CURRICULUM
FOR
ESL II
GRADES 7-8
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
John Perillo, Supervisor of Special Projects
The Board acknowledges the following who contributed to the preparation of this curriculum.
Michael Pedrosa
Subject/Course Title:
Date of Board Adoptions:
ESL II
Grades 7-8
May 21, 2013
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title: “Family Connections”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: English Language Learners will master analytical skills for different text genres. Grammatical structures will be
reviewed. Writing skills will be practiced and developed. ELL students will learn how to accurately respond to open ended
questions to demonstrate reading comprehension. Reading strategies will be given and text elements explored to increase
comprehension of the second language. Listening and speaking skills will be enhanced through discussions, class activities, and
practice drills. The intermediate proficient student will increase competency in all four areas. ELL students will demonstrate in
listening, speaking, reading and writing on the 6th grade level.
Student will master vocabulary skills with the introduction of specific themes. Students will focus on their listening and speaking
skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact with other students as
well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels. Students will engage
in exciting reading passages that offers detailed and analytical comprehension questions. Students will perform their writing tasks
with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Geography, Social Studies, Science
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 4: Science
ELP Standard 5: Social Studies
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Skills
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that...
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
• What do these words mean? Annoyed, scared, surprised, traditional, wise, belong, tole, tradition
• What do these academic vocabulary words mean? Image, visualize, conclusion, recognize
• How can visualizing help you understand a reading?
• Why is it good to ask questions when you read?
• What is the text genre of “My Korean Name?”
• What is the text genre of “Home Life in Ancient Greece?”
• What is “My Korean Name” about?
• What is “Home Life in Ancient Greece” about?
• What is characterization?
• How does an author help readers understand a character?
• What words can you use to ask questions?
• What is a suffix?
• When is the simple present tense of the verb to be used?
• When is the present progressive tense used?
CHAPTER 2
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What do these words mean? Ancestor, environment, generation, inheritance, lifestyle, personality, hero, honest, proud,
serious, truth
What do these academic vocabulary words mean? Complex, simplify, entertain, inform, purpose
What does paraphrase mean?
What does draw conclusions mean?
What is the text genre of “A Family Inheritance”?
What is the text genre of “Pride of Puerto Rico”?
What is “A Family Inheritance” about?
What is “Pride of Puerto Rico” about?
How can using visuals and captions help you understand a reading?
When do you use quotation marks around the title of a document? When do you use underlining and italics?
What phrases can you use to give an opinion?
How can recognizing roots help you understand unfamiliar words?
When is simple present tense used?
What is an adjective?
Knowledge and Skills
Students will know…
• How to visualize and ask questions to strengthen reading strategies
• The differences between text genres: short stories, informational texts, and biographies
• The meaning of the text element: characterization
• Visual aids and captions aid in literacy
• Words that have the same sound but different meanings
• Irregular noun plural
• How to role play in an interview
• Identify, infer and discuss family traits
• How to read silently
• Suffixes:-y, -ful, and –al
• Greek roots
• The simple present tense to be
• How to write a descriptive paragraph about a place
• Adjectives and its uses
• How to deliver a response to a literature presentation
• How to analyze families in television programs
Students will be able to …
• Visualize and ask questions based on reading passages and answer reading comprehension questions
• Role play with other students as they interview each other
• Learn the simple present tense of the verb to be as well as the present progressive tense
• Write a descriptive paragraph about a specific place
• Paraphrase and draw conclusions based on reading passages and answer reading comprehension questions
• Work on their listening and speaking skills by identifying, inferring, and discussing family traits to peers and adults
• Learn the simple present tense of verbs
• Write a descriptive paragraph about themselves and share with peers and adults
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal
to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success
by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level.
