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Teacher Center · Co-teaching · Optional worked example · High school ELA + ENL

Worked example: a high-school ELA novel unit (The Midnight Library)

🤝 This is one optional worked example. The full co-teaching guide (the six models with room diagrams, New York rules, co-planning template, roles, grading, families, look-fors) lives in the Teacher Center: Open the co-teaching guide. For short examples across grades and subjects (Grade 2 to high school), see co-teaching worked examples. Use this page if your class reads this novel; every routine here also works with any approved novel.

🆕 2026-27: New York joined the WIDA Consortium. The last NYSESLAT was in spring 2026; starting spring 2027 English learners take WIDA ACCESS each year. In this guide, “English level” means the student's most recent NYS proficiency level (Entering, Emerging, Transitioning, Expanding, Commanding). [source]

Two teachers, one room, one high goal: every student reads, discusses and writes about the same novel.

A complete example unit for a high school English class with Integrated ENL: an ELA teacher and an ESOL (ENL) teacher co-teach a novel to the whole class, including English learners at every level. It shows preparation, weekly co-planning, the co-teaching model for each lesson, scaffolds for each English level, data, two full lesson plans, a family letter, support for students who have an IEP and are English learners, and Regents and WIDA notes.

📖 Open the student course28 lessons (including 11 on Nora's lives) with watch videos, sentence frames for every English level, checks, sorts, Regents-style practice, a 25-poster Visual reading guide and Nora's Tree of Lives. 🧰 Teacher toolkitCo-teaching models, scaffolds by level, IEP-at-a-glance and templates.

Copyright: The Midnight Library (Matt Haig, 2020) is under copyright. Goal100 does not reproduce any of its text. Plot points here are described in our own words; students read the assigned sections in their own copy (school class set or public library). All practice passages are original Goal100 mentor texts. Robert Frost's “The Road Not Taken” (1916) is public domain in the U.S. [source] [source]

Content note: the novel deals with depression, grief and a suicide attempt. Before reading: send the family letter, coordinate with the school counselor, offer an alternative text on request, and post the 988 Suicide & Crisis Lifeline (call or text 988). Follow your district's approved-text and sensitive-topic policies. [source]

Privacy: keep student names, IEPs and English levels off this site and out of unapproved tools (FERPA, NY Education Law 2-d). Print the templates and fill them by hand.

Unit at a glance

Basics

Course: English 10 or English 11 (Regents year), Integrated ENL section co-taught by a 7-12 ELA teacher and a certified ESOL teacher. [source]
Length: 28 lessons (about 6 weeks of 45-minute periods), including Unit 3, “Nora's Lives” (lessons 8-18, one lesson per life). Add reading days as your class needs; reading is assigned in sections, not all at once.
Anchor text: The Midnight Library, Matt Haig (2020). Students read their own copy. Teachers set page ranges for their edition (page numbers differ between editions).
Paired text: “The Road Not Taken,” Robert Frost (1916), public domain. [source]
Student course: ELA + ENL: The Midnight Library (Required track, free, progress stays on the device).

Essential questions

Is regret a trap, a teacher, or both?
How do the choices we did not make shape the way we see the life we have?
How do authors use structure, symbol and point of view to develop a theme?
How do I build a strong argument from sources and answer the other side?

Reading plan (own words, no text reproduced)

Section	What happens (summary)	Lessons
1 · The root life	We meet Nora, an adult in England, on a day of piled-up losses. Her regrets and a crisis bring her to the edge of life. (Content note applies.)	4, 8
2 · The library	Nora finds herself in a library between life and death, guided by a familiar figure, Mrs. Elm. Each book is a life she could have lived; one heavy book holds her regrets.	5
3 · Other lives	Nora tries one possible life after another, each built around a different choice. Each life surprises her and teaches her something.	6, 9-16
4 · The choice	Nora faces the biggest choice of the book. The ending shows how her view of her own life has changed.	7, 17-18

Content and language objectives (unit)

Content (ELA teacher leads)	Language (ENL teacher leads)
Analyze how a complex character develops and how that develops theme (9-10R3, 9-10R2).	Describe change over time with sequence and contrast words (at first, then, by the end, however).
Analyze how structure, motif, symbol and point of view create meaning (9-10R5, 9-10R4, 9-10R6).	Explain cause and effect with because, so, this creates, this shows.
Write a text-analysis response and an argument from sources (9-10W2, 9-10W1, 9-10W5).	Use frames and academic verbs (develops, reveals, suggests, emphasizes) in writing.
Discuss texts in a seminar and present a creative response (9-10SL1, 9-10SL4, 9-10W4).	Use talk moves: build on, ask for evidence, disagree politely.

NYS Next Generation ELA standards

Codes and wording follow NYSED's 9-12 standards (short paraphrase here). Use 9-10 codes for English 10 and 11-12 codes for English 11. [source] [source]

Code	What it asks (paraphrased)	Lessons
9-10R1 / 11-12R1	Cite strong and thorough textual evidence; make logical inferences; develop questions.	3, 4, 8-18, 21, 27
9-10R2 / 11-12R2	Determine themes or central ideas and analyze their development; summarize objectively. (11-12: two or more themes.)	6, 7, 10-18, 20, 25
9-10R3 / 11-12R3	Analyze how complex characters develop, interact, advance the plot or develop a theme. (11-12: impact of author's choices.)	4, 5, 7, 8-18, 19
9-10R4 / 11-12R4	Meaning of words and phrases, including figurative and connotative; impact of word choice on meaning, tone and mood.	3, 23, 25, 27
9-10R5 / 11-12R5	How varied aspects of structure create meaning and affect the reader.	5, 6, 16, 18, 22, 23
9-10R6 / 11-12R6	How authors use point of view, perspective and purpose to shape messages.	3, 24
9-10R8 / 11-12R8	Delineate and evaluate arguments; is the evidence relevant and sufficient?	26
9-10R9 / 11-12R9	Evaluate texts with criteria; make connections to other texts, ideas, eras and experiences.	1, 3
9-10W1 / 11-12W1	Write arguments with precise claims, counterclaims, relevant and sufficient evidence.	26
9-10W2 / 11-12W2	Write informative/explanatory texts that analyze content clearly.	25
9-10W4 / 11-12W4	Create a poem, story, play, artwork or other response to a text, author, theme or experience.	28
9-10W5 / 11-12W5	Draw evidence from literary or informational texts to support analysis and reflection.	21, 25
9-10SL1 / 11-12SL1	Collaborative discussions: come prepared, build on others, use evidence.	1, 28
9-10SL4 / 11-12SL4	Present claims and evidence clearly and logically.	28
9-10L4, 9-10L6	Determine word meanings with context and word parts; acquire academic vocabulary.	2

NYSED's standards note that English learners may show skills bilingually or transfer knowledge across languages while building English. [source]

Integrated ENL: the rules for this class

Who teaches: Integrated ENL in grades 9-12 is taught by one teacher certified in both ESOL and the content area, or by two teachers co-teaching: a certified ESOL teacher and a 7-12 certified content (ELA) teacher. This unit shows the two-teacher model. [source]
Credit: students earn core content-area (English) credit for passing an Integrated ENL unit of study; stand-alone ENL earns elective credit. [source] [source]
Minimum ENL time each week (grades 9-12): Entering 540 minutes (including 180 integrated ENL/ELA); Emerging 360 (including 180 integrated ENL/ELA); Transitioning 180 (including 90 integrated ENL/core content); Expanding 180 integrated ENL/core content; Commanding (former ELLs) continue services for two more years (90 minutes a week of integrated ENL in ELA/core content or other approved former-ELL services). One unit of study = 180 minutes a week. [source] [source]
Home language: all ENL classes, integrated and stand-alone, offer home-language support. [source]
Grouping: ENL classes span no more than two contiguous grades (except ELLs in special education classes), during the school day. [source]

English level	What the student can usually do (summary)	What this unit does
Entering	Is beginning to understand and use English; depends heavily on supports.	Pictures, gestures, bilingual word bank, home-language partner, labeled or framed responses, same thinking task.
Emerging	Uses English with growing independence on familiar topics; needs significant support.	Frames, chunked reading, audiobook, partly filled organizers.
Transitioning	Uses English more independently; needs support for academic tasks.	Organizers, frames with connectors, partner roles.
Expanding	Uses English with near-grade-level independence; refines academic language.	Grade-level tasks; precise-verb bank; feedback on complex sentences.
Commanding	Meets proficiency; continues as a former ELL with support for two years.	Grade-level tasks; monitor new academic words; peer leadership.

