FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SPECIAL EDUCATION DEPARTMENT

COGNITIVE MILD/MODERATE PROGRAMS

ENGLISH

Grade Levels: 9-12

Credits: 5

Course Codes: 134301, 134302, 134303, 134304, 134305, 134306, 134307

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2015

 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Vincent Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mr. Samuel Carollo
Mrs. Amy Fankhauser
Mrs. Kathie Lavin
Mr. Michael Messinger

Central Administration
Mr. Charles Sampson, Superintendent
Dr. Nicole Hazel, Chief Academic Officer
Dr. Jeffrey Moore, Director of Curriculum and Instruction
Ms. Renee Davis, L.C.S.W., Director of Special Services
Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction
Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction
Ms. Kelli Velez, Administrative Supervisor of Special Services

Curriculum Writing Committee

Ms. Erin Fallon
Ms. Shawna Lynch
Ms. Katherine Lyons

Supervisors
Ms. Colleen Canto
Dr. Teresa Taylor
Ms. Kelly Fitzhenry
Ms. Carollee Moorefield
Ms. Debra Perez-Giles
Mr. Robert Schweitzer
 134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
COURSE PHILOSOPHY
The purpose of Cognitive Mild and Cognitive Moderate English is to prepare students for the literacy demands of the world. This course specifies learning goals for students
with significant cognitive disabilities and outlines the appropriate progression of skills and understandings for each of these goals. Students will build the necessary literacy
skills to pursue their future objectives including furthering their education, entering the workforce, and becoming productive and integrated members of the community.
COURSE DESCRIPTION
Cognitive Mild and Cognitive Moderate English is intended to span throughout the students’ high school experience. The course is designed to develop literacy and
communication skills aligned to the Dynamic Learning Maps (DLM) Essential Elements for students with cognitive disabilities. The DLM are specific statements of knowledge
and skills linked to the grade-level expectations identified in the Common Core State Standards. Learning goals for students were created to focus on reading, writing,
speaking, listening, and research and inquiry skills. In order to differentiate the course to meet the individual student needs, each goal has academic targets at specific levels
of cognitive complexity.

COURSE SUMMARY
COURSE GOALS
Reading: Students will comprehend a variety of texts in increasingly complex ways to function independently in social situations, workplaces, or higher learning institutions.
Writing: Students will effectively convey ideas, opinions, and responses through the use of symbols and/or Standard English writing.
Speaking: Students will communicate for a range of purposes and audiences.
Listening: Students will listen and comprehend information presented orally and be able to respond appropriately.
Research and Inquiry: Students will investigate a given topic and then perform specific and/or functional tasks.
COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and information Level 1 CEQ1a: How can I make meaning of what I read?
with what they already know. Level 1 CEQ1b: When reading, how do I know what is important and what isn’t?
Level 1 CEQ1c: What do I do if I don’t know a word or phrase?
Level 1 CEQ1d: How do I know when a character changes?

Level 2 CEQ1a: How can I use what I already know when reading something new?
Level 2 CEQ1b: How do I know which events support the theme?
Level 2 CEQ1c: How do words or phrases in a text impact the meaning?
Level 2 CEQ1d: When a character changes, how do I know if that is important to the
story?

Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose.
CEU2b: Writers follow certain rules and formats to help convey a clear message.
CEU2c: Writers use many strategies and forms to express ideas for different
purposes, audiences, and contexts.
Level 3 CEQ1a: How do I know what the author is really trying to say?
Level 3 CEQ1b: How do I prove the author’s message?
Level 3 CEQ1c: How can people read the same thing, but interpret it differently?
Level 3 CEQ1d: How do the changes to people, ideas, or events change the text?
Writing:
Level 1 CEQ2a: How can I communicate what I am thinking?
Level 1 CEQ2b: What rules of writing do I use to make my message clear?
Level 1 CEQ2c: How do I know what to communicate first, second, and last?
Level 2 CEQ2a: How do good writers develop ideas to express themselves?
Level 2 CEQ2b: Why are organization and sequence important to develop a clear
message?
Level 2 CEQ2c: How can I use descriptive words and details to make a vivid picture in
the readers’ mind?

Level 3 CEQ2a: Why do good writers include facts, details and information from
other sources to develop their ideas?
Level 3 CEQ2b: What are the parts of a well-written text? Why is it important to
follow the written rules of language?
Level 3 CEQ2c: How can I introduce a topic and develop it to convey my ideas and
ideas of others?
COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS
Speaking: Speaking:
CEU3: Oral communication is essential in building connections to complete a task, Level 1 CEQ3a: How do I benefit from conversation with others?
learn from others, and communicate knowledge and opinions. Level 1 CEQ3b: How do I state what I know or feel so others know what I think?

Level 2 CEQ3a: How do I effectively communicate with others? When is it

appropriate to ask questions?
Level 2 CEQ3b: How can I state my opinion in a logical way so others understand my
point of view?

Level 3 CEQ3a: Why is it important to communicate ideas, processes, thoughts and

feelings to others?
Level 3 CEQ3b: Why do my tone of voice and word choice matter?
Listening: Listening:
CEU4: Listening skills are critical for learning and understanding other peoples’ Level 1 CEQ4a: What makes a good listener?
perspectives and opinions. Level 1 CEQ4b: How do I determine what message the speaker is communicating?
Level 1 CEQ4c: How do I know if what someone is saying is a fact or opinion?

Level 2 CEQ4a: How do I listen and make sense of what someone else says?
Level 2 CEQ4b: How do I relate the topic of discussion to other ideas I have?
Level 2 CEQ4c: How do I determine the speaker’s point of view on a topic and
whether what I think is the same or different?

Level 3 CEQ4a: How can what I hear become a picture in my mind?

Research and Inquiry:
CEU5: Information from a variety of print and media resources can be used to gain
knowledge, answer questions, and solve problems.
Level 3 CEQ4b: What does tone of voice tell me about what someone is saying?
Level 3 CEQ4c: How do I determine if the information presented is credible and
whether I agree or disagree with their perspective?
Research and Inquiry:
Level 1 CEQ5: What do I do when I don’t know something?
Level 2 CEQ5: How do I go about finding the answers to questions that I have?