RESOURCES
Teacher Resources
Textbook:
•
Milestones A Unit 1 Chapters 1, 2
Supplemental Materials:
•
•
•
Milestones A workbook
grammar worksheets
vocabulary exercises
Supplemental Reading Textbooks:
• Grammar Step by Step
• Spelling Book
• Step-By-Step Writing Book 1
• Ready to Write More,
• Daily Paragraph Editing
• Grammar and Usage
• Writing and Language Handbook
• Flash-forward: Language Arts
• Reading Exploration
Equipment Needed:
•
•
•
•
Overhead projector
computer
whiteboard
graphic organizes
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title: “Discovery”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: Student will master vocabulary skills with the introduction of specific themes. Students will focus on their
listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact
with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels.
Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will
perform their writing tasks with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Math, Science
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 4: Science
ELP Standard 3: Math
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Standards
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments, and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that…
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
• What do these words mean? Burn, ceremony, freeze, located, melt, relative, wonder, circular, consist,
distance, ratio
• What do these academic vocabulary words mean? Revise, confirm, perspective, reflect
• How can you make predictions while reading?
• How can you talk through a problem?
• What is the text genre of “The Strongest One?”
• What is the text genre of “Circles and Circumferences?”
• What is a dialogue?
• What are the possessive forms of the following words: ants, storyteller, Joseph, and authors?
• In a play, when is a colon used?
• What phrases can you use to ask for repetition?
• What is an example of a Latin root word?
• What are examples of subject and object pronouns?
• What is an example of an imperative sentence?
CHAPTER 2
• What do these words mean: equal, germ, mixture, pure, realize, remind, amazed, bottom, bud, and gradually?
• What do these academic vocabulary words mean: locate, focus, evaluate, and speculate?
• What is sequence of events?
• How can understanding the sequence of events help you understand a reading?
• What is the text genre of “Eureka”?
• What is the text genre of “The First Book” and “Unfolding Bud”?
• What is “Eureka” about?
• What are “The First Book” and Unfolding Bud” about?
• What are writing style and tone?
• Where do you put quotation marks when writing a person’s exact words?
• What is an interjection?
• Hat phrases can you use for making suggestions?
• What is a synonym?
• How do you find a synonym in a thesaurus?
• What kinds of punctuation marks come at the end of a sentence?
Knowledge and Skills
Students will know…
• “The Strongest One” is an example of Literature
• How to revise, confirm, reflect and see different perspectives based on a reading passage
• How to make predictions
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How to talk through a problem
How to read a play
How important dialogue is in a play
How to apostrophes with regards to possessive nouns
The importance of colons in plays, speeches and interviews
How to discover wheat each students has in common with other classmates
How to ask for repetition
Subject and object pronouns
How to classify imperative sentences
How to write a scene from a play
How to locate, focus, speculate and evaluate a reading passage
Understand a sequence of events
Recognize mood in poetry
Writing style and tone is a reading passage
The spelling rule: I before e except after c
How to use quotation marks in dialogue
How to use interjections
Understand synonyms and use a thesaurus
The simple past tense of the verb to be
How to write a historical fictional paragraph
How to use punctuation marks at the end of sentences
How to deliver a “How to” presentation
Discover persuasive techniques in advertising
How to write a persuasive letter
Students will be able to …
• Make predictions while reading a passage
• Discover what they have in common with other students
• Learn to use subject and object pronouns in sentences
• Be creative in their writing skills by writing a scene from a play
• Use vocabulary from the reading by understanding the definitions by reading the content of their sentences
• Answer reading comprehension questions by going back into the reading passage and skimming and looking for the
answers and noting where they found it
• Understand certain Latin root words and their meanings
• Create imperative sentences in the affirmative and the negative
• Understand the sequence of events of a reading passage by using graphic organizers
• Recognize the mood of specific poems
• Give a news report about a discovery of their choice
• Learn the simple past tense of the verb to be
• Understand the importance of an informational text and write an informational text of their own with use of media outlets
such as computers, newspapers, and magazines
• Understand the way sequence of events works and create their own sequence based on their lives
• Realize what writing style is and comprehend the tone of reading passages
• Become conscious of what synonyms are and how to locate them in a thesaurus
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal
to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success
by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level.
