HELPING SECONDARY EL STUDENTS BECOME MORE EFFECTIVE WRITERS

by

Chanda Mulligan

A capstone project submitted in partial fulfillment of the requirements for the degree of
Master of Arts in English as a Second Language.

Hamline University

Saint Paul, Minnesota

August 2020

Advisor: Trish Harvey

Content Reviewer: Eugenia Popa
 PROJECT DESCRIPTION

The purpose of this curriculum project is to answer the question, ​How can teachers of EL learners ensure that students

utilize their entire linguistic repertoire to access the linguistic structures they need in order to communicate effectively for

academic tasks? ​ I want to know if a curriculum that integrates Systemic Functional Linguistics (SFL) and translanguaging

can enable my EL students to utilize all of their linguistic knowledge in order to communicate more effectively for academic

tasks. My curriculum will address the following standards and students who demonstrate success will be able to:

● Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims (​MN Literacy in History/Social Studies 11.14.1.1c).

● Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing,
rewriting, or ​trying a new approach​, focusing on addressing what is most significant for a specific purpose and
audience (​MN Language Arts/ Writing 11.7.5.5).

● Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize
primary and secondary sources; analyze them for credibility and bias; corroborate information across the
sources; use sources to support or refute the thesis; and present supported findings (​MN US History 9.4.1.2.1).

● ​ raw evidence from literary or informational texts to support analysis, reflection, and research (​MN
D
Language Arts/Writing 11.7.9.9).

● ​Access all of their linguistic knowledge to make language choices for academic tasks (Translanguaging).
 This curriculum is a three-week writing unit to be used in tandem with the History Day curriculum for 11th grade

students who are writing their History Day projects. Ideally, this curriculum would be used in November and December

before the first History Day competition takes place at the end of January, which is a local competition within our own high

school. This writing curriculum should be used after the History Day curriculum has been introduced, and students have had

an opportunity to explore topics, choose a topic, and begin preliminary research for primary and secondary sources. They

should have also been introduced to writing claims and evidence, writing templates, as well as using a bibliography website

such as ​mybib.com​ for saving their sources. Included in this unit are fifteen 40-minute lessons, which can be modified to be

used for 30 or 60-minutes lessons, with times and days adjusted according to the school day and needs of the students.

I will be utilizing Wiggins and McTighe’s (2011) Understanding by Design curriculum guide to help me synthesize the

best curriculum for my students. Wiggins and McTighe (2011) suggested that an effective curriculum is developed in three

stages: first, determining long-term and short-term goals for student learning; second, developing criteria by which to measure

the success of students in reaching the goals determined in stage one; and third, creating learning events that will give the

students the knowledge and skills they need to reach the goals of the curriculum as well as be successful on the assessments (p.

43).

Both pre- and post-assessment will be important for determining students’ prior knowledge as well as their success in

the goals of the curriculum. Pre-assessment will be done in the form of asking students to write paragraphs incorporating text
connectives, attribution, and patterns of attitude and analysis to determine what students already know about writing like a

historian and overall flow that makes it easier for readers to follow and understand their writing. Post-assessment will be done

in the form of a rubric to determine which elements of SFL and translanguaging that were taught were most helpful to students

and utilized in their writing of their History Day projects. I will know that my students have reached the goals of this

curriculum if I see elements of SFL correctly used in their History Day project writing, and if I hear and see students using

translanguaging strategies to write in their small groups and utilizing the co-created translanguaging chart to access important

linguistic features in their home languages.

 UNIT OVERVIEW

Stage 1: Desired Results

Established Goals (standards and program/mission-related goals):

MN Literacy in History/Social Studies 11.14.1.1c ​Use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims
MN Language Arts/ Writing 11.7.5.5
Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or t​ rying a new
approach​, focusing on addressing what is most significant for a specific purpose and audience.
MN US History 9.4.1.2.1 ​Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize
primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to
support or refute the thesis; and present supported findings
MN Language Arts/Writing 11.7.9.9 ​Draw evidence from literary or informational texts to support analysis, reflection, and research.
Translanguaging: ​Students will access all of their linguistic knowledge to make language choices for academic tasks.

Transfer: ​SWBAT improve their academic writing by using text connectives, attribution, and analysis.
SWBAT use all of their linguistic knowledge, including home language, to make language choices in their academic writing
(translanguaging).

Meaning: ​Students will understand that good writers in all content areas use text connectives (ex: although, eventually, in
fact, etc.) to improve the flow of their writing and show how their sentences are connected.
Students will understand that historians use attribution to introduce other authors’ ideas, opinions, and evidence from other
sources that support their claim.
Students will understand that argumentative writing in social studies includes the language of analysis, which is explaining
how other sources (primary and secondary) connect to your thesis or claim.
Students will understand that historians analyze text by detecting attitude in an author’s writing.
Students will understand that using all of their linguistic knowledge will give them more choices and help them to more
effectively communicate meaning in their writing.
Essential Questions: ​(1)What are some features of academic writing and why
 is it important to be able to use academic language in my writing?
(2)How can I make my writing more cohesive (show the reader how my
sentences are connected)?
(3)How do historians cite and analyze evidence from other sources to prove their
claim or point?
(4)How can using all of my linguistic knowledge (languages that I can speak or
write) help me to make more informed language choices in my writing?

Acquisition: ​Students will know that text connectives help readers see how sentences are connected in a text.
Students will know that attribution is citing and using other sources as evidence in your writing. Students will know that
analyzing their writing in social studies is using specific language features to explain how their evidence connects to and
supports their thesis and claims.
Students will be skilled at using text connectives for more cohesive writing.
Students will be skilled at using attribution to cite sources in their writing.
Students will be skilled at analyzing their evidence in their writing.