Level 3 CEQ5: How can what I’ve learned from my research be applied in my life?
 UNIT GOALS & PACING
RECOMMENDED
UNIT TITLE UNIT GOALS
DURATION
Unit 1: Process
Students will successfully complete and communicate a process analysis task. 5-7 weeks
Analysis
Unit 2: Story Elements
Students will identify the elements of plot within a short story and make connections to the theme in writing. 5-7 weeks
and Theme
Unit 3: Constructing
Meaning from Non- Students will construct meaning and integrate ideas from informational texts and communicate their new knowledge. 5-7 weeks
fiction Text
Unit 4: Figurative
Students will interpret figurative language and explain how it contributes to meaning. 5-7 weeks
Language
Unit 5: Research and Students will clearly define a topic, conduct necessary research from credible sources, and compile a written/visual presentation
5-7 weeks
Inquiry on the subject.
134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
UNIT 1: Process Analysis SUGGESTED DURATION: 5-7 weeks

UNIT OVERVIEW
UNIT LEARNING GOALS
Students will successfully complete and communicate a process analysis task.
LEVEL 1: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 2 and/or can assist other students in achieving score 3 performances.
The student can:
 apply information from a process analysis text with assistance and complete a task with guidance;
 follow oral directions when the task is modeled;
 navigate a task with physical guidance and oral directives;
 identify tasks to be completed in proper sequence;
3
 define the word “purpose”;
 use words and phrases to communicate orally, pictorially, or using assistive technology;
 display information in order to communicate ideas;
 practice proper etiquette while others speak;
 pose a question for which you would like to obtain the answer.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 2: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 3 and/or can assist other students in achieving score 3 performances.
The student can:
 apply information from a process analysis text with assistance and complete a task with minimal guidance;
 follow oral or written single-step directions;
 navigate a task when provided with pictorial directions;
 identify important tasks and follow sequence with directives;
3
 match an author’s writing with the specific purpose for the writing;
 follow the written rules of language to communicate effectively;
 provide information orally;
 listen to others in an academic, workplace, and/or social setting;
 utilize one resource to obtain an answer to a question.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 3: UNIT LEARNING SCALE
In addition to score 3 performances, the student can:
 follow a manual of written directions;
 write a procedure for a specific task;
 give directions to a peer;
 prioritize tasks toward completion of a project;
4
 defend their writing (how is it appropriate for a specific purpose);
 provide a step by step guide for a procedure;
 demonstrate the ability to address questions from the audience;
 listen and respond to others in an academic, workplace, and/or social setting;
 organize information gained from various resources.
The student can:
 apply information from a process analysis text and use the knowledge gained to successfully complete a multi-step task;
 follow oral or written multi-step directions;
 write several steps of a procedure for others to follow;
 sequence ideas/tasks;
3
 construct writing for a specific purpose (entertain, inform, persuade);
 develop a clearly written product;
 demonstrate the ability to actively stay on topic when speaking;
 demonstrate active listening in an academic, work place, and/or social setting;
 utilize two or more resources to obtain answers to questions.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and information Level 1 CEQ1a: How can I make meaning of what I read?
with what they already know.
Level 2 CEQ1a: How can I use what I already know when reading something new?

Level 3 CEQ1a: How can I determine what the text means and use the information to
complete a task?
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Writing: Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose. Level 1 CEQ2a: How can I communicate what I am thinking?
CEU2b: Writers follow certain rules and formats to help convey a clear message. Level 1 CEQ2c: How do I know what to communicate first, second, and last?

Level 2 CEQ2a: How do good writers develop ideas to express themselves?

Level 2 CEQ2b: Why are organization and sequence important to develop a clear
message?

Speaking:
CEU3: Oral communication is essential in building connections to complete a task,
learn from others, and communicate knowledge and opinions.
Level 3 CEQ2a: Why do good writers include facts, details and information from
other sources to develop their ideas?
Level 3 CEQ2b: What are the parts of a well-written text? Why is it important to
follow the written rules of language?
Speaking:
Level 1 CEQ3b: How do I state what I know or feel so others know what I think?
Level 2 CEQ3b: How can I state my opinion in a logical way so others understand my
point of view?

Level 3 CEQ3b: Why do my tone of voice and word choice matter?

Listening: Listening:
CEU4: Listening skills are critical for learning and understanding other peoples’ Level 1 CEQ4a: What makes a good listener?
perspectives and opinions.
Level 2 CEQ4a: How do I listen and make sense of what someone else says?

Level 3 CEQ4a: How can what I hear become a picture in my mind?

DLM ESSENTIAL ELEMENTS
EE.RI.9-10.2 Determine the central ideas of text and determine the details to support it.
EE.RI.11-12.2 Determine the central ideas of a text and recount the text.
EE.RI.9-10.3 Determine logical connections between individuals, ideas, or events in a text.
EE.W.9-10.2 & EE.W.11-12.2 Write to share information supported by details.
EE.W.9-10.4 Produce writing that is appropriate for the task.
EE.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
EE.SL.9-10.1 & EE.SL.11-12.1 Engage in collaborative discussions.
EE.SL.9-10.6 & EE.SL.11-12.6 Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate.
COMMON ASSESSMENT
ALIGNMENT DESCRIPTION
LG1
Level 1
CEU1, 2a, 2b, 3, 4, 5
Students follow oral and/or pictorial directions in order to complete a task (e.g., make a recipe, put together an object, plan a bus route).
CEQ1a, 2a, 2b, 3b, 4a, 5
Students then describe the product using words and phrases to communicate orally, pictorially, or using assistive technology.
EE.RI.9-10.2
Level 2
EE.RI.11-12.2
Students read a process analysis text and outline orally or in writing the directions they need to follow in order to complete the task.
EE.RI.9-10.3
Students then analyze the final product and explain orally or in writing what step might come next in the process.
EE.W.9-10.2, EE.W.11-12.2
EE.W.9-10.4
Level 3
EE.W.11-12.4
Students read a process analysis text and create a list of written directions based on their reading. Students complete a multi-step task
EE.SL.9-10.1, EE.SL.11-12.1
following the directions they created. Students determine if they missed any steps in the task based on their product and revise their
EE.SL.9-10.6, EE.SL.11-12.6
written directions accordingly.
EE.W.9-10.7
EE.W.9-10.8