Level summaries paraphrase NYSED's level descriptions. [source]

Preparation timeline (before the unit starts)

Approve the text6 weeks beforeConfirm the novel is on your district's approved list or follow the approval process. Plan an alternative text for families who request one.
Get copies5 weeks beforeOrder a class set. Ask the school or public library about the published Spanish translation (and other home languages) and audiobook copies. Never photocopy chapters.
Know the students4 weeks beforeBoth teachers read each English learner's most recent level and each IEP (every teacher responsible for a student must have access to the IEP). List supports on private cards.
Plan the unit together3 weeks beforeTwo 40-minute sessions: map the 28 lessons, set content and language objectives, choose a co-teaching model for each lesson (see the roles chart), split materials.
Coordinate care2 weeks beforeMeet the school counselor about the content note. Send the family letter in each family's language. Agree on a quiet check-in signal for students who need a break.
Baseline1 week beforeShort pre-assessment: one paragraph about a choice in a short original text + a vocabulary check. Sort students into flexible groups (they will change weekly).
Teach and adjustDuringWeekly 40-minute co-plan (below). Regroup by data every week.
ReflectAfterReflection protocol (below); save what worked for next year.

Weekly 40-minute co-plan protocol

Minutes	What happens	Who leads
0-5	Check norms and one win from last week.	Rotates
5-15	Look at data: exit tickets, course check results students sent, language observation notes. Name 3 flexible groups for next week.	ENL teacher (language data) + ELA teacher (content data)
15-30	Plan next week: content objective (ELA lead), language objective and scaffolds by level (ENL lead), co-teaching model and roles for each lesson.	Both
30-37	Split materials: who makes the organizer, frames, word bank, small-group plan.	Both
37-40	Parity check (does each teacher lead something?), family or counselor contacts, IEP case manager updates.	Both

Co-plan agenda (print)	Notes
Wins from last week
Data: who met the goal / who needs another way in
Groups for next week
Content objective(s)
Language objective(s)
Model and roles per lesson
Materials and who makes them
Families, counselor, IEP contacts

Roles and co-teaching model for every lesson

Models rotate so neither teacher becomes the “helper.” Counts in lessons 1-7 and 19-28: team teaching 4, station 4, parallel 3, alternative 3, one teach/one observe 2, one teach/one assist 1. In Unit 3 (Nora's Lives, lessons 8-18) the pair alternates station teaching (8, 10, 12, 14, 16, 18) and team teaching (9, 11, 13, 15, 17) with the Visual reading guide routine below. The ENL teacher leads lessons 2, 19, 21 and 24; the ELA teacher leads 4, 5 and 27; the rest are shared.

#	Lesson	Standards	Model	Lead	ELA teacher	ENL teacher	Language objective
1	Regret and “what if?”	9-10SL1, 9-10R9	Team teaching	Both	Leads the anticipation-guide discussion; models agreeing and disagreeing with reasons.	Co-leads as the second voice in a modeled discussion; pre-teaches regret, choice, consequence with pictures and gestures.	Students will state and justify an opinion orally using “I agree/disagree because…”.
2	Academic words for choices and change	9-10L4, 9-10L6	Station teaching	ENL	Runs the words-in-context station (sentences from original mentor texts).	Leads the unit and runs the morphology and cognates station (possible → possibility; consecuencia, perspectiva).	Students will write sentences using four unit words correctly.
3	Paired poem: “The Road Not Taken”	9-10R1, 9-10R4, 9-10R9	Parallel teaching	Both	Teaches Group A (mixed levels): reading, stanza chart, evidence hunt.	Teaches Group B (mixed levels) with the same objective, plus extra oral rehearsal of frames.	Students will describe the speaker's feelings using “The speaker feels ___ because line ___ says ___.”
4	Section 1: The root life and the crisis	9-10R1, 9-10R3	Alternative teaching	ELA	Leads the content note, the reading routine and the event-page-why chart with the class.	Takes a small group for a pre-reading preview (own-words summary, key words, picture timeline); checks in on comfort with the content.	Students will retell key events in order using “first, next, then, finally.”
5	Section 2: The library and the Book of Regrets	9-10R3, 9-10R5	One teach, one observe	ELA	Leads the lesson on setting rules and the mentor character.	Observes partner talk with the four-modality language observation sheet (focus: use of “because” and “so”).	Students will explain a rule of the setting using “because” and “so.”
6	Section 3: Trying on other lives	9-10R2, 9-10R5	Station teaching	Both	Runs the expectation-vs-reality station with evidence from the text.	Runs the language station: contrast words (but, however, instead) and the lives chart.	Students will compare expectations and reality using “expected ___, but ___.”
7	Section 4: The choice and the ending	9-10R2, 9-10R3	Team teaching	Both	Plays “Nora at the start” in a two-voice role-play; leads the climax/resolution notes.	Plays “Nora at the end”; leads the comparison language (at first, by the end, now).	Students will compare a character's start and end using “At first ___; by the end ___.”
8-18	Nora's Lives (one lesson per life: root life, pub, Voltaire, Australia, swimmer, Svalbard, rock star, shelter, vineyard, Ash and Molly, the return)	9-10R1, 9-10R2, 9-10R3, 9-10R5, 11-12R2, 11-12R3	Station teaching (even lessons) / team teaching (odd lessons)	Both	Leads the panels and text evidence from the real chapters; checks comprehension with the poster question; models the Wanted → Found → Learned paragraph.	Leads the picture talk, the 4 words with home-language support, and the sentence frame for each English level; keeps the Lives tracker.	Students will compare what Nora wanted and found using “Nora expected ___, but she found ___.”
19	Character development: tracking change	9-10R3	Alternative teaching	ENL	Leads the class in a wants-fears-learns analysis; extends with a second character.	Leads a re-teach small group (chosen from exit-ticket data) on internal conflict using the original mentor text; then rejoins.	Students will describe a character using precise adjectives plus evidence.
20	Theme: from topic to theme statement	9-10R2, 11-12R2	Team teaching	Both	Models a “weak theme” (one word); thinks aloud on making it a sentence.	Models the fix with the TAT frame and the course sort “Topic or theme statement?”.	Students will write a complete theme statement using “The author suggests that ___.”
21	Evidence: quote, paraphrase, cite your copy	9-10R1, 9-10W5	One teach, one assist	ENL	Circulates and confers on page citations and on explanations after evidence.	Leads the mini-lesson on paraphrasing (synonyms + new sentence pattern) and quoting only key words.	Students will paraphrase a sentence using synonyms and a new sentence structure.
22	Structure: a story that holds other stories	9-10R5, 11-12R5	Parallel teaching	Both	Teaches Group A: nesting-boxes diagram and pacing with chapter lengths.	Teaches Group B: same content, plus building the effect sentence step by step.	Students will explain an effect using “This structure makes the reader ___.”
23	Motif and symbol	9-10R4, 9-10R5	Station teaching	Both	Runs the mentor-text symbol station (original texts).	Runs the objects station: real objects (a book, a clock, a chess piece) → ideas, with word bank.	Students will explain symbolism using “___ represents ___ because ___.”
24	Point of view and narration	9-10R6, 11-12R6	Alternative teaching	ENL	Leads the class in comparing narrator types with original mentor texts.	Takes a small group to rewrite a mentor text from first to third person (pronouns and verb agreement), then shares.	Students will change sentences from first to third person with correct pronouns and verbs.
25	Text-analysis response (Part 3 style)	9-10R2, 9-10R4, 9-10W2, 9-10W5	Station teaching	Both	Runs the evidence-and-explanation station.	Runs the language-of-analysis station (verbs: develops, reveals, emphasizes; the I-S-E-E frame).	Students will write an analytic paragraph using “The author develops ___ through ___.”
26	Argument essay from sources (Part 2 style)	9-10W1, 9-10R8, 11-12W1	Team teaching	Both	Argues the claim side in a modeled mini-debate; leads the source-citing routine.	Argues the counterclaim side; leads the contrast connectors (however, although, while).	Students will introduce a counterclaim using contrast connectors.
27	Reading comprehension and time plan (Part 1 style)	9-10R1, 9-10R4, 9-10R5	One teach, one observe	ELA	Leads the strategy lesson: go back to the lines, eliminate, prove.	Observes and tallies which question types each student misses (data for next week's groups).	Students will explain an answer choice orally using “I chose ___ because lines ___ show ___.”
28	Final project: My Library of Possibilities	9-10W4, 9-10SL1, 9-10SL4	Parallel teaching	Both	Facilitates seminar circle A and project conferences.	Facilitates seminar circle B with a talk-move card; supports oral rehearsal before sharing.	Students will participate in a seminar using talk moves (build on, ask, cite).