Stage 2: Evidence

(Evaluative Criteria)

Performance Tasks: ​Students will show that they really understand by evidence of…
Their ability to transfer all their learning about specific academic language and linguistic features (text connectives,
attribution, language of analysis) to writing their History Day projects. For example,
1. Task: Write using text connectives in their History Day project.
2. Task: Write using attribution to cite sources in their History Day project.
3. Task: Analyze their evidence by explaining how their evidence connects to and supports their thesis and claims in
their History Day project.
4. Task: Talk and write with translanguaging groups to create a chart of useful words and phrases in their home
language and use these words and phrases in their History Day projects.
Other Evidence: ​Students will show they have achieved Stage 1 goals by…
5. Using text connectives, attribution, and the language of analysis in both their practice PEA
(Point/Claim-Evidence-Analysis) templates and in their f​inal draft of their History Day project​.
6. Working with translanguaging groups to produce a small group chart and a whole class chart with useful words and
phrases in the home languages of the students.
 7. Referencing the charts created by translanguaging groups to access more words and phrases in various home
languages and select the ones that help them communicate meaning in their History Day projects.

Stage 3: Learning Plan

Pre-Assessment: ​In lesson 1, students will write a paragraph about their History Day topic using a strategy that helps their
writing to flow, and connects sentences to one another.
In lesson 4, students will talk about how they use their home language to help them write for academic tasks.
In lesson 6, students will write a paragraph making a claim about their History Day topic, and citing at least one source as
evidence.
In lesson 11, students will write a paragraph expressing the attitude of one of their sources toward their History Day topic.

Learning Events: ​Lesson 2: Guided and partner practice with text connectives
Lesson 3: Independent practice using text connectives
Lesson 4: Introductory chart, slideshow, and group discussion on translanguaging
Lesson 5: Translanguaging groups will talk about text connectives, fill out a translanguaging chart, and write a paragraph
using text connectives.
Lesson 7: Explanation of Attribution and guided practice
Lesson 8: Attribution guided and partner practice
Lesson 9: Independent practice with Attribution
Lesson 10: Translanguaging groups will talk about Attribution, fill out a translanguaging chart, and write a paragraph using
Attribution.
Lesson 12: Guided practice with PEA templates (for History Day project)
Lesson 13: Guided and partner practice with patterns of attitude
Lesson 14: PEA template practice: one together, one with a partner, and 2 independently, cloze paragraph, putting
sentences in the right order
Lesson 15: Translanguaging groups will talk about patterns of attitude and analysis in their History Day projects, fill out a
translanguaging chart, and write a paragraph using patterns of attitude and the language of analysis.
 LESSON PLANS

Unit Title: ​History Day Writing Curriculum Incorporating Systemic Functional Linguistics (SFL) and Translanguaging
Subject: ​U.S. History (Co-Taught EL)
Grade: ​11
Teachers: ​Chanda Mulligan (EL Teacher) and Abby Mund (U.S. History)
Duration: ​3 weeks (40-minute lessons)

Week 1: Lessons 1-5 (Text Connectives and Translanguaging)

Monday Tuesday Wednesday Thursday Friday

G Standard: Standard: ​MN Literacy Standard: ​MN Literacy Standard: ​MN Standard: ​MN
o MN Literacy in in History/Social in History/Social Language Arts/ Writing Language Arts/
a History/Social Studies Studies 11.14.1.1c Studies 11.14.1.1c 11.7.5.5 Writing 11.7.5.5
l 11.14.1.1c ​Use words, Materials: Text Materials: Text Use a writing process to Materials:
phrases, and clauses as Connectives Connectives ​Slideshow develop and strengthen Translanguaging ​chart
well as varied syntax to Slideshow​ (slides 1-5), (slides 6-8), Student writing as needed by (text connectives),
link the major sections Student ​note sheet​, note sheet​, ​handout​ of planning, drafting, Translanguaging
of the text, create post-it notes text connectives chart revising, editing, groups ​slideshow
cohesion, and clarify Differentiation: Differentiation: rewriting, or ​trying a Differentiation:
the relationships Students can work with Students can work in new approach​, focusing After students work
between claim(s) and a partner to complete partners during on addressing what is with groups to create
reasons, between the informal independent practice most significant for a their group
reasons and evidence, assessment if needed. for additional specific purpose and translanguaging chart,
and between claim(s) scaffolding, if needed. audience. they can choose to
and counterclaims. Materials: write individual
Materials: ​Video​ on a Translanguaging paragraphs or write
cohesive essay slideshow​, ​video​ (within one with a partner.
Differentiation: ​If the slideshow), post-it
students need notes
accommodations, they Differentiation: ​For
could work with a accommodations, the
partner to write a video in the slideshow is
paragraph together. close-captioned, and
students may do the
informal assessment
(post-it note) with a
partner to scaffold
language.

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How can I make my How can I make my How can I make my How can I use all of my How can I use all of
writing more cohesive writing more cohesive writing more cohesive linguistic knowledge my linguistic
(show the reader how (show the reader how (show the reader how (languages that I speak knowledge (languages
my sentences are my sentences are my sentences are or write) to help me that I speak or write)
connected)? connected)? connected)? make more informed to help me make more
Goal: ​I can show what Goal: ​I can identify Goal: ​I can complete language choices in my informed language
I know about using text text connectives within ​sentences using a text writing? choices in my writing?
connectives to make my a given text to see how connective that makes Goal: ​I can explain what Goal: ​I can work with
writing more cohesive. the author connected the most sense. I already know about my translanguaging
ideas from one translanguaging. group to explain text
sentence to another. connectives and write
a paragraph using
them.
 Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective:
SWBAT write a SWBAT identify text ​SWBAT complete and ​SWBAT complete a SWBAT complete
cohesive paragraph connectives within a rewrite sentences using K-W-L chart to show translanguaging charts
about their chosen given text. text connectives. what they know about with text connectives
History Day topic. translanguaging. and write a paragraph
Language Language Objective: using them.
Language Objective:(explicit (explicit language Language Objective:
Objective:(explicit language features) features) (explicit language Language Objective:
language features) SWBAT SWBAT use text features) (explicit language
SWBAT use text underline/circle text connectives (although, SWBAT utilize a graphic features)
connectives (although, connectives (although, eventually, for example, organizer to help them SWBAT use text
eventually, for eventually, for on the other hand) that organize what they connectives to write a
example, on the other example, on the other are most appropriate to know, want to know, and paragraph in their
hand) to show what hand) within a given complete given learn about translanguaging
they know about text. sentences. translanguaging. groups.
writing a cohesive
paragraph.