SUGGESTED STRATEGIES
LEVEL 1
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 read process analysis texts aloud and use shared reading/writing activities to practice finding key events and the proper sequence of events;
 sequencing activities (e.g., students explain the sequence of events in their daily lives);
 practice with expository writing, specifically procedural writing;
 role play;
 students provide directions to their peers;
 discussion on author’s purpose;
 use graphic organizers to sequence events.
SUGGESTED RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
recipes directions Follow oral directions given by a peer
restaurant menus steps Navigate with physical guidance and oral directives
instruction manuals procedure Identify tasks to be completed in proper sequence
bus schedules task Follow words from left to right, top to bottom, and page by
Molly The Great Misses the Bus by Shelley Marshall topic page
Being A Leader by Cassie Mayer manual Use words and phrases to communicate
Eagle Eyes by Jeanne Gehret sequencing words (e.g., first, then, next, last) Work independently and in small groups
educational excursions purpose Prioritize tasks or steps
LEVEL 2
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use shared writing activities to help students practice writing directions or a process in sequential order;
 find main events in a process analysis piece;
 practice reading menus and the process for ordering food;
 use graphic organizers to help students sequence events and translate the information to written directions;
 rubric/checklist usage;
 peer editing and revising.
SUGGESTED RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
restaurant menus parts of a letter Respond to a letter in written or verbal format
recipes main idea Summarize a text
instruction manuals details Extract main ideas
bus schedules reasons Effectively work with peers
emails from various sources steps Effective listening
educational excursions headings and sections Follow protocol for group discussions
categories of a rubric/checklist
edit markings
LEVEL 3
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use shared writing activities to help students practice writing directions or a process in sequential order;
 create graphic organizers to sequence events, ideas, and priorities;
 help students self-assess their ability to give directions to others using a communication rubric.
SUGGESTED RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
restaurant menus map legends Read symbols and text
recipes dates, months, days Read and complete a graphic organizer
instruction manuals step-by-step guide Write a procedure for a specific task
bus schedules order of importance Prioritize tasks toward completion of a project
map skills eye contact, body language Listen actively and respond to others
emails from various sources manual, directions, procedure Follow an instruction manual
educational excursions resources in the media center Develop a clearly written product
134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
UNIT 2: Story Elements and Theme SUGGESTED DURATION: 5-7 weeks

UNIT OVERVIEW
UNIT LEARNING GOALS
Students will identify the elements of plot within a short story and make connections to the theme in writing.
LEVEL 1: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 2 and/or can assist other students in achieving score 3 performances.
The student can:
 identify the theme of a story;
 identify elements of a short story and make connections to the theme, with assistance;
 identify the main character, his/her specific traits from the text, and describe at least one way he/she changes in the story;
 use comprehension strategies (e.g., visualization) to construct meaning from a text;
3
 sequence events of a story (e.g., chronological, importance);
 identify the setting in a story;
 define various types of conflict;
 use context clues in order to understand the meaning of unknown words;
 follow the rules of language (e.g., grammar, spelling, mechanics) to communicate effectively.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 2: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 3 and/or can assist other students in achieving score 3 performances.
The student can:
 identify elements of a short story and make connections to the theme;
 examine the elements of a short story and analyze how they connect to the theme, with assistance;
 create a story map that includes the setting, characters, exposition, rising actions, climax, falling action, and resolution;
3  describe the changes in two main characters and how they relate to the theme;
 use comprehension strategies (e.g., making connections, questioning) to construct meaning from a text;
 retell the main action and determine the conflict;
 break down a sentence into different parts of speech in order to obtain meaning;
 use the writing process to revise ideas and improve a final product.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 3: UNIT LEARNING SCALE
In addition to score 3 performances, the student can:
 use a Venn diagram to compare and contrast two stories;
4  explain other ways the conflict in a story could have been resolved;
 express their opinion regarding the resolution of the story orally or in writing;
 make connections from the text to other examples and situations (e.g., self, text, world).
The student can:
 identify the theme of the story and supporting details;
 recount events related to the theme and provide details about character, setting, and conflict;
 examine the elements of a short story (e.g., characters, setting, exposition, rising actions, climax, falling action, resolution)
 analyze how elements of a short story connect to the theme;
 describe how characters change or develop and how this relates to the theme;
3  use comprehension strategies (e.g., making inferences, predicting) to construct meaning from a text;
 identify the conflict (i.e., internal and external) and the resolution;
 describe in writing the events of the story, include the conflict and resolution;
 apply the theme from a text to his or her own life and experience(s);
 break down a sentence into different parts of speech in order to obtain meaning;
 organize writing in a form appropriate for a specific purpose;
 use the writing process to introduce a topic and convey ideas.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and information Level 1 CEQ1a: How can I make meaning of what I read?
with what they already know. Level 1 CEQ1b: When reading, how do I know what is important and what isn’t?
Level 1 CEQ1c: How do I know the meaning of words and phrases in a text?
Level 1 CEQ1d: How do I know when a character changes?

Level 2 CEQ1a: How can I use what I already know when reading something new?
Level 2 CEQ1b: How do I know which events support the theme?
Level 2 CEQ1c: How do words or phrases in a text impact the meaning?
Level 2 CEQ1d: When a character changes, how do I know if that is important to the
story?

Level 3CEQ1a:How do I know what the author is really trying to say?

Level 3 CEQ1b: How do I prove the author’s message?
Level 3 CEQ1c: How can people read the same thing, but interpret it differently?
Level 3 CEQ1d: How do the changes to people, ideas, or events change the text?
ENDURING UNDERSTANDINGS
Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose.
CEU2b: Writers follow certain rules and formats to help convey a clear message.
CEU2c: Writers use many strategies and forms to express ideas for different
purposes, audiences, and contexts.
ESSENTIAL QUESTIONS
Writing:
Level 1 CEQ2a: How can I communicate what I am thinking?
Level 1 CEQ2b: What rules of writing do I use to make my message clear?
Level 2 CEQ2a: How do good writers develop ideas to express themselves?
Level 2 CEQ2b: Why are organization and sequence important to develop a clear
message?
Level 2 CEQ2c: How can I use descriptive words and details to make a vivid picture in
the readers’ mind?