Nora's Lives tracker (Unit 3, lessons 8-18)

One course lesson per life, in reading order. Each lesson shows what Nora wanted, what she found, what she learned, the regret it answers, a Regret meter (our reading, 0-10; students may argue another number with evidence) and sentence frames for all five English levels. Students fill the same tracker on paper as they read. Chapter numbers and page ranges differ between editions, so this table lists the lives in reading order only; teachers add the pages for the copies their class uses.

Lesson · life	Regret it answers	What she learned	Theme	ENL vocabulary
8 · Root life (Bedford)	All of them: quitting swimming, leaving the band, leaving Dan, not going to Australia, not studying glaciers	How she sees her life shapes how heavy it feels; ends up in the library between life and death (content note)	Regret	regret, root life, estranged, potential
9 · Pub life (Dan)	Leaving Dan days before the wedding	The dream was mostly Dan's; a regret can rest on an imagined picture	Expectation vs reality	idealize, expectation, loyal, pub
10 · Keeping Voltaire	Believing she failed her cat	He still dies of a health problem nobody could fix; some things are out of our control	Control	guilt, relief, baseless, control
11 · Australia (Izzy)	Not moving to Australia with Izzy	In this life Izzy died years before; a dream place does not guarantee the people	Every choice is a package	grief, loss, consequence
12 · Olympic swimmer	Quitting swimming; disappointing her father	Fame and medals, yet she feels like a stranger; success is not fulfillment	Success vs fulfillment	achievement, fulfilled, conditional, stranger
13 · Glaciologist (Svalbard)	Not studying glaciers	The polar bear attack wakes a strong wish to live; she meets Hugo, another traveler between lives	Will to live	glacier, Arctic, survive, solitude
14 · Rock star (The Labyrinths)	Leaving the band	Fame hides loss: her brother Joe has died in this life; she values loyalty over fame	Fame and loss	fame, image, loyalty, encore
15 · Animal shelter (Dylan)	Living other people's dreams	A gentle life, but it belongs to another Nora; she starts asking what she wants	My own dream	gentle, shelter, content, belong
16 · Vineyard (Eduardo)	No single regret: exploring, not repairing	Peace is not the same as belonging; curiosity replaces regret; many quick lives follow	Curiosity	vineyard, tranquil, curiosity, distant
17 · Ash and Molly	Saying no to Ash; distance from Joe	Love and small kindnesses matter; she lacks this life's memories and must let it go	Love and connection	belong, connection, memory, philosophy
18 · The return: “I am alive”	Believing her life was not worth living	She chooses her own life and sees its possibility; gratitude and small steps	Hope	gratitude, possibility, choose, hope

Life	Wanted	Found	Learned	Regret meter before → after	Evidence (page in my copy)
Root life (Bedford)
Pub life (Dan)
Keeping Voltaire
Australia (Izzy)
Olympic swimmer
Glaciologist (Svalbard)
Rock star (The Labyrinths)
Animal shelter (Dylan)
Vineyard (Eduardo)
Ash and Molly
The return: “I am alive”

The novel's text and song lyrics are not reproduced; summaries are our own words. Sexual content in the novel is not taught. Discuss the characters; personal disclosure is never required. Content note for lessons 8 and 18: post 988 and keep the counselor informed.

Visual reading guide routine

The student course has a 🖼️ Visual reading guide: 25 original illustrated posters (story overview, characters, then one per chapter group), each with a code-drawn picture, 3-4 story panels in our own words, 4 words with Spanish, a sentence frame for each English level and one comprehension question with instant feedback. It has one-poster, all-posters (grid) and print views (one poster per page), and a 🔈 Listen button. The 🌳 Tree of Lives shows every life as a branch (hoped vs found, theme word, pages that vary by edition). Use the guide before students read the chapter group in their own copy, or as a review after.

Look at the picture → read the panels → check the vocabulary → answer with the sentence frame.

Step (minutes)	What students do	ELA teacher	ENL teacher
1 · Look at the picture (3)	Name what they see; predict what happens.	Asks “What is happening? What makes you think so?”	Leads the picture talk: points, labels, accepts home-language answers, then restates in English.
2 · Read the panels (7)	Read panels 1-4 (partner reading or 🔈 Listen); number the events.	Leads; links each panel to the real chapters in students' copies (page numbers for your edition).	Supports Entering/Emerging with the Listen button and a finger-point read.
3 · Check the vocabulary (5)	Say the 4 words, match to the picture, note the Spanish or home-language word.	Adds one academic word from the chapters if needed.	Leads: pronunciation, gesture, cognates, word wall.
4 · Answer with the frame (8)	Answer the poster question, then say and write one sentence with the frame for their level.	Checks the content of the answer and asks for evidence.	Checks the language of the answer; fades frames over time.
5 · Tracker (2)	Add the life to the Lives tracker.	Collects tracker rows on the ELA side.	Notes who needs a picture-first preview next time.

Co-teaching models: station teaching (three stations: poster talk with the ENL teacher, panels + evidence with the ELA teacher, independent course lesson) or team teaching (both teachers model the routine together, one voice for content and one for language). Rotate so each teacher leads whole-class steps.
Gallery walk: print the posters (Print view, one per page), hang them in reading order, and have mixed-level pairs answer one question per poster with frames.
Care: posters 5 and 24 touch on the suicide attempt; they are non-graphic. Discuss the characters; personal disclosure is not required. Post 988 and keep the counselor in the loop. [source]
Copyright: pictures and summaries are Goal100 originals; students still read the novel in their own copy. Song lyrics from the novel are not reproduced.

