ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
RL.8.1
WIDA ELDS:
2
Reading
Speaking / Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s). / Read to cite the most supportive explicittextual evidence using study guides. / VU: Explicit, textual evidence,support(ive); content-based, grade-level vocabulary
LFC: Quotation and paraphrasing types
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to cite the most supportive explicit textual evidence in L1 and/or usingleveledtexts; match key word citations to visual representations of the text. / Read to cite the most supportive,explicit, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text. / Read to cite the most supportive explicit textual evidence in adapted literature by using key in a series of simple, related sentences. / Read to cite the most supportive explicit textual evidence intexts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity. / Read to cite the most supportive explicit textual evidence from grade levelliterature using precise vocabulary in multiple, complex sentences.
Learning Supports / Study guide (completed)
Think-pair-share
Word/Picture Wall
Visuals
Native Language Texts
L1 support / Study guide (partially completed)
Think-pair-share
Word/Picture Wall
Visuals
Native Language Texts
L1 support / Study guide (partially
completed)
Think-pair-share / Study guide / Study guide
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS: RL.8.1
WIDA ELDS:
2
Reading
Writing
Speaking
Listening / Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s). / Read to citethe most supportive inferential evidence in literature by using adapted text, study guide, and KIS (Know, Inference and Sources) Chart. / VU: Paraphrase, inference; content-based, grade-level vocabulary
LCF: Verb forms
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to cite the most supportive inferential textual evidence in L1 and/or usingleveledtexts; match key word citations to visual representations of the text. / Read to cite the most supportive,inferential, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text. / Read to cite the most supportive inferential textual evidence in adapted literature by using key in a series of simple, related sentences. / Read to cite the most supportive inferential textual evidence intexts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity. / Read to cite the most supportive inferential textual evidence from grade levelliterature using precise vocabulary in multiple, complex sentences.
Learning Supports / Study guide
K-I-S Chart
Visuals
Word/Picture Wall
Partner Work
Native Language TextsL1 support / Study guide
K-I-S Chart
Visuals
Word/Picture Wall
Native Language Texts
L1 support / Study guide
K-I-S Chart
Word Wall / Study guide
K-I-S Chart / Study guide
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 3
CCSS: RL.8.2
WIDA ELDS: 2
Reading
Speaking / Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. / Identify the theme or central idea and analyzethe development of the character(s), setting, and plot over the course of the text by using a Story Map and a character web. / VU: Theme, central, prose personal narratives, development, characters, setting, and plot; content-based, grade-level vocabulary
LCF: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match word and Phrase Citations to visual representations of excerpts from a grade-level text. / Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match Sentence Citations to visual representations of excerpts from a grade-level text. / Identify the theme or central idea and analyze the development of the characters, setting, and plot in an adapted text, using key vocabulary in a series of simple, related sentences. / Identify the theme or central idea and analyze the development of characters, setting, and plot over time using key vocabulary in expanded and some complex sentences. / Identify the theme or central idea and analyze the development of characters, setting, and plotover time using precise vocabulary in multiple, complex sentences.
Learning Supports / Completed Story Map
Completed character Web
Phrase Citations
Visuals
Native Language TextsL1 support / Completed Story Map
Partially-completed
Character Web
Sentence Citations
Visuals
Native Language Texts
L1 support / Story Map
Partially-completed
Character Web / Story Map
Character Web / Story Map
Character Web
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 4
CCSS: RL.8.2
WIDA ELDS: 2
Reading
Speaking / Determine a theme or central idea of a text and provide an objective summary of the text. / Identify the theme or central idea in literature and objectively summarize the textusing a Story Map. / VU: Theme, central idea, objective, summary, summarize; content-based, grade-level vocabulary
LCF: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Identify the theme or central idea and objectively summarize the text in L1 and/oridentify the theme or central idea and objectivelysummarize a leveled text by matching selected vocabulary Phrase Citations to visual representations. / Identify the theme or central idea and objectively summarize the text in L1 and/oridentify the theme or central idea and objectivelysummarize aleveled text by matching Sentence Citations to visual representations. / Identify the theme or central idea and objectivelysummarize adapted text orally and/or in writingusingkey vocabulary in a series of simple, related sentences. / Identify the theme or central idea and objectively summarize text within grade 7-8 complexity band, orally and in writingusing key vocabulary in expanded and some complex sentences. / Identify the theme or central idea and objectivelysummarize grade-level text orally and in writingusing precise vocabulary in multiple, complex sentences.