Level 3 CEQ2a: How can I introduce a topic and develop it to convey my ideas and
ideas of others?
Level 3 CEQ2b: What are the parts of a well-written text? Why is it important to
follow the written rules of language?
Level 3 CEQ2c: Why do good writers include facts, details and information from other
sources to develop their ideas?
DLM ESSENTIAL ELEMENTS
EE.RL.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferences drawn from the text.
EE.RL.11-12.1 Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understandings.
EE.RL.9-10.2, EE.RL.11-12.2 Recount events related to the theme or central idea, including details about character and setting.
EE.RL.9-10.3, EE.RL.11-12.3 Determine how characters, the setting or events change or develop over the course of a text.
EE.RL.9-10.4, EE.RL.11-12.4 Determine the meaning of words and phrases, including multiple meaning words and phrases, impact the meaning as they are used in a text.
EE.RL.9-10.10, EE.RL.11-12.10 Demonstrate understanding of text while actively engaged in reading or listening to stories, drama, and poems.
9-10.EE.W.4, 11-12.EE.W.4 Produce writing that is appropriate to a particular task, purpose, and audience.
COMMON ASSESSMENT
ALIGNMENT
LG1
CEU1, 2a, 2b, 2c
CEQ1a, 1b, 1c, 1d, 2a, 2b, 2c
EE.RL.9-10.1
EE.RL.11-12.1
EE.RL.9-10.2, EE.RL.11-12.2
EE.RL.9-10.3, EE.RL.11-12.3
EE.RL.9-10.4, EE.RL.11-12.4
EE.RL.9-10.10, EE.RL.11-12.10
9-10.EE.W.4, 11-12.EE.W.4
DESCRIPTION
Level 1
Students create a pictorial or written chart to identify the characters, setting, action, conflict, and resolution of a story. The chart should
reflect the correct sequence of events for the action of the story. The students explain the theme of the story orally or in pictures or writing.
Level 2
Assessment 1: Students represent the elements of a short story visually (e.g., graphic organizer, a hanger with index cards). Each visual
representation should state the theme of the story and how the parts of the story connect back to the theme.
Assessment 2: Students describe the changes observed in the two main characters in the story. Students retell the main action of the story
and the main conflict from one of the character’s perspective.
Level 3
Assessment 1: Students choose from one of the stories the class read aloud or in small groups. Based on the students’ individual ability
levels, change one critical aspect of the story. Students will write an explanation of how this would alter other elements and the theme of
the story.
Assessment 2: Students find citations and quotes from the beginning, middle and end of a story to prove the transformation of one of the
characters.
SUGGESTED STRATEGIES
LEVEL 1
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 vocabulary cards;
 interactive games to find word relationships;
 use a story map to identify the plot elements and how to find them;
 model the use of a story board with pictures;
 dissect a text by cutting out sentences in strips, placing strips under key concepts.
 reenact story events while in character and discuss the conflict being faced;
 create a picture book/comic strip with story elements, conflicts, and theme;
 use puppets to present/retell important story elements;
 listen to a story and discuss the main characters, setting, and action;
 use structure words (Linda Mood-Bell).
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Linda Mood Bell picture cards setting Identify the theme of a story
Tar Heel Reader rising action Identify the elements of a story
Scholastic Action magazine climax Make connections to the theme
Scholastic Action books falling action Identify the main character and his/her specific traits
The Lion And The Mouse resolution Identify a character’s point of view
The Wolf And The Lamb conflict Follow the rules of spoken and written language to
The Town Mouse And The Country Mouse theme/main idea communicate ideas effectively
Mad Libs supporting details
The Day the Crayons Quit by Drew Daywalt character traits
Spookley The Square Pumpkin by Joe Troiano compare and contrast
I Wanna Iguana by Karen Kaufman Orloff and David context clues
Catrow visualization
sequence of events
point of view
LEVEL 2
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use of fables to teach theme;
 journal entries or text messages from a character’s point of view;
 use shared writing to model how to summarize the theme of a text from actions, details in the text;
 visual illustration of setting, character actions, and symbolic representations of the characters;
 construct a rubric with students to describe the features of a quality summary;
 use graphic organizers to outline the story elements, changes in characters, and the sequence of events in the plot.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Julian, Dream Doctor by Ann Cameron setting Determine the parts of a story using various formats (e.g.,
Frankenstein by Mary Shelley exposition outline, flow chart, T-chart, Venn diagram)
The Titanic: Lost and Found by Judy Donnelly rising action Identify the theme of a story and how it is connected to the
James and The Giant Peach by Roald Dahl climax story elements
The First Thanksgiving by Linda Hayward falling action Observe and note the changes in a character as the story
Shiloh by Phyllis Reynolds resolution unfolds
Macbeth (Shakespeare For Kids) theme Identify the conflict in a story from a character’s point of
Little Women by Louisa May Alcott compare/contrast view
Bridge to Terabithia by Katherine Paterson point of view
Call of the Wild by Jack London summary
When Students Can’t Read: What Teachers Can
Do About It by Kylene Beers
LEVEL 3
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 write a summary of the main events in a text;
 use think aloud modeling to demonstrate how to examine examine the elements of a story and determine the theme;
 use graphic organizers to collect information about characters to determine how they change in a text;
 use graphic organizers or a story map to identify the conflict and resolution in a story and describe them in writing;
 use think aloud modeling to demonstrate how to identify the author’s message;
 use word sorts for important domain specific vocabulary (e.g., setting, exposition, rising action);
 use structure words (Linda Mood-Bell);
 use shared writing to model how to summarize the theme of a text from actions and details in the text;
 construct a rubric with students to describe the features of a quality explanation;
 use graphic organizers to outline the story elements, changes in characters, and the sequence of events in the plot.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Where The Sidewalk Ends by Shel Silverstein setting Map out sequence of the story
Shakespeare For Kids (e.g., Romeo and Juliet, exposition Identification of similarities and differences
Macbeth, Midsummer Night's Dream, Hamlet, rising action Complete chart to demonstrate how one event led to a
Twelfth Night, Much Ado About Nothing) climax specific outcome
Holes by Louis Sachar falling action Make predictions based on evidence
The Outsiders by S.E. Hinton resolution Make a judgment based on evidence from story
The Diary of Anne Frank theme
Matilda by Roald Dahl conflict (internal/external)
New Kid by Tim Green cause and effect
134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
UNIT 3: Constructing Meaning from Non-fiction Text SUGGESTED DURATION: 5-7 weeks