RESOURCES
Teacher Resources
Textbook:
•
Milestones A Unit 2 Chapters 1, 2
Supplemental Materials:
•
Milestones A workbook
•
grammar worksheets
•
vocabulary exercises
Supplemental Reading Textbooks:
•
•
•
•
•
•
•
•
•
Grammar Step by Step
Spelling Book
Step-By-Step Writing Book 1
Ready to Write More,
Daily Paragraph Editing
Grammar and Usage
Writing and Language Handbook
Flash-forward: Language Arts
Reading Exploration
Equipment Needed:
•
•
•
•
Overhead projector
computer
whiteboard
graphic organizers
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title: “Dreams”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: Student will master vocabulary skills with the introduction of specific themes. Students will focus on their
listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact
with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels.
Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will
perform their writing tasks with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Science
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 3: Math
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as
in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written
by and a biography on the same person).
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly..
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Standards
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments, and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that…
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
• What do these words mean? Design, disappear, machine, merchant, rhythm, serious, steep, engineer, experiment,
invention, modern
• What do these academic vocabulary words mean? Compare, contrast, similar, inference, predict.
• How can you compare and contrast elements in a reading?
• How can you relate your own experiences to a reading?
• What is the text genre of “Dragonwings”?
• What is the text genre of “Da Vinci’s Dreams”?
• What is a theme?
• Where do you place commas in a series of items?
• What phrases can you use to show interest in classmates’ ideas?
• What information can you find in a dictionary?
• What are conjunctions?
CHAPTER 2
•
•
•
•
•
•
•
•
•
•
What do these words mean? Honor, peace, segregation, slave, violence, wisdom, frozen, hope, stuck
What do these academic vocabulary words mean? Distinguish, evidence, affect, support
What is the difference between fact and opinion? How can you distinguish between them?
How can identifying repetition in a poem help you understand the poem?
What is the text genre of “Martin Luther King Jr. Day”?
What is the text genre of “Dreams”?
What is chronological order?
What are some words that signal chronological order?
What expressions can you use to express preferences?
What are commonly confused words?
Knowledge and Skills
Students will know…
• How to compare and contrast
• How to find things that are similar, infer through reading and predict what might happen in a story
• Relate their own experiences to a story
• Read a play, informational text and a magazine article
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Know the meaning of a theme
How to use commas in a series
Respond orally to literature questions
Know different types of phrases for conversation
How to read words in chunks
Use a dictionary correctly
Differentiate between conjunctions and, but
How to write a compare and contrast paragraph
Distinguish between fact and opinion
Identify repetition in poetry
Understand the meaning of chronological order
Learn abbreviations in names
How to put commas in addresses
Write and perform a short play
Nominate a person to honor
Know commonly confused words: their, there, they’re
Students will be able to …
• Compare and contrast different characters from a reading passage
• Relate their own experiences to a reading passage
• Deliver an oral response to literature
• Use conjunctions and, but correctly
• Write an expository writing piece using graphic organizers as a way to organize their thoughts
• Strengthen their vocabulary skills by adding vocabulary words from reading passages and use content to understand their
meanings
• Answer reading comprehension questions by skimming through the story and identifying where in the story they found
the answer
• Distinguish between fact and opinion
• Identify repetition in poetry
• Write and perform a short play using characters and dialogue as tools
• Learn the importance of modals: can, could, should, must
• Write a persuasive essay to nominate a person in honor
• Celebrate Martin Luther King Jr. Day and its importance in American history
• Differentiate between rhyming poems and free verse poems
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal
to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success
by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level.