Scaffolds by English level, every lesson

Rule for every row: keep the thinking at grade level; change the language support. Every student does the same analysis of the same text. Open a lesson to see its table.

Lesson 1: Regret and “what if?” · Team teaching

Content objective: Take a position on six statements about choice and regret and justify two of them.
Language objective: Students will state and justify an opinion orally using “I agree/disagree because…”.
Grade-level task (everyone): Anticipation guide: agree or disagree with 6 statements; explain 2 with reasons.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	“I agree.” / “I disagree.” (point to the picture)	Word bank: regret, choice, consequence, possibility, agree, disagree (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Anticipation guide with thumbs-up / thumbs-down icons	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“I agree / disagree because ___.”	Word bank: regret, choice, consequence, possibility, agree, disagree (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Anticipation guide with thumbs-up / thumbs-down icons	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“I agree that ___ because ___.”	Word bank: regret, choice, consequence, possibility, agree, disagree	Word bank; organizer; partner roles; selected home-language glossary.	Anticipation guide with thumbs-up / thumbs-down icons	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Although some people think ___, I believe ___ because ___.”	Word bank: regret, choice, consequence, possibility, agree, disagree	Precise-verb bank only; home-language glossary on request.	Optional: Anticipation guide with thumbs-up / thumbs-down icons	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Student's own sentence with a qualifier (“In most cases…”).	Word bank: regret, choice, consequence, possibility, agree, disagree	Monitor new academic words; no frames unless requested.	Optional: Anticipation guide with thumbs-up / thumbs-down icons	Grade-level task; may model for peers in a seminar or station.

Lesson 2: Academic words for choices and change · Station teaching

Content objective: Determine word meanings using context, roots and affixes.
Language objective: Students will write sentences using four unit words correctly.
Grade-level task (everyone): Frayer models for 6 words; 4 original sentences.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	“___ means ___.” (home-language word + picture)	Word bank: consequence, perspective, possibility, reconsider, motif, theme (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Frayer model (picture box added for Entering and Emerging)	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The word ___ means ___.”	Word bank: consequence, perspective, possibility, reconsider, motif, theme (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Frayer model (picture box added for Entering and Emerging)	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“___ means ___. For example, ___.”	Word bank: consequence, perspective, possibility, reconsider, motif, theme	Word bank; organizer; partner roles; selected home-language glossary.	Frayer model (picture box added for Entering and Emerging)	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“In this sentence, ___ suggests ___ because the context shows ___.”	Word bank: consequence, perspective, possibility, reconsider, motif, theme	Precise-verb bank only; home-language glossary on request.	Optional: Frayer model (picture box added for Entering and Emerging)	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Original sentence using two unit words.	Word bank: consequence, perspective, possibility, reconsider, motif, theme	Monitor new academic words; no frames unless requested.	Optional: Frayer model (picture box added for Entering and Emerging)	Grade-level task; may model for peers in a seminar or station.

Lesson 3: Paired poem: “The Road Not Taken” · Parallel teaching

Content objective: Analyze the speaker's feelings about a choice, citing lines.
Language objective: Students will describe the speaker's feelings using “The speaker feels ___ because line ___ says ___.”
Grade-level task (everyone): Stanza-by-stanza chart and a 3-sentence claim about the speaker's choice.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Label the picture of two roads; choose a feeling face.	Word bank: diverged, undergrowth, worn, trodden, sigh, hence, speaker, stanza (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Stanza chart: what happens · how the speaker feels · key words	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The speaker feels ___ because ___.”	Word bank: diverged, undergrowth, worn, trodden, sigh, hence, speaker, stanza (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Stanza chart: what happens · how the speaker feels · key words	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“The speaker feels ___ because line ___ says ___.”	Word bank: diverged, undergrowth, worn, trodden, sigh, hence, speaker, stanza	Word bank; organizer; partner roles; selected home-language glossary.	Stanza chart: what happens · how the speaker feels · key words	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“The speaker's ‘sigh’ suggests ___, which shows ___.”	Word bank: diverged, undergrowth, worn, trodden, sigh, hence, speaker, stanza	Precise-verb bank only; home-language glossary on request.	Optional: Stanza chart: what happens · how the speaker feels · key words	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Claim that addresses the poem's ambiguity.	Word bank: diverged, undergrowth, worn, trodden, sigh, hence, speaker, stanza	Monitor new academic words; no frames unless requested.	Optional: Stanza chart: what happens · how the speaker feels · key words	Grade-level task; may model for peers in a seminar or station.

Lesson 4: Section 1: The root life and the crisis · Alternative teaching

Content objective: Identify key events of the exposition and infer the main character's feelings.
Language objective: Students will retell key events in order using “first, next, then, finally.”
Grade-level task (everyone): Notes chart: 5 events, page numbers, why each matters.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Order 4 picture cards; label with one word each.	Word bank: exposition, loss, regret, crisis, sequence, infer (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Event · page · why it matters chart (picture timeline for Entering)	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“First ___. Next ___. Then ___.”	Word bank: exposition, loss, regret, crisis, sequence, infer (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Event · page · why it matters chart (picture timeline for Entering)	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“On page ___, Nora ___. This shows ___.”	Word bank: exposition, loss, regret, crisis, sequence, infer	Word bank; organizer; partner roles; selected home-language glossary.	Event · page · why it matters chart (picture timeline for Entering)	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“The series of losses on pages ___ suggests ___.”	Word bank: exposition, loss, regret, crisis, sequence, infer	Precise-verb bank only; home-language glossary on request.	Optional: Event · page · why it matters chart (picture timeline for Entering)	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Inference with two pieces of evidence.	Word bank: exposition, loss, regret, crisis, sequence, infer	Monitor new academic words; no frames unless requested.	Optional: Event · page · why it matters chart (picture timeline for Entering)	Grade-level task; may model for peers in a seminar or station.

Lesson 5: Section 2: The library and the Book of Regrets · One teach, one observe

Content objective: Explain how the rules of a setting shape a character's choices.
Language objective: Students will explain a rule of the setting using “because” and “so.”
Grade-level task (everyone): T-chart: 3 rules of the library and their effect on Nora.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Point to the rule picture; say “rule.”	Word bank: setting, rule, mentor, regret, abstract, concrete (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	T-chart: rule · effect on Nora	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“One rule is ___.”	Word bank: setting, rule, mentor, regret, abstract, concrete (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	T-chart: rule · effect on Nora	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“One rule is ___, so Nora ___.”	Word bank: setting, rule, mentor, regret, abstract, concrete	Word bank; organizer; partner roles; selected home-language glossary.	T-chart: rule · effect on Nora	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Because the library ___, Nora is able to ___.”	Word bank: setting, rule, mentor, regret, abstract, concrete	Precise-verb bank only; home-language glossary on request.	Optional: T-chart: rule · effect on Nora	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Analyze how the rules create tension.	Word bank: setting, rule, mentor, regret, abstract, concrete	Monitor new academic words; no frames unless requested.	Optional: T-chart: rule · effect on Nora	Grade-level task; may model for peers in a seminar or station.

Lesson 6: Section 3: Trying on other lives · Station teaching

Content objective: Identify patterns across episodes that point to a theme.
Language objective: Students will compare expectations and reality using “expected ___, but ___.”
Grade-level task (everyone): Lives chart for 3 lives + one pattern statement.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Match life pictures to feeling faces.	Word bank: episode, expect, reality, irony, pattern, lesson (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Lives chart: life · expected · found · lesson	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“Nora expected ___, but she found ___.”	Word bank: episode, expect, reality, irony, pattern, lesson (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Lives chart: life · expected · found · lesson	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“In one life Nora expected ___, but ___. This happens again when ___.”	Word bank: episode, expect, reality, irony, pattern, lesson	Word bank; organizer; partner roles; selected home-language glossary.	Lives chart: life · expected · found · lesson	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Across several lives, the pattern of ___ reveals ___.”	Word bank: episode, expect, reality, irony, pattern, lesson	Precise-verb bank only; home-language glossary on request.	Optional: Lives chart: life · expected · found · lesson	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Pattern statement that leads to a theme.	Word bank: episode, expect, reality, irony, pattern, lesson	Monitor new academic words; no frames unless requested.	Optional: Lives chart: life · expected · found · lesson	Grade-level task; may model for peers in a seminar or station.

Lesson 7: Section 4: The choice and the ending · Team teaching

Content objective: Analyze how the ending reveals what the main character learned.
Language objective: Students will compare a character's start and end using “At first ___; by the end ___.”
Grade-level task (everyone): Before/after chart and a 4-sentence change paragraph.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Two pictures: sad Nora / hopeful Nora; label with one word.	Word bank: climax, resolution, change, realize, value, choose (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Start-me / end-me T-chart	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“At first Nora ___. By the end she ___.”	Word bank: climax, resolution, change, realize, value, choose (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Start-me / end-me T-chart	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“At first Nora ___. By the end she ___. This change shows ___.”	Word bank: climax, resolution, change, realize, value, choose	Word bank; organizer; partner roles; selected home-language glossary.	Start-me / end-me T-chart	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Nora's choice in the climax reveals ___ because ___.”	Word bank: climax, resolution, change, realize, value, choose	Precise-verb bank only; home-language glossary on request.	Optional: Start-me / end-me T-chart	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Paragraph on how the resolution develops a theme.	Word bank: climax, resolution, change, realize, value, choose	Monitor new academic words; no frames unless requested.	Optional: Start-me / end-me T-chart	Grade-level task; may model for peers in a seminar or station.

Lessons 8-18: Nora's Lives · Station / team teaching

Content objective: compare what Nora wanted with what she found in each life and state the lesson as a theme (9-10R2, 9-10R3).
Language objective: students will contrast expectation and reality using “expected ___, but ___.”
Grade-level task (everyone): one tracker row + one Wanted → Found → Learned paragraph per life.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Point and label the poster: “Nora. Pub. Not happy.”	Word bank: the lesson's 4 words (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Picture tracker (one poster per life)	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“Nora expected ___, but she found ___.”	Word bank: the lesson's 4 words (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Lives tracker, first row pre-filled	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“Nora expected ___, but she found ___, so her regret ___.”	Word bank: the lesson's 4 words	Word bank; organizer; partner roles; selected home-language glossary.	Lives tracker	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Although Nora idealized ___, the reality of ___ shows ___.”	Word bank: the lesson's 4 words	Precise-verb bank only; home-language glossary on request.	Optional: Lives tracker	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Analyze how this life develops a theme across several lives.	Word bank: the lesson's 4 words	Monitor new academic words; no frames unless requested.	Optional: Lives tracker	Grade-level task; may model for peers in a seminar or station.

Lesson 19: Character development: tracking change · Alternative teaching

Content objective: Analyze how a complex character develops over a text.
Language objective: Students will describe a character using precise adjectives plus evidence.
Grade-level task (everyone): Wants · fears · learns ladder with evidence from early and late in the book.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Choose adjective cards (sad, afraid, brave) for Nora.	Word bank: dynamic, static, internal conflict, motivation, develop, reveal (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Wants–fears–learns ladder	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“Nora is ___ because ___.”	Word bank: dynamic, static, internal conflict, motivation, develop, reveal (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Wants–fears–learns ladder	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“At first ___ wants ___. She is afraid of ___.”	Word bank: dynamic, static, internal conflict, motivation, develop, reveal	Word bank; organizer; partner roles; selected home-language glossary.	Wants–fears–learns ladder	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Nora's internal conflict between ___ and ___ develops when ___.”	Word bank: dynamic, static, internal conflict, motivation, develop, reveal	Precise-verb bank only; home-language glossary on request.	Optional: Wants–fears–learns ladder	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Analysis of how change builds theme.	Word bank: dynamic, static, internal conflict, motivation, develop, reveal	Monitor new academic words; no frames unless requested.	Optional: Wants–fears–learns ladder	Grade-level task; may model for peers in a seminar or station.

Lesson 20: Theme: from topic to theme statement · Team teaching

Content objective: Write a theme statement and support it with evidence.
Language objective: Students will write a complete theme statement using “The author suggests that ___.”
Grade-level task (everyone): Sort topics vs theme statements; write 1 theme statement with 2 pieces of evidence.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Sort word cards: topic or sentence.	Word bank: topic, theme, suggest, message, evidence, universal (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	TAT builder: Topic · Author's message · Text evidence	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The topic is ___. The author suggests ___.”	Word bank: topic, theme, suggest, message, evidence, universal (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	TAT builder: Topic · Author's message · Text evidence	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“The author suggests that ___. For example, ___.”	Word bank: topic, theme, suggest, message, evidence, universal	Word bank; organizer; partner roles; selected home-language glossary.	TAT builder: Topic · Author's message · Text evidence	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Through ___, the author suggests that ___.”	Word bank: topic, theme, suggest, message, evidence, universal	Precise-verb bank only; home-language glossary on request.	Optional: TAT builder: Topic · Author's message · Text evidence	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Two interacting themes (11-12R2).	Word bank: topic, theme, suggest, message, evidence, universal	Monitor new academic words; no frames unless requested.	Optional: TAT builder: Topic · Author's message · Text evidence	Grade-level task; may model for peers in a seminar or station.

Lesson 21: Evidence: quote, paraphrase, cite your copy · One teach, one assist

Content objective: Choose and explain strong evidence.
Language objective: Students will paraphrase a sentence using synonyms and a new sentence structure.
Grade-level task (everyone): 3-column chart: quote · paraphrase · explanation, for 3 pieces of evidence.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Match a sentence to its picture; copy one key word in quotation marks.	Word bank: quote, paraphrase, cite, synonym, explain, support (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Quote · paraphrase · explain chart	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The text says ___ (p. __).”	Word bank: quote, paraphrase, cite, synonym, explain, support (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Quote · paraphrase · explain chart	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“The text shows ___ when ___ (p. __). This proves ___.”	Word bank: quote, paraphrase, cite, synonym, explain, support	Word bank; organizer; partner roles; selected home-language glossary.	Quote · paraphrase · explain chart	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“When ___ (p. __), the author emphasizes ___, which supports ___.”	Word bank: quote, paraphrase, cite, synonym, explain, support	Precise-verb bank only; home-language glossary on request.	Optional: Quote · paraphrase · explain chart	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Embedded quotation of a few key words.	Word bank: quote, paraphrase, cite, synonym, explain, support	Monitor new academic words; no frames unless requested.	Optional: Quote · paraphrase · explain chart	Grade-level task; may model for peers in a seminar or station.

Lesson 22: Structure: a story that holds other stories · Parallel teaching

Content objective: Analyze how structure creates meaning and affects the reader.
Language objective: Students will explain an effect using “This structure makes the reader ___.”
Grade-level task (everyone): Diagram the novel's structure; write 2 structure → effect sentences.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Label the boxes: real life / other lives.	Word bank: structure, frame story, episode, pacing, effect, tension (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Nesting-boxes diagram	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The structure makes the reader feel ___.”	Word bank: structure, frame story, episode, pacing, effect, tension (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Nesting-boxes diagram	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“The author structures the novel by ___. This makes the reader ___.”	Word bank: structure, frame story, episode, pacing, effect, tension	Word bank; organizer; partner roles; selected home-language glossary.	Nesting-boxes diagram	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“By returning to the library after each life, the author creates ___.”	Word bank: structure, frame story, episode, pacing, effect, tension	Precise-verb bank only; home-language glossary on request.	Optional: Nesting-boxes diagram	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Evaluate how structure supports theme.	Word bank: structure, frame story, episode, pacing, effect, tension	Monitor new academic words; no frames unless requested.	Optional: Nesting-boxes diagram	Grade-level task; may model for peers in a seminar or station.

Lesson 23: Motif and symbol · Station teaching

Content objective: Analyze how motifs and symbols develop ideas.
Language objective: Students will explain symbolism using “___ represents ___ because ___.”
Grade-level task (everyone): Thing → idea → evidence chart for 2 symbols or motifs.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Match object pictures to idea words.	Word bank: motif, symbol, represent, repeat, abstract, concrete (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Thing → idea → evidence chart	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The ___ is a symbol of ___.”	Word bank: motif, symbol, represent, repeat, abstract, concrete (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Thing → idea → evidence chart	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“___ represents ___ because ___.”	Word bank: motif, symbol, represent, repeat, abstract, concrete	Word bank; organizer; partner roles; selected home-language glossary.	Thing → idea → evidence chart	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“The repeated image of ___ develops the idea that ___.”	Word bank: motif, symbol, represent, repeat, abstract, concrete	Precise-verb bank only; home-language glossary on request.	Optional: Thing → idea → evidence chart	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Argue which symbol is most important.	Word bank: motif, symbol, represent, repeat, abstract, concrete	Monitor new academic words; no frames unless requested.	Optional: Thing → idea → evidence chart	Grade-level task; may model for peers in a seminar or station.

Lesson 24: Point of view and narration · Alternative teaching

Content objective: Analyze how point of view shapes what readers know and feel.
Language objective: Students will change sentences from first to third person with correct pronouns and verbs.
Grade-level task (everyone): Identify POV in 3 mentor texts; rewrite 1 in a different POV and explain the change.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Circle the pronouns I / she / he.	Word bank: narrator, point of view, first person, third person limited, omniscient, perspective (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	POV chart: who tells · what we know · effect	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The story is told in ___ person.”	Word bank: narrator, point of view, first person, third person limited, omniscient, perspective (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	POV chart: who tells · what we know · effect	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“The story is told in ___ point of view. This helps the reader ___.”	Word bank: narrator, point of view, first person, third person limited, omniscient, perspective	Word bank; organizer; partner roles; selected home-language glossary.	POV chart: who tells · what we know · effect	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Because the narrator stays close to Nora, readers ___.”	Word bank: narrator, point of view, first person, third person limited, omniscient, perspective	Precise-verb bank only; home-language glossary on request.	Optional: POV chart: who tells · what we know · effect	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Discuss how a different narrator would change the theme.	Word bank: narrator, point of view, first person, third person limited, omniscient, perspective	Monitor new academic words; no frames unless requested.	Optional: POV chart: who tells · what we know · effect	Grade-level task; may model for peers in a seminar or station.

Lesson 25: Text-analysis response (Part 3 style) · Station teaching

Content objective: Explain how a writing strategy develops a central idea or theme.
Language objective: Students will write an analytic paragraph using “The author develops ___ through ___.”
Grade-level task (everyone): One I-S-E-E paragraph on the original mentor passage “The Keeper's Last Night.”

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Label the planner with words from the bank; one sentence with the frame.	Word bank: central idea, theme, strategy, imagery, contrast, develop, emphasize (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	I-S-E-E paragraph planner	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“The author develops the idea that ___ through ___.”	Word bank: central idea, theme, strategy, imagery, contrast, develop, emphasize (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	I-S-E-E paragraph planner	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	I-S-E-E with frames for all four parts.	Word bank: central idea, theme, strategy, imagery, contrast, develop, emphasize	Word bank; organizer; partner roles; selected home-language glossary.	I-S-E-E paragraph planner	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	I-S-E-E with a verb bank only.	Word bank: central idea, theme, strategy, imagery, contrast, develop, emphasize	Precise-verb bank only; home-language glossary on request.	Optional: I-S-E-E paragraph planner	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Full paragraph, no frames; add a second strategy.	Word bank: central idea, theme, strategy, imagery, contrast, develop, emphasize	Monitor new academic words; no frames unless requested.	Optional: I-S-E-E paragraph planner	Grade-level task; may model for peers in a seminar or station.

Lesson 26: Argument essay from sources (Part 2 style) · Team teaching

Content objective: Write an argument using several sources and address a counterclaim.
Language objective: Students will introduce a counterclaim using contrast connectors.
Grade-level task (everyone): Argument planner and one body paragraph with a counterclaim and rebuttal, using 4 original short sources.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Sort sentence strips: claim / counterclaim.	Word bank: claim, counterclaim, rebuttal, source, however, although (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Argument planner: claim · Source evidence × 2 · counter · rebuttal	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“I think ___. Source __ says ___.”	Word bank: claim, counterclaim, rebuttal, source, however, although (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Argument planner: claim · Source evidence × 2 · counter · rebuttal	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“I claim that ___. According to Source __, ___. Some people argue ___; however, ___.”	Word bank: claim, counterclaim, rebuttal, source, however, although	Word bank; organizer; partner roles; selected home-language glossary.	Argument planner: claim · Source evidence × 2 · counter · rebuttal	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Although ___, the evidence in Sources __ and __ shows ___.”	Word bank: claim, counterclaim, rebuttal, source, however, although	Precise-verb bank only; home-language glossary on request.	Optional: Argument planner: claim · Source evidence × 2 · counter · rebuttal	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Concession and rebuttal with nuance.	Word bank: claim, counterclaim, rebuttal, source, however, although	Monitor new academic words; no frames unless requested.	Optional: Argument planner: claim · Source evidence × 2 · counter · rebuttal	Grade-level task; may model for peers in a seminar or station.

Lesson 27: Reading comprehension and time plan (Part 1 style) · One teach, one observe

Content objective: Use close reading strategies on multiple-choice questions.
Language objective: Students will explain an answer choice orally using “I chose ___ because lines ___ show ___.”
Grade-level task (everyone): 8 practice questions on an original passage + oral justification of 2.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Point to the line that matches the picture question.	Word bank: eliminate, evidence, context, infer, line, passage (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Question-type tracker	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“I chose ___ because ___.”	Word bank: eliminate, evidence, context, infer, line, passage (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Question-type tracker	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“I chose ___ because lines ___ show ___.”	Word bank: eliminate, evidence, context, infer, line, passage	Word bank; organizer; partner roles; selected home-language glossary.	Question-type tracker	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“Choice ___ is incorrect because the passage says ___.”	Word bank: eliminate, evidence, context, infer, line, passage	Precise-verb bank only; home-language glossary on request.	Optional: Question-type tracker	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Explain why the best distractor is wrong.	Word bank: eliminate, evidence, context, infer, line, passage	Monitor new academic words; no frames unless requested.	Optional: Question-type tracker	Grade-level task; may model for peers in a seminar or station.

Lesson 28: Final project: My Library of Possibilities · Parallel teaching

Content objective: Create an original response and discuss connections to the novel and poem.
Language objective: Students will participate in a seminar using talk moves (build on, ask, cite).
Grade-level task (everyone): Original creative piece + written connection + seminar participation.

