English 11 Reading/Writing Lab

GRADE: 11
Prerequisite: N/A

Credits: 5.0

ABSTRACT

The purpose of this course is to provide students with intensive reading and writing experience in a workshop environment. The emphasis
of the course will be on persuasive writing, expository writing including essays, research papers, college level writing assignments, and
transactional writing. Students will receive instruction in the forms and conventions of expository and persuasive writing and will use the
writing process to create fully revised and edited products. Types of writing to be explored will include narrative, descriptive and persuasive
modes of discourse. Reading strategies will provide students the opportunity to increase skills in understanding and responding to the
various types of reading texts, including: informational, persuasive, narrative, etc. In addition students will be required to read and respond
to open-ended questions.

APPROVED BY BOARD OF EDUCATION

AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: The Basics of Writing Workshop Persuasive and Expository
(Title, Month(s), Number of Days) Writing/Writing Process (6-8 weeks) Writing
(4 weeks) (8-10 weeks)

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?
ESTABLISHED GOALS: ELA ELA ELA
(NJ CCCS and/or CCS) RL.11.1-10 RL.11.1-10 RL.11.1-10
RI.11.1-10 RI.11.1-10 RI.11.1-10
W.11.1-10 W.11.1-10 W.11.1-10
SL.11.1-6 SL.11.1-6 SL.11.1-6
L.11.1-8 L.11.1-8 L.11.1-8
Technology Technology Technology
8.1 8.1 8.1
8.2 8.2 8.2
21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers
9.1.12.A.1-4 9.1.12.A.1-4 9.1.12.A.1-4

ENDURING UNDERSTANDINGS:  Writing is a vehicle for  Writing Workshop is a  Understanding and

(Students will Understand that . . .) communicating thought forum, which presents application of persuasive
in a variety of ways. students with the techniques and audience are
opportunity to develop as imperative to develop a well-
 Good readers make good writers, as individuals, and written, effective persuasive
writers. as members of a larger response.
community.
 The characteristics of
 In order to effectively expository writing may
complete the open-ended include but are not limited to:

2
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT:
(Title, Month(s), Number of Days)
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
The Basics of Writing Workshop
Writing/Writing Process (6-8 weeks)
(4 weeks)
response questions the
writer must fully
demonstrate an
understanding of not only
what is being asked, but also
how to utilize the text as a
supportive tool.
 Strong writers use a
repertoire of strategies that
enables them to vary form
and style in order to write
for a variety of purposes,
audiences, and contexts.
 In order to be fully prepared
for writing component of
the HSPA-LA, a student
must fully understand the
required skills and
expectations as outlined in
the HSPA writing rubric.
3
Persuasive and Expository
Writing
(8-10 weeks)
interpretation and response to
a selected passage,
connecting to the text and
drawing connections across
the recommended criteria,
etc.
 In order to effectively
complete the open-ended
response questions the writer
must fully demonstrate an
understanding of not only
what is being asked, but also
how to utilize the text as a
supportive tool.
 Strong writers use a
repertoire of strategies that
enables them to vary form
and style in order to write for
a variety of purposes,
audiences, and contexts.
UNIT:
(Title, Month(s), Number of Days)
ESSENTIAL QUESTIONS:
(What provocative questions will foster
inquiry, understanding, and transfer of
learning?)
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
The Basics of
Writing/Writing Process
(4 weeks)
 Why do we write?
 What is the Writing
Process?
 What are the main genres of
writing? OR What are the 4
main modes of discourse?
 What are the "Six Traits of
Writing?"
 What is the "Plus 1" trait?
4
Writing Workshop Persuasive and Expository
(6-8 weeks) Writing
(8-10 weeks)
 What am I interested in  How can persuasion empower
writing about? you and others?
 How do writers approach  How does an ability to
their craft? understand and use
strong persuasive writing
 How do I reach my target techniques aid in the
audience through my composition of an effective
writing? persuasive essay?
 When should I share  What are the unique
writing? characteristics of expository
writing?
 How do I get substantive
feedback from my peers?  What are the different
from my teacher(s)? organizational patterns of
expository writing?
 What should I do to
improve upon my writing  How does a writer use
skills? language to effectively
communicate his/her desired
purpose in a piece
of expository writing?
 How can a writer utilize the
article as evidence in an
open-ended response
UNIT: The Basics of Writing Workshop Persuasive and Expository
(Title, Month(s), Number of Days) Writing/Writing Process (6-8 weeks) Writing
(4 weeks) (8-10 weeks)

question?

