell phone through the App store by searching Language Arts Florida Standards

Unit 1: Foundations of America, HMH Collections 1

PLC Guiding Question 1: What do we expect all students to learn?

Beginning with the end in mind:

Unit Culminating Task:

Performance Task: Write an Argument, pg. 103
This collection focuses on how and why Europeans came to the Americas and what happened as they settled in unfamiliar environments. Relocating to the Americas dramatically
changed settlers’ lives. In turn, the settlers changed the Americas through their interaction with its land and its native populations. Look back at the anchor text, “Of Plymouth
Plantation,” and at other texts you have read in this collection. Synthesize your ideas about them by writing an argument. Your argument should persuade readers to agree with
your claim about how immigration changed America, and how America changes those who come here. W.1.1a, W.1.1b, W.1.1c, W.1.1d, W.1.1e

Standards Assessed:
Quarterly Checks
Quarterly Writing Assessments

Performance Tasks: Each collection offers one to two Performance Task(s) for instruction, ongoing feedback for students as they complete the task, formative and
summative assessment data.

Required Texts: Each collection includes text sets and the required texts that are needed to complete the Performance Task at the end of the module. The texts in each
collection are accompanied by the following: sequenced, text-dependent questions and mini-tasks, which move students from comprehension to analysis to knowledge
utilization, so students read and comprehend grade-level texts independently and proficiently (RL.RI.4.10); and writing tasks that occur routinely over extended and shorter time

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 3

frames for a range of discipline specific tasks, purposes, and audiences (W.4.10).

Key Learning Objective and Standards: The Plan section that precedes each required text includes a key learning objective along with the focus standards for that text.
Optional Texts: Each collection includes text sets and the optional texts that can be used to teach, reteach, practice, extend, and assess student learning.
Close Reader: The Close Reader is a consumable resource that provides students with opportunities to fully understand and practice how to closely read challenging, grade-
level texts. The resource guides students on how to read, reread, respond to texts with challenging language/complex structures, and cite textual evidence to support analysis of
the selection.

Additional Resources for Students: Scaffolds for ELL students, and for students who struggle, along with challenges for students are included in the Teacher Edition and
through online resources at my.HRW.com.

English Language Arts Planning Tool Sample

Unit: Date(s):
1st Quarter
Coming to America (HMH
Collections 1)
FOCUS
Essential learning standard(s): List the essential learning standard(s) for the unit addressed by each lesson.

Please see page 2a to learn how to use the Collection your way.

Collection 1

Required Anchor Text:

“Of Plymouth Plantation,” William Bradford, p. 5 RI.1.2, RI.1.3, RI.2.4, RI.2.6, RI.2.5, RI.3.7, RI.3.9, W.1.3c

Required Informational Text

Historical Account by John Smith from The General History of Virginia (Close Reader)

“Settlement and Exploration,” Historical Introduction p. 3 RI.1.4, RI.3.7

Required Drama:
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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 4

The Tempest, William Shakespeare, p. 36 RL.1.1, RL.2.4, W.1.2, W.1.2b

The Tempest, BBC Shakespeare & Production Images from Film Version p. 71 RL.1.1, RL.1.2, RL.2.4, RL.2.5, RL.3.7, W.1.2b, W.1.3a, W.1.3d

Required Historical Fiction:

“Balboa,” Sabina Murray, p. 77 RL.1.2, RL.1.3, RL.2.5, RL.2.6

Optional Additional HMH Texts (Used to Practice and Apply Close-Reading Strategies):
“Coming of Age in the Dawnland,” Charles Mann p. 23 RI.1.1, RI.1.2, RI.2.4, RI.2.6, W.1.1
“Blaxicans’ and Other Reinvented Americans,” Richard Rodriguez p. 87 RI.1.1, RI.1.2, RI.1.3, RI.2.4, RI.2.5, RI.2.6, W.1.2b
“Mother Tongue,” Amy Tan (Close Reader) RI.1.1, RI.1.2, RI.2.6, RI.3.9
“New Orleans,” Joy Harjo pg. 97 RL.1.2, RL.1.3, RL.2.4, RL.2.5, RL.2.6
“Indian Boy Love Song,” Sherman Alexie (Close Reader) RL.1.2, RL.2.4

