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They also use tools like KWL charts and a writing graphic organizer to structure the work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the activities incorporate vocabulary and reading comprehension support?",{"text":117,"@type":113},"Learners discuss target vocabulary in sample sentences with definitions, use yes/no and L1 supports, and practice reading fluently. Instruction emphasizes identifying main idea and supporting details and using precise words.",{"name":119,"@type":110,"acceptedAnswer":120},"Which law-related themes are included and what kinds of tasks follow them?",{"text":121,"@type":113},"The unit includes Amistad Law, Holocaust Law, LGBTQ+ and Disabilities Law, and Diversity & Inclusion, each paired with research, discussion, and creative or structured tasks such as building a dictionary or finding quotes to represent roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},491245,1791481724,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","iLit Level C-Unit 4 (MP4)  \nUnit 6 iLit-Week 1-6 Kids on Strike  \nUnit 7 iLit-Week 7-8  \n*Online Resources that can be utilized with all SLO/Standards  \n[https://www.englishcentral.com/browse/videos](https://www.englishcentral.com/browse/videos)  \n[https://www.esllibrary.com/](https://www.esllibrary.com/)  \n[https://kahoot.com/](https://kahoot.com/)  \n[https://www. mobymax.com/](https://www. mobymax.com/)  \n[https://newsela.com/](https://newsela.com/)  \n[https://www.spellingcity.com/](https://www.spellingcity.com/)  \n[https://www. readworks.org/](https://www. readworks.org/)  \n[https://www.ixl.com](https://www.ixl.com)  \n[https://www.learningA-Z.com](https://www.learningA-Z.com)  \n[https://www.litcharts.com/](https://www.litcharts.com/)  \n[https://docs.google.com/document/d/1yAZOFS-GPcmFxieuJWDrFDu7Rm2Yad_ozautuFpKP5Y/edit\\#](https://docs.google.com/document/d/1yAZOFS-GPcmFxieuJWDrFDu7Rm2Yad_ozautuFpKP5Y/edit#)!  (Sentence frames)  \n[https://www.commonlit.org/?acknowledge_unsupported_browser=true](https://www.commonlit.org/?acknowledge_unsupported_browser=true)  \n[http://www.vocabulary.com](http://www.vocabulary.com)  \n[Writing Resources:](Writing Resources:)  \nInformative/ Explanatory  \n[https://blog.thinkcerca.com/how-to-teach-informative-or-explanatory-writing](https://blog.thinkcerca.com/how-to-teach-informative-or-explanatory-writing)  \nResearch  \n[http://www. readwritethink.org/fi](http://www. readwritethink.org/fi)les/resources/lesson images/lesson1155/scaffold. pdf  \nArgumentative  \n[https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.htm](https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html)[l](https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html)  \nNarrative  \n[https://www.thoughtco.com/narrative-composition-term-1691417\\#:](https://www.thoughtco.com/narrative-composition-term-1691417#:)~:text=A%20narrative%20is%20a%20form,strategies%20to%20tell%20a%20story.  \n\n| (place an “X” before each law/statute if/when present within the curriculum map) |  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| X | Amistad Law:\u003Cbr>N.J.S.A. 18A\u003Cbr>52:16A-88 | X | Holocaust Law:\u003Cbr>N.J.S.A. 18A:35-28 | X | LGBT and Disabilities Law:\u003Cbr>N.J.S.A. 18A:35-4.35 | X | Diversity & Inclusion:\u003Cbr>N.J.S.A.\u003Cbr>18A:35-4.36a | X | Standards in Action: Climate\u003Cbr>Change |  |\n\nAmistad Law  \nResearch a period of African History  \nUse the National Museum of African American Culture and History to research a topic using their exhibits. Then, share with the class/group.  \nHolocaust Law  \nThe Terrible Things: Allegory of the Holocaust  \nSWBAT identify and define an allegory. SWBAT identify and describe a bystander, and what their role was in WWII and other genocides. Bring to Life-Find a quote to represent the bystander role in Holocaust.  \nUse to make your own replicas and museum.  \nHolocaust A-Z-Make a Holocaust dictionary by researching different topics and events of WWII and the Holocaust.  \nLGBTQ+ and Disabilities Law  \nWatch, research and discuss Gladys Bentley and the Harlem Renaissance.  \nComplete an activity to bring awareness to different disabilities and handicaps.  \nUse GLSEN cards and website to research and discuss different LGBTQ+ figures and events  \nDiversity & Inclusion  \nWhy are all cultures important?  \nRace Awareness Game and Discussion  \nHave a Class Diversity Celebration using 1 or more of the ideas suggested.  \nStandards in Action:  \nWatch the movie Before the Flood research and compile a list of ways to prevent flooding and global warming.  \nRead and discuss photo essay Melting Away  \nTake a picture from your neighborhood, or draw a picture to show how global warming is affecting our environment.  \nUse CLEAN resource collection to conduct research and investigate different topics involving the environment (water, weather)  \n\n|  | Student Learning O","cbCaijqhflhlyypc","https://ap.wps.com/l/cbCaijqhflhlyypc","pdf",221889,21,"English","# Unit 4 iLit Level C\n## Online Resources for SLO/Standards\n## Law-Linked Research and Writing Activities\n## Student Learning Objective (SLO) and Language Development","[{\"question\":\"What writing skills are targeted in this unit’s language objectives?\",\"answer\":\"Students prewrite and brainstorm for an explanatory essay, plan and draft the essay, and participate in peer review. They also use tools like KWL charts and a writing graphic organizer to structure the work.\"},{\"question\":\"How do the activities incorporate vocabulary and reading comprehension support?\",\"answer\":\"Learners discuss target vocabulary in sample sentences with definitions, use yes/no and L1 supports, and practice reading fluently. Instruction emphasizes identifying main idea and supporting details and using precise words.\"},{\"question\":\"Which law-related themes are included and what kinds of tasks follow them?\",\"answer\":\"The unit includes Amistad Law, Holocaust Law, LGBTQ+ and Disabilities Law, and Diversity \\u0026 Inclusion, each paired with research, discussion, and creative or structured tasks such as building a dictionary or finding quotes to represent roles.\"}]","Grade9LevelCESLUnit4 - iLit Level C Unit 4 (MP4) Online Resources & Law-Linked Writing | PDF",1790847342,53]