 How do effective writers

express themselves?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the
state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: • Students will learn how to • Students will read models of • Brainstorm ideas
(Through what authentic performance gather/assembly/brainstorm the different genres of • Plan/draft
tasks will students demonstrate the information before they writing under "Content." • Collaborate with peers
desired understandings?) begin to write • Brainstorm ideas of their • Review model essays
• Students will learn the own • Edit/Peer edit
(By what criteria will performances of
different ways to • Write a rough draft • Revise
understanding be judged?) write/approach • Edit/Peer edit • Conference with teacher
"introductions." • Revise • Use technology as a tool to
• Students will learn to write • Conference with teacher produce, edit, and distribute
thesis statements that are • Share the writing with writing
precise, unified, and peers/others • ·Gather the information
restricted to their chosen • Use technology as a tool to needed to build an argument,
topic produce, edit, and distribute provide an explanation, or

5
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: The Basics of
(Title, Month(s), Number of Days) Writing/Writing Process
(4 weeks)
• Develop thoughtful
paragraphs with topic
sentences
• Write conclusions that are
reflective of the topic
• Revise
• Edit/Peer edit
OTHER EVIDENCE:  Benchmark
(Through what other evidence (e.g.  Informal Assessments
quizzes, tests, academic prompts,  Formal Assessments
observations, homework, journals) will  Classwork
 Peer Review
students demonstrate achievement of
 Homework
6
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
Writing Workshop Persuasive and Expository
(6-8 weeks) Writing
(8-10 weeks)
writing. address a research question.
• Select and use a format, • Sustain focus on a specific
organization, and style topic or argument.
appropriate to the topic, • Support and illustrate
purpose, and audience. arguments and explanations
with relevant details,
• Present information, examples, and evidence.
findings, and supporting
evidence clearly and
concisely.
• Make strategic use of
multimedia elements and
visual displays of data to
gain audience attention and
enhance understanding.
• Demonstrate command of
formal Standard English
when appropriate to task
and audience.
 Benchmark  Benchmark
 Informal Assessments  Informal Assessments
 Formal Assessments  Formal Assessments
 Classwork  Classwork
 Peer Review  Peer Review
 Homework  Homework
UNIT: The Basics of Writing Workshop Persuasive and Expository
(Title, Month(s), Number of Days) Writing/Writing Process (6-8 weeks) Writing
(4 weeks) (8-10 weeks)

the desired results?)  Verbal responses  Verbal responses  Verbal responses

(How will students self-assess their  Participation  Mini-lessons  Participation
learning?)  Participation
 Writers Workshop
RESOURCES:  Novels  Novels  Novels
 Essays  Essays  Essays
 Various articles  Various articles  Various articles
 News ELA  News ELA  News ELA
 Excerpts  Excerpts  Excerpts
 Poetry  Poetry  Poetry
 Short stories  Short stories  Short stories
 Non fiction/fiction  Non fiction/fiction  Non fiction/fiction
 Grammar resources  Grammar resources  Grammar resources

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to
consider key design elements.
SKILLS AND TOPICS: The narrative Pre-writing, planning, Use varied sentence
(What specific activities will students essay's purpose - to tell a organization, revision, and structures to engage the
do and what skills will students know as real or imaginary story; to editing. reader and achieve cohesion
a result of the unit?) recreate a series of between sentences.
events. Examples: Understand and effectively
personal stories, fictional apply the steps in the writing Develop and maintain a style
stories, poems, ballads, process. and tone appropriate to the
personal letters task, purpose, and audience.