UNIT OVERVIEW
UNIT LEARNING GOALS
Students will construct meaning and integrate ideas from non-fiction texts and communicate their new knowledge.
LEVEL 1: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 2 and/or can assist other students in achieving score 3 performances.
The student can:
 determine which text citations show what the text says explicitly;
 identify the central idea of the text;
3  identify the author’s opinion on a topic or issue;
 find examples of facts and opinions in informational texts;
 write one or more facts or details related to a topic;
 state an opinion about a topic and give one reason to support it.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 2: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 3 and/or can assist other students in achieving score 3 performances.
The student can:
 determine which text citations show what the text says explicitly and which ideas are inferred (i.e., implicit);
 identify the central idea of the text and recount the important events or facts;
 determine the argument made by an author and the claims used to support it;
3
 compare the author’s point of view on the topic with his/her own;
 identify various text structures used in informational text (e.g., cause/effect, fact/opinion, compare/contrast);
 develop a topic in writing using facts and details to support it;
 introduce a topic and write one claim.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 3: UNIT LEARNING SCALE
4 In addition to score 3 performances, the student can compare and contrast arguments made by two different texts on the same topic.
The student can:
 analyze a text to determine its meaning and cite evidence to support explicit and implicit understanding;
 identify the central idea of a text and locate sentences that support it;
3  determine the argument made by an author and whether the claims used to support it enhance it;
 interpret meaning from one or more text structures (e.g., cause/effect, fact/opinion, compare/contrast);
 develop a topic in writing using domain-specific vocabulary, relevant facts, details, and quotes from other text;
 introduce a topic and write one claim and one counterclaim.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and Level 1 CEQ1a: How can I make meaning of what I read?
information with what they already know. Level 1 CEQ1b: When reading, how do I know what is important and what isn’t?
Level 1 CEQ1d: How do I know when a character changes?

Level 2 CEQ1a: How can I use what I already know when reading something new?
Level 2 CEQ1b: How do I know which events support the theme?
Level 2 CEQ1d: When a character changes, how do I know if that is important to the
story?

Level 3 CEQ1a: How do I know what the author is really trying to say?
Level 3 CEQ1b: How do I prove the author’s message?
Level 3 CEQ1d: How do the changes to people, ideas, or events change the text?
ENDURING UNDERSTANDINGS
Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose.
CEU2b: Writers follow certain rules and formats to help convey a clear message.
CEU2c: Writers use many strategies and forms to express ideas for different
purposes, audiences, and contexts.
ESSENTIAL QUESTIONS
Writing:
Level 1 CEQ2a: How can I communicate what I am thinking?
Level 1 CEQ2b: What rules of writing do I use to make my message clear?
Level 1 CEQ2c: How do I know what to communicate first, second, and last?
Level 2 CEQ2a: How do good writers develop ideas to express themselves?
Level 2 CEQ2b: Why are organization and sequence important to develop a clear
message?
Level 2 CEQ2c: How can I use descriptive words and details to make a vivid picture in
the readers’ mind?

Speaking:
CEU3: Oral communication is essential in building connections to complete a task,
learn from others, and communicate knowledge and opinions.
Level 3 CEQ2a: Why do good writers include facts, details and information from other
sources to develop their ideas?
Level 3 CEQ2b: What are the parts of a well-written text? Why is it important to
follow the written rules of language?
Level 3 CEQ2c: How can I introduce a topic and develop it to convey my ideas and
ideas of others?
Speaking:
Level 1 CEQ3b: How do I state what I know or feel so others know what I think?
Level 2 CEQ3b: How can I state my opinion in a logical way so others understand my
point of view?

Level 3 CEQ3b: Why do my tone of voice and word choice matter?

Listening: Listening:
CEU4: Listening skills are critical for learning and understanding other peoples’ Level 1 CEQ4c: How do I know if what someone is saying is a fact or opinion?
perspectives and opinions.
Level 2 CEQ4c: How do I determine the speaker’s point of view on a topic and
whether what I think is the same or different?

Level 3 CEQ4c: How do I determine if the information presented is credible and

whether I agree or disagree with their perspective?
DLM ESSENTIAL ELEMENTS
EE.RI.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferentially.
EE.RI.11-12.1 Analyze a text and determine its meaning and cite textual evidence to support explicit and implicit understanding.
EE.RI.9-10.2 Determine the central idea of a text and select details to support it.
EE.RI.11-12.2 Determine the central idea of a text; recount the text.
EE.RI.9-10.5 Locate sentences that support the author’s central idea or claim.
EE.RI.11-12.5 Determine whether the structure of a text enhances an author’s claim.
EE.RI.9-10.6 Determine the author’s point of view and compare it with own point of view.
 DLM ESSENTIAL ELEMENTS
EE.RI.11-12.6 Determine the author’s point of view and compare and contrast it with own point of view.
EE.RI.9-10.8 Determine how the specific claims support the argument made in an informational text.
EE.RI.11-12.8 Determine whether the claims and reasoning enhance the author’s argument in an informational text.
EE.RI.11-12.9 Compare and contrast arguments made by two different texts on the same topic.
EE.RI.9-10.10, EE.RI.11-12.10 Demonstrate an understanding while actively engaged in reading or listening to literary nonfiction.
EE.W.9-10.1a Write claims about topics or texts – Introduce a topic or text and write one claim and one counterclaim about it.
EE.W.11-12.1a and b Write arguments to support claims – Write an argument to support a claim that results from studying a topic or reading a text. Support claims with
reasons and evidence drawn from text.
EE.W.9-10.2b Write to share information supported by details – Develop the topic with facts or details.
EE.W.11-12.2b Write to share information supported by details – Develop the topic with relevant facts, details, or quotes.
EE.W.9-10.4, EE.W.11-12.4 Produce writing that is appropriate to a particular task, purpose, and audience.
EE.SL.9-10.1d, EE.SL.11-12.1d Indicate agreement or disagreement with others during discussions, respond to agreements and disagreements in a discussion.
EE.SL.9-10.3, EE.SL.11-12.3 Determine the speaker’s point of view on a topic; Determine whether the claims and reasoning enhance the speaker’s argument on a topic.
EE.SL.9-10.4, EE.SL.11-12.4 Present an argument on a topic with logically organized claims, reasons, and evidence; Present an argument on a topic using an organization
appropriate to the purpose, audience, and task.

