English Class- Grade 11-12 English/ Standard Language

CA Common ELA-Literacy. RL.11-12.1

Core Standard “Cite strong and thorough textual evidence to support analysis of what the

(CCCS) text says explicitly as well as inferences drawn from the text, including

determining where the text leaves matters uncertain.” (California

Department of Education, (2013) p. 49).

Corresponding Part I, Strand 6, Expanding

CA English “Reading/viewing closely

Language a. Explain ideas, phenomena, processes, and text relationships (e.g.,

Development compare/contrast, cause/effect, evidence-based argument) based on close

Standards reading of a variety of grade-appropriate texts, presentenced in various print

(CELDS) and multimedia formats, using increasingly detailed sentences, and a range

of general academic domain-specific words.

b. Explain inferences and conclusions drawn from close reading of grade-

appropriate texts and viewing of multimedia, using a variety of verbs and

adverbs ( e.g. indicates that, suggests, as a result).

c. Use knowledge of morphology (e.g. affixes, Greek and Latin roots),

context, reference materials, and visual cues to determine the meaning of

unknown and multiple-meaning words on familiar and new topics” (CDE,

2012, p.137).

Part I, Strand 7, Emerging

“Evaluating Language Choices

 Explain how successfully writers and speakers structure texts and use

language (e.g. specific word or phrasing choices) to persuade the reader

(e.g. by providing well-worded evidence to support claims or connecting

points in an argument in specific ways) or create other specific effects with

moderate support” (CDE, 2012, p.138).

Part I, Strand 8, Emerging

“Analyzing Language Choices

Explain how a writer’s or speaker’s choice of phrasing or specific words

(e.g. using figurative language or words with multiple meaning to describe

an event or character) produces nuances or different effects on the

audience” (CDE, 2012, p.138).

Learners

English At the expanding level they are able to respond in short sentences and

Language initiate simple conversations (CDE, 2014). As they exit this level they will

Learner at be able to express more complex thoughts and using more complex

Expanding sentence structure and vocabulary (CDE, 2014). They will begin to be able

Level to read lower levels without pictures but will still need the support of

visuals to utilize more complex texts (CDE, 2014). As they exit this level

they will be drawing more from context and prior knowledge than the

visuals (CDE, 2014). Their exchanges with others will grow past the small

talk they utilized as an emerging student (CDE, 2014). As they exit the

level they will be able to write and vocalize their ideas to meet the

expectations of most social and academic settings (CDE, 2014). While they
 may still have some fairly frequent errors in pronunciation and grammar;

these errors will not impede communication as their errors in the emerging

level (CDE, 2014).

Standard Students who are Standard English Learners will have some similar hurdles

English as the English learners. While they speak a different dialect of English, the

Learner grammar and vocabulary can be vastly different. At the same time, they

should have an easier time learning Standard English than the English

Learners because “the greater the linguistic proximity, the easier it should

be for people to learn each other’s languages” (Lems, Miller, & Soro, 2017,

p. 35). They might have more fear to learn Standard English for perceived

peer pressure to not reject their culture or for fear of the stigma surrounding

their dialect (Jones, 2014). This would negatively impact them because fear

caused by perceived peer pressures can deter growth (Lems et al., 2017).

There will be times that test results may not reflect their knowledge because

their struggle is with the Standard English rather than the content (Hobbes,

2017). It will be common for them to answer in “the language (s)he speaks

at home and that(s)he is used to hearing” (Hobbes, 2017, 6:13).

Text and Supports

The text of this lesson is the short story called “A Rose for Emily” which is written by

Ernest William Faulkner. I will be giving background information about the southern gothic

style that it is written in prior to their reading the text. Since this class has both English

Learners and Standard English Learners I will have them cycle through reading and then

discussing.
 While they read the first section they will be asked to annotate the text with a higher to

mark important details and to write comments and questions in the margin. When the first

round of discussion begins we will open with any questions. If they ask few questions I’ll ask

some prompts such as what do we know about the main character, her problems, her town. I

will also ask if they know anyone who is a recluse to help relate the story to today’s society

and the view her community might have of her. This cycle of reading and then discussion will

continue until the end of the short story. The basis of this lesson is written by Martha Soto

who published it on betterlesson.com (Soto, 2018).

