ESOL III - PLANNED COURSE STATEMENT

Woodburn School District

Course Title /

ESOL III

Content Area(s) / English Language Development /

COUNSELING OFFICE

Diploma Requirement(s) met through course / Elective / NCAA Approved / Please Check “Yes” or “No”
YES / NO
Terms Offered / All Terms / OUS Credit / YES / NO
Credit Type / Year Long / Amount of Credit / 1.0 / AP/IB Credits / YES / NO
Targeted Intervention Class / Please Check “Yes” or “No” / NCES Code
NO / X
Proposed NCES Code(s) and Name(s) / DISTRICT OFFICE
Language of Instruction / English / SIS Course Number
Grade Level(s) / 9th through 12th / Licensure Requirement / ESOL Endorsement
Prepared by (teacher/ school) HS ELL Program Coordinator Date Submitted: _9/17/2015______
Principal Approval:______Date: ______
District Curriculum Office Approval:______Date: ______
District Human Resources Approval: ______Date: ______

PHASE 1

➢Brief Course Catalogue Description and any Pre-requisites if applicable:

Course Description -ESOL III

ESOL III is a year-long course, offered five days a week, in a 55 minute class period.

The goals of this course are to accelerate the development of academic English and to strengthen students’ content knowledge. English learners improve their academic English skills

through an integrated approach that uses content from core subjects, with ELD, and literacy instruction.

A broader framework of literacy instruction, as outlined by the CCSS, brings attention to the intersection of reading, writing, language, and knowledge development. Students’ academic English language proficiency is further developed through scaffolded, interactive experiences with cognitively demanding text.

Specific reading and writing strategies are modeled and practiced in ESOL III so that English learners can eventually use these skills independently. Students engage in conversations with teachers and classmates about the multiple literacies in their lives and feel supported and valued. The classroom environment and structure promote active student participation and increase student motivation through flexible grouping.

Eligible Students

Eligible students for this course are in 9th through 12th grade, and their primary language is other than English. They are at the Intermediate proficiency stage of English language acquisition as measured by performance-based assessments.

➢State Essential Skills

This course supports ELs’ further development of English reading and writing skills; however, it is not designed to focus on the creation of Work Samples to meet graduation requirements in the Essential Skills.

➢Course Standards

The objectives of the ESOL III class are grounded on the 10 English Language Proficiency Standards (ELP) to support further development of English language skills in Listening, Speaking, Reading, and Writing; And to demonstrate increased proficiency to move into the Early Advanced proficiency level as measured by the English Language Proficiency Assessment (ELPA 21).

ELP Standards

➢Instructional Materials: (primary texts and printed materials)

Semester 1:

●National Geographic. (2014). EDGE - Level A. Teacher's Edition Volume I. Carmel, California, USA: National Geographic School Publishing.

Semester 2:

●National Geographic. (2014). EDGE - Level A. Teacher's Edition Volume 2. Carmel, California, USA: National Geographic School Publishing.

●Supplemental Text as Needed: National Geographic. (2010). Inside Phonics. Teacher's Edition. Carmel, California, USA: National Geographic School Publishing.

PHASE 2 (Complete after initial approval)

After District Curriculum Department approval, attach Annual Work Plan and then file. Annual work plan must be attached before filing.