COMMON ASSESSMENT
ALIGNMENT DESCRIPTION
LG1 Level 1
Assessment 1: Students read an informational text on a topic of their choosing. Using sentence strips, students identify which citations are
CEU1, 2a, 2b, 2c, 3, 4 from the text and relate to the topic. Students explain the idea of the text and write their own fact or detail from the text about the topic.
CEQ1a, 1b, 1d, 2a, 2b, 2c, 3, 4c
Assessment 2: Students read an opinion piece (e.g., letter to the editor, review of a movie). Students identify the opinion of the author,
EE.RI.9-10.1 support their claim with evidence, and provide their own opinion based on their reading.
EE.RI.11-12.1
EE.RI.9-10.2 Level 2
EE.RI.9-10.5 Assessment 1: Students read an informational text on a topic of their choosing. Explain what information in the text is explicit and what is
EE.RI.11-12.5 implicit. Students write a summary of the central idea of the text and support their claim with evidence.
EE.RI.9-10.6, EE.RI.11-12.6
EE.RI.9-10.8, EE.RI.11-12.8 Assessment 2: Students read an argument. Students identify the main claim made by the author, support their answer with evidence, and
EE.RI.11-12.9 compare the author’s perspective with their own perspective.
EE.RI.9-10.10, EE.RI.11-12.10
EE.W.11-12.1a, b Level 3
EE.W.9-10.2b Assessment 1: Students read an informational text on a topic of their choosing. Students summarize the central idea of the text and locate
EE.W.11-12.2b evidence of at least one explicit and one implicit citation. Students include information about the text structure the author used and how it
EE.W.9-10.4, EE.W.11-12.4 helped them interpret the meaning of the text.
EE.SL.9-10.1d, EE.SL.11-12.1d
EE.SL.9-10.3, EE.SL.11-12.3 Assessment 2: Students read an argument. Students find examples of claims the author used to support their argument and compare and
EE.SL.9-10.4, EE.SL.11-12.4 contrast the author’s perspective with their own perspective.
SUGGESTED STRATEGIES
LEVEL 1
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use think aloud reading strategies to identify what the text says explicitly, how to find the central idea, the difference between facts and opinions, etc.;
 model the use of graphic organizers to identify main ideas and supporting details;
 use sentence strips to identify which citations are directly from the text and which do not;
 play educational games to have students practice identifying which details go with which main ideas and which ones don’t belong;
 read aloud and think aloud strategies to identify the difference between facts and opinions, identifying the author’s opinion, and facts that support an opinion;
 practice stating opinions and supporting them in group discussions;
 practice writing opinions and providing facts to support them;
 dissect a text by cutting out sentences in strips, placing strips under key concepts.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Scholastic Action books fact vs. opinion Identify explicit citations
Scholastic Action magazines central idea Identify the central idea of a text
Achieve3000 supporting details Write a fact or detail about a topic
explicit or stated Identify facts vs. opinions
reasons Find examples of facts to support an opinion in text
Give an opinion with a fact to support it
LEVEL 2
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use think aloud reading strategies to identify what the text says explicitly, how to find the central idea, the difference between facts and opinions, etc.;
 model the use of graphic organizers to identify main ideas and supporting details;
 practice identifying which details go with which main ideas and which ones don’t belong;
 read opinion pieces (e.g. letter to the editor, review of a movie or restaurant) with think aloud strategies to identify the difference between facts and opinions,
identifying the author’s opinion, facts that support the opinion;
 practice stating opinions and supporting them in group discussions;
 practice writing opinions and giving facts to support them.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Scholastic Action books central idea Identify the central idea of a text
Scholastic Action magazines text citation Identify the explicit and implicit citations
Achieve3000 explicit vs. implicit; stated vs. inferred Summarize the central idea
summary Select details to support the central idea
argument Determine important ideas
support Identify an argument made by an author
claim Identify the supporting claims made by an author
cause and effect Compare the argument of the author with student
perspective on the topic
Create a claim to support an argument
LEVEL 3
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use think aloud reading strategies to identify what the text says explicitly, how to find the central idea, the difference between facts and opinions, etc.;
 model the use of graphic organizers to identify main ideas and supporting details;
 practice identifying which details go with which main ideas and which ones don’t belong;
 read opinion pieces (e.g. letter to the editor, review of a movie or restaurant) with think aloud strategies to identify the difference between facts and opinions,
identifying the author’s opinion, facts that support the opinion;
 practice stating opinions and supporting them in group discussions;
 practice writing opinions and giving facts to support them.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Scholastic Action books central idea Identify the central idea of a text
Scholastic Action magazines text citation Identify the explicit and implicit citations
Achieve3000 explicit vs. implicit Summarize the central idea
stated vs. inferred Select details to support the central idea
summary Determine important ideas
argument Identify an argument made by an author
support Identify the supporting claims made by an author
claim Compare and contrast the argument of the author with
cause and effect student perspective on the topic
Create a claim to support an argument and identify the
counterclaim the other side would use
134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
UNIT 4: Figurative Language SUGGESTED DURATION: 5-7 weeks

UNIT OVERVIEW
UNIT LEARNING GOALS
Students will interpret figurative language and explain how it contributes to meaning.
LEVEL 1: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 2 and/or can assist other students in achieving score 3 performances.
The student can:
 match examples of figurative language to its meaning;
3
 interpret the meaning of figurative language by drawing a picture or describing its meaning orally;
 match the figurative language term with its meaning.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 2: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 3 and/or can assist other students in achieving score 3 performances.
The student can:
 identify examples of figurative language in written and spoken word;
3  replace text provided with examples of figurative language;
 use figurative language in reference to the five senses;
 identify the way figurative language appeals to the five senses.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 3: UNIT LEARNING SCALE
In addition to score 3 performances, the student can:
 describe in a written or oral response how an author uses figurative language to deliver a message;
4
 write a reflection in response to an example of figurative language;
 use figurative language within their writing.
The student can:
 explain a specific example of figurative language;
3  create their own examples of figurative language;
 identify where figurative language could enhance a piece of writing;
 define literary terms for the types of figurative language (e.g., metaphor, simile, personification).
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and information Level 1 CEQ1a: How can I make meaning of what I read?
with what they already know. Level 1 CEQ1c: What do I do if I don’t know a word or phrase?