7
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: The Basics of
(Title, Month(s), Number of Days) Writing/Writing Process
(4 weeks)
Persuasive Essay - to
convince the reader to
accept a belief, position, or
opinion; to convince the
reader to take a specified
action. Examples:
editorials, letters to the
editor, reviews, position
papers.
Descriptive Essay - to
create a verbal portrait; to
show a reader through
words what an experience,
event, person, or place is
like. Examples: character
sketches, description of
people, places and/or
things, poems, descriptive
paragraphs
Expository Essay - to
inform the reader, to
explain factual information
8
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
Writing Workshop
(6-8 weeks)
Write coherent and
grammatically correct
sentences.
Write unified, coherent,
adequately developed
paragraphs.
Adapt writing goals and
styles to various audiences
to achieve appropriate
writing style and content.
Understand and apply the
principles of organization to
effectively outline
information and ideas.
Use editing and revising
techniques to improve
writing quality.
Understand and apply
connecting devices to
enhance document clarity,
Persuasive and Expository
Writing
(8-10 weeks)
Demonstrate command of the
conventions of standard
written English, including
grammar, usage, and
mechanics.
Assess the quality of one’s
own writing, and, when
necessary, strengthen it
through revision.
Use technology as a tool to
produce, edit, and distribute
writing.
Convey complex information
clearly and coherently to the
audience through purposeful
selection and organization of
content.
Demonstrate understanding
of content by reporting facts
UNIT: The Basics of
(Title, Month(s), Number of Days) Writing/Writing Process
(4 weeks)
to the reader, to tell the
reader how to do
something. Examples:
research reports,
directions, newspaper
articles, essays, how-to-
instructions
9
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
Writing Workshop Persuasive and Expository
(6-8 weeks) Writing
(8-10 weeks)
unity and coherence. accurately and anticipating
reader misconceptions.
Establish a substantive claim,
distinguishing it from
alternate or opposing claims.
Link claims and evidence with
clear reasons, and ensure
that the evidence is relevant
and sufficient to
support the claims.
Acknowledge competing
arguments or information,
defending or qualifying the
initial claim as appropriate.
Select and use a format,
organization, and style
appropriate to the topic,
purpose, and audience.
· Present information,
findings, and supporting
UNIT: The Basics of
(Title, Month(s), Number of Days) Writing/Writing Process
(4 weeks)
CROSS-CURRICULAR / • Modes of discourse
DIFFERENTIATION: • Current events
(What cross-curricular (e.g. writing, • Transactional writing
literacy, math, science, history, 21st • Drafting
century life and careers, technology) • Peer editing
learning activities are included in this • Writing workshop
unit that will help achieve the desired • Publishing
results?) • Annotating
(What type of differentiated instruction • Revising, editing and
will be used for ELL, SP.ED. and G&T sharing
students?) • The college admission
Essay
Modify lesson as
needed
Teacher created
templates for complex
content
Extended time
ELL
Cooperative grouping
10
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
Writing Workshop Persuasive and Expository
(6-8 weeks) Writing
(8-10 weeks)
evidence clearly and
concisely.
• Modes of discourse • Modes of discourse
• Current events • Current events
• Transactional writing • Transactional writing
• Drafting • Drafting
• Peer editing • Peer editing
• Writing workshop • Writing workshop
• Publishing • Publishing
• Annotating • Annotating
• Revising, editing and • Revising, editing and
sharing sharing
• Cross Discipline • Cross Discipline Writing
Writing Modify lesson as
needed
Modify lesson as Teacher created
needed templates for complex
Teacher created content
templates for complex Extended time
content ELL
Extended time Cooperative grouping
ELL Provide written and oral
UNIT: The Basics of Writing Workshop Persuasive and Expository
(Title, Month(s), Number of Days) Writing/Writing Process (6-8 weeks) Writing
(4 weeks) (8-10 weeks)

Provide written and Cooperative grouping instructions

oral instructions
*ELL Students-
Instruction will be based
on language proficiency.
SPED
Shortened assignment
Positive reinforcement
G&T
Create blogs
Provide written and *ELL Students- Instruction
oral instructions will be based on language
*ELL Students- proficiency.
Instruction will be based
on language proficiency. SPED
Shortened assignment
SPED Positive reinforcement
Shortened assignment G&T
Positive reinforcement Create blogs
G&T •
Create blogs

*WHERETO
W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from
(prior knowledge, interests).
H = HOOK all students and HOLD their interest.
E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue.
R = Provide opportunities to RETHINK and REVISE their understandings and work.
E = Allow students to EVALUATE their work and its implications.
T = TAILORED to the different needs, interests, and abilities of learners.
O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