Optional Related Texts (Used to Connect Texts from Outside of the Collections)
 “Earth on Turtle’s Back”
 “When Grizzlies Walk Upright”
 “Navajo Origin Myth”
 “Black Elk Speaks”

Optional Additional HMH Multi-Media Texts

 Plymouth Plantation 1
 Plymouth Plantation 2
 Exploration and Settlement
 The Mayflower

Optional Additional Multi-Media Texts

 Life in Jamestown
 History Channel: America the Story of Us
 FYI Article of the Week*
 Biography.com
 History
 Pasco Mind

* Teachers can use HMH FYI Article of the Week, which provides various informational texts grouped by the title of each HMH Collection.
**Teachers may choose to include novels for students’ independent reading.  For example: Teachers could assign a novel for students to read independently during this
collection and have them meet once a week to discuss connections to texts we are reading in class, etc.

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 5

Key Learning Objectives (PLC Guiding Question 1): As a result of this unit, students will be able to . . .

Evidence:
 Identify and analyze the central ideas of a foundational text.
 Determine the author’s purpose for writing.
 Cite effective textual evidence to support an argument.
 Analyze the interpretation of a drama.
 Determine the themes and analyze structure.
 Trace and evaluate an argument.
 Determine the theme of a poem.
Resources and Strategies for ALL learners to engage in the instructional shifts needed to meet the rigor of the grade-level standards.
Complex Texts Sequencing Questions Evidence-based Discussions Writing from Sources

Instructional Shift Instructional Shift Instructional Shift Instructional Shift

These resources can be used for These resources can be used to These resources can be used to engage These resources can be used to teach
engaging students in purposeful reading intentionally sequence text-dependent students in evidence-based discussions students writing strategies for writing
and rereading of complex texts (Core questions as students read to gain in order to demonstrate and share routinely over short and extended
Action 1). knowledge (Core Action 2). knowledge (Core Action 2). periods of time (Core Action 2).

Differentiation and Scaffolding:  Guidance for sequencing text-  HMH Collections Speaking and  HMH Collections Writing
dependent questions is located
Listening Interactive Lessons Interactive Lessons
 in the margins of the Teacher’s
HMH Close Reader Consumable
Edition.  Socratic Seminars  Writer’s Toolbox
 HMH FYI Tips for Reading  
 HMH Guiding Questions per Philosophical Chairs Owl Purdue
Nonfiction 
Collection They Say . . . I Say  ReadWriteThink
 HMH Interactive Whiteboard  Guide to Creating Text-  Writing Fix
lessons found in Teacher Dependent Questions (Achieve  National Writing Project
Resources at my.hrw.com the Core)
 HMH Close Read Screencasts  Checklist for Evaluating
(log into my.hrw and enter Question Quality
Close Reader in the Search bar)
 HMH Graphic Organizers

Strategies:

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 6

 Annotating texts
 Jigsaw
 Notice and Note Signposts
 Classroom Strategies
 SOAPSTone
 Poetry Analysis

Formative assessment process PLC Guiding Question 2: How will we know if and when they’ve learned it?

Each collection includes resources that can be used for common formative assessments in order for PLCs to use data to plan for instruction
such as text-dependent questions, mini-tasks, performance tasks, evidence-based discussion opportunities, Close Reader, and Performance
Assessments or district-created writing tasks with rubrics.

Collections 1 Lessons Required Texts Key Learning Objective Question Sequence Performance Task

Collection 1 - Lesson One Key Learning Objective Analyzing the Text: Cite Textual No performance task is required with
Evidence this text.
Required Informational Text Students will be able to analyze the
selections in the collection in terms of a  In your PLC, use Marzano’s
“Settlement and Exploration,” Historical historical context. Taxonomy document to
Introduction p. #A determine the taxonomy level
of the questions included at the
RI.1.4, RI.3.7 end of each piece of text.
 How are the questions
Note: The texts in HMH have been
sequenced? (Core Action 2)
measured for grade-level text
 Do the questions require the
complexity at the beginning of each text
students to use details from the
(Core Action 1).
text to demonstrate
understanding and support
their ideas? (Core Action 2)
 Are there opportunities for
students to present ideas
through written and spoken
responses? (Core Action 2)
 Do the questions attend to

