SUPER ELL Teacher’s Guide MODULE FIVE: FLY

MODULE FIVE: FLY

FLY / FLY
Lesson Nine / Lesson Ten
Topic /
Big Idea / Know Yourself / Your Super Future
Content Objectives / SWBAT… / Teacher Created InterimAssessments / SWBAT… / Quarter Benchmark Assessments
Content Standards (CCSS, CRS, NGSS, etc.) / ●
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●
● / ●
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Language Goals / ❒Social & Instructional Language
❒Language of Language Arts
❒Language of Mathematics
❒Language of Science
❒Language of Social Studies / Teacher Created InterimAssessments / ❒Social & Instructional Language
❒Language of Language Arts
❒Language of Mathematics
❒Language of Science
❒Language of Social Studies / Quarter Benchmark Assessments
Language Objectives / ❒L:
❒S:
❒R:
❒W: / ❒L:
❒S:
❒R:
❒W:
Essential
Questions
(3-5) / ●
●
●
●
● / Teacher Created InterimAssessments / ●
●
●
●
● / Quarter Benchmark Assessments
Content Assessments / Teacher Created InterimAssessments / Quarter Benchmark Assessments
Language Assessments

All lessons can be spread over any period of time (i.e. independent work on the first day/block of time, partner work on a different day, collaborative group work on another, etc.)

Fly: Lesson Nine—Know Yourself

Lesson 09---pgs. 1 & 2

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT define and explain unit vocabulary
  • SWBAT list and describe their personality, talents, and passions
  • SWBAT reflect on their personal level of awareness

Materials:Super ELL website and journal

Task:

  • Optional: Read I.M. Pei biography (research for additional information) and reflect using the following prompts:
  • I can summarize I.M. Pei’s life and achievements by writing…
  • I have read or heard about him when I…
  • I have a question about…
  • Define the words: personality, talent, passion, unique, awareness. Look for definitions, translation, synonyms, antonyms, contexts in which the word might be used, etc.
  • Read pgs. 1-2
  • QuickWrite:
  • Describe your personality using at least three adjectives/examples
  • What are your talents? Describe at least three
  • What are your passions? Describe at least three

Assessment: Ants are hard workers; no one can disagree with that. In the example, are the ants working smart or dumb? Super ELL says the ants are missing “awareness.” What does this mean? Give an example of a hard worker who has awareness versus a hard worker with no awareness. Draw a Venn diagram if that’s easier.

Journal Connections: Do you have awareness? What does it mean to have awareness? Why is it important to be aware of yourself, others, and your surroundings? Use the lesson on “blindfolds” to help you answer this question. You can also use a Venn diagram if that’s helpful.

Lesson 09---pgs. 3-6

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT cite text to answer reading comprehension questions
  • SWBAT analyze their personality using Super ELL site definitions
  • SWBAT assess relationships with personalities different from their own

Materials:Super ELL website and journal, worksheet Personality

Task:

  • Read pgs. 3-6
  • Complete worksheet Personality
  • Optional: Have students complete an online personality assessment. Discuss results: surprises, wonderings, musings, questions, etc.

Assessment: What was the problem between Marco and Luis? How did they learn from each other and work together?

Journal Connections: What is the best thing about your personality? What do you look for in other people’s personalities? What do you not like about other personalities? How do you still learn from and work with someone who has this quality that you don’t like?

Lesson 09---pgs. 7 & 8

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT evaluate their talents based on discussion with an adult
  • SWBAT compare and contrast their view of self with view of an adult

Materials:Super ELL website and journal

Task:

  • Read pgs. 7-8
  • Discuss: Describe a time when you applied awareness to developing one of your talents
  • Complete the activity on pg. 8

Assessment: What is a talent? What was Michael Jordan’s talent? According to Super ELL, what is a pilot’s talent?

Journal Connections: Are you surprised by the answers the adults gave for your talents? Did you know those were your talents? Choose one of your talents and write a Turbo goal for how you will work on this talent for the next week.