A Bell Ringer:
c ​K-W-L: What do you
c know about making
e your writing “flow”
(How do you show that
s
your sentences are
s
connected?) Students
/ will make a K-W-L
P chart in their
r notebooks and add to it
i during the lesson.
o notebook. (Hint: What
Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer:
​Revisit K-W-L: What ​Revisit post-it notes ​Do you ever use your Think about a time
did you write in your from yesterday: Ms. home language when when you worked with
“K” and “W” columns Mulligan likes you’re writing? If so, a group that worked
yesterday? What did pineapple on her pizza. how? (First, students well together. Why do
you learn about __________ Ms. Mund can answer in their you think it worked
making your writing claims that pineapple is notebooks and then turn well? (First, students
“flow” yesterday? not a “real” pizza and talk to share their can answer in their
Take a few minutes to topping. answer with a partner.) notebooks and then
fill in the “L” section Read a few out loud to turn and talk to share
of your chart in your students and discuss as (Students will also their answer with a
a large group which create a K-W-L chart in partner.)
r Pre-Assessment: ​Write did you learn about choices are most their notebooks and add
K a paragraph about text connectives?) appropriate and why. to it during the lesson.)
n your chosen History
o Day topic. Try to use
words and phrases that
w
help your paragraph to
l
“flow” and show how
e your sentences are
d connected.
g
e

N 1. Show ​Video 1. Give students N/A today 1. Talk through the 1. Talk through
e on writing more slideshow on slides​ 1-4.
w cohesively. information translanguaging. 2. Use slide 4 as
I 2. “Good writers about text (​slides​ 1-8) a framework
use cohesive connectives 2. Students will fill for translang.
n
devices like (​slides​ 1-4) out K-W-L chart group work.
f
text in their (Writing
o connectives ​to notebooks Meeting #1)
r help their during the Talk through
m writing flow slideshow and this slide
a and show how class discussion. together.
t their sentences
i are connected.
o Here are some
n examples of
text
/
connectives
T
and this is how
e I could use
a some of them
c to write a
h paragraph
about my HD
e
topic.” (Write
r
example on the
M board,
o underlining
d text
e connectives)
l 3. Ask students:
i did you use
n any of these
g words/phrases
from the video
or my example
in your
paragraph?

A N/A today Guided Practice: Guided Practice: N/A today Throughout the first
p Practice using slide 5 Slide 6 and “fill in the Writing Meeting, talk
p with students. blank with a text through expectations
l connective” section of on slides, make sure
Partner Practice: ​Have the note sheet should be students have an
y
students work in used together. Students opportunity to ask
partners to do the will complete the fill in questions, and monitor
/ “practice with a the blank sentences on as students talk and
G partner” section on their note sheet using write together. Help
u the ​note sheet text connectives. students to understand
i (Students can use this that it may take some
handout​ to help them practice for this group
d
with all three of the to function well
e
practice activities in together. This first
d today’s lesson) meeting will be an
/ important learning
P Partner Practice experience.
a Review: Students will
r work with a partner to
t complete the sentences
n in slide 7.
e
Independent Practice:
r
Students will then use
/
the “rewrite the
I sentences” section of
n the note sheet to rewrite
d sentences
e independently. (This
p could also be used as
e an informal assessment
n if there isn’t time to
d complete the final
activity listed below.)
e
n
t
P
r
a
c
t
i
c
e

G Informal assessment: Informal assessment: Informal assessment: Informal assessment: Informal assessment:
e Now that you know Fill in the blank with a Use slide 8 and a Write one way you think What were some
n what cohesive writing text connective on your relevant text of your translanguaging could helpful words/phrases
e and text connectives post-it note. Leave choice to have students help you write for your that you wrote in your
are, write at least three your post-it on the touch their nose or use History Day project on text connectives
r
sentences in your door as you leave the some other way to your post-it note. Leave translanguaging
a
notebook using 1-2 text classroom. indicate when they hear your post-it on the door chart? Which of these
l connectives. a text connective being as you leave class. words/phrases did you
i Ms. Mulligan likes read aloud. use in your paragraphs
z pineapple on her pizza. that you wrote
e __________ Ms. Mund together?
/ claims that pineapple (Evidence:
A is not a “real” pizza translanguaging
s topping. charts,
s translanguaging
paragraphs)
e
s
s
m
 e
n
t

Week 2: Lessons 6-10 (Attribution and Translanguaging)