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 7

words, phrases and sentences

within the text? (Core Action 2)

Collections 1 Lessons Required Texts Key Learning Objective Question Sequence Performance Task

Collection 1 - Lesson Two Key Learning Objective Analyzing the Text: Cite Textual Writing Activity: Journal Entry and
Evidence Letter - Bradford’s account describes
Required Anchor Text The student will be able to identify and how the Pilgrims adapted to life in New
analyze the central ideas of a  How are the questions England. Explore that experience in two
Historical Account by William Bradford foundational text. intentionally sequenced to brief writing tasks:
from Of Plymouth Plantation, p. 5A build knowledge around the
topics of the collection theme?  (1) Choose one event that
RI.1.2, RI.1.3, RI.2.4, RI.2.6, RI.2.5, RI.3.7, (Core Action 2) Bradford describes and write a
RI.3.9; W.1.3c  Are the questions text journal entry in the character of
dependent and text specific? one of the other English
Note: The texts in HMH have been (Core Action 2) participants in the event.
measured for grade-level text  Do the questions require the Consider how a personal journal
complexity at the beginning of each text students to use details from a might be different from
(Core Action 1). specific text to demonstrate Bradford’s narrative written for
understanding and support publication.
their ideas? (Core Action 2)  (2) In the character of one of
 Are there opportunities for the Pilgrims who survived the
students to present ideas first year in New England, write
through both written and a letter to someone back in
spoken responses? (Core Action England describing your current
2) situation and how it has
 Do the questions attend to the improved.
words, phrases and sentences  Base both pieces of writing on
that are the most meaningful to details from the text to create a
the craft and structure within coherent narrative. As much as
the text? (Core Action 2) possible, mirror the
seventeenth-century style that
Bradford uses.

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 8

Collections 1 Lessons Required Texts Key Learning Objective Question Sequence Performance Task

Collection 1 - Lesson Three Key Learning Objective Analyzing the Text: Cite Textual Writing Activity: Short Response – What
Evidence are the central ideas of Smith’s text, and
Required Text The student will be able to identify and what is the purpose of his account? Cite
analyze the central ideas of a  How are the questions evidence from the text in your response.
Historical Narrative by John Smith, from foundational text. intentionally sequenced to
The General History of Virginia, Close build knowledge around the
Reader (Teacher’s Edition p. 22b) Students should read this text carefully topics of the collection theme?
all the way through. Close-reading
(Core Action 2)
RI.1.2, RI.2.6, RI.3.9 questions at the bottom of the page will
 Are the questions text
help them focus on a thorough analysis
of the text. As they read, students dependent and text specific?
should jot down comments or questions (Core Action 2)
Note: The texts in HMH have been
in the side margins  Do the questions require the
measured for grade-level text
students to use details from a
complexity at the beginning of each text
specific text to demonstrate
(Core Action 1).
understanding and support
their ideas? (Core Action 2)
 Are there opportunities for
students to present ideas
through both written and
spoken responses? (Core Action
2)
 Do the questions attend to the
words, phrases and sentences
that are the most meaningful to
the craft and structure within
the text? (Core Action 2)

Collections 1 Lessons Required Texts Key Learning Objective Question Sequence Performance Task

Collection 1 - Lesson Four Key Learning Objective Analyzing the Text: Cite Textual Writing Activity: Essay – Ariel and
Evidence Caliban are both identified as Prospero’s
The student will be able to cite effective servants, yet they have very different
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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 9

Required Drama textual evidence to support an  How are the questions relationships with him. Explore these
argument. intentionally sequenced to relationships by writing an explanatory
Drama by William Shakespeare, from build knowledge around the essay following these steps:
The Tempest, p 36A topics of the collection theme?
(Core Action 2)  Identify passages that reveal
RL.2.4, W.1.2, W.1.2b  Are the questions text Ariel’s and Caliban’s character.
dependent and text specific? Look at their own words and
(Core Action 2) actions and what others say
Note: The texts in HMH have been
 Do the questions require the about them.
measured for grade-level text  Identify passages that reveal
students to use details from a
complexity at the beginning of each text Prospero’s relationship with
specific text to demonstrate
(Core Action 1). each of them. Look at his words
understanding and support
their ideas? (Core Action 2) as well as his actions toward
 Are there opportunities for each of them.
students to present ideas  Make inferences from this
through both written and evidence to explain the reasons
spoken responses? (Core Action for these different relationships.
2)  Organize your information in a
 Do the questions attend to the compare-and-contrast
words, phrases and sentences structure. Begin with a clear
that are the most meaningful to main idea, support your main
the craft and structure within idea with evidence from the
the text? (Core Action 2) play, and end with a concluding
statement that follows from
and supports the information
you have presented.

