ESOL IV - PLANNED COURSE STATEMENT

Woodburn School District

Course Title /

ESOL IV

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

➢Course Description -ESOL IV

ESOL IV 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 Early Advanced 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 IV 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;

ELP Standards

An English learner may be reclassified as Fluent English speaker (FEP) at the conclusion of the academic year if s(he) scores a Level 5 on the ELPA 21 state assessment. Reclassification to FEP may also be recommended by a school-based Language Assessment Team (LAT) after careful review of student success indicators in performance-based assessments in English.

➢ESOL IV - Instructional Materials

Semester 1:

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

Semester 2:

●National Geographic. (2014). EDGE - Level B. 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:
Choices / In this unit students examine the Essential Question “What Influences a Person’s Choices” through reading, writing and discussion. Different aspects of the Essential Question that students focus on include: exploring the effects of family and friends on choices, finding out how circumstances affect choices, discovering how society influences choices and considering what causes people to change their minds. In this unit, students also ask and answer questions and express ideas, opinions, feelings and intentions. Students learn to effectively and accurately use complete sentences and subject-verb agreement and fix sentence fragments. Students learn to analyze plot, theme, characters and setting when they read short stories. They learn to use evidence from the text to support their responses to literature. Students learn to determine the author’s viewpoint and analyze text features of informational texts. Students learn to monitor their comprehension when they read by previewing the text, setting a purpose for reading, making and confirming predictions, clarifying confusing parts by reading and reading on and clarifying ideas by paraphrasing the text’s main points. Students learn to use prefixes, suffixes, root words and context clues to help them understand unfamiliar vocabulary. Students learn to write dialogue. They learn to write a variety of narrative and informational texts that fully develop a topic and provide relevant details, examples and information including a definition paragraph, a short comparison essay and an autobiographical narrative about a choice they made. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S2.L5
ELP.9-12.S3.L5
ELP.9-12.S8.L5
ELP.9-12.S9.L5
Language Function:
Describe people, places, and things
Retelling and relating past events
Hypothesizing and Speculating
Unit 2:
The Art of Expression / In this unit students examine the Essential Question “Does Creativity Matter” through reading, writing and discussion. Different aspects of the Essential Question that students focus on include: considering ways to express your creativity, exploring the effects of music on our lives, discovering one way to find your voice and investigating where creativity comes from. In this unit, students also describe people, places, things and experiences and give and follow commands. Students learn to effectively and accurately use subject pronouns, present tense verbs and subject-verb agreement. They learn to use context clues to help them understand unfamiliar vocabulary and idioms. Students read nonfiction texts and learn to determine the author’s purpose for writing, analyze the development of ideas, description and word choice in a text. They analyze the structure and meaning of song lyrics and free verse. Students learn to determine importance when they read by identifying and summarizing main ideas and details. Students write a variety of informational texts including a short essay describing why creativity is important in our lives, an expository how-to paragraph detailing how to do something well and a position paper that presents an argument for an issue that matters to them. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S3.L5
ELP.9-12.S4.L5
ELP.9-12.S6.L5
ELP.9-12.S8.L5
ELP.9-12.S9.L5
Language Function:
Expressing and supporting opinions
Persuading
Drawing Conclusions
Hypothesizing and Speculating
Unit 3:
The Hero Within / In this unit students examine the Essential Question “What Makes a Hero” through reading, writing and discussion. Different aspects of the Essential Question that students focus on include: discovering how legends begin, considering the everyday heros in your community, exploring how heroes change the world around them and considering the relationship between heroism and justice. In this unit, students will also ask and give information and engage in and elaborate during a discussion. Students will learn to effectively and accurately use the past, present and future tenses and subject and object pronouns. They will learn to use word families to help them understand unfamiliar vocabulary and to identify the language from with borrowed words originate. Students will read a variety of short stories in which they will learn to analyze cultural perspective, compare character’s motives and traits, analyze viewpoint and multiple themes as well as compare themes in different stories. Students also read a variety of nonfiction texts and learn to identify signal words that help them follow the author’s thinking and locate information, analyze the structure of feature articles and analyze the development of ideas in a magazine profile. Students learn a variety of strategies to make inferences when they read. Students learn to write a variety of informational texts including a paragraph defining the archetype of a hero and describing an example of a hero from traditional literature, an opinion paragraph about a quote and an essay in response to a piece of literature. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S2.L5
ELP.9-12.S3.L5
ELP.9-12.S8.L5
ELP.9-12.S9.L5
Language Function:
Retelling/relating past events
Defining
Explaining
Sequencing
Unit 4:
Opening Doors / In this unit, students explore the central question "How can knowledge open doors?" Students will analyze text structure for chronology, text features, cause and effect and problem and solution formats. Through both fiction and non-fiction texts, students will also analyze an author's development of ideas, as well as practice vocabulary, and write responses to literature and a problem-solution essay, through which they will build conventions skills including showing possession, using pronouns in prepositional phrases, and use of the correct pronoun. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S4.L5
ELP.9-12.S5.L5
ELP.9-12.S9.L5
ELP.9-12.S10.L5
Language Function:
Cause and Effect
Sequencing
Summarizing
Explaining
Generalizing
Unit 5:
Fear This! / In this unit, students will answer the essential question, "What makes something frightening?" Throughout the unit, students will analyze words choice and syntax in fiction and non-fiction texts, as well as plot structure in fiction texts. Additionally, students will continue to work on vocabulary study including synonyms and analogies. Through their writing about literature, including responding with a character sketch and a literary analysis, students will work on the correct use of adverbs and adjectives to elaborate on their ideas and descriptions. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S3.L5
ELP.9-12.S7.L5
ELP.9-12.S8.L5
ELP.9-12.S9.L5
Language Function:
Describing location
Describing action
Retelling/relating past events
Sequencing
Unit 6:
Are You Buying It? / In this unit, students will explore the question, "How do the media shape the way people think?" Through their close reading and analysis of fiction and non-fiction texts, students will evaluate the structure of arguments as well as evidence, tone and organization. Through their response to literature and a letter to the editor, students will continue to develop their conventions skills, focusing on the use of compound and complex sentences, as well as incorporating key vocabulary, stressing denotative and connotative uses of words. / ELP Standards:
ELP.9-12.S2.L5
ELP.9-12.S4.L5
ELP.9-12.S5.L5
ELP.9-12.S6.L5
ELP.9-12.S8.L5
ELP.9-12.S10.L5
Language Function:
Expressing and supporting opinions
Hypothesizing and speculating
Interpreting
Generalizing
Unit 7:
Where You Belong / In this unit, students explore the questions: "What holds us together? What keeps us apart?" After reading a variety of poetry, students will develop their own anthology of poems that relate around a central theme or idea, and present this anthology to classmates. Students will analyze poetry and drama for word choice, form, style, and figurative language. In their responses to literature, students will focus on writing in the present perfect tense and enriching their sentences with figurative language. / ELP Standards:
ELP.9-12.S1.L5
ELP.9-12.S2.L5
ELP.9-12.S3.L5
ELP.9-12.S7.L5
ELP.9-12.S8.L5
Language Function:
Compare
Literary analysis
Interpret
Evaluate
Expressing and supporting opinions

Updated April, 2013