11
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?
ESTABLISHED GOALS: ELA ELA ELA
(NJ CCCS and/or CCS) RL.11.1-10 RL.11.1-10 RL.11.1-10
RI.11.1-10 RI.11.1-10 RI.11.1-10
W.11.1-10 W.11.1-10 W.11.1-10
SL.11.1-6 SL.11.1-6 SL.11.1-6
L.11.1-8 L.11.1-8 L.11.1-8
Technology Technology Technology
8.1 8.1 8.1
8.2 8.2 8.2
21st Century Life and Careers 21st Century Life and Careers 21st Century Life and Careers
9.1.12.A.1-4 9.1.12.A.1-4 9.1.12.A.1-4

ENDURING UNDERSTANDINGS:  Students will realize  Writing as a "process"  Research is done to

(Students will Understand that . . .) answering questions means that students explore ideas, solve a
effectively is a life skill need to be taught to problem, or make an
that is important to all think through their argument that compels
facets of their lives. ideas, as well as the reader to take
revise their writing. action.
 Students will Portfolios document
12
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections
(Title, Month(s), Number of Days) Critical Reading
(8-10 weeks)
understand the
importance of various
types of literature and
the correct way to
approach texts.
 Students will
understand that
communication is
key to success in life.
 Portfolios complement
13
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ELMWOOD PARK PUBLIC SCHOOLS
Research Paper
(4 weeks) (4-6 weeks)
the significant  Research papers can
developmental have different ways of
mileposts that mark a citing sources.
writer's progress from
planning to publishing,
from the beginning of
the process towards
definable curriculum
goals at the end of the
process.
the concept of
cognitive learning or
metacognition - a
reflective account of a
student's writing skills
development as
supported by his/her
teacher(s).
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

ESSENTIAL QUESTIONS:  How does one • What purposes and • What types of research
(What provocative questions will foster approach texts audiences do are there?
inquiry, understanding, and transfer of critically? portfolios serve? • On what topic(s) can I
learning?) • What do portfolios conduct my research?
 How can one increase look like? • What stages do I have
reading fluency and • How do I as a writer to work through in
comprehension? improve a piece? planning a research
• How is a portfolio paper?
 How does one organized?
communicate an • What should I collect
understanding of in my portfolio?
textual information? • How are portfolios
used for evaluation?
 How do stories
entertain while still
communicating?

 How does
communication
change us?

 Is knowledge the
same as
understanding?

14
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the
state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.]
PERFORMANCE TASKS: Read developmentally • Students will plan, • Understanding the
(Through what authentic performance appropriate materials (at an compose and revise assignment
tasks will students demonstrate the independent level) with • Students will explain • Making a schedule
desired understandings?) accuracy and speed. what they are doing • Selecting a
(By what criteria will performances of and why subject/topic
understanding be judged?) Read a variety of genres and • Students will gather • Finding sources
types of text with fluency all their work into a • Evaluating sources
and comprehension. portfolio • Taking notes
• Students will reflect • Filling in gaps
Assess, and apply reading on each piece in the • Accurately
strategies that are effective portfolio documenting sources
for a variety of texts (e.g., • Students will include
previewing, generating teacher feedback in
15
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

questions, visualizing, the portfolio

monitoring, summarizing, • Students will design
evaluating). and keep their own
"Revision Checklist"
Analyze the ways in which a
text’s organizational
structure supports or
confounds its meaning or
purpose.

Use knowledge of word

origins and word
relationships, as well as
historical and literary context
clues, to determine the
meanings of specialized
vocabulary.

Interpret how literary

devices affect reading
emotions and understanding.

Analyze and evaluate

figurative language within a
text (e.g., irony, paradox,

16
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

metaphor, simile,
personification).

Analyze how an author's use

of words creates tone and
mood, and how choice of
words advances the
theme or purpose of the
work.

Identify and understand the

author’s use of idioms,
analogies, metaphors, and
similes.
OTHER EVIDENCE: Benchmark Benchmark Benchmark
(Through what other evidence (e.g. Informal Assessments Informal Assessments Informal Assessments
quizzes, tests, academic prompts, Formal Assessments Formal Assessments Formal Assessments
observations, homework, journals) will Classwork Classwork Classwork
students demonstrate achievement of Peer Review Peer Review Peer Review
the desired results?) Homework Homework Homework
(How will students self-assess their Verbal responses Verbal responses Verbal responses
learning?) Participation Participation Participation

RESOURCES:  Novels  Novels Primary and Secondary

 Essays  Essays sources from various
17
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

 Various articles  Various articles publications.