Monday Tuesday Wednesday Thursday Friday

G Standard: ​MN US Standard: ​MN US Standard: ​MN US Standard: ​MN US Standard: ​MN
o History 9.4.1.2.1 ​Pose History 9.4.1.2.1 History 9.4.1.2.1 History 9.4.1.2.1 Language Arts/
a questions about topics Materials: Materials: Materials: Writing 11.7.5.5
l in history; suggest Citation/Attribution Citation/Attribution Citation/Attribution Materials:
possible answers and slideshow​, student slideshow​, Attribution slideshow​, Attribution Translanguaging ​chart
write a thesis; locate note sheet​ (optional) chart​ (handout), independent practice (Attribution),
and organize primary Differentiation: Attribution ​examples (handout) Translanguaging
and secondary If students are (handout), post-it notes Differentiation: groups ​slideshow
sources; analyze them comfortable, they can Differentiation: Students can complete Differentiation:
for credibility and take Cornell notes in Students can complete the Independent After students work
bias; corroborate their notebooks. If their post-it note with a practice activity with a with groups to create
information across the students need partner for additional partner if they need their group
sources; use sources additional scaffolding, scaffolding. additional scaffolding. translanguaging chart,
to support or refute they can use the note they can choose to
the thesis; and present sheet (graphic write individual
supported findings. organizer) to take paragraphs or write
Materials: ​video​ on notes. one with a partner.
using attribution in
writing (:48 to 2:49
only)
Differentiation:
Students can do the
informal assessment
with a partner if they
need accommodations
or scaffolding.

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How do historians cite How do historians cite How do historians cite How do historians cite How can I use all of
and analyze evidence and analyze evidence and analyze evidence and analyze evidence my linguistic
from other sources to from other sources to from other sources to from other sources to knowledge (languages
prove their claim or prove their claim or prove their claim or prove the that I speak or write) to
point? point? point? Goal: ​I can write in-text help me make more
Goal: ​I can show what Goal: ​I can recall how Goal: ​I can identify citations using informed language
I know about using to properly cite attribution in a text. attribution. choices in my writing?
and citing others’ sources in my History Goal: ​I can work with
ideas in my writing. Day project. my translanguaging
group to explain
attribution and write a
paragraph using it in
my in-text citations.

Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective:
SWBAT write a SWBAT take notes SWBAT identify SWBAT write in-text SWBAT complete
paragraph about their about citing sources attribution and citations using translanguaging charts
History Day topic for their History Day attribution.
 integrating some of projects using Cornell determine its meaning in Language Objective: with attribution and
their sources and notes or the graphic a given text. (explicit language write a paragraph.
authors’ ideas. organizer. features)
Language Objective: SWBAT use saying Language Objective:
Language Objective: Language Objective: (explicit language verbs (stated, argued, (explicit language
(explicit language (explicit language features) pointed out, said, told, features)
features) features) SWBAT identify saying claimed, etc) to rewrite SWBAT use saying
SWBAT use saying SWBAT explain key verbs (stated, argued, in-text citations so that verbs to complete
verbs (ex: Zinn argued vocabulary terms in pointed out, said, told, they have attribution. translanguaging charts
that…) to show what the citation/attribution claimed, etc) in a given and paragraph with
they know about using slideshow (quote, text and explain what in-text citations.
and citing sources paraphrase, citation, they mean using the
(attribution) in their in-text citation, graphic organizer
History Day project. bibliography, (chart).
annotation).

A Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer:
c ​K-W-L: What do you Correct this citation Why do we want to use Choose a saying verb Sit with your
c already know about and then turn and talk other authors’ ideas and from your chart and translanguaging
e using other authors’ to a partner: What do arguments in our rewrite this in-text groups and note who
ideas in your writing? you remember about writing? citation using your leader will be
s
Students will make a citing sources? ​(First, students can attribution. today (slide 3).
s
K-W-L chart in their answer in their
/ notebooks and add to _______________ notebooks and then turn “Mexico was originally Discuss in your small
P it during the lesson. Zinn, For the and talk to share their much larger than it is groups: Think of some
r European people who answer with a partner.) now. It included Texas, of the saying verbs you
i Pre-Assessment: settled in the New Mexico, Utah, have been using this
o Write a paragraph Americas, law and Nevada, Arizona, week to show
r about your chosen social customs said California, and parts of attribution. How do
K History Day topic. clearly that women Colorado and you write/say these
n Try to use “saying were not the equals of Wyoming” (Zinn, saying verbs in your
o verbs” that help your men. p. 89 p.122). home language?
w reader identify where
in your writing you
l
used other authors’
e
ideas.
d
g
e

N 1. Show ​video 1. Talk through 1. Show slide 7. N/A today 3. Talk through
e on attribution slides​ 1-6 as “Good historical slide​ 5.
w (from :48 to students take writers use other 4. Use slide 5 as
I 2:49 only) notes in their historians’ ideas a framework
2. “Good notebooks and information for translang.
n
historical (Cornell to support and group work.
f
writers use notes) or using argue their (Writing
o attribution to the ​graphic claims (points). Meeting #2)
r show when organizer. We use
m they have attribution to
a used someone show our
t else’s ideas to readers when we
i support their are using other
o own ideas or authors’ words
n claims. Here and ideas.”
are some 2. “Let’s look at
/
examples of some examples
T
attribution of attribution.”
e and this is
a how I could (Look at slide 8
c use some of together.)
h them to write
e a paragraph
about my HD
r
topic.” (Write
M
an example on
o the board,
d underlining
e saying verbs.)
l 3. Ask students:
i did you use
n any of these
g “saying verbs”
from the video
or my
example in
your
paragraph?