Learners

English At the expanding level they are able to respond in short sentences and

Language initiate simple conversations (CDE, 2014). As they exit this level they will

Learner at be able to express more complex thoughts and using more complex

Expanding sentence structure and vocabulary (CDE, 2014). They will begin to be able

Level to read lower levels without pictures but will still need the support of

visuals to utilize more complex texts (CDE, 2014). As they exit this level

they will be drawing more from context and prior knowledge than the

visuals (CDE, 2014). Their exchanges with others will grow past the small

talk they utilized as an emerging student (CDE, 2014). As they exit the

level they will be able to write and vocalize their ideas to meet the

expectations of most social and academic settings (CDE, 2014). While they

may still have some fairly frequent errors in pronunciation and grammar;

these errors will not impede communication as their errors in the emerging

level (CDE, 2014).

Standard Students who are Standard English Learners will have some similar hurdles

English as the English learners. While they speak a different dialect of English, the

Learner grammar and vocabulary can be vastly different. At the same time, they

should have an easier time learning Standard English than the English

Learners because “the greater the linguistic proximity, the easier it should be

for people to learn each other’s languages” (Lems, Miller, & Soro, 2017, p.

35). They might have more fear to learn Standard English for perceived peer

pressure to not reject their culture or for fear of the stigma surrounding their

dialect (Jones, 2014). This would negatively impact them because fear

caused by perceived peer pressures can deter growth (Lems et al., 2017).

There will be times that test results may not reflect their knowledge because

their struggle is with the Standard English rather than the content (Hobbes,

2017). It will be common for them to answer in “the language (s)he speaks

at home and that(s)he is used to hearing” (Hobbes, 2017, 6:13).

 Cognitive Performance Requirements

Bloom’s This lesson plan requires a lower level of cognitive performance as it falls

Taxonomy under the second level of understanding as classified in Bloom’s revised

(Revised) taxonomy by Anderson and Krawthwohl.

“Understanding: Constructing meaning from different types of functions

be they written or graphic messages or activities like interpreting,

exemplifying, classifying, summarizing, inferring, comparing, or

explaining.” (Owen Wilson, 2016, pp. 7).

 GRADE 9 MATHEMATICS / STANDARD

CA Common High School Geometry HSG-SRT.A.2

Core Standard “Given two figures, use the definition of similarity in terms of similarity

(CCCS) transformations to decide if they are similar; explain using similarity

transformations the meaning of similarity for triangles as the equality of all

corresponding pairs of angles and the proportionality of all corresponding

pairs of sides” (CDE, 2013 p. 49).

Corresponding Part I, Strand 6, Emerging

CA English “Reading/viewing closely

Language a. Explain ideas, phenomena, processes, and txt relationships (e.g.,

Development compare/contrast, cause/effect, evidence-based argument) based on close

Standards reading of a variety of grade-appropriate texts, presentenced in various print

(CELDS) and multimedia formats, using phrases, short sentences, and a select set of

general academic domain-specific words.

b. Explain inferences and conclusions drawn from close reading of grade-

appropriate texts and viewing of multi-media, using familiar verbs (e.g.

seems that).

c. Use knowledge of morphology (e.g. common prefixes and suffices),

context, reference materials, and visual cues to determine the meaning of

unknown and multiple-meaning words on familiar topics” (CDE, 2012,

p.137).
 Learners and Literary Expectations

English Students who are considered emerging are very limited in what they can

Language understand and produce in English (CDE, 2018). At the beginning, they will

Learner at use more gestures and single words or short phrases to communicate (CDE,

Emerging Level 2018). They will first usually learn “basic social conventions” like please

and thank you (CDE, 2018, p. 21). They will first start to comprehend the

more frequently used words in the context of the immediate environment

(CDE, 2018). Often, text with graphics or visuals will help them interpret

the words in English (CDE, 2018, p. 21). They should be comprehensible

but may have frequent errors in pronunciation and grammar (CDE, 2018).