 News ELA  News ELA
 Excerpts  Excerpts
 Poetry  Poetry
 Short stories  Short stories
 Non fiction/fiction  Non fiction/fiction
 Grammar resources  Grammar resources

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to
consider key design elements.
SKILLS AND TOPICS: Students will know the open- • Process writing Students will know proper
(What specific activities will students ended reading checklist, the • Student-initiated MLA format
do and what skills will students know as holistic scoring rubric, and topics Students will know the
a result of the unit?) the open-ended scoring • Writing process difference between reliable
rubric. dialogue centers and unreliable sources
around purpose, Students will know about
Students will know and audience, voice, plagiarism
understand the process for development and Students will work through
the narrative reading coherence different research topics
passage. • Students work will be
scaffolded by

18
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and Writing Portfolio/Reflections Research Paper
(Title, Month(s), Number of Days) Critical Reading (4 weeks) (4-6 weeks)
(8-10 weeks)

Students will know and instruction

understand the process for
the persuasive reading
passage.

After studying the HSPA and

its facets, the students will
draw conclusions as to
whether there is an
appropriate way to address
reading passages. Based on
the students’ decisions, they
will answer critical
questions using the models
presented. Students will take
practice tests to gauge
improvement and also
evaluate each other’s work
in order to explore a variety
of possible approaches.

CROSS-CURRICULAR:  Analyze text, craft and • Modes of discourse • Modes of discourse

(What cross-curricular (e.g. writing, structure of multiple • Transactional writing • Transactional writing

19
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
UNIT: Reading Comprehension and
(Title, Month(s), Number of Days) Critical Reading
(8-10 weeks)
literacy, math, science, history, 21st disciplines.
century life and careers, technology)  Vocabulary
learning activities are included in this development.
unit that will help achieve the desired  Drawing conclusions
results?) from non-fictional and
fictional text.
ELA Skills
• Literary devices
• Poetic devices
• Language skills
• Analytical skills
• Current events
• Tiered Lessons
• Learning style adaptation
• R.A.F.T
• Project Based learning
• Compacting
• Multimedia presentations
• Open-ended writing
responses
• Conclusions and analysis
of exploratory activities
 •Research reports
20
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ELMWOOD PARK PUBLIC SCHOOLS
Writing Portfolio/Reflections
(4 weeks)
• Drafting
• Peer editing
• Writing workshop
• Publishing
• Annotating
• Revising, editing and
sharing
• Cross Discipline
Writing
• Collaboration with resource
teacher and parent.
• Teacher-created templates for
complex content.
• Positive reinforcement.
• Modify lesson as needed
according to ability (i.e. provide
a kinesthetic learner the option
to create a physical
representation of the content
instead of a 2D essay).
LEP:
• Use cooperative grouping
• Provide written and oral
instructions in a variety of ways
(SDAIE).
• Encourage support from native
Research Paper
(4-6 weeks)
• Drafting
• Peer editing
• Writing workshop
• Publishing
• Annotating
• Revising, editing and
sharing
• Cross Discipline Writing
• Collaboration with resource
teacher and parent.
• Teacher-created templates for
complex content.
• Positive reinforcement.
• Modify lesson as needed
according to ability (i.e. provide
a kinesthetic learner the option
to create a physical
representation of the content
instead of a 2D essay).
LEP:
• Use cooperative grouping
• Provide written and oral
instructions in a variety of ways
(SDAIE).
• Encourage support from native
language speakers who are
UNIT:
(Title, Month(s), Number of Days)
APPROVED BY BOARD OF EDUCATION
AUGUST 25, 2015
ELMWOOD PARK PUBLIC SCHOOLS
Reading Comprehension and Writing Portfolio/Reflections
Critical Reading (4 weeks)
(8-10 weeks)
language speakers who are
more proficient in English.
• Extend time for completing
assignments.
• Enlist parental support.
Gifted and Talented
• Create a blog about their
researching experience.
21
Research Paper
(4-6 weeks)
more proficient in English.
• Extend time for completing
assignments.
• Enlist parental support.
Gifted and Talented
• Create a blog about their researching
experience.