A N/A today Give students the Guided Practice: ​Read Independent Practice: Group Practice:
p opportunity to ask the examples on slide 8 Use slide 10 to recall Fill out the
p questions, clarify together. Ask students to prior knowledge. Then, Translanguaging c​ hart​
l information, and speak point out saying verbs in give students (Attribution) together.
to each of the examples. Attribution independent
y
misunderstandings/co Underline saying verbs practice ​handout​. Partner/Independent
mmon mistakes. on the board (if Students can use their Practice:
/ projecting onto a Attribution charts for Write a paragraph with
G whiteboard). Next, give examples of saying at least one in-text
u handouts: attribution verbs and rewrite the citation using
i chart​ and ​examples​. citations using attribution. You may
Use the examples to fill attribution. do this independently
d
out the chart with or with a partner.
e
students. First, have
d students look for the
/ saying verb in the first
P example. Next, have
a students determine the
r meaning of that saying
t verb. They should
n record both of these
e things on their chart,
and the teacher will use
r
slide 9 or chart paper to
/
record along with them.
I Finally, have students
n write how the saying
d verb is used in the
e example. Copying a
p portion of the example
e (that includes the saying
n verb) should suffice.
d
Partner Practice:
e
Keep going through the
n
examples along with
t students until completed,
P or until students have
r had enough practice to
a move on to practice with
c a partner. Students can
complete the remaining
t
examples with a partner.
i
c
e

G Informal assessment: Self-assessment: Informal assessment: ​On Informal assessment: Informal assessment:
e Now that you know Kahoot your post-it note, choose The independent What were some
n what attribution is, a saying verb and write practice activity can helpful words/phrases
e write a paragraph an in-text citation using serve as an informal that you wrote in your
introducing a claim one of your own sources. assessment. Attribution
r
you have made about Leave your post-it on the translanguaging chart?
a
your History Day door as you exit the Which of these saying
l topic. Use one of your classroom. verbs did you use in
i sources to support your paragraphs that
z your claim Make sure you wrote together?
e you use attribution in (Evidence:
/ your paragraph. translanguaging
A charts,
s translanguaging
s paragraphs)
e
s
s
m
 e
n
t

Week 3: Lessons 11-15 (Patterns of Attitude/Analysis and Translanguaging)

Monday Tuesday Wednesday Thursday Friday

G Standard: ​MN Standard: ​MN Standard: ​MN Standard: ​MN Standard: ​MN
o Language Arts Language Arts Language Arts Language Arts Language Arts/
a W.11.7.9.9 ​Draw W.11.7.9.9 W.11.7.9.9 W.11.7.9.9 Writing 11.7.5.5
l evidence from literary Materials: Language of
or informational texts Analysis ​slideshow Materials: Language of Materials: Language Materials:
to support analysis, Differentiation: Analysis ​slideshow​, of Analysis ​slideshow​, Translanguaging ​chart
reflection, and Students can work in Patterns of Attitude Patterns of Attitude (Patterns of Attitude/
research. partners to complete handout​, relevant text handout​, example Analysis),
Materials: the informal (Use a text students are claims and evidence Translanguaging
teacher-chosen assessment, if needed. familiar with...for from students groups ​slideshow
paragraph including example, I would use Differentiation: Differentiation:
claim and evidence Zinn or Takaki because Students can work After students work
from a source those are two texts we with a partner to with groups to create
Differentiation: ​If use in our classroom.) complete all practice their group
students are not ready Differentiation: activities today, if translanguaging
to write independently Students can work in needed. chart, they can choose
for the informal partners to complete the If students need to write individual
additional practice or
assessment, they can informal assessment, if additional challenge paragraphs or write
write with a partner. needed. with language of one with a partner.
analysis, you can use
slides 12-14 (cloze
paragraph, ordering
sentences)

Essential Question: Essential Question: Essential Question: ​How Essential Question: Essential Question:
How do historians cite How do historians cite do historians cite and How do historians cite How can I use all of
and analyze evidence and analyze evidence analyze evidence from and analyze evidence my linguistic
from other sources to from other sources to other sources to prove from other sources to knowledge (languages
prove their claim or prove their claim or their claim or point? prove their claim or that I speak or write)
point? point? Goal: ​I can identify the point? help me to make more
Goal: ​I can show what Goal: ​I can explain attitude of the author Goal: ​I can explain informed language
I know about how my evidence toward my topic when I how my evidence choices in my writing?
expressing an author’s supports or connects to read the source. supports or connects Goal: ​I can work with
attitude in my writing. my claim in my History to my claim in my my translanguaging
Day project. History Day project. group to explain
patterns of attitude
and analysis, and
write a paragraph
using both.

Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective: Measurable Objective:
SWBAT write a SWBAT explain how SWBAT identify the SWBAT explain how SWBAT complete
paragraph expressing their evidence connects attitude of the author their evidence translanguaging
the attitude of one of to their claim. toward their topic. connects to their charts with patterns of
their sources toward claim. attitude/analysis and
their topic. Language Objective: Language Objective: Language Objective:
 Language Objective: (explicit language (explicit language (explicit language write a paragraph
(explicit language features) features) features) including both.
features) SWBAT use the SWBAT identify SWBAT use the
SWBAT write a language of analysis adjectives and other language of analysis Language Objective:
paragraph using (ex:This evidence descriptive (ex:This evidence (explicit language
adjectives and supports the idea words/phrases that show supports the idea features)
descriptive phrases that___ by___, This judgment toward a topic that___ by___, This SWBAT use adjectives
that show evidence connects to (ex: revolutionary, evidence connects to and other descriptive
judgment/attitude (ex: ___ because __). influential, vital, ___ because __). words/phrases that
revolutionary, powerful, insignificant, show judgment toward
influential, vital, minor, pointless). a topic (ex:
powerful, insignificant, revolutionary,
minor, pointless). influential, vital,
powerful,
insignificant, minor,
pointless) and the
language of analysis
(ex: This evidence
supports the idea
that___ by___, This
evidence connects to
___ because __) to
complete the chart
and write a
paragraph.

A Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer: Bell Ringer:
c K-W-L: What do you Look at the writing you (Use slide 8): What were some of the Sit with your
c know about expressing have done for your With a partner, choose words and phrases translanguaging
e attitude or judgment (a History Day project so one of your topics to (adjectives) you groups and note who
s form of analysis) in far. Locate one of write a paragraph that identified yesterday on your leader will be
s your writing? your claims and includes an intro page one of your today (slide 3).
/ Students will make a evidence from one of sentence, claim, handout? Turn and Discuss in your small
P K-W-L chart in their your sources. Share evidence, and analysis. talk to a partner about groups: Think of
notebooks and add to your claim and the words and phrases some of the ​adjectives
r
it during the lesson. evidence with a you identified. and ​analysis
i
Pre-Assessment: partner. language/sentence
o Write a paragraph frames​ you have been
r about your History using this week to
K Day topic including show attitude and
n your claim and analysis. How do you
o evidence from one of write/say these in your
w your sources. Use home language?
l words and phrases
e (adjectives) that
explains the author’s
d
(of the source)
g
attitude toward your
e topic. Explain how the
evidence supports your
claim.

N 1. “Good 1. Use ​slides​ 1-3 N/A today N/A today N/A today
e historical to review the
w writers make important parts
I judgments of a paragraph
about the for History
n
importance of Day projects.
f
the events they (PEA-
o are writing point/claim,
r about. This evidence,
m means they analysis)
a use descriptive
t words and
phrases
i
(adjectives)
o
that explain
n their
/ viewpoint
T about how
e significant the
a event was and
c why. Good
h historical
e writers also
explain how
r
their evidence
M
(ideas and
o information
d from other
e authors)
l connects to or
i supports the
n claim/ point
g they are
making.
2. For example,
here are some
adjectives I
might use to
 talk about the
importance of
my topic in
history.
(Write a claim
sentence using
adjectives to
talk about the
importance of
the topic).
3. (Show a
paragraph that
includes a
claim sentence
and some
evidence from
one source.)
Now that I
have a claim
and some
evidence, I
need to
analyze, or
talk about how
this evidence
supports or
connects to my
claim.” (Write
a sentence
connecting the
 evidence to the
claim-
analysis.)
4. Ask students,
“ Did you use
any of these
adjectives to
write a
sentence about
the author’s
attitude toward
your topic?
Did you write
a sentence like
mine,
explaining
how your
evidence
connects to
your claim?

A N/A today Guided Practice: ​Use Guided Practice: Guided Practice: Group Practice:
p slides 4-5 to review Use slide 9, the student Using slide 11 and Fill out the
p writing a claim and handout,​ and a page 2 of the student Translanguaging
l evidence with students. classroom text to handout,​ walk students chart​ (Patterns of
Then use slides 6-7 to complete the Patterns of through the first Attitude/Analysis)
y
Attitude chart (page 1 of together.
/ practice writing handout). Help students example on page 2 of Partner/Independent
G analysis with students. notice ​who ​or ​what ​is the handout. Practice:
u being judged, whether it Write a paragraph
i is positive or negative Partner Practice: with one sentence
(which adjectives?), and After you have done identifying the attitude
d
the example from the the first example of the author toward
e
text you are using. together, have students your topic. Write at
d work with a partner least one sentence of
/ (and one of their analysis explaining
P History Day topics) to how your evidence
a complete the next connects to your
r example on the claim. You may do
t handout. this independently or
n with a partner.
e Independent Practice:
After students have
r
practice with the
/
teacher and with a
I partner, have them
n complete the last two
d examples on their own
e topic independently.
p
e
n
d
e
n
t
P
r
a
c
t
i
c
e

G Informal Assessment:
e Now that you know
n what analysis is, write
e a paragraph
introducing a claim
r
you have made about
a
your History Day
l topic. Use one of your
i sources to support
z your claim (evidence).
e Make sure you explain
/ how your evidence
A connects to or
s supports your claim.
s charts,
e
s
s
m
Informal Assessment: Informal Assessment: Informal Assessment: Informal assessment:
In your notebooks: Have students answer The independent What were some
Using your claim and the two questions on the practice activity can helpful words/phrases
evidence from the Bell handout under the chart: serve as an informal that you wrote in your
Ringer today, write 1-2 1.Which words or assessment. Patterns of
sentences of analysis, phrases give you clues Attitude/Analysis
explaining how your about the author’s translanguaging
evidence connects to attitude toward the chart? Which of these
your claim. Leave subject? adjectives/ sentence
your notebooks with 2.Which words or frames did you use in
your teacher today to phrases could you use to your paragraphs that
check. express your attitude you wrote together?
toward your History (Evidence:
Day topic? translanguaging
translanguaging
paragraphs)
e
n
t

APPENDIX A
 APPENDIX B

Name_________________________________________________________ Date____________________ Period______________ 

Co-taught US History 
Text Connectives Notesheet

Text connectives help us see how sentences are ​connected​.      

They can do this by ​___________________________​: 

● Martin Luther King, Jr. changed the world with his ideas. _____________________________, he helped to end 
segregation in the United States so that African Americans could receive a more equitable education. 

They can do this by showing ___________________________________: 

● Colonists had to pay a lot of taxes to the British government, but didn’t get anything in return. 
______________________________________, colonists wanted independence from Great Britain. 

They can do this by _________________________________________________: 

● There were many reasons the colonists disliked King George. ​____________________________​, he allowed his soldiers 
to sleep in the homes of the colonists without permission. 

They can do this by showing __________________________: 

● Loyalists were colonists who were loyal to the king of Great Britain. Patriots, ​___________________________________​, 
were colonists who wanted independence from Great Britain. 
They can do this by giving information about __________________: 

● Martin Luther King, Jr. was shot and killed on April 4, 1968. ____________________________, he worked actively to 
advance civil rights for people of color. 

They can do this by ​_________________________________________​: 

● Phillis Wheatley was an educated African slave. _________________________________, she was a gifted poet. 