Learning Supports / Story Map
Partner Work
Visuals
Phrase Citations
Native Language Texts
L1 support / Story Map
Partner Work
Visuals
Sentence Citations
L1 support
Native Language Texts / Story Map
Partner Work / Story Map / Story Map
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 5
CCSS:
RL.8.3
WIDA ELDS: 2
Reading
Speaking / Analyze how particular lines of dialogue or incidents in a drama propel the action. / Read to analyze how dialogue between characters in literature leads to action by using a Graphic Organizers and dramatization with a partner. / VU: Dialogue; content-based, grade-level vocabulary
LCF: Quotations, prepositional phrases, simple past; negative past sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to analyze how dialogue between characters leads to action in L1 and/or match selected words and phrases of dialogue to the character stating it. / Read to analyze how dialogue between characters leads to actionin L1 and/or identify and dramatize excerpts of dialogue within a grade-level text using selected vocabulary in key phrases and short sentences and matchlines of dialogue to the character stating it. / Read to analyze how dialogue between characters leads to actionin adapted textliteratureleads to actionby identifying and dramatizing lines of dialogueusing key vocabulary in a series of simple, related sentences. / Read to analyze how dialogue between charactersleads to action in texts within grades 7-8 complexity band by identifying and dramatizing lines of dialogue using key vocabulary in expanded sentences with emerging complexity. / Read to analyze how dialogue between charactersleads to action in grade level literatureby identifying and dramatizing lines of dialogue using precise vocabulary in multiple, complex sentences.
Learning Supports / Partner Work
Visuals
Dialogue Starters
Native Language TextsL1 support
Dramatization
Graphic Organizers / Partner Work
Visuals
Dialogue Starters
Dramatization
Graphic Organizers
Native Language Texts
L1 support / Partner Work
Dialogue Starters
Dramatization
Graphic Organizers / Partner Work
Dramatization
Graphic Organizers / Dramatization
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 6
CCSS:
RL.8.3
2
Reading
Speaking / Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a character. / Read to identifyhow dialogue or incidents reveal character traits using Visuals, Digital Storytellingwith a partner or in Small group/ triads. / VU: Dialogue, incidents, reveal, character traits; content-based, grade-level vocabulary
LCF: Using quotations, prepositional phrases, possessive adjectives, subject-verb agreement
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific words and phrases of dialogue and matching them to character and story events. / Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific lines of dialogue and matching them to characters and/or story events using selected vocabulary in key phrases and short sentences. / Read to identify how dialogue or incidents reveal character traits in adapted textsby dramatizing specific lines of dialogue and explaining verbally using key vocabulary in a series of simple, related sentences. / Read to identify how dialogue or incidents reveal character traits in texts within grade 7-8 complexity bandby dramatizinglines of dialogue and explaining verbally using key vocabulary in expanded and some complex sentences. / Read to identify how dialogue or incidents reveal character traits in grade level text by dramatizing multiplelines of dialogue and explaining verbally using precise vocabulary in multiple, complex sentences.
Learning Supports / Dramatization
Digital Storytelling
Partner Work
Visuals
Dialogue lines
Native Language TextsL1 support / Dramatization
Digital Storytelling
Partner Work
Visuals
Dialogue lines
Native Language Texts
L1 support / Dramatization
Digital Storytelling
Partner Work / Digital Storytelling
Small group/ triads / Digital Storytelling
Small group/ triads
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 7
CCSS: RL.8.3
WIDA ELDS:
2
Reading
Writing Speaking
Listening / Analyze how particular lines of dialogue or incidents in a drama provoke a decision. / Read toanalyzehow lines of dialogue or incidents provoke a decisionin dramausing a Story Map and video clips/films. / VU: Conflict, rising action, turning point, lines, dialogue, incidents, drama, provoke/provocation
LCF: Using lines of dialogue, conditionals, complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to analyze how lines of dialogue or incidents provoke a decision in drama in L1 and/or by matching selected words and/or phrases from dialogue to Visuals of incidents and decisions. / Read to analyze how lines of dialogue or incidents provoke a decision in drama inL1 and/or match selected lines of dialogue to Visuals of incidents and decisions. / Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in a series of simple, related sentences. / Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in expanded and some complex sentences. / Read to analyze how lines of dialogue or incidents provoke a decision in drama using precise vocabulary in multiple, complex sentences.