Lesson 09---pg. 9

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT define and recognize the characteristics of a passion
  • SWBAT identify their passions and categorize as Instant or Lasting

Materials:Super ELL website and journal

Task:

  • Read pg. 9
  • Discuss: Describe one of your passions. Is this passion in the Instant Zone or Lasting Zone?
  • Complete the activity on pg. 9

Assessment: What is Michelle and Emma’s passion? How does each girl feel about her passion? What is the same about the two girls with regard to their passion? What is different?

Journal Connections: Students are very busy people: going to school, studying, helping their families, working jobs, participating in clubs and activities, and preparing for college. What is one passion you are going to make time for everyday? Write a daily calendar for one week in your journal. Include the things you have to do; fill in a time slot for each day of the week when you will make time for your passion.

Lesson 09---pgs. 10 & 11

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT analyze, compare, and contrast the qualities of a Weak ELL versus a Super ELL
  • SWBAT define the Super Spot and argue the characteristics of a person living in the Super Spot

Materials:Super ELL website and journal

Task:

  • Read pgs. 10-11
  • Complete the assignment on pg. 11

Assessment: What is the Super Spot? Describe a person living and working in the Super Spot.

Journal Connections: Have you ever been in the Super Spot? If so, describe the situation. If not, describe what your life would look like if you were in the Super Spot.

Grow: Lesson Ten—Your Super Future

Lesson 10---pgs. 1 & 2

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT define and explain unit vocabulary
  • SWBAT cite text to answer reading comprehension questions
  • SWBAT rate and reflect on advice from various perspectives

Materials:Super ELL website and journal

Task:

  • Optional: Read Albert Einstein (research for additional information) and reflect using the following prompts:
  • I can summarize Albert Einstein’s life and achievements by writing…
  • I have read or heard about him when I…
  • I have a question about…
  • Define the words: options, valuable, vocational, economy, analyze, reputation. Look for definitions, synonyms, antonyms, contexts in which the word might be used, etc.
  • Read pgs. 1-2
  • Discuss: For how long has Mohammed lived in America? Who is offering him advice? What advice does his teacher give? Friends? Parents? Who do you most agree with? Why? Disagree? Why? Is anyone here going to be the first in the family to graduate from high school in America? What advice and pressure are you getting?

Assessment: What are Mohammed’s friends telling him to do? How much money would Mohammed make in a week (before taxes) if he worked an 8-hour shift, 5 days a week?

Journal Connections: What advice have you received from people about what to do after high school? Tell about the person and the advice you most agree with? Who do you agree with the least? Why?

Lesson 10---pgs. 3

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.7
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT define and differentiate between Tap Water jobs and Fiji Water jobs
  • SWBAT cite text to answer reading comprehension questions
  • SWBAT investigate and research their future financial needs
  • SWBAT to critique a Tap Water job and defend their thinking

Materials: Super ELL website and journal, computer access for whole group, Tap Water Jobs worksheet

Task:

  • Read pg. 3
  • Discuss: What are the differences between tap water and Fiji water? How are tap water and Fiji water like your future? Look at the descriptions of the McDonald’s jobs. Which job is like tap water? Which job is Fiji water? What kind of water is the manager job? List some tap water jobs. How can a tap water job provide good things or lead to good opportunities? What happens if you stay in a tap water job for your entire life?
  • Research & reflection activity:
  • Whole group: create a list of tap water jobs.
  • Partners: complete the worksheet Tap Water Jobs

Assessment: Write a math equation showing the difference in salary between a McDonald’s worker, manager, and food scientist. (Show how much more money the Food Scientist makes over the Manager over the Worker.)

Journal Connections: Imagine you are 30 years old. Do you hope to be working a tap or Fiji water job? Why? What can you do in the next year to work toward a Fiji water job? Make a list of 10 Turbo actions.

Lesson 10---pg. 4

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.7
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT explain characteristics of post-secondary education options
  • SWBAT research the financial opportunities afforded at each post-secondary option
  • SWBAT compare and contrast characteristics of and opportunities available with each post-secondary option

Materials:Super ELL website and journal, computer access for whole group

Task:

  • Read pg. 4
  • Research different jobs available for graduates from each of the programs listed:
  • Vocational Education, Community College, Undergraduate College, Graduate School
  • Examine one specific job: Is there a salary difference as you move up the education ladder?
  • What are the main differences between a Pharmacy Technician and Pharmacist?
  • Complete the activity at the bottom of pg. 4

Assessment: What three things should you focus on when you graduate from high school? Give an example of each and explain the importance of these three things.

