English As a Second Language Curriculum

English as a Second Language Curriculum

Proficiency Level: Advanced Grades: 6-8

UNIT :1

The Mysterious Mythology of Gods and Geeks

Section / Page Number
Unit Title and Description with Learning Targets / 2-3
Unit Academic Language / 4-6
Unit Assessments Checklist / 8
Unit Assessment Rubric / 9-10
Sample Unit Calendar (Overview) / 11
Detailed Unit Calendar / 12-16
Extension Ideas / 17
Grammar Overview / 18-20
Anchor Charts / 21-23

1 | Page ELP Level: Advanced Grade level: 6-8 ESOL UNIT# 1

Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum 12/9/13

1 | Page ELP Level: Advanced Grade level: 6-8 ESOL UNIT# 1

Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum 12/9/13

ESOL LEVEL: Advanced GRADES: 6-8

UNIT 1: Digging the Dead / Unit duration:5 weeks
Stage 1 / Identify Desired Results
Unit Description / In this unit students will learn to describe people, places, things and locations related to archeological digs using complex sentences, prepositional phrases and specific vocabulary. They will describe the actions of how archeological digs are conducted using adverbial clauses and the present progressive tense. Students will summarize the myths and curses surrounding the tombs of mummies using clear, well-structured, complex sentences that include nouns, pronouns, and adjectives.
Standards /

Describing Location: Target Form –Prepositional Phrases: Students learn to understand and generate oral and written language with prepositional phrases. Complex sentences with: phrases using prepositions (e.g. beneath, within)
Describing People, Places, and Things: Target Form –Nouns, Pronouns, and Adjectives: Students learn to understand and generate oral and written language nouns, pronouns, and adjectives. Compound sentences with more specific vocabulary (nouns, adjectives)
Describing Action: Target Form –Present Progressive Tense, Adverbs: Students learn to understand and generate oral and written language skills with present progressive tense and adverbs. Adverbs clauses telling how, where, or when
Defining/Describing: Target Form –Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Concrete and abstract topic using irregular nouns, singular and plural, personal and possessive pronouns and adjectives; Thought can best be describes as a _____containing _____ and _____.
Defining/Describing: Target Form - Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Clear, well-structured, detailed language on complex subjects, showing f noun, controlled use of nouns, pronouns, adjectives; The _____ is a _____ which incorporates _____ based upon _____.

Unit Goals / I candescribe people, places, things and locations. / I candescribe the actionsrelated to a story with a plot. / I can summarize the myths and curses surrounding the tombs of mummies. / I can take notes.
Learning Targets / I can use complex sentences. / I can use a thesaurus to expand my word choice. / I can use complex sentences. / I can determine importance regarding a readingor listening and record notes.
I can use prepositional phrases to describe location. / I can use and comprehend adverbial clauses to describe actions. / I can determine importance regarding a readingor listening and record notes. / I can listen for key events, time, vocabulary, characters, and locations.
I can use specific vocabulary to describe people, places, things, and locations. / I can use complex sentences. / I can organize my thinking using a tool to produce a summary. / I can use genre schema to predict what will be important in a text.
I can use a thesaurus to expand my word choice. / I can use and comprehend the past progressive tense. / I can supplement my notes or organizer with anecdotal commentary.
I can use and comprehend adverbial clauses. / I can use specific vocabulary to describe actions. / I can incorporate a variety of high-level adverbs and adjectives.
I can use and comprehend the past progressive.
Stage 2 / Assessment Evidence: Academic Language (What language will students need to sound like experts?)
Key Vocabulary / Language Scaffolding

genre
myth
retell
synthesize
determine importance
main points
plot
setting
characters
events
summarize
narrative
moral
theme

/ Describe People, Places, and Things:

(his, her, our, their, Name) ___ had been/was ___ (adjective).

Osiris had always been a well loved leader.
Osiris was well loved by all of his subjects.

___ had had…

Seth had had problems with jealousy throughout his life.

What was/were ___ (pronoun) like?
___ (subject) was ___, ___ and ___.

Osiris was caring, kind and gentle.

Tell me about ___ (him, her, it).
___ was ___ with ___.

Isis was short with dark brown hair cropped at the neck.

What was/were ___ like?
He/she had ___ that… (like/as if) the/a…

He had dark features that made him look as if he were much older than he really was.

Her ___ was ___ and ___ with…

Her face was pale and glistening with perspiration as she searched for her husband.

___ (subject)… (phrasal verb) + noun…

Egypt was filled to the brim with subjects that adored their beloved Pharaoh.

He was a…who…

He was a gentle leader who never raised his voice no matter how angry he became.

How did (his, her, their)… feel…?

How did his wife feel as she searched for her husband?

___ felt like…

When Isis found Osiris his skin felt like a marble stone, cold and hard.

… (verb)… like…

Isis’ tears rolled down her cheeks like the rain that pours from the sky.

___ is/was considered…

A reed is considered a grass that grows in the Nile.
Osiris was considered to be a great ruler.

What is the composition of…?

It is composed of ___ (noun phrase), and ___ (noun phrase).
The Egyptian empire is composed of three kingdom, old kingdom, middle kingdom, and new kingdom.

What did ___ entail/contain/include?
___ article/adjective of quantity + adjective + noun…

The tombs of Egypt contained many precious artifacts that the Pharaoh might require in the afterlife.
Locations:

There was/has been/have been… (prepositional phrase)…

There have been as many as six department stores on that block at one time.
above / behind / into / over
across / below / in to / past the…
after / beneath / near by / through
against / beside / near the… / throughout
along / between / off in the distance / to
amid / beyond / off to the side of / toward
among / by / on top of / under
around / down / onto / underneath
at / from / on to / up
atop / in / out of / upon
before / inside / outside / with
within
Describe Actions: (Advanced Irregular Verbs List)
PAST
•A ___ (day, week, month, year) earlier…
•An hour earlier…
•The ___ (day, week, month, year) before…
•An hour before…
PRESENT
•At that moment,
•At that time,
•That day,
•Then,
FUTURE

A ___ (day, week, month, year) later,…
An hour later,…
Later that (day, week, month, year) ___,...
(#) ___(days, weeks, hours, months, years) later,…

Summarize: (Transitional Words List)

The main points are ___, ___, and ___.
The ___ is about…
The ___ takes/took place…
There is/are/was/were (a/an) ___...
A summary of ___ could…
The ___ was/were referring to…

The ___ took place when… That’s why… (because…)

The story took place during the great depression when people were without many necessities. That’s why the parents in the story gave up their child, because they felt they didn’t have the basic resources to care for a child.

Due to the fact that …, …

Due to the fact that banks had failed, many businesses and families lost everything they had.

After (subject) (verb), (subject) (verb). Therefore…

After the fall of the stock market, the great depression began. Therefore many families were separated as people tried to scrape together enough money to survive.
What evidence from formative and summative assessments should you collect to verify student learning?
Assessment Tools: /

Rubric
Assessment Checklist

Possible Assessments
(Student performance based on language productive skills). / Reading
I can read highly descriptive, at approximately grade level (+/- 1 year) myths and non-fiction texts
Writing
I can summarize events and stories giving details pertaining to people, places, things, events, and locations related to any topic using specific vocabulary.
Speaking
I can use notes from a listening to produce an oral summary.
Listening
I can listen to a highly descriptive myth and take notes regarding people, places, things, events, and locations.

Unit of Study Assessment Checklist

Student Name / I can use complex sentences. / I can use prepositional phrases to describe location. / I can use specific vocabulary to describe people, places, and things. / I can use a thesaurus to expand my word choice. / I can use and comprehend the past progressive. / I can use and comprehend adverbial clauses to describe actions. / I can use specific vocabulary to describe actions. / I can determine importance regarding a reading or listening and record notes. / I can organize my thinking using a tool to produce a summary. / I can supplement my notes or my organizer with anecdotal commentary. / I can incorporate a variety of high-level adverbs and adjectives. / I can listen for key events, time, vocabulary, characters, and location. / I can use genre schema to predict what will be important in a text. / Notes

5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1

Superior / Proficient / Emerging / Beginning
I can use complex sentences. / I can use complex sentences strategically to enhance the fluidity of my writing. / I can use complex sentences where appropriate. / I am actively trying out complex sentences with a reliance on simple sentences to maintain syntax. / I can accurately use simple sentences.
I can use prepositional phrases to describe location. / I can flexibly use multiple prepositional phrases to describe location. / I can use a variety of prepositional phrases to describe location. / I experiment with more complex prepositional phrases with some repetition of common phrases. / I can use common prepositional phrases in simple sentences.
I can use specific vocabulary to describe people, places, things, and locations. / I can use a variety of specific,colorfulvocabulary to help a reader draw mental pictures of characters, objects, events, and locations. / I can use specific vocabulary to describe people, places, things, and locations. / I can use specific vocabulary to describe people, places and things with some incorrect usage. / I can use basic vocabulary to describe people, places, things, and locations. (i.e., big, tall, etc.)
I can use a thesaurus to expand my word choice. / I purposely and strategically use tools to enhance the description in my writing. / I can use a thesaurus, or other independent tool, to expand my word choice. / I notice when I am overusing a word and attempt to find a synonym by asking a teacher or peer. / I notice when I am overusing a word.
I can use and comprehend the past progressive. / I can use and comprehend the past progressive in compound and complex sentences. / I can use and comprehend the verb to be in the past tense paired with the gerund. / I am familiar with the past tense of the verb to be and the gerund but am not yet applying them in a coordinated fashion. / I can use the verb to be in the past tense.
I can use and comprehend adverbial clauses to describe actions. / I make selective choices about the verbs and adverbial clauses I use to accurately describe events. / I can correctly use a variety of adverbial clauses together with specific verbs to describe actions. / I can use a limited number of adverbial clausesto describe actions with some inconsistent syntax. / I can use a variety of specific verbs. (i.e. running, trotting, jogging, etc.)
Superior / Proficient / Emerging / Beginning
I can use specific vocabulary to describe actions. / I can use a variety of specific,colorfulvocabulary to help a reader draw mental pictures of events. / I can use specific vocabulary to describe actions. / I can use specific vocabulary to describe actions with some incorrect usage. / I can use basic vocabulary to describe actions. (i.e., ran, sat, etc.)
I can use genre schema (of a myth) to predict what will be important in a text. / I can use genre schema to predict what will be important in a text. / I can use myth schema to predict what will be important in a text. / I can list the genre specific characteristics of a myth. / I realize that there are different genres.
I can determine importance regarding a reading or listening and record notes. / I can determine importance and synthesize those details to infer a main idea and am able to support my choice with evidence. / I am able to create a list of what I think is important based upon my purpose and am able to support my choices with evidence. / I am able to create a list of what I think is important based upon my purpose. I may have more on my list than what is truly important. / I understand that the ability to determine importance is dictated by my reason for reading or listening.
I can listen for key events, time, vocabulary, characters, and location. / I can listen for key events, time, vocabulary, characters, and location.
I can organize my thinking using a tool to produce a summary. / I am able to create my own organizational tool from a blank sheet of paper to produce a well organized and detailed summary. / I can choose an appropriate tool from a variety of tools to organize my thinking in order to produce a well organized, detailed summary. / When given a familiar tool, I can produce a summary that contains relevant details but may require additional organizational revision or detail. / I can follow a model of the use of a familiar tool to produce a formulaic summary.
I can supplement my notes or my organizer with anecdotal commentary. / I can supplement my notes or my organizer with anecdotal commentary. / I can take concise and accurate notes. / I can take accurate notes.
I can incorporate a variety of high-level adverbs and adjectives. / I can incorporate a variety of high-level adverbs and adjectives into compound and complex sentences. / I can incorporate a variety of high-level adverbs and adjectives into compound sentences. / I can accurately incorporate basic adverbs and adjectives into compound sentences. / I can use basic adverbs and adjectives in simple sentence structures.
Stage 3 / Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR *Pink text implies an assessed goal.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Students will memorize specific vocabulary by matching words and pictures. / What are the characteristics that can be found in every myth?
Students will recognize people, places/locations and events. / Based upon what you know about myths, what information will be important to remember?
Students will recognize people, places/locations and events. / When I read any myth, what information will be important? How do I know?
I can use genre schema to predict what will be important in text. / What might be a good graphic organizer that would help me be able to record the important information?
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
I can listen for key events, time, key vocabulary, characters and locations. / What is worthy of taking notes on?
I can determine importance regarding a reading or listening and record notes.
What is a thesaurus used for and how is it used? / What is worthy of taking notes on?
I can use vocabulary to describe people, places, and things.
What is a thesaurus used for and how is it used? / How can a thesaurus be used to improve my communication?
I can use specific vocabulary to describe actions. / Is there more than one way to organize our notes?
What note taking organization works best for me when reading a myth?
Day 11 / Day 12 / Day 13 / Day 14 / Day 15
How does sentence structure change when I try to begin a sentence with location or time?
Introduce prepositional vocabulary / When is the past progressive used? How is it constructed? / What does the past progressive look like in the context of a summary? / What does the past progressive look like in the context of a summary?
I can use and comprehend the past progressive. / How do I elaborate on my notes?
I can use vocabulary to describe location. I can use prepositional phrases to describe location.
Day 16 / Day 17 / Day 18 / Day 19 / Day 20
How do I elaborate on my notes?
I can supplement my notes or organizer with anecdotal commentary.
What does a quality summary look like? What does it sound like? What kinds of words should I be using? / What does a quality summary look like? What does it sound like? What kinds of words should I be using? / I can incorporate a variety of high level adverbs and adjectives.
I can use a thesaurus to expand my word choice. / How do I use adverbial clauses to expand and contract a sentence? How do I use adverbial clauses to add variety to my writing? / How do I use adverbial clauses to expand and contract a sentence? How do I use adverbial clauses to add variety to my writing?
Day 21 / Day 22 / Day 23 / Day 24 / Day 25
I can use and comprehend adverbial clauses to describe.
How do I (personally) take notes on a myth, and then write a detailed summary that uses complex sentences to add to the fluency of my writing? / How do I (personally) take notes on a myth, and then write a detailed summary that uses complex sentences to add to the fluency of my writing? / How do I (personally) take notes on a myth, and then write a detailed summary that uses complex sentences to add to the fluency of my writing? / How do I (personally) take notes on a myth, and then write a detailed summary that uses complex sentences to add to the fluency of my writing? / I can use complex sentences.
I can organize my thinking using a tool to produce a summary.
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
OBJECTIVE
Students will memorize specific vocabulary by matching words and pictures. / What are the characteristics that can be found in every myth?
Students will recognize people, places/locations and events. / Based upon what you know about myths, what information will be important to remember?