Learning Supports / Story Map
Small group/ triads
Video Clips/FilmsVisuals
Dialogue lines
Gestures
Native Language TextsL1 support / Story Map
Small group/ triads
Video Clips/Films
Visuals
Dialogue lines
Native Language Texts
L1 support / Story Map
Small group/ triads
Video Clips/Films / Story Map
Video Clips/Films / Story Map
Video Clips/Films
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 8
CCSS:
RL.8.4
WIDA ELDS:
2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. / Read to determine and analyze the meaning of words and phrases, including figurative and connotative meanings,using multiple resources and Teacher Modeling. / VU: Figurative terms and connotative vocabulary (personification, simile, metaphor, hyperbole), mood
LCF: Word choice, figurative language, how parts of speech impacts meaning
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in key phrase patterns. / Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in phrases and short sentences. / Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in multiple, simple, related sentences. / Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in expanded and some complex sentences. / Read to determine and analyze the meaning of figurative and connotative phrases using precise vocabulary in multiple, complex sentences.
Learning Supports / Multiple Resources
Word/Picture Wall
Idiom Dictionary
Teacher ModelingVisuals
Gestures
L1 support / Multiple Resources
Word/Picture Wall
Idiom Dictionary
Teacher Modeling
Visuals
Sentence Frame
L1 support / Multiple Resources
Word Wall
Idiom Dictionary
Teacher Modeling / Multiple Resources
Idiom Dictionary / Multiple Resources
Idiom Dictionary
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 9
CCSS: RL.8.4
WIDA ELDS: 2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. / Read to determine the meaning of figurative and connotative words and phrases and analyzethe impact of word choices on meaning and tone using a Figurative Language Chart and Visuals. / VU: Denotation and connotation, pitch, inflection; content-based, grade-level vocabulary
LCF: Past tense, tone of sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching selected words to Visuals of their figurative and/or connotative meanings. / Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching phrases to Visuals of their figurative and/or connotative meanings. / Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in multiple, simple, related sentences. / Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in expanded and some complex sentences. / Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using precise vocabulary in multiple, complex sentences.
Learning Supports / Figurative Language Chart
Graphic Organizers
Word/Picture Wall
Visuals
Gestures
L1 support / Figurative Language Chart
Graphic Organizers
Word/Picture Wall
Visuals
L1 support / Word Wall
Figurative Language Chart
Graphic Organizers / Figurative Language Chart
Graphic Organizers / Figurative Language Chart
Graphic Organizers
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 10
CCSS: RL.8.4
WIDA ELDS: 2-5
Reading
Speaking / Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on analogies or allusions to other texts. / Read to defineallusions and analogies in prose and narrative textsusing aK-W-L Chartand online resources. / VU: Allusion, analogy; content-based, grade-level vocabulary
LFC: Conjunctions, comparatives, superlatives, adverbs
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Phrase Citations to visual representations of text. / Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Sentence Citations to visual representations of text. / Read to define allusions and analogies in adapted grade level prose and narrative texts using key vocabulary in multiple, simple, related sentences. / Read to define allusions and analogies in prose and narrative texts within grade-level band using key vocabulary in expanded and some complex sentences. / Read to define allusions and analogies in grade-level prose and narrative textsusing precise vocabulary in multiple, complex sentences.
Learning Supports / KWL Chart (teacher-completed)
Online Resources
Word/Picture Wall
Visuals
Gestures
L1 support / KWL Chart (partially completed)
Online Resources
Word/Picture Wall
Visuals
L1 support / KWL Chart (partially completed)
Online Resources
Word Wall / KWL Chart
Online Resources / Online Resources
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 11
CCSS: RL.8.5
WIDA ELDS: 2-5
Reading
Speaking / Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. / Compare and contrast the structure of two textsto analyze how they differ in meaning and styleusing a T-Chart and Word Wall. / VU: Poetic prose, personal narrative, structure, differ, meaning, style; content-based, grade-level vocabulary
LFC: Compound and complex sentences
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Compare and contrast the structure of two or more grade-level textsand analyze how they differ in meaning and stylein L1 and/or in leveled textsusingselected vocabulary in key phrase patterns / Compare and contrast the structure of two or more grade-level textsand analyze how they differ in meaning and stylein L1 and/or in leveledtextsusingselected vocabulary insimple phrases and short sentences. / Compare and contrast the structure of two or more adapted, grade-level textsand analyze how they differ in meaning and style using key vocabulary in a series of simple, related sentences. / Compare and contrast the structure of two or more textswithin grade-level band and analyze how they differ in meaning and style using key vocabulary in expanded and some complex sentences. / Compare and contrast the structure of two or more grade-level textsand analyze how they differ in meaning and style using precise vocabulary in multiple, complex sentences.