Level	Sentence frame	Word bank	Home-language and access supports	Graphic organizer	Task: same rigor, scaled language
Entering	Share the project with labels; one sentence with a frame.	Word bank: create, connect, reflect, build on, evidence, possibility (with pictures and home-language words)	Bilingual word bank with pictures; home-language partner; a published home-language translation or audiobook of the novel from the library if available.	Project planner + talk-move card	Same thinking task; respond with labels, drawings, single words or a framed sentence; may plan in home language.
Emerging	“My project shows ___.”	Word bank: create, connect, reflect, build on, evidence, possibility (with pictures and home-language words)	Word bank with pictures; chunked reading with guiding questions; audiobook for the section; pre-filled first row of the organizer.	Project planner + talk-move card	Same thinking task; 2-3 framed sentences; may plan aloud in home language first.
Transitioning	“I want to add to ___'s idea because ___.”	Word bank: create, connect, reflect, build on, evidence, possibility	Word bank; organizer; partner roles; selected home-language glossary.	Project planner + talk-move card	Same task; paragraph built from the organizer with frames and a transition list.
Expanding	“I see it differently because the text ___.”	Word bank: create, connect, reflect, build on, evidence, possibility	Precise-verb bank only; home-language glossary on request.	Optional: Project planner + talk-move card	Grade-level task; focus feedback on precision and complex sentences.
Commanding	Leads a seminar turn; invites quieter voices.	Word bank: create, connect, reflect, build on, evidence, possibility	Monitor new academic words; no frames unless requested.	Optional: Project planner + talk-move card	Grade-level task; may model for peers in a seminar or station.

Formative assessment and data plan

What	When	Who collects	What we decide
Exit ticket (the 4 checks in each course lesson, or paper version)	Every lesson	Both; sorted at the door into “got it / partly / not yet”	Who joins the alternative or re-teach group next lesson.
Language observation (listening, speaking, reading, writing)	Lessons with one teach / one observe, and during stations	ENL teacher	Next scaffold for each English learner; which frames to fade.
Course progress codes (students tap “Send to my teacher”)	Weekly	Both	Who has mastered each lesson (goal 100%, 95% floor) and who needs spaced review (1 day, 1 week, 1 month).
Reading-section notes charts	End of each section	ELA teacher	Comprehension of the section; who needs an audio or home-language preview.
Text-analysis paragraph (Lesson 25) and argument paragraph (Lesson 26)	Unit weeks 5-6	Both, scored with NYSED's Regents rubrics as a guide	Writing groups for the final project; Regents prep focus.
Nora's Lives tracker row + the poster question (Visual reading guide)	Lessons 8-18	Both; ENL teacher keeps the tracker, ELA teacher reads the Wanted → Found → Learned paragraphs	Who needs the picture-first preview for the next life; which frames to fade.
Seminar and creative project (Lesson 28)	End of unit	Both	Summative grade (content) + language growth note.

Use only kind, specific words with students. Feedback says “Not yet” and gives the next step.
Student progress stays on the student's device; students send codes. Do not upload names into unapproved tools.
Grade content and language separately in your notes: an English learner can show strong analysis in short framed sentences.

Full lesson plan: Lesson 3, “The Road Not Taken” (parallel teaching)

45 minutes. Content objective: analyze the speaker's feelings about a choice, citing lines (9-10R1, 9-10R4). Language objective: describe feelings with “The speaker feels ___ because line ___ says ___.” Materials: poem printed from a public-domain source [source], stanza chart (picture version for Entering), word cards (diverged, undergrowth, worn, trodden, sigh, hence) with pictures and Spanish/home-language words, mini whiteboards, course Lesson 3 on Chromebooks.

Minutes	ELA teacher	ENL teacher	Students (supports by level)
0-5 · Do Now	Takes attendance; displays a photo of a forked path: “Which path would you take? Why?”	Greets English learners by name; hands out word cards; points to frame “I would take ___ because ___.”	Entering: point and say a word or draw. Emerging: frame. Others: 2 sentences.
5-8 · Objectives	Reads the content objective.	Reads the language objective; class repeats the frame chorally twice.	All say the frame aloud.
8-12 · Words	Acts out “stood and looked down one road.”	Leads picture + gesture preview of 6 words; points out cognates (diverged ≈ divergió).	Entering/Emerging hold up the matching card.
12-15 · Split	Takes Group A (mixed levels) to one side.	Takes Group B (mixed levels). Both groups have the same objective.	Groups are mixed by level so peers model language.
15-20 · Read twice	Reads the poem aloud; second read, students follow and mark one surprising line.	Same; on the second read pauses after each stanza for a 10-second picture sketch.	Entering: follow with finger on the picture-supported copy.
20-30 · Stanza chart	Guides pairs stanza by stanza: what happens, how the speaker feels, key words.	Same, with extra oral rehearsal: partners say the frame before writing.	Emerging/Entering: first row pre-filled. Expanding/Commanding: add a line number to every row.
30-35 · Key question	Asks: “Were the two roads really different?” Students find stanza 2-3 evidence.	Same question; models “The speaker says ___, so the roads were ___.”	Turn and talk with frames; Entering may answer in the home language, then with a word bank.
35-40 · Rejoin	Team-teach: the title and the “sigh” are ambiguous: regret or relief?	Records both groups' claims on a T-chart; links to Nora: “What road is she sorry about?”	Volunteers read one claim; Commanding students extend.
40-45 · Exit ticket	Collects; sorts at the door.	Collects; notes language use on the observation sheet.	Course Lesson 3 checks, or paper: one framed sentence (Entering: label + one word).

After class (5 minutes, both): sort exit tickets; list students for Lesson 4's preview group.

Full lesson plan: Lesson 25, text-analysis response (station teaching)

45 minutes. Content objective: explain how a writing strategy develops a central idea (9-10R2, 9-10R4, 9-10W2). Language objective: write an analytic paragraph using “The author develops ___ through ___.” Groups: three flexible groups from last week's data (mixed levels in each, so every station has peer models).

Original mentor passage: “The Keeper's Last Night” (written by Goal100 for practice)
For thirty years Mara climbed the ninety steps at dusk. Tonight the new automatic lamp would switch itself on, and no one would need to climb at all. She climbed anyway. At the top she wiped the glass the way she always had, slowly, in small circles, though no ship would ever know whose hands had made it shine. When the light came on by itself, she laughed softly and stayed to watch it sweep the dark water one more time.

Possible central idea: work we love can stay part of who we are even when it is no longer needed. Possible strategies: contrast (the automatic lamp vs. her hands), imagery (small circles, sweeping light), structure (the ending turns from loss to laughter).

Minutes	ELA teacher	ENL teacher	Students (supports by level)
0-5 · Do Now	Posts: “Write I-S-E-E from memory and one word for each letter.”	Circulates with the I-S-E-E card for Entering and Emerging.	Retrieval; Entering match letters to picture cards.
5-10 · Model	Think-aloud on the mentor passage: idea first, then strategy.	Writes the think-aloud as a paragraph using the frame, color-coding I-S-E-E.	Watch; Emerging/Entering copy the color code into the planner.
10-19 · Rotation 1	Station B: evidence and explanation (“How does this line build the idea?”).	Station A: language of analysis (develops, reveals, emphasizes, suggests) + frame practice.	Station C (independent): course Lesson 25 (watch, try, checks), then the sort “Which Regents ELA part?”
19-28 · Rotation 2	Station B, next group.	Station A, next group.	Station C, next group.
28-37 · Rotation 3	Station B, last group.	Station A, last group.	Station C, last group.
37-42 · Write	Confers with Expanding/Commanding writers on precise verbs.	Confers with Entering/Emerging/Transitioning writers using the planner.	Entering: labeled planner + 1 framed sentence. Emerging: 2-3 framed sentences. Transitioning: full framed paragraph. Expanding: verb bank only. Commanding: no frames, add a second strategy.
42-45 · Check	Students self-check with the I-S-E-E checklist.	Reminds students to send the course progress code.	Hand in paragraph; “Not yet” paragraphs get one next step tomorrow.