Level 2 CEQ1a: How can I use what I already know when reading something new?
Level 2 CEQ1c: How do words or phrases in a text impact the meaning?

Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose.
CEU2c: Writers use many strategies and forms to express ideas for different
purposes, audiences, and contexts.
Level 3 CEQ1a: How do I know what the author is really trying to say?
Level 3 CEQ1c: How can people read the same thing, but interpret it differently?
Writing:
Level 2 CEQ2c: How can I use descriptive words and details to make a vivid picture in
the readers’ mind?
Level 2 CEQ2d: How do I make my writing more interesting?

Level 3 CEQ2c: How can I introduce a topic and develop it to convey my ideas and
ideas of others?
Level 3 CEQ2d: How do I know when to use figurative language?
DLM ESSENTIAL ELEMENTS
EE.RL.9-10.4 Determine the meaning of words and phrases as they are used in text, including common idioms, analogies, and figures of speech.
EE.RL.11-12.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impacts the meaning of the text.
EE.RL.9-10.10, EE.RL.11-12.10 Demonstrate understanding of text while actively engaged in reading or listening to stories, drama, and poems.
EE.L.9-10.5a and b Demonstrate understanding of word relationships and use by interpreting figures of speech, and determining the intended meaning of multiple meaning
words.
EE.L.11-12.5a Interpret simple figures of speech encountered while reading or listening.

COMMON ASSESSMENT
ALIGNMENT DESCRIPTION
LG1 Level 1
Students create a figurative language picture dictionary. They will match figurative language terms with definitions, identify examples, and
CEU1, 3 draw pictures of the examples.
CEQ1a, 1c, 2c, 2d
Level 2
9-10.EE.RL.10, 11-12.EE.RL.10 Students create a figurative language journal. Students will read or listen to a text being read to them. When they read or hear an example
11-12.EE.RI.1 of figurative language, they will make an entry in their journal. Each entry will include the definition of the figurative language, draw a
9-10.EE.RI.4 picture to represent the phrase, and explain another circumstance where the saying is appropriate.
11-12.EE.RI.4
Level 3
Students will complete a creative writing piece that will include figurative language. Students can also create a visual representation of the
figurative language.
SUGGESTED STRATEGIES
LEVEL 1
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use of picture cards;
 match meaning to vocabulary and picture;
 word writing;
 write on boards;
 match terms with definitions.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Owl Moon by Jane Yolen symbolism Use symbols to represent something else
Tar Beach by Faith Ringgold simile Compare two things using “like” or “as”
Crazy Like A Fox by Loreen Leedy onomatopoeia Identify words that sound like their meaning
Dear Deer by Gene Barretta
LEVEL 2
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 use color coding to identify words where alliteration is used;
 create a comic strip where there are characters using onomatopoeia;
 respond in a journal how figurative language makes a story more exciting;
 rewrite an existing piece of writing to add figurative language;
 write original stories or poems appropriately using figurative language;
 create a visual to illustrate figurative language.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Skin Like Milk, Hair of Silk by Brian P. Cleary alliteration Recognition of repetition of the initial sound
A Light In The Attic by Shel Silverstein onomatopoeia Construct writing using words that sound like their meaning
A Pizza The Size Of The Sun by Jack Pretlutsky symbolism Interpret what the symbols represent
simile Interpret the meaning of a simile
metaphor Interpret the meaning of a metaphor
personification Separate human qualities from non-human qualities
hyperbole Assign an inanimate object/animal a human quality
Infer the actual meaning of an exaggeration
LEVEL 3
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 write a poem using figurative language;
 discuss how figurative language is used and its meaning in a journal or expository piece;
 respond in a journal or to orally about the message the author create with figurative language;
 create figurative language and a visual to accompany it;
 underline examples of figurative language using specific color-coded colored pencils;
 add additional figurative language to a classmate’s work.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Through the Mickle Woods by Valiska Gregory alliteration Construct writing with use of repetition of the initial sound
The Giving Tree by Shel Silverstein onomatopoeia Construct writing using words that sound like their meaning
The Little House by Virgina Lee Burton symbolism Create a symbol and connect to meaning
simile Construct a simile
metaphor Construct a metaphor
personification Separate human qualities from non-human qualities
hyperbole Assign an inanimate object/animal a human quality
idiom Infer the actual meaning of an exaggeration
Investigate the meaning of non-literal writing/speech
134301, 134302, 134303, 134304, 134305, 134306, 134307: COGNITIVE MILD/MODERATE ENGLISH
UNIT 5: Research and Inquiry SUGGESTED DURATION: 5-7 weeks

UNIT OVERVIEW
UNIT LEARNING GOALS
Students will clearly define a topic, conduct necessary research from credible sources, and compile a written/visual presentation on the subject.
LEVEL 1: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 2 and/or can assist other students in achieving score 3 performances.
The student can:
 make simple inferences and draw conclusions about possible outcomes;
3
 interpret information from graphic sources (e.g., charts, tables, graphs, lists, schedules);
 utilize the school media center and/or community library to seek out relevant information.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 2: UNIT LEARNING SCALE
4 The student can perform some skills listed in Unit Learning Scale Level 3 and/or can assist other students in achieving score 3 performances.
The student can:
 use a credible source to produce a written/oral summary;
3  use relevant information within a written/oral summary;
 draw conclusions from research;
 apply concepts to their own life.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
LEVEL 3: UNIT LEARNING SCALE
In addition to score 3 performances, the student can:
 create a thesis statement;
 compose an expository essay synthesizing information from multiple sources;
 compose an opinion or persuasive piece citing evidence and relating it to their own opinion;
4
 evaluate sources based on credibility and relevance;
 cite evidence from multiple media sources;
 cite textual evidence and/or draw inferences from the text;
 distinguish between valid and invalid sources.
The student can:
 distinguish between credible and non-creditable sources;
 paraphrase information;
3
 organize their research;
 create a written report, power point, and/or oral presentation synthesizing their research;
 draw conclusions from research.
2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.
1 The student needs assistance or makes larger errors in attempting to reach score 3.
0 Even with help, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Reading: Reading:
CEU1: Readers construct meaning from text and integrate new ideas and information Level 1 CEQ1a: How can I make meaning of what I read?
with what they already know. Level 1 CEQ1c: What do I do if I don’t know a word or phrase?

