Table of Contents

MS ESOL 4

Unit 5

INSIDE Volume 1/Level B

Unit 5: Close Encounters

ESOL 4
Unit 5 / Duration of Unit:
4 Weeks
Unit Title / Close Encounters
Unit Description: / In this unit students make comparisons. They learn how to summarize. Students learn how to compare fiction and nonfiction. They will also learn how to write a story scene and a literary response.
Standards: / ELP.6-8.S4.L2 Student constructs a claim about a variety of topics: introduces the topic, provides sufficient reasons or facts to support the claim, and provides a concluding statement.
ELP.6-8.S8.L2 Student determines the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology.
ELP.6-8.S9.L2 Student recounts a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on).
Language Functions / Grammar / Vocabulary / Reading / Writing
Goals / Students will be able to make comparisons.
Students will be able to
summarize. / Students will be able to use the past and present form of a verb. / Students will be able to define vocabulary beyond the literal meaning. / Students will be able to analyze plot, character, and setting.
Students will be able to compare a topic.
Students will be able to analyze text features.
Students will be able to analyze interactions. / Students will be able to write a story scene.
Students will be able to write a literary response.
Learning Targets / I can tell how people are alike using words like both, and, and too. / I can use the present tense when I compare people, places, or things the way they are now. / I can create a mental image of an idiom to help understand what it means and apply it to a situation. / I can analyze how a writer’s use of historical and fictional details affects the character, setting, and plot. / I can choose a good topic for a story scene.
I can tell how people are different using words like but or different. / I can conjugate verbs so that they agree with the subject. / I can use context clues to figure out idioms. / I can compare historical and fictional details in a story. / I can gather details about a topic using a five-senses diagram.
I can use comparative adjectives. / I can use past tense verbs to talk about a past action. / I can determine the meaning of a simile or metaphor by asking myself what two things are being compared and how are they alike. / I can understand a topic by comparing details in multiple texts and analyzing how writers interpret similar facts and information. / I can write a beginning using sensory words that sparks the reader’s curiosity.
I can identify the main ideas and the most important details of what I’ve read. / I can interpret personification by picturing what the writer is saying. / I can use visuals (illustrations, photographs, diagrams, graphs, and maps) that appear in fiction and nonfiction texts to access information. / I can add detail to my description of events.
I can tell the facts in just a few sentences. / I can analyze the action or influence of people, groups, or things on one another. / I can quickly summarize that I’ve read.
I can use my own words to summarize information. / I can find clues about individuals, events, and ideas that may be important to understanding the topic of a passage. / I can state my ideas and claims about the literature.
I can identify the topic of a passage. / I can express my personal response to the literature.
I can identify a cause-and-effect relationship in a passage. / I can use evidence from the text to support my opinions.
I can support my claim with important details, evidence, and/or descriptions.

Unit of Study Assessment Checklist

Student Name / I can tell how people are alike using words like both, and, and too / I can tell how people are different using words like but or different. / I can use comparative adjectives. / I can identify the main ideas and the most important details of what I’ve read / I can tell the facts in just a few sentences. / I can use my own words to summarize information. / I can use the present tense when I compare people, places, or things the way they are now. / I can conjugate verbs so that they agree with the subject. / I can use past tense verbs to talk about a past action. / Notes
B = Beginning D = Developing P = Proficient M = Mastery

Unit of Study Assessment Checklist

Student Name / I can create a mental image of an idiom to help understand what it means and apply it to a situation. / I can use context clues to figure out idioms. / I can determine the meaning of a simile or metaphor by asking myself what two things are being compared and how are they alike. / I can interpret personification by picturing what the writer is saying. / I can analyze how a writer’s use of historical and fictional details affects the character, setting, and plot. / I can compare historical and fictional details in a story. / I can understand a topic by comparing details in multiple texts and analyzing how writers interpret similar facts and information. / Notes

Unit of Study Assessment Checklist

Student Name / I can use visuals (illustrations, photographs, diagrams, graphs, and maps) that appear in fiction and nonfiction texts to access information. / I can analyze the action or influence of people, groups, or things on one another. / I can find clues about individuals, events, and ideas that may be important to understanding the topic of a passage. / I can identify the topic of a passage. / I can identify a cause-and-effect relationship in a passage. / I can choose a good topic for a story scene. / I can gather details about a topic using a five-senses diagram. / I can write a beginning using sensory words that sparks the reader’s curiosity. / Notes

Unit of Study Assessment Checklist

Student Name / I can add detail to my description of events. / I can quickly summarize that I’ve read. / I can state my ideas and claims about the literature. / I can express my personal response to the literature. / I can use evidence from the text to support my opinions. / I can support my claim with important details, evidence, and/or descriptions. / Notes

Assessment Rubric

Unit 5: Close Encounters

(To reach the next level, a student must master the previous level’s task.)

Mastery / Proficient / Developing / Beginning
Students will be able to make comparisons.
Students will be able to
summarize. / I can identify the main ideas and the most important details of what I’ve read.
I can tell the facts in just a few sentences.
I can use my own words to summarize information. / I can tell how people are alike using words like both, and, and too.
I can tell how people are different using words like but or different.
I can use comparative adjectives.
Students will be able to use the past and present form of a verb. / I can conjugate verbs so that they agree with the subject.
I can use past tense verbs to talk about a past action. / I can use the present tense when I compare people, places, or things the way they are now.
Students will be able to define vocabulary beyond the literal meaning. / I can use context clues to figure out idioms.
I can determine the meaning of a simile or metaphor by asking myself what two things are being compared and how are they alike. / I can create a mental image of an idiom to help understand what it means and apply it to a situation.
I can interpret personification by picturing what the writer is saying.
Students will be able to analyze plot, character, and setting.
Students will be able to compare a topic.
Students will be able to analyze text features.
Students will be able to analyze interactions. / I can analyze how a writer’s use of historical and fictional details affects the character, setting, and plot.
I can understand a topic by comparing details in multiple texts and analyzing how writers interpret similar facts and information.
I can analyze the action or influence of people, groups, or things on one another. / I can compare historical and fictional details in a story.
I can use visuals (illustrations, photographs, diagrams, graphs, and maps) that appear in fiction and nonfiction texts to access information.
I can find clues about individuals, events, and ideas that may be important to understanding the topic of a passage. I can identify a cause-and-effect relationship in a passage. / I can identify the topic of a passage.
Students will be able to write a story scene.
Students will be able to write a literary response. / I can quickly summarize what I’ve read.
I can state my ideas and claims about the literature.
I can support my claim with important details, evidence, and/or descriptions. / I can write a beginning using sensory words that sparks the reader’s curiosity.
I can add detail to my description of events.
I can express my personal response to the literature.
I can use evidence from the text to support my opinions. / I can choose a good topic for a story scene.
I can gather details about a topic using a five-senses diagram.