Table of Contents

MS ESOL 3

Unit 6

INSIDE - Level A/Volume 2

Unit 6: Struggle For Freedom

ESOL 3
Unit 6 / Duration of Unit:
Unit Title / Struggle For Freedom
Unit Description: / In this unit students summarize what they have read. They learn to make comparisons and express their opinion. Students learn to identify cause and effect. They will also learn how to write a summary paragraph, as well as cause-and-effect essay.
Standards: / ELP.6-8.S1.L2 Student uses a developing set of strategies to determine the central idea or theme in simple oral presentations or written texts, and explains how it is supported by specific details, and summarizes part of the text.
ELP.6-8.S6.L2 Student explains the argument an author or a speaker makes and distinguishes between claims that are supported by reasons and evidence from those that are not.
ELP.6-8.S8.L2 Student determines the meaning of general academic and content specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes, roots, base words)
Language Function / Grammar and Conventions / Vocabulary / Reading / Writing
Goals / Students will be able summarize a presentation.
Students will be able to
make comparisons.
Students will be able to
express opinions. / Students will be able to use subject and predicate nouns.
Students will be able to use subject and predicate pronouns.
Students will be able to use reflexive and intensive pronouns. / Students will be able to use context clues to determine definition and develop a restatement.
Students will be able to give synonyms and antonyms of words.
Students will be able to give an example of a word. / Students will be able to determine cause and effect. / Students will be able to write a summary paragraph.
Students will be able to write a cause-and-effect essay.
Learning Targets / I can identify the topic of a presentation. / I can use a subject pronoun as the subject of a sentence. / I can use context clues to determine the meaning of another word in a text. / I can determine cause and effect by looking for signal words such as: because, the reason, since, and as a result. / I can determine which ideas are the most important when reading.
I can identify the main idea, or what a presentation mostly says about a topic. / I can use an object pronoun as the object of the verb in the predicate. / I can develop a restatement by using context clues to define the meaning of a word or phrase. / I can determine cause by identifying the reason something happens. / I can include the title and author in a summary paragraph.
I can identify the facts that support the topic of a presentation. / I can use a reflexive pronoun to talk about the same person or thing in the same sentence. / I can give a synonym for a word. / I can determine effect by determining what happens as a result of the cause. / I can state the original writer’s main ideas in my own words in a summary paragraph.
I can tell how things are alike by using words like: all, both, the same, similar, and too. / I can use an intensive pronoun to provide emphasis or make something stronger. / I can give an antonym for a word. / I can include the main ideas in a summary paragraph.
I can tell how things are different by using words like: differ, different, only, and but. / I can give an example of a word based on its definition. / I can write an introduction with a clear central idea in a cause-and-effect essay.
I can express my opinion by telling what I think about something using words like: I think, I believe, In my opinion, and For me. / I can include a body that explains the causes and effects in detail.
I can include a conclusion that connects to the central idea and leaves the reader with something to think about.

Unit of Study Assessment Checklist

Student Name / I can identify the topic of a presentation. / I can identify the main idea, or what a presentation mostly says about a topic. / I can identify the facts that support the topic of a presentation. / I can tell how things are alike by using words like: all, both, the same, similar, and too. / I can tell how things are different by using words like: differ, different, only, and but. / I can express my opinion by telling what I think about something using words like: I think, I believe, In my opinion, and For me. / I can use a subject pronoun as the subject of a sentence. / I can use an object pronoun as the object of the verb in the predicate / I can use a reflexive pronoun to talk about the same person or thing in the same sentence. / Notes
B = Beginning D = Developing P = Proficient M = Mastery


Unit of Study Assessment Checklist

Student Name / I can use an intensive pronoun to provide emphasis or make something stronger. / I can use context clues to determine the meaning of another word in a text. / I can develop a restatement by using context clues to define the meaning of a word or phrase. / I can give a synonym for a word. / I can give an antonym for a word. / I can give an example of a word based on its definition. / I can determine cause and effect by looking for signal words such as: because, the reason, since, and as a result. / I can determine cause by identifying the reason something happens. / I can determine effect by determining what happens as a result of the cause. / Notes

Unit of Study Assessment Checklist

Student Name / I can determine which ideas are the most important when reading. / I can include the title and author in a summary paragraph. / I can state the original writer’s main ideas in my own words in a summary paragraph. / I can include the main ideas in a summary paragraph. / I can write an introduction with a clear central idea in a cause-and-effect essay. / I can include a body that explains the causes and effects in detail. / I can include a conclusion that connects to the central idea and leaves the reader with something to think about / Notes

Assessment Rubric

Unit 6: Struggle For Freedom

(To reach the next level, a student must master the previous level’s task.)

Mastery / Proficient / Developing / Beginning
Students will be able summarize a presentation.
Students will be able to
make comparisons.
Students will be able to
express opinions. / I can identify the facts that support the topic of a presentation. / I can identify the main idea, or what a presentation mostly says about a topic.
I can express my opinion by telling what I think about something using words like: I think, I believe, In my opinion, and For me. / I can tell how things are alike by using words like: all, both, the same, similar, and too.
I can tell how things are different by using words like: differ, different, only, and but. / .
Students will be able to use subject and predicate nouns.
Students will be able to use subject and predicate pronouns.
Students will be able to use reflexive and intensive pronouns. / I can use a reflexive pronoun to talk about the same person or thing in the same sentence.
I can use an intensive pronoun to provide emphasis or make something stronger. / I can use a subject pronoun as the subject of a sentence.
I can use an object pronoun as the object of the verb in the predicate.
Students will be able to use context clues to determine definition and develop a restatement.
Students will be able to give synonyms and antonyms of words.
Students will be able to give an example of a word. / I can use context clues to determine the meaning of another word in a text.
I can develop a restatement by using context clues to define the meaning of a word or phrase.
I can give an example of a word based on its definition. / I can give a synonym for a word.
I can give an antonym for a word.
Students will be able to determine cause and effect. / I can determine cause by identifying the reason something happens.
I can determine effect by determining what happens as a result of the cause. / I can determine cause and effect by looking for signal words such as: because, the reason, since, and as a result.
Students will be able to write a summary paragraph.
Students will be able to write a cause-and-effect essay. / I can include a body that explains the causes and effects in detail.
I can include a conclusion that connects to the central idea and leaves the reader with something to think about. / I can determine which ideas are the most important when reading.
I can include the main ideas in a summary paragraph.
I can write an introduction with a clear central idea in a cause-and-effect essay. / I can state the original writer’s main ideas in my own words in a summary paragraph. / I can include the title and author in a summary paragraph.