English II for Speakers of Other Languages (ESOL II) – Grade 10
Unit of Study: Give & Take
Fourth 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 problem-solution essay. / Students explore the Essential Question “How Much Should People Help Each Other” through reading, writing, and discussion. Each cluster focuses on a specific aspect of the larger question.
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:
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
· (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
· (A) compare and contrast differences in similar themes expressed in different time periods
· (B)analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and
· (C)relate the figurative language of a literary work to its historical and cultural setting
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
· (A)reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and
· (B) make complex inferences about text and use textual evidence to support understanding.
(12)Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. / ” 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 (1A 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 Multimedia Presentation and problem-solution essay that relates to the essential question (13A)
· think of ideas for my Multimedia Presentation and problem-solution essay (13B)
· develop a plan for writing my Multimedia Presentation and a problem-solution essay (13A)
· revise and edit my Multimedia Presentation and my problem-solution essay (13C and ELPS 5D)
· edit my Multimedia Presentation and problem-solution essay using capitalization and punctuation rules, correct verbs, tenses, and pronoun/antecedent (13D and ELPS Ei)
· write and create my Multimedia Presentation with a beginning, middle, and end (13B)
· publish my Multimedia Presentation and problem-solution essay using graphic representations to describe, select, present, and display data (13E)
(13)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
· (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
· (B)structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning;
· (C)revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
· (D)edit drafts for grammar, mechanics, and spelling; and
· (E)revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
(24)Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
· (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration
· (C)evaluate how the style and structure of a speech support or undermine its purpose or meaning.
(25)Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
(26)Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
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 Multimedia Presentation, 80% of the time students will demonstrate the understanding of the Essential Question “How much should people help each other?” as reflected by a score of at least a 2 on the Rubric: Multimedia Presentation. During the writing process, 80% of the time students will generate a problem-solution essay, and achieve a score of at least a 3 on the Rubric: Voice and Style.
English II for Speakers of Other Languages (ESOL II) – Grade 10
Fourth Grading Period CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· Cluster 1: Read about helpful and harmful relationships.
· Cluster 2: Learn what families do for each other in special situations.
· Cluster 3: Read about people who can barely survive on their own. / 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… / So students can…
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 fourth 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 will be implemented. (Seidlitz, 2008) (ELPS 1A, 1C, 1D, 1H, 1E, 13B, 13C, 2F, 2G, 2H, 2I, 3B, 3C, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 4A, 4C, 4D, 4E, 4F, 4G, 4H, 4I, 4J, 4K, 5A, 5B, 5C, 5D, 5E, 5F, 5G)