Journal Connections: Pretend you are on a job interview. First, describe your character, prior experience, and current level of education for the boss. Second, explain to the boss your future plans to further your education and expand your experience.

Lesson 10---pg. 5 & 6

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.W.10
  • CCSS.ELA-Literacy.CCRA.SL.1
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT summarize and retell a story
  • SWBAT show the cause and effect of a loan default
  • SWBAT create a visual representation of a loan default

Materials:Super ELL website and journal, computer access for whole group

Task:

  • Read pgs. 5-6
  • “Risky Business” story strip:
  • Find an online comic generator (e.g. or animated movie maker
  • We do: Retell the story of taking out a loan to build a house, carpenter disappears with the job half done, person must re-pay the full amount of the loan
  • I do: show in pictures and captions the story of the half built house with the full loan repayment using a comic strip format and captions
  • You do: Students create a comic strip depicting a student taking out a college loan, dropping out half way through the year(s), re-paying the full loan amount
  • Discuss: What are three ways to pay for college? How can a really good university end up costing less than a less prestigious university? Re-tell the story of Juana. Does anyone know someone like Juana? Has anyone heard of DACA (Deferred Action for early Childhood Arrivals)? How can DACA help undocumented students go to college? How is the house story similar to the college loan story? What is different?

Assessment: Describe how a half built house is similar to a “half” college education. Describe how it is different.

Journal Connections: Are you afraid or concerned of how you will pay for college? List the people or resources you should seek to get more information about how to pay for college. Research on the Internet and list here two scholarships for which you are eligible.

Lesson 10---pgs. 7-10

College & Career Readiness Anchor Standards

  • CCSS.ELA-Literacy.CCRA.R.1
  • CCSS.ELA-Literacy.CCRA.R.2
  • CCSS.ELA-Literacy.CCRA.L.4
  • CCSS.ELA-Literacy.CCRA.L.6

Objective:

  • SWBAT critique the characteristics (advantages and disadvantages) of a college and job
  • SWBAT solve the loan default problem by creating a list of strategies to employ
  • SWBAT to synthesize the Super ELL course in a final project

Materials:Super ELL website and journal, supplies for final projects

Task:

  • Read pgs. 7-10
  • Complete the assignment on pg. 10
  • Discuss: What surprised you during your research? What did you learn? What do you still wonder or want to know? Remember how we looked at tap water jobs versus Fiji water jobs? Did anyone find a tap water college versus a Fiji water college? In your opinion, what makes a college tap water or Fiji? Is it possible to get a Fiji job from a tap water university? What are some reasons students default on their college loans or drop out of school?
  • Novel Ideas Only: Make a list of ways to avoid dropping out of school and/or defaulting on a loan

Assessment: (Teachers: this should be a final Super ELL course assessment. You know your students best! Use one of the suggested projects here or create your own.)

  • Use the list of skills from pg. 9 (add more from the course if you’d like):
  • Create a PowerPoint, Prezi, or other online media to present your synthesis of the course
  • Write a ___ page fictional narrative of a Super ELL. (Write a story about his or her life/actions/dialogue)
  • Write a ___ page informational text about how a newly arrived refugee student can become a Super ELL.
  • Write a ___ page persuasive text about the value of being a Super ELL
  • Draw a picture of a student on a big piece of chart paper. Show how that student is a Super ELL
  • Perform a skit showing ___ of the skills learned in this course
  • Create a series of motivational posters (a minimum of ___) showing skills from the course to hang up in the hallways
  • Create a ___ minute video-recorded infomercial or advertisement about the course and all that you learned

Journal Connections: Look at the skills listed on pg. 9. Which two skills do you like the most and plan to use from now on? Why? Explain in detail two ways you will incorporate these skills into your daily life. What is one way you vow to press your Turbo Button for the next 2 years?