Unit Title / Description / Standards
Unit 1
Think Again
Essential Question: What influences how you act? / In this unit students examine the Essential Question “What Influences How You Act” through reading, writing and discussion. Different aspects of the Essential Question that students focus on include: finding out how beliefs can affect people, finding out how people get where they want to go, finding out how easily people can be fooled and thinking about how fear influences people’s actions. In this unit, students will also ask and answer different types of questions. They learn to accurately and effectively use sentences, subjects and predicates and subject-verb agreement in the present tense. Students learn to use prefixes, suffixes and context clues to help them understand unfamiliar vocabulary. In this unit, students will primarily read short stories and narrative texts in which they learn to analyze setting, plot and characters and compare the setting of two short stories. Students learn to use text evidence to support their responses to literature. Students analyze the structure of magazine articles and memoirs as well as cultural perspectives in a folk tale. Students learn to use context clues and the glossary to understand dialect in a story. Students learn to become better readers by using a variety of strategies to plan and monitor when they read including previewing the text, making predictions, setting a purpose for reading and clarifying their understanding of a text by rereading or reading on. Students write a variety of narrative texts including a narrative paragraph about a character who has a strong belief, a short composition comparing how a character overcame an obstacle and how they overcame an obstacle in their own life and a personal narrative about an experience that made them think twice. / ELP Standards:
ELP.9-12.S1.L4
ELP.9-12.S2.L4
ELP.9-12.S3.L4
ELP.9-12.S8.L4
ELP.9-12.S9.L4
Language Function:
Describing location
Describing action
Describing people, places, and things
Hypothesizing and Speculating
Unit 2
Family Matters / In this unit, students will explore the question, "how do families affect us?" In their reading of fiction and non-fiction texts, students will analyze author's purpose and viewpoint and use context clues to determine meaning of words with which they are unfamiliar. In their speaking, students will interview a family member, using verbs to talk about the present. For writing, students will respond to literature, develop an expository sketch and develop a biographical sketch, focusing on the use of subject pronouns and action verbs in the present tense. / ELP Standards: ELP.9-12.S2.L4
ELP.9-12.S3.L4
ELP.9-12.S6.L4
ELP.9-12.S8.L4
ELP.9-12.S9.L4
Language Function:
Expressing and Supporting Opinions
Hypothesizing and Speculating
Unit 3
True Self / In this unit, students answer the essential question, "do we find or create our true selves?" While reading fiction and non-fiction texts, students will analyze point of view and structure. To better engage with the reading and develop their own ideas, students will write responses to literature, and develop pieces in which they compare and contrast ideas. Through retelling a story, students will work on using verb tenses and subject and object pronouns. / ELP Standards:
ELP.9-12.S1.L4
ELP.9-12.S2.L4
ELP.9-12.S7.L4
ELP.9-12.S9.L4
Language Function:
Relling/relating past events
Sequencing
Unit 4
Give and Take / In this unit, students explore the question, "how much should people help each other?" While reading fiction and non-fiction texts, students will analyze development of ideas, text structure (focusing on chronology), and language (focusing on similes and metaphors). In their writing, students will respond to literature, develop an idea paragraph, and write a personal essay. Students will also deliver an oral report. / ELP Standards:
ELP.9-12.S3.L4
ELP.9-12.S4.L4
ELP.9-12.S7.L4
ELP.9-12.S8.L4
Language Function:
Summarizing
Explaining
Generalizing
Unit 5
Fair Play / In this unit, students will explore the question, "do people get what they deserve?" While reading fiction and non-fiction texts, students will analyze theme, the development of ideas, and an author's use of irony. In their writing, students will respond to literature, write an expressive paragraph, and develop a character sketch. To fully explore the essential question, students will prepare for and participate in a panel discussion on the topic, focusing on their use of adjectives and adverbs. / ELP Standards:
ELP.9-12.S1.L4
ELP.9-12.S7.L4
ELP.9-12.S8.L4
ELP.9-12.S9.L4
Language Function:
Summarize
Literary Analysis
Express and support opinions
Cause and effect
Unit 6
Coming of Age / In this unit, students will investigate the question, "what rights and responsibilities should teens have?" Students will express their ideas, using evidence from resources in a persuasive speech and a letter to the editor. Additionally, students will respond to literature and focus on development of ideas in their writing, focusing on the use of indefinite pronouns and varied syntax. While reading fiction and non-fiction texts, students will analyze the structure of an author's argument, the validity of their evidence, and the author's purpose and tone. / ELP Standards:
ELP.9-12.S2.L4
ELP.9-12.S4.L4
ELP.9-12.S5.L4
ELP.9-12.S6.L4
ELP.9-12.S7.L4
ELP.9-12.S10.L4
Language Function:
Persuading
Expressing and supporting opinions
Evaluating
Explaining
Unit 7
Making Impressions / In this unit, students will explore the essential question, "what do you do to make an impression?" While reading fiction and non-fiction texts, students will compare representations, by analyzing structure, style and word choice. They will also develop and share their own poetry in a poetry slam, focusing on development of a theme, voice and style. Additionally, students will write responses to literature and their own script, focusing on the use of the present perfect tense, compound sentences, and complex sentences. Students will also expand their vocabulary study by focusing on idioms and denotative and connotative meanings of work. / ELP Standards:
ELP.9-12.S1.L4
ELP.9-12.S2.L4
ELP.9-12.S3.L4
ELP.9-12.S7.L4
ELP.9-12.S8.L4
ELP.9-12.S10.L4
Language Function:
Compare and Contrast
Literary Analysis
Express and support opinions
Hypothesizing and speculating

Updated April, 2013