English II for Speakers of Other Languages (ESOL II) – Grade 10
Unit of Study: True Self
Third Grading Period – Week 1-9 CURRICULUM OVERVIEW
Big Idea / Unit RationaleTo promote authentic communication and interaction in the second language (L2) through the linguistic domains of listening, speaking, reading, and writing at the student’s level of proficiency by means of writing a short story. / Students explore the Essential Question “Do we find or create our true selves?” through reading, writing, and discussion. Each cluster focuses on a specific aspect of the larger question: Cluster 1: Explore whether appearance matters. Cluster 2: Find out about people who put themselves in categories. Cluster 3: Discover some struggles that people must face about their identity.
Hampton Brown Edge
TEKS / TEKS Specificity - Intended Outcome
Concepts / The expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.
· (A)expand vocabulary through wide reading, listening, and discussing
· (B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
· (C) apply meanings of prefixes, roots, and suffixes in order to comprehend
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
· (D) construct images such as graphic organizers based on text descriptions and text structures;
· (G)draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature.
· (A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing
· (B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media
(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.
· (E) connect literature to historical contexts, current events, and his/her own experiences
· (F) understand literary forms and terms such as author, drama, biography,
· autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.
(14) Listening/speaking/critical listening. The student listens attentively for a
variety of purposes.
· (A) focus attention, interpret, respond, and evaluate speaker's message
· (C) develop vocabulary, including content-area vocabulary, to interpret accurately the speaker's message (ESL) / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· determine the meaning of words through reading and using affixes and cognates (6A, 6B and ELPS 1A, 1E)
· analyze writer’s craft and how it relates to the essential question (8A)
· ask questions and participate in cooperative groups and class discussions relating to essential question (ELPS 3E, 3F, 3G, 3J)
· think of ideas for a Gallery Walk and short story that relates to the essential question (2A)
· think of ideas for my Gallery Walk and short story (2B)
· develop a plan for writing my Gallery Walk and a short story (2A)
· revise and edit my Gallery Walk and my short story (2C and ELPS 5D)
· edit my Gallery Walk and short story using capitalization and punctuation rules, correct verbs, tenses, and pronoun/antecedent (2D and ELPS Ei)
· write and create my Gallery Walk with a beginning, middle, and end (2B)
· publish my Gallery Walk and short story using graphic representations to describe, select, present, and display data (2E)
(18) Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations.
· (C) present interpretations by telling stories, performing original works, and interpreting poems and stories for a variety of audiences.
(19) Viewing/representing/interpretation. The student understands and interprets visual representations.
· (A)describe how meanings are communicated through elements of design such as shape, line, color, and texture
· (C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.
(2) Writing/writing processes. The student uses recursive writing processes when appropriate.
· (A) use prewriting strategies to generate ideas, develop voice, and plan;
· (B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;
· (C) proofread writing for appropriateness of organization, content, style, and conventions
· (D) refine selected pieces frequently to publish for general and specific audiences; and
· (E) use technology for aspects of creating, revising, editing, and publishing texts.
(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.
· (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;
· (D) produce error-free writing in the final draft.
(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.
· (A) evaluate writing for both mechanics and content; and
· (B) respond productively to peer review of his/her own work.
English Language Proficiency Standards (ELPS): In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to:
(1) Cross-Curricular second language acquisition/learning strategies.
· (A) use prior knowledge and experiences to understand meanings in English
· (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
· (E) internalize new basic and academic language by using and reusing it in
· meaningful ways in speaking and writing activities that build concept and language attainment
(2)Cross-curricular second language acquisition/listening.
· (A) distinguish sounds and intonation patterns of English with increasing ease;
· (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;
· (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
· (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;
· (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;
· (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(3) Cross-Curricular second language acquisition/speaking.
· (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;
· (E) share information in cooperative learning interactions;
· (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
· (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
· (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
(4) Cross-curricular second language acquisition/reading.
· (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;
· (B) recognize directionality of English reading such as left to right and top to bottom;
· (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;
· (D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;
· (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;
· (F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;
· (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;
· (H) read silently with increasing ease and comprehension for longer periods;
· (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
(5) Cross-curricular second language acquisition/writing.
· (A) learn relationships between sounds and letters of the English language to represent sounds when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
· (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;
· (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
· (E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
· (i) using correct verbs, tenses, and pronouns/antecedents
· (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Evidence of Learning
During the creation of a Gallery Walk, students will demonstrate the understanding of the Essential Question “Do we find or create our true selves,” as reflected by a score of at least a 2 on the Rubric: Gallery Walk. During the writing process, students will generate a short story, and achieve a score of at least a 3 on the Rubric: Organization.
English II for Speakers of Other Languages (ESOL II) – Grade 10
Third Grading Period CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· Unit: Do we find or create our true selves?
· Cluster 1: Explore whether appearance matters.
· Cluster 2: Find out about people who put themselves in categories.
· Cluster 3: Discover some struggles that people must face about their identity. / Reading
· Use the context of the sentence to determine the intended meaning of an unfamiliar word.
· Analyze context within a sentence and in larger sections of text to determine or clarify the meaning of unfamiliar or ambiguous words.
· Analyze how classical essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
· Describe the characteristics of a memoir.
· Explain how sentence variety, word choice, and other text features affect the clarity and coherence of an expository essay.
· Describe the structure and features of a short stories work of science or history for a general audience.
· Distinguish between the purposes and other characteristics of a report and an expository essay.
· Interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
· Evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.
Listening/speaking
· Listen attentively by facing speakers and asking questions to clarify information.
· Follow, restate, and give oral instructions that involve a short related sequence of actions.
· Listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker’s claims.
· Participate in teacher- and student-led small-group discussions by posing and answering questions with appropriate detail and providing suggestions that build upon the ideas of others.
· Know and apply rules for small-group discussions, including planning agendas, setting time limits for speakers, taking votes on key issues, and setting clear goals and deadlines.
Writing
· Plan a first draft by generating ideas for writing through class discussion.
· Develop drafts by sequencing the action or details in the story and ideas through writing sentences.
· Revise drafts by adding or deleting a word, phrase, or sentence as well as coherence, organization, simple and compound sentences and audience.
· Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.
The Teaching Plan
Instructional Model/Teacher Directions
The teacher will… / The students will…
Follow this nine week plan.
· The first set of instructions will serve as a review of the first four steps of the Seven Steps to Systematic Classroom Language Development. During the third nine weeks, we will add the fifth and sixth step of the Seven Steps to Systematic Classroom Language Development. Ensure that students understand and use the steps for language development. Ensure that the “I Don’t Know” poster is visible for students.
Week 1
Days 1-2
Seven Steps to Systematic Classroom Language Development [During the third nine weeks, six of the seven steps will be implemented.] (Seidlitz, 2008) (ELPS 1A, 1C, 1E, 2A, 2B, 2C, 2F, 2G, 2I, 3B, 3G, 3E, 3H, 3J, 4A, 4B, 4C, 4D, 4E, 4F, 4G, 4H, 4I, 5A, 5B, 5C, 5D, 5E, 5F, 5G)
1. Teach students language to use when they don’t know what to say.
2. Encourage students to speak in complete sentences.
· Use the “Accountable Conversation Questions” to ensure that students have language when they don’t know what to say and to encourage them to speak in complete sentences. Place the following poster in your room.