Level 2 CEQ1a: How can I use what I already know when reading something new?
Level 2 CEQ1c: How do words or phrases in a text impact the meaning?

Writing:
CEU2a: Writers develop and improve their ideas to communicate for a purpose.
CEU2b: Writers follow certain rules and formats to help convey a clear message.
Level 3 CEQ1a: How do I know what the author is really trying to say?
Level 3 CEQ1c: How can people read the same thing, but interpret it differently?
Writing:
Level 1 CEQ2a: How can I communicate what I am thinking?
Level 1 CEQ2b: What rules of writing do I use to make my message clear?

Level 2 CEQ2a: How do good writers develop ideas to express themselves?

Level 2 CEQ2b: Why are organization and sequence important to develop a clear
message?

Level 3 CEQ2a: Why do good writers include facts, details and information from
other sources to develop their ideas?
Level 3 CEQ2b: What are the parts of a well-written text? Why is it important to
follow the written rules of language?
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Research and Inquiry: Research and Inquiry:
CEU5: We can gain knowledge, answer questions, and solve problems using Level 1 CEQ5: What do I do when I don’t know something?
information from a variety of print and media resources.
Level 2 CEQ5: How do I go about finding the answers to questions that I have?

Level 3 CEQ5: How can what I’ve learned from my research be applied in my life?
DLM ESSENTIAL ELEMENTS
EE.RI.9-10.7 Analyze two accounts of a subject told in different mediums to determine how they are the same and different.
EE.RI.11-12.7 Analyze information presented in different media on related topics to answer questions or solve problems.
EE.RI.9-10.10, EE.RI.11-12.10 Demonstrate an understanding while actively engaged in reading or listening to literary nonfiction.
EE.W.9-10.2b Write to share information supported by details – Develop the topic with facts or details.
EE.W.11-12.2b Write to share information supported by details – Develop the topic with relevant facts, details, or quotes.
EE.W.9-10.7, EE.W.11-12.7 Conduct research projects to answer questions posed by self and others using multiple sources of information.
EE.W.9-10.8, EE.W.11-12.8 Write answers to research questions by selecting relevant information from multiple resources.

COMMON ASSESSMENT
ALIGNMENT DESCRIPTION
Level 1
LG1
Students will research a topic of their choosing using multiple, credible resources. Students will write/state a fact from each resource
related to the research question and determine if the facts support or contradict one another. Students will present their findings.
CEU1, 2, 5
CEQ1a, 1c, 2a, 2b, 5
Level 2
Students will research a topic of their choosing using multiple, credible resources. Students will take organized notes from each source.
9-10.EE.RI.1
Students will write a summary of their findings and the answer to their original research question. The summary will include paragraphs
9-10. EE.RI.2, 11-12.EE.RI.2
about like topics in the research.
9-10.EE.5, 11-12.EE.RI.5
9-10.EE.RI.6, 11-12.EE.RI.6
Level 3
11-12.EE.RI.7
Students will research a topic of their choosing using multiple, credible resources. Students will write a research paper, citing evidence to
11-12.EE.RI.9
support an answer to their research question. Information from different sources should be integrated into each paragraph.
SUGGESTED STRATEGIES
LEVEL 1
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 media center scavenger hunt;
 research web quest;
 games that reinforce keywords;
 research information from a credible source on the Internet;
 identify factual information.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
BrainPop Jr. topic Generate research questions
Achieve3000 research Locate reference sources related to the topic
Facts on File fact Determine if the source is credible
Scholastic Weekly News Reader agree or disagree Find important information in the text
Scholastic Action magazines same or different Record new information
Scholastic Choices magazines visual aid Write a fact from the research in their own words
Match like topics
Create a visual aide for the topic
LEVEL 2
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 utilize the Internet to look up information on a topic;
 take notes from a non-fiction book using a graphic organizer or bulleted outline;
 write a journal entry relating research to everyday life;
 view credible and non-credible websites so that students may determine the difference;
 use a check list to determine if a source is credible;
 create a write or oral summary of information obtained.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Brain Pop topic Generate research questions
Scholastic Weekly News Reader research Locate reference sources related to the topic
Scholastic Action magazines fact Determine whether or not information is credible
Achieve3000 agree or disagree Find important information in a text
EBSCOhost same or different Paraphrase information
Facts on File visual aid Utilize a graphic organizer to take notes on a topic
paraphrase Connect information to everyday life
graphic organizer (e.g., outline, two-column notes) Make simple inferences and draw conclusions
Interpret information from visual sources
LEVEL 3
Teachers can use the following strategies to reach the declarative and procedural knowledge listed:
 research using the Internet and print sources;
 use a checklist to evaluate a website for credibility and usefulness of information;
 create a written or oral summary of information on a topic from two or more sources ;
 create a Power Point presentation utilizing information from two or more sources.
SUGGESTED READINGS AND RESOURCES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE
Scholastic Action magazines topic Generate research questions
Achieve3000 research Locate reference related to a topic
EBSCOhost fact Determine whether or not information is credible
Facts on File agree or disagree Find important information in the text
same or different Paraphrase information
visual aid Interpret information visual sources
paraphrase Take notes on a topic from multiple sources
graphic organizer (e.g., outline, two-column notes) Connect information to everyday life
credible Make simple inferences and draw conclusions