Practice with a partner: Circle or underline the text connectives you find in these sentences:   
“Next, the Declaration listed the unjust or harmful acts of the British king. It described his rule as tyranny, or 
oppression-- that is, rule by force, without fairness” (Zinn, p. 68). 

“At the same time, they didn’t want to disturb too much of the settled order of wealth and power. In fact, the makers 
of independence were part of that settled order” (Zinn, p. 70). 

“People couldn’t vote if they didn’t own enough land. In addition, only very wealthy people could hold state office” 
(Zinn, p. 80). 

“This land-owning elite class controlled the legislature and passed laws to protect their own interests. For example, 
the legislature lengthened the term of indentured servitude for whites” (Takaki, p. 53). 

“The planters had come to a crossroads. On one hand, they could open up better economic opportunities to white 
workers, and give landless freemen the vote. This would ease the discontent of the lower classes of whites, but it 
would weaken the economic advantages of the elite class, and maybe its political control as well. On the other hand, 
the planter class could reorganize society on the basis of both class and race by bringing in more African slaves” 
(Takaki, p. 58). 
Fill in the blank with a text connective: 

1. Ms. Mund has a dog. ________________________ she does not have a pet elephant. 
2. Ms. Mulligan is a teacher at Harding High School. _____________________ she was a substitute teacher. 
3. Ms. Sprunger has nearly completed the requirements for her teaching program at Hamline University. 
_____________________ she will soon be a teacher. 
4. Mayor Carter has been holding community meetings and discussions at different schools in St. Paul. 
_______________________, he visited Harding High School. 
5. I’d like to give you some reasons why I love teaching at Harding High School. ______________________, our students 
are the most amazing people ever.   
6. Tacos are an inexpensive snack. ___________________, they are delicious. 

Rewrite the sentences using a text connective: 

1. There are many things I can do to make sure I do well on my History Day project. I can do my work everyday in 
class. 

2. Last week I felt really unsure about what History Day was. I feel like I have a better idea what History Day is. 

3. Ms. Mulligan, Ms. Mund, and Ms. Sprunger all believe in me. I know I have what it takes to succeed. 

 
 APPENDIX C

 
  

 
 
 
 APPENDIX D

Translanguaging Chart: text connectives 

English Home Language:_______________

Translanguaging Chart: Attribution 

English Home Language:_______________
 
Translanguaging Chart:  
Patterns of Attitude (analysis) 
English Home Language:​_________________

   

   

   

   

   

   

   

   
 
Example: (For Translanguaging small groups) 
Translanguaging Chart:  
Patterns of Attitude (analysis) 
English Home Language:​ Spanish

Failed (negative)  Ha fallado 

Racial hostility (negative)  Hostilidad racial 

Limited possibilities (negative)  Posibilidades limitadas 

Harsh conditions (negative)  Condiciones duras 

Helped new arrivals (positive)  Ayudó a los recién llegados 

a disaster (negative)  Un desastre 

A way to advance (positive)  Una forma de avanzar 

More independence (positive)  Mas independencia 

More choice (positive)  Más opción 

 
 
 
 
 
 
Example: 
Whole Class Translanguaging Chart:  
Patterns of Attitude (analysis) 
English HL:​Spanish HL:​Hmong HL:​Somali

failed  Ha fallado  Ua tsis tau tejyam  Ku fashilmay 

Racial hostility  Hostilidad racial  Haiv neeg ua yeeb ncuab  Cadaawad cunsurinimo 

Limited possibilities  Posibilidades limitadas  Tsuas siv tau  Fursadaha xadidan 

Harsh conditions  Condiciones duras  Mob hnyav  Xaaladaha adag 

A disaster  Un desastre  Kev puas tsuaj loj  masiibo 

More choice  Más opción Ntau xaiv  Xulasho dheeraad ah 

APPENDIX E
  

 
 APPENDIX F

C​itation/Attribution Vocabulary 

Quote→​ When you take ______ from your source ______________________________in your 
source. Do ​NOT​ ____________ the words or _________________ in your own words. 

Paraphrase→​ When you _________________ information from your source 

__________________________. You take the ideas you learned about in your source, but 
___________ it using ________________________________. 

Citation→​ When you give ____________ to (recognize) your source. This is done ​BOTH 
in your ___________ ​AND​ in your __________________.  

In-Text Citation Ex.  

● __________________ to Takaki, “...”. 

Bibliography Citation Ex.  

● Stefoff, Rebecca, and Ronald T Takaki. ​A Different Mirror for Young People : A 
Young People’s History of Multicultural America​. New York, Seven Stories ; 
London, 2012. 

Annotation→​ ​An annotation is a short _______________ (or two) that goes in your 
_________________ and explains ________________________​ ​(ex. Book, website, etc.) 
and __________________________________________. 
 APPENDIX G

Name_______________________________________ Date_____________ Per.______ 

Attribution Chart

Saying verb: Meaning: Example:

Other examples: c​ onclude that, reveal that, imply that 

 APPENDIX H
Attribution Examples 
 
Directions: Use the following examples to fill in the Attribution Chart. You can use these different ways of introducing 
what other people say or think about y​ our​ History Day topic in your project. 
 