Family letter (send 2 weeks before reading)

Dear families,

In English class, our students will read the novel The Midnight Library by Matt Haig and a poem by Robert Frost. The unit is taught by two teachers together: an English teacher and an English as a New Language (ENL) teacher. Every student reads the same book and gets the support they need to understand it and write about it.

Please know: the novel talks about sadness, loss and a suicide attempt. We will discuss it with care, and our school counselor is ready to help. If you would like your child to read a different book, please contact us. If your child ever needs help right away, you can call or text 988 (Suicide & Crisis Lifeline), any time.

How you can help at home: ask your child, “What choice did the character make today?” You can talk in any language; thinking in your home language helps learning in English. The library may have the book in Spanish or other languages, and as an audiobook.

You have the right to an interpreter at no cost for meetings and to information in your language. Students' practice progress in our free online course stays on their own device.

Thank you, [ELA teacher] and [ENL teacher] · [phone] · [email]

Estimadas familias:

En la clase de inglés, los estudiantes leerán la novela La biblioteca de la medianoche de Matt Haig y un poema de Robert Frost. La unidad la enseñan dos maestros juntos: un maestro de inglés y un maestro de inglés como nuevo idioma (ENL). Todos leen el mismo libro y reciben el apoyo que necesitan para entenderlo y escribir sobre él.

Tengan en cuenta: la novela habla de tristeza, pérdidas y un intento de suicidio. Lo trataremos con cuidado, y el consejero escolar está listo para ayudar. Si prefieren que su hijo o hija lea otro libro, comuníquense con nosotros. Si su hijo o hija necesita ayuda inmediata, pueden llamar o enviar un mensaje de texto al 988 (Línea de Prevención del Suicidio y Crisis), a cualquier hora.

Cómo ayudar en casa: pregunten: “¿Qué decisión tomó el personaje hoy?”. Pueden hablar en cualquier idioma; pensar en su idioma ayuda a aprender en inglés. La biblioteca puede tener el libro en español o en otros idiomas, y como audiolibro.

Tienen derecho a un intérprete gratis en las reuniones y a recibir información en su idioma. El progreso de práctica en nuestro curso gratuito se queda en el dispositivo del estudiante.

Gracias, [maestro/a de inglés] y [maestro/a de ENL] · [teléfono] · [correo]

Use your district's translation service for other home languages and have a native speaker check the Spanish. Families of English learners have rights to information in a language they understand. [source]

Students who have an IEP and are English learners

Both sets of services apply. An English learner with a disability keeps the right to ENL or bilingual services; the Committee on Special Education (CSE) considers the student's language needs when it develops the IEP. Follow the IEP and the student's ENL program together. [source] [source]
Access to the IEP: both co-teachers (and any special education teacher in the room) must have access to the IEP before it is put into practice. [source]
Language difference or disability? Do not treat a language need as a disability, or a disability as a language need. Look at the student's progress in the home language and in English, and share data with the ENL teacher and the case manager.
In this unit: give IEP accommodations in every lesson (for example extended time, a reader for directions, a checklist for multi-step writing), and add the English-level scaffolds from the tables above. Keep the same analysis goal unless the IEP lists program modifications.
Three-teacher rooms: if the section is also Integrated Co-Teaching (ICT), plan with all three teachers; assign who tracks IEP goals and who tracks language goals.
Tests: students may receive testing accommodations from their IEP or 504 plan and, as English learners or former English learners, ELL testing accommodations as allowed by NYSED. [source] [source]

Student (initials only)	English level	IEP class accommodations	Language scaffolds this unit	Who checks

Regents and WIDA notes

Regents Examination in English Language Arts (Next Generation)

Part 1, reading comprehension: three reading passages and 24 multiple-choice questions. Unit link: Lesson 27. [source]
Part 2, argument essay: a 4-source format with a shorter total word count; a source may be a stand-alone infographic, so sources are labeled “Source 1, Source 2…”; students have flexibility in how they cite. Unit link: Lesson 26. [source]
Part 3, analysis response: students develop either a theme or a central idea, using one or more writing strategies. Unit link: Lesson 25. [source]
Directions for Parts 2 and 3 include a scaffolded checklist, and the rubrics were revised for clarity. Use the Educator Guide for timing and full details, and past exams and rating guides for practice. [source] [source] [source]
The novel itself will not be on the Regents. The unit builds the skills: close reading of unseen passages, analysis of a strategy, and argument from sources. All practice passages in the course and on this page are original.

English learners and testing

English learners and former English learners may receive ELL testing accommodations on state tests as NYSED allows. Some accommodations do not apply to the ELA exam because it measures English itself; check NYSED's current list. [source]
WIDA: New York joined WIDA. The last NYSESLAT was in spring 2026; WIDA ACCESS (or Alternate ACCESS) starts in spring 2027, and the WIDA Screener replaces the NYSITELL in fall 2027. Check NYSED for how proficiency levels will be reported under WIDA. [source]
Practice for ACCESS is built into daily work: the unit gives speaking, listening, reading and writing tasks in every lesson. No test-specific drills are needed.

Public-domain pairings and copyright

“The Road Not Taken,” Robert Frost (in Mountain Interval, 1916): public domain in the U.S., because works published in the U.S. before 1931 are in the public domain as of 2026. Free full text: Project Gutenberg. [source] [source]
Optional: short excerpts from Henry David Thoreau's Walden (1854), on living deliberately, also public domain, pair well with Section 4.
Not public domain: the novel and any film or audio adaptations. Some older films people assume are free (for example It's a Wonderful Life, 1946) are not safe public-domain choices; use them only through licensed copies your school owns.
Fair use in class: teachers may discuss and briefly refer to the novel, but do not post or distribute chapters or long passages; students read their own copies.

Reflection protocol for the co-teaching pair

Weekly (10 minutes, start of the co-plan) and at the end of the unit (30 minutes).

Evidence first (3 min): each teacher names one piece of student work that showed growth, one in content, one in language.
Parity (2 min): who led, who spoke to the whole class, whose name was on the board and the family letter? Was it balanced?
Model fit (2 min): which co-teaching model gave the most student talk? Which one would you change?
Scaffold fade (2 min): which frames can students now use without the card? Remove one next week.
One commitment (1 min): each teacher writes one change for next week.

Co-teaching parity checklist

Both teachers' names are on the door, syllabus and family letter.
Each teacher led at least one lesson this week.
Every lesson posted a content and a language objective.
Groups changed this week based on data.
English learners spoke academic English every lesson (with frames as needed).
IEP accommodations were given in class, not only on tests.
Exit-ticket “Not yet” students got a next step the next day.
No student work or names were entered into unapproved tools.

Ticks are saved only on this device. Nothing is sent anywhere.

Official sources

Rules and test facts on this page come from these pages (checked Nov 7, 2026). Rules can change. If a link and this page ever disagree, the official page wins.

This is an example unit and general information, not legal advice. Adapt it to your district's curriculum, approved-text policy, schedule and students. Facts checked Nov 7, 2026.