Collections 1 Lessons Required Texts Key Learning Objective Question Sequence Performance Task

Collection 1 - Lesson Five Key Learning Objective Analyzing the Text: Cite Textual Writing Activity: Review (The Tempest
Evidence 1980)– Based on this scene, would you
Required Drama The student will be able to analyze an recommend this film to others? Why or
interpretation of drama.  How are the questions why not?
Comparing Text and Media BBC intentionally sequenced to

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 10

Shakespeare & Production Images build knowledge around the  Write your review for the
from Film Version, from The Tempest, topics of the collection theme? school newspaper, presenting
p. 71A (Core Action 2) your opinion on this
 Are the questions text interpretation of Shakespeare’s
dependent and text specific? play.
RL.1.2, RL.2.4, RL.2.5, RL.3.7, W.1.2b, (Core Action 2)  Support your opinion with
W.1.3a, W.1.3d
 Do the questions require the specific reasons and examples
students to use details from a from the film.
specific text to demonstrate  Discuss at least two of the
understanding and support elements of filmmaking from
Note: The texts in HMH have been
their ideas? (Core Action 2) the chart alone.
measured for grade-level text
 Are there opportunities for  Organize your ideas logically
complexity at the beginning of each text
students to present ideas and use the conventions of
(Core Action 1).
through both written and standard written English.
spoken responses? (Core Action
2) Writing Activity: Captions (The Tempest
 Do the questions attend to the 2010) – Complete these activities with a
words, phrases and sentences partner:
that are the most meaningful to
the craft and structure within  Write an extended caption for
the text? (Core Action 2) each image that shows a scene
in the film.
 Draw from the text of the play
to include quotations and other
details that provide context for
each image and help explain
what is happening at that
specific moment.
 Share your captions with the
class.

Speaking Activity: Debate (Analyzing

Text and Media) – Do special effects
detract from or enhance an audience’s
appreciation of the original text of
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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 11

Shakespeare’s The Tempest?

 In a small group, review the

trailer for Julie Taymor’s version
of The Tempest (depicted in the
photographs) or the actual
scene if available on the
Internet.
 Identify special effects used in
the film. Discuss their function
and whether or not they
maintain the integrity of
Shakespeare’s play.
 Organize your ideas logically
and present the argument to
the class.
 Present specific evidence to
support your claim and to
counter opposing arguments.
 Speak clearly and concisely,
using appropriate tone, volume,
and gestures.
 Have groups with opposing
views present their arguments.
Ask listening classmates to
decide which opinion is more
convincingly presented.

Collections 1 Lessons Key Learning Objective Question Sequence Performance Task

Required Texts

Collection 1 - Lesson Six Key Learning Objective Analyzing the Text: Cite Textual Writing Activity: Dramatic Monologue –
Evidence Through her portrayal of Balboa, Murray
Required Text The student will be able to determine creates a dynamic, multi-dimensional
themes and analyze structure.  How are the questions main character. Her characterization
Short Story (Historical Fiction) by Sabina intentionally sequenced to enables readers to see him clearly and
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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 12

Murray, Balboa, p. 77A build knowledge around the almost hear his voice. Write a dramatic
topics of the collection theme? monologue from the point of view of
RL.1.2, RL.1.3, RL.2.5, RL.2.6 (Core Action 2) this fictional Balboa, expressing what he
 Are the questions text might have said aloud as he stood on the
dependent and text specific? boulder surveying the Pacific Ocean.
(Core Action 2)
Note: The texts in HMH have been  Do the questions require the  Draw upon the text for details
measured for grade-level text about the path he followed to
students to use details from a
complexity at the beginning of each text “the edge of the world”.
specific text to demonstrate
(Core Action 1).
understanding and support  Reveal his motives and his
their ideas? (Core Action 2) feelings upon accomplishing his
 Are there opportunities for goal.
students to present ideas  Include his reflections on what
through both written and his accomplishment really
spoken responses? (Core Action means, incorporating your ideas
2) about the theme.
 Do the questions attend to the  Present your monologue to a
words, phrases and sentences small group.
that are the most meaningful to
the craft and structure within
the text? (Core Action 2)

Unit Culminating Task

Performance Task: Write an Argument, pg. 103

W.1.1a, W.1.1b, W.1.1c, W.1.1d, W.1.1e

This collection focuses on how and why Europeans came to the Americas and what happened as they settled in unfamiliar environments. Relocating to the Americas
dramatically changed settlers’ lives. In turn, the settlers changed the Americas through their interaction with its land and its native populations. Look back at the anchor
text, “Of Plymouth Plantation,” and at other texts you have read in this collection. Synthesize your ideas about the by writing an argument. Your argument should persuade
readers to agree with your claim about how immigration changed America, and how America changes those who come here.

Probing Questions for Differentiation on Tasks

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 13

PLC Guiding Question 3: How will we respond when some students do not learn?
PLC Guiding Question 4: How will we respond when some students have already learned?

Assessing Questions (PLC Guiding Question 3) Advancing Questions (PLC Guiding Question 4)
(Create questions to scaffold instruction for students who are “stuck” during the (Create questions to further learning for students who are ready to advance
lesson or the lesson tasks.) beyond the learning standard.)

Collection 1 – Scaffolding: Collection 1

Are students having trouble with (historical) sequencing? To Challenge Students (Bottom of pages throughout stories)
 “When Students Struggle” (Bottom of pages throughout stories) Teacher  Teacher’s Edition: Central Ideas “Of Plymouth Plantation”, pg. 15
Edition: “Exploration and Settlement”, pg. 4  Teacher’s Edition: Research “The General History of Virginia”, pg. 22g
 “When Students Struggle” (Bottom of pages throughout stories) Teacher  Teacher’s Edition: Analyze Word Choice “The Tempest”, pg. 45
Edition: “The Tempest”, pg. 46  Teacher’s Edition: Determine Author’s Purpose “The Tempest”, pg. 49
Are students having trouble paraphrasing?  Teacher’s Edition: Evaluate a Writer’s Craft “The Tempest”, pg. 51
 “When Students Struggle” (Bottom of pages throughout stories) Teacher  Teacher’s Edition: Understand Tone “The Tempest”, pg. 59
Edition: “Of Plymouth Plantation”, pg. 8  Teacher’s Edition: Examine Author’s Purpose “The Tempest”, pg. 62
 Paraphrasing, “Paraphrasing”, Level Up Tutorial  Teacher’s Edition: Analyze Characters “Balboa”, pg. 80
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 56 To Extend:
Create a graphic organizer to understand a passage of a difficult text.  Teacher’s Edition: “Dig Deeper”, “The General History of Virginia”, pg. 22g
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “Of Plymouth Plantation”, pg. 12
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 52
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 64
Create an outline to understand a passage of a difficult text.
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “Of Plymouth Plantation”, pg. 18
Are students having trouble with archaic language?
 Extend & Reteach, Teacher Edition: “Of Plymouth Plantation”, pg. 22a
Are students having trouble with reading confidence?
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 41
Are students having trouble reading dialogue and / or acting?
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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 14

 “When Students Struggle” (Bottom of pages throughout stories) Teacher

Edition: “The Tempest”, pg. 58
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 61
Are students having trouble making inferences?
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 67
 Analyze Language, “Making Inferences About Characters”, Level Up Tutorial
Are students having trouble analyzing language?
 Extend & Reteach, Teacher Edition: “The Tempest”, pg. 70a
Are students having trouble with language support?
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “The Tempest”, pg. 74
Are students having trouble analyzing text and media?
 Extend & Reteach, Teacher Edition: “The Tempest”, pg. 76a
Are students having trouble with types of drama?
 Analyze Text and Media, “Types of Drama”, Level Up Tutorial
Are students having trouble with characterization?
 “When Students Struggle” (Bottom of pages throughout stories) Teacher
Edition: “Balboa”, pg. 82
Are students having trouble determining themes?
 Determine themes, “Making Inferences About Characters”, Level Up
Tutorial

Collection 1 - ELL Accommodations:

Are students having trouble with timelines?
 Teacher edition, “Exploration and Settlement”, pg.3
Are students having trouble reading complex sentence structures?
 Teacher edition, “Of Plymouth Plantation”, pg.6
Are students having trouble analyzing language?
 Teacher edition, “Of Plymouth Plantation”, pg. 10
 Teacher edition, “Of Plymouth Plantation”, pg. 14
Are students having trouble using vocabulary strategies?
 Teacher edition, “Of Plymouth Plantation”, pg. 16
Are students having trouble with prepositions?

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 15

 Teacher edition, “The General History of Virginia”, pg. 22d

Are students having trouble with suffixes?
 Teacher edition, “The General History of Virginia”, pg. 22f
Are students having trouble understanding archaic language?
 Teacher’s edition, “The Tempest”, pg. 39
Are students having trouble with language (verb tenses)?
 Teacher edition, “The Tempest”, pg. 42
 Teacher edition, “Balboa”, pg. 77
Are students having trouble with contractions? Are students having trouble
distinguishing possessives from contraction?
 Teacher edition, “The Tempest”, pg. 48
 Teacher edition, “The Tempest”, pg. 60
 Teacher edition, “The Tempest”, pg. 66
Are students having trouble determining pronoun referents?
 Teacher’s edition, “The Tempest”, pg. 50
 Teacher’s edition, “The Tempest,” pg. 55
Are students having trouble understanding word associations?
 Teacher’s edition, “The Tempest”, pg. 54
Are students having trouble analyzing interpretations of a drama?
 Teacher’s edition, “The Tempest”, pg. 71
 Teacher’s edition, “The Tempest”, pg. 73

WIDA Can do statements

RIGOR- A balance of close reading of complex literary and informational texts, deep evidence-based discussions that include academic vocabulary intended to move
students from comprehension to analysis to knowledge utilization, and ongoing opportunities for purposeful writing from sources to demonstrate deep knowledge of
relevant topics and ideas.
How will we engage students in learning?
st
How do these tasks promote collaboration and 21 Century Social and Emotional Skills? How will the students be engaged in understanding the learning objective? How
will the task develop relevance and real-world connections for the student? How will the task include rigor? What opportunities will students have to conduct research
to develop expertise on various topics and present their findings in various modes?
BEST PRACTICE STRATEGIES Teachers can consider when planning learning SELECTED STRATEGIES Teachers select based on the needs of their students and
experiences . . . their teaching practices . . .

 What types of graphic organizers will I use?

 What types of note-taking strategies will I use?
 What supports will I plan for differentiated instruction?

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 English Language Arts Scope and Sequence, Grade 11 – Unit 1 16

 How will I teach students to close read and annotate texts?

 What text-dependent questions and/or performance tasks will my PLC use
for common formative assessments?
 What opportunities will I plan for students to engage in evidence-based
discussions?
 What opportunities, scaffolds, differentiation and gradual release will I
plan for students when writing from sources?
 What opportunities will I plan for students to develop vocabulary?
 What opportunities will I plan for whole group, small group, and
collaborative pairs during instruction?

What Will the Teacher Be Doing? What Will the Students Be Doing?
(How will the teacher present and then monitor student responses to the task?) (How will students be actively engaged in each part of the lesson?)

Think instructional shifts and strategies and Marzano/Teacher behaviors (Core Think instructional shifts and strategies and Marzano/Teacher behaviors
Action 3)
 Students are engaged in evidence-based discussions.
 Teacher poses challenging questions and expects evidence that accurately  Students are writing from sources.
demonstrates learning and probes answers accordingly through both  Students are closely reading and annotating texts through multiple
written and spoken responses. sources.
 Teacher creates the conditions for the student conversations and plans
tasks where students are expected to reason and problem solve as they
persevere through productive struggle.
 The teacher acts on knowledge of individual students to promote progress
toward independence in grade level literacy tasks.

This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-17