1. “Huey Newton, the co-founder of the Black Panther Party, publicly supported the gay liberation movement. In 
1970, he stated that he believed ‘the homosexual could be the most revolutionary’ of all oppressed people” 
(Reese, p.1) 
https://www.thetaskforce.org/lessons-learned-from-the-black-panther-party 
 
2. “​The decision to end the ride frustrated student activists, such as Diane N
​ ash​, who argued in a phone 
conversation with Farmer: “We can’t let them stop us with violence. If we do, the movement is dead” (King 
Institute Editors, p.2). 
https://kinginstitute.stanford.edu/encyclopedia/freedom-rides 
 
3. “ The ​New York Times​ reported from the treaty site, ‘Outside the thin wooden walls there was the mutter of 
artillery fire - a grim reminder that even as the truce was being signed men were still dying on near-by hills and 
the fight would continue for twelve more hours’” (Wright, p.1). 
https://www.theatlantic.com/international/archive/2013/07/what-we-learned-from-the-korean-war/278016/ 
 
4. ​“‘The Burma Army is shooting mortars and it not safe to live in the village. We are moving to the head of the 
river,’ the leader informs the aid worker, detailing that her buffalo were hit with mortar rounds and that her 
entire family was afraid to stay in their homes” (McKay, p.2). 
https://www.foxnews.com/world/on-the-70th-anniversary-of-their-war-with-the-burma-army-landmark-peace-process-in-jeopardy-as-hundreds-of-karen-christians-fle
e-their-homes-under-fire 
 
5. “According to the 2001 book F
​ ast Food Nation​ by Eric Schlosser​, nearly one in eight workers in the U.S. have 
worked at a McDonald’s at one point in their lives” (Dunlap, p.1) 
 https://people.com/food/11-surprising-facts-about-the-history-of-mcdonalds/ 
 
6. “Years later, Robinson said he regretted his remarks about Robeson. ‘I have grown wiser and closer to the 
painful truth about America's destructiveness,’ he acknowledged” (Dreier, p.3). 
https://prospect.org/civil-rights/jackie-robinson-legacy-activism/ 
 
7. ​ “​The new study goes against the argument that there was a single ‘cradle of mankind,’ instead suggesting that 
modern humans may have evolved in various locations across the African continent” (Pruitt, p.4). 
https://www.history.com/news/the-coolest-historical-discoveries-of-2017 
 
8. “One historian points out that although William served three terms in the state legislature from 1829 to 1837, 
he was not by nature a political animal” (Madison et al., p. 52). 
Madison, James H, et al. H
​ oosiers and the American Story​. Indianapolis, Indiana, Indiana Historical Society 
Press, 2014. 

 
 
   
 APPENDIX I

Name__________________________________________Date_________________Per.___ 
Attribution- Independent/Partner Practice 
Directions: Choose a “saying verb” from the chart, and use it to c​ ite​ each source. 
 
1. “In 1860, there were 225,000 African Americans in the Northern states. They were ‘free’ because the North had 
abolished slavery after the American Revolution. Still, they were the targets of poisonous racism” (Takaki, p. 
86). 
 
______________________________________________________________ 
 
______________________________________________________________ 
 
2. “Whatever kind of work they did, Mexican laborers found themselves in a system in which job rank was tied to 
race...Even where Mexicans did the same work as Anglos [white people], they were paid less” (Takaki, p. 139). 
 
______________________________________________________________ 
 
______________________________________________________________ 
 
3. ​“Three years after Hayes’s warning, Congress passed a law called the Chinese Exclusion Act. It prevented Chinese 
laborers from entering the United States for the next ten years, and it specifically stated that Chinese who were 
already in the country could not become citizens” (Takaki, p. 153). 
 
________________________________________________________________ 
 
________________________________________________________________ 
  
4. “For the European people who settled in the Americas, law and social customs said clearly that women were not 
the equals of men. Fathers and husbands had the right to control women. Women were oppressed, which means 
that they could not control their own lives” (Zinn, p. 89).  
______________________________________________________________ 
 
______________________________________________________________ 
 
5. “Yet many Native Americans did join the fight. Enlistment was especially high among the Navajo people. 
Almost one-fifth of all the Indians who came from reservations to enlist in World War II were Navajo” (Takaki, p. 
287). 
 
______________________________________________________________ 
 
______________________________________________________________ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
APPENDIX J
  
 
 
 
 
 
 
 APPENDIX K
Name____________________________________________ Date___________________ 
History Day Analysis Practice

Person, group, or  Positive or  Examples from the text: 

institution being  Negative? 
judged: 

 
Which words or phrases give you clues about the author’s attitude toward the subject? 
 
___________________________________________________________________ 
 
Which words or phrases could you use to express your attitude toward your History Day topic? 
 
___________________________________________________________________ 
 
 Words that tell us the importance of  Saying verbs   Sentences that show connection 
the change/event  (you can use in your evidence)  between evidence and claim 
(you can use in your claim)  (you can use in your analysis) 

Words meaning important​: symbolic,  according to, states,  ___ supports the idea that ___. 
revolutionary  claims, explains,  Although _____ is true, another 
influential, momentous, immense,  points out, argues,  important idea to consider is ______ 
vital, crucial, powerful  demonstrates,  because __________. 
  discusses, proposes,  This evidence demonstrates that 
Words meaning not important​:  notes, 's view. >>  ________. 
Imperceptible, incidental  which indicates that,  The evidence that ______ suggests 
Insignificant, minor, pointless  showing the, thus  that ________. 
  supporting,  _______’s view supports the idea that 
This was a __________ event  demonstrating the,  ________. 
because…  contrasting with  ________ notes that _______, which 
  Takaki________ that...  indicates that _________. 
This was a __________ change  Zinn_______ that…,(this part is   
because...  evidence) which indicates that… (this   
  part is analysis)   
 
More Analysis Practice.... 
Example: 
Claim: T​ he creation of the United States of America was only beneficial for white people. 
 

Evidence: ​ Takaki explains, “Ever since the arrival of the English, the Indians’ story has been one of stolen lands, 
sickness, starvation, suffering, and sadness” (p. 39). 
 

Your Analysis: 
  
 
Practice with a partner: 
Claim: 
 

Evidence: 
 

Your Analysis: 
 
 
Your turn: 
Claim: 
 

Evidence: 
 

Your Analysis: 
 
 
 
Claim: 
 

Evidence: 
  

Your Analysis: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
APPENDIX L
 REFERENCES

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