They usually progress through this stage quickly and when they are exiting

this level they “have basic English communication skills in social and

academic contexts” (CDE, 2018, p. 20).

English Students who are typical English speakers should be proficient at locating

Speakers and providing information that supports a main idea or defend their position

(NAEP, 2015). They are expected to be able to follow a test’s explanation or

depiction of a complex process or concept as well as ascertain the meaning

of symbols and domain-specific terms and then use those terms in their

literary production (CDE, 2013a). They will also be able to translate

information expressed in words into a visual form such as a chart or graph

(CDE, 2013a). At this point they should also be able to write clearly in a

manner that is suitable for the task and audience (CDE, 2013a).

Texts and Supports

 The texts I selected are from a lesson at Betterlesson.com. There is a “do now” text

which provides support by having students use their prior knowledge of changing the size of a

photo to the concept of dilation of a shape on the coordinate plane and review the fact that

dilation produces an image or shape that is not congruent to the original image.

Second is a text designed for students to read and work on as a pair. I would provide

additional support by pairing my English language learners who are at the emerging level with

my English speaking learners to help with language barriers as they work with the text. This

text has visuals next to the new mathematical vocabulary terms. It also asks the students to

explain their thought process. (Conklin, 2018)

“Do now”

warm up
Pair-Share

Activity
 Cognitive Performance Requirements

Bloom’s In order to suceed with these texts and content the students must meet the

Taxonomy fourth level of Bloom’s revised taxonomy by Anderson and Krawthwohl.

(Revised) “Analyzing: Breaking materials or concepts into parts, determining how the

parts relate to one another or how they interrelate, or how the parts relate to
an overall structure or purpose. Mental actions included in this function are

differentiating, organizing, and attributing, as well as being able to

distinguish between the components or parts. When one is analyzing, he/she

can illustrate this mental function by creating spreadsheets, surveys, charts,

or diagrams, or graphic representations” (Owen Wilson, 2016, pp. 9).

 References

Conklin, S. (2018). Transformations + Similarity. BetterLesson. Retrieved from

https://betterlesson.com/lesson/525141/transformations-similarity

CA Department of Education. (2014). California English Language Development Standards

(Electronic Edition) Kindergarten Through Grade 12. Retrieved from

https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

CA Department of Education. (2013a). California Common Core State Standards: English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

CA Department of Education. (2013b). California Common Core State Standards: Mathematics

Electronic Edition. Retrieved from

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

CA Department of Education. (2018). Understanding Your Student Score Report. Elpac.org.

Retrieved from https://www.elpac.org/s/pdf/ELPAC.Understanding-Your-Student-Score-

Report-Guide-Summative.2017-18.English.pdf

Hobbes, M. (2017) What America Got Wrong About Ebonics. YouTube. Retrieved from

https://www.youtube.com/watch?v=J3D2iyBqlCk

Lems, K., Miller, L., & Soro, T. (2017). Building Literacy with English Language Learners, 2nd

ed. New York: Guilford Press

NAEP. (2015). The NAEP Reading Achievement Levels by Grade. Retrieved from

https://nces.ed.gov/nationsreportcard/reading/achieve.aspx

Owen Wilson, L. (2018). Anderson and Krathwohl – Bloom’s taxonomy revised: Understanding

the new version of Bloom’s taxonomy. Retrieved from

 https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-

revised/

Soto, M. (2018). Introduction to Faulkner’s “A Rose for Emily”. BetterLesson. Retrieved from

https://betterlesson.com/lesson/607561/introduction-to-faulkner-s-a-rose-for-emily