RESOURCES
Teacher Resources
Textbook:
•
Milestones A Unit 3 Chapters 1, 2
Supplemental Materials:
• Milestones A workbook
• grammar worksheets
• vocabulary exercises
Supplemental Reading Textbooks:
• Grammar Step by Step
• Spelling Book
• Step-By-Step Writing Book 1
• Ready to Write More
• Daily Paragraph Editing
• Grammar and Usage
• Writing and Language Handbook
• Flash-forward: Language Arts
• Reading Exploration
Equipment Needed:
• Overhead projector
• computer
• whiteboard
• graphic organizers
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title: “Conflict and Resolution”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: Student will master vocabulary skills with the introduction of specific themes. Students will focus on their
listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact
with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels.
Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will
perform their writing tasks with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Science, Social Studies
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 4: Science
ELP Standard 5: Social Studies
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written
by and a biography on the same person).
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Standards
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments, and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that…
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
• What do these words mean? Apology, comfort, grateful, refugee, safe, trust, advice, annoy, blame, compromise,
misunderstanding, upset
• What do these academic vocabulary words mean? Cause, effect, examine, develop
• How can identifying causes and effects help you understand the reading passage?
• What is the text genre of “Suzy and Leah”?
• What is the text genre of “The Kids Guide to Working out Conflict”?
• What is “Suzy and Leah” about?
• What is “The Kids Guide to Working out Conflict” about?
• What is plot, conflict, climax and resolution?
• How are days and months abbreviated?
• What phrases can you use to give positive feedback?
• What phrases can you use for identifying a problem?
• What does figurative language mean?
CHAPTER 2
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What do these words mean? Crop, manufacture, factory, product, region, technology, bragging, heal, proud,
shrink
What do these academic vocabulary words mean? Numeral, outline, summarize, text
How can you put text information in an outline?
What is cause? What is effect?
What is the text genre of “The Civil War: Background to the Conflict”?
What is the text genre of “The Quarrel Between Wind and Thunder”?
What is “The Civil War: Background to the Conflict” about?
What is “The Quarrel Between Wind and Thunder” about?
What are pie charts, bar graphs and line graphs?
What are NY, FL, IL, and PA?
What phrases can you use to ask people to give ideas?
What is a prefix?
When is the word some used? When is any used?
What is the definite article?
Knowledge and Skills
Students will know…
• How to identify cause and effect
• What a historical fiction passage looks like
• The definition of plot, conflict, climax and resolution
• The full form and abbreviations of days of the week and months of the year
• Create and evaluate a conflict and resolution scene
• Know phrases for conversation in giving positive feedback and identifying a problem
• Rapid word recognition
• Use figurative language in vocabulary development
• The future tense of will and be going to
• How to write a personal narrative
• How to write a diary entry
• Understand the grammar topic: adverbs of frequency
• Put text information in an outline
• Identify cause and effect in a reading passage
• Read an informational text
• Read a fable
• Learn how to read a graph
• Identify the abbreviations of state names
• Use capital letters correctly
• Create an oral fable about a conflict
• Invite group member to give ideas about a conflict
• The differences between prefixes un-and dis• Differences between some and any
• Write a newspaper editorial
• Understand the definite article: the
• Give a response to a literature presentation
• Compare an inline news story and a blog
Students will be able to …
• Identify the difference between cause and effect
• Create and evaluate a conflict/resolution scene
• Learn to use the future tense of will and with be going to
• Write a personal narrative: Write a diary entry
• Build vocabulary by adding vocabulary from the reading passage
• Know what is the text genre: historical fiction
• Read “Suzy and Leah” and answer reading comprehension question correctly by going back into the story and skimming
for the answers
• Know what an informational text is
• Read “The Kids Guide to Working Out Conflicts” and answer reading comprehension question correctly by going back
into the story and skimming for the answers
• Work on reading fluency by identifying rapid word recognition
• Work on vocabulary development on regards to figurative language and use it in everyday communication
• Put text information in an outline
• Create an oral fable about a conflict
• Learn to use the words some and any in everyday communication
• Write a persuasive writing piece: newspaper editorial
• Understand the informational text: textbook
• Read “Civil War: background to the Conflict” and answer reading comprehension question correctly by going back into
the story and skimming for the answers
• Read “Quarrel Between Wind and Thunder” and answer reading comprehension question correctly by going back into the
story and skimming for the answers
• Know what a fable is and how to read it
• Identify and know the meaning of prefixes un- and dis-, as well how it adds depth to its root words
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal
to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success
by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level. Teacher varies pace, depth, and complexity based on English
language and ability level.
RESOURCES
Teacher Resources
Textbook:
•
Milestones A Unit 4 Chapters 1, 2
Supplemental Materials:
•
•
•
Milestones A workbook
grammar worksheets
vocabulary exercises
Supplemental Reading Textbooks:
•
•
•
•
•
•
•
•
Grammar Step by Step
Spelling Book
Step-By-Step Writing Book 1
Ready to Write More
Daily Paragraph Editing
Grammar and Usage
Writing and Language Handbook
Flash-forward: Language Arts
Reading Exploration
Equipment Needed:
• Overhead projector
• computer
• whiteboard
• graphic organizers
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title: “Survival”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: Student will master vocabulary skills with the introduction of specific themes. Students will focus on their
listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact
with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels.
Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will
perform their writing tasks with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Science, Math
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 4: Science
ELP Standard 3: Math
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text
and contributes to the development of the theme, setting, or plot.
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas.
CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as
in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written
by and a biography on the same person).
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Standards
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments, and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that…
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
• What do these words mean? Damage, force, freezing, injury, rescue, supplies, attitude, equipment, knowledge,
skill, task
• What do these academic vocabulary words mean? Chronological, indicate, aid, contribute
• What does chronological order mean?
• What does it mean to think aloud?
• What is the text genre of “Shakleton and the Lost Antarctic Expedition”?
• What is the text genre of “Using Math to Survive in the Wild”?
• What is “Shakleton and the Lost Antarctic Expedition” about?
• What is “Using Math to Survive in the Wild” about?
• What is a story’s setting?
• What is the setting of “Shakleton and the Lost Antarctic Expedition”?
• What is the setting of “Using Math to Survive in the Wild”?
• What are the ordinal numbers of 7, 3, 8, 1, 2, 10?
• What phrases can you use to ask and give directions?
• What is an adverb? What are three adverbs that end in suffix –ly?
• When is present progressive tense used?
• When is past progressive tense used?
CHAPTER 2
• What do these words mean? Destroy, energy, flooding, protect, sink, spin, warning, amazed, concentrate,
preparations, tools
• What do these academic vocabulary words mean? Detail, focus, persuade, recommend
•
•
•
•
•
•
•
•
•
•
What is the main idea of a reading?
What are details?
How do authors create mental images in reader’s minds?
What is the text genre of “The Fiercest Storms on Earth”?
What is the text genre of “Hurricane Friends”?
What is “The Fiercest Storms on Earth” about?
What is “Hurricane Friends” about?
What are headings and subheadings?
What phrases can you use to ask for clarification?
What are two ways commas are used in writing?
Knowledge and Skills
Students will know…
• Academic vocabulary words: chronological, indicate, contribute, aid, focus, detail, persuade, and recommend
• Recognize chronological order
• Read an informational text: graphic novel
• Read an informational text: textbook, short story
• Identify main ideas and details in a reading passage
• Know what a setting is
• Know what headings and subheading are
• Know what ordinal numbers are
• Words with the silent k sound
• Capital letters for place names
• Writing numbers with hyphens
• Create a map and give directions
• Ask for directions/give directions to others
• Use pace and expression to read a dialogue
• Adjust reading rate to scan
• The adverb suffix –ly
• The difference between present progressive tense and past progressive tense and how to use them correctly
• Write a personal narrative: write about a storm
• Differentiate between its and it’s
• Deliver a persuasive presentation
• Compare a survival story in different forms of media
• Write a “How to” pamphlet
Students will be able to …
• Recognize chronological order and attempt to create their own events and list them in chronological order
• Create a map using materials located around the room and give directions
• Use the present progressive tense in sentences
• Use past progressive tense in sentences
• Write a creative writing piece and write a survival journal
• Answer reading comprehension questions based on a reading passage
• Use context clues to define vocabulary terms
• Read a graphic novel and know what tools are needed to create a graphic novel
• Use pace and expression to read a dialogue
• Understand adverbs and identify words that use the suffix –ly
• Identify the main idea and details of a reading passage
• Describe mental images as they read a reading passage
• Create a survival pamphlet with use if visual aids
• Read an informational text: textbook and know what tools are used to write a textbook
• Know the importance of characters, setting, plot, and theme in a short story
• Identify the shades of meaning in related words
• Know what are comparatives and superlatives in grammar and compare adjectives using these two items
• Write a personal narrative: write about a storm
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal
to encourage a natural use of the English language. Lessons are re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success
by meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level.
RESOURCES
Teacher Resources
Textbook:
•
Milestones A Unit 5 Chapters 1, 2
Supplemental Materials:
• Milestones A workbook
• grammar worksheets
• vocabulary exercises
Supplemental Reading Textbooks:
•
•
•
•
•
•
•
•
•
Grammar Step by Step
Spelling Book
Step-By-Step Writing Book 1
Ready to Write More
Daily Paragraph Editing
Grammar and Usage
Writing and Language Handbook,
Flash-forward: Language Arts
Reading Exploration
Equipment Needed:
•
•
•
•
Overhead projector
compute
whiteboard
graphic organizers
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: English as a Second Language
Unit Title:
“Belongings”
Target Course/Grade Level: ESL II Grades 7-8
Unit Summary: Student will master vocabulary skills with the introduction of specific themes. Students will focus on their
listening and speaking skills by listening and engaging in interesting speaking tasks. Students will use fun activities and interact
with other students as well as teachers. Students will put into practice the correct pronunciation of specific consonants and vowels.
Students will engage in exciting reading passages that offers detailed and analytical comprehension questions. Students will
perform their writing tasks with educational tools such as visual aids and graphic organizers.
Approximate Length of Unit: 5 Weeks 4 days
Primary interdisciplinary connections: Language Arts, Literature, Science, Social Studies
LEARNING TARGETS
WIDA Standards:
ELP Standard 1: Social and Instructive Language
ELP Standard 2: The Language of Language Arts
ELP Standard 4: Science
ELP Standard 5: Social Studies
Content Strand: Common Core English Language Arts Standards: Grade 6
Reading Literature
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written
by and a biography on the same person).
CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.
CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
21st Century Life and Career Standards
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives and determine how the data can
best be used to design multiple solutions.
9.1.8.C.1 - Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks
assignments, and projects.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.4 - Determine the undesired consequences of unethical uses of media.
9.1.8.F.2 - Explain how rules, laws, and safety practices protect individual rights in the global workplace.
9.2.8.A.1 - Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.
9.2.8.A.2 - Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and
skills.
9.2.8.A.4 - Relate how the demand for certain skills determines an individual’s earning power.
9.2.8.D.1 - Determine how saving contributes to financial well-being.
9.2.8.E.1 - Prioritize personal wants and needs when making purchases.
9.3.8.B.1 - Develop a Personalized Student Learning Plan that includes information about career areas of interest with the
assistance of adult mentors.
9.3.8.B.3 - Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
9.3.8.B.4 - Identify high school and county career and technical school courses and programs that support career or
occupational areas of interest.
9.3.8.B.7 - Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally,
nationally, and globally.
9.3.8.B.12 - Explain how personal behavior, dress, attitudes, and other choices can impact the success or failure of a job
applicant.
Unit Understandings
Students will understand that…
• English grammatical structures vary from L1 structures
• Good readers are purposeful and active when they read
• Good understanding of vocabulary and language structures contribute to overall comprehension
• Good writing involves good organization and editing
Unit Essential Questions
CHAPTER 1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What do these words mean? Custom, loneliness, pleased, point, protection, rude, weak, climate, divide, seasons
What do these academic vocabulary words mean” analyze, insight, judgment, sequence
What does it mean to make an inference?
What does it mean to paraphrase?
What is the text genre of “Bless Me Ultima”?
What is the text genre of “Biomes and Ecosystems”?
What is “Bless Me Ultima” about?
What is “Biomes and Ecosystems” about?
What is a first person narrative?
What is a third person narrative?
What kind of narrative is “Bless Me Ultima”?
When can you use a semicolon?
What words can you use to indicate a sequence?
What are three examples of foreign words in English?
When is the present perfect tense used?
When is the past perfect tense used?
CHAPTER 2
• What do these words mean? Avoid, familiar, million, nation, roots, stranger, bravery, lot, patience, soil
• What do these academic vocabulary words mean? Brief, organize, authentic, process
• What does it mean to summarize a text?
• How can you relate your own experiences to a reading?
• What is the text genre of “If Your Name Was Changed At Ellis Island”?
• What is the text genre of “I Was Dreaming I Was Coming To America”?
• What is the text genre of “Seedfolks”?
• What are “If Your Name Was Changed At Ellis Island” and “I Was Dreaming I Was Coming To America”
about?
• What is “Seedfolks” about?
• How can photos and captions help you understand a reading?
• What phrases can you use for interrupting someone and requesting information?
• What is a word’s connotative meaning?
• What is a word’s denotative meaning?
• What is a direct quotation?
Knowledge and Skills
Students will know…
• The meanings of insight, analyze, sequence, judgment, organize, brief, process, and authentic
• Making inferences and paraphrasing
• Summarize and relate their own experiences to a reading
• Read a novel informational text: textbook
• Read an informational text and primary source document: novel
• Understand the differences between 1st and 3rd person narratives
• How photos and captions are important in reading passages
• Retell a story, identify sequence words
• How to interview an immigrant
• Interrupting and requesting information
• Words ending in silent e
• Frequently used foreign words in English
• Denotative and connotative meaning
• The differences between the present and past perfect tense
• How to write a letter of interest
• How to write complex sentences with time clauses
• How to write a short biography
• The format of a business letter
• The importance of direct quotations
• How to deliver an informational presentation
• Become aware of advertisements in everyday life
Students will be able to …
• Make inferences and paraphrase based on reading passage
• Practice their listening and speaking skills by retelling a story
• Learn the present and past perfect tense and adapt it in their sentences
• Write a business letter and a letter of interest correctly
• Identify frequently used foreign words in English
• Summarize and relate their own experiences to a reading passage
• Interview an immigrant
• Learn about complex sentences with time clauses
• Write a short biography of someone of their choice
• Differentiate between denotative and connotative meanings
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
• Oral and written English responses to comprehension questions following fiction/non-fiction readings.
• Written response in English to open ended questions focused on Unit 1 readings.
• Oral presentation in English.
• Writing portfolio entries: journal writings, past tense narrative essays, speech writing.
• Workbook entries.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
The reading selections in Milestones reflect a variety of cultures and home settings. The activities encourage home and
community connections as well. As the teacher implements differentiation, it will be important to recognize that some
learners need to move around to learn, while others do better sitting quietly. This may differ from cultural norms the
students have been exposed to in previous schooling. Therefore, the classroom itself needs designated areas where
students work together or independently. Milestones incorporates visuals, manipulative materials, technology, and other
hands-on supports. Assignments are visual, kinesthetic, musical, natural, introspective, collaborative, logical, or verbal to
encourage a natural use of the English language. Lessons are Re-taught for struggling learners and are extended for
advanced learners. The intent of differentiating instruction is to maximize each student’s growth and individual success by
meeting each student where he or she is, and assisting in his or her learning process. Teacher varies pace, depth, and
complexity based on English language and ability level.
RESOURCES
Teacher Resources
Textbook:
• Milestones A Unit 6 Chapters 1, 2
Supplemental Materials:
• Milestones A workbook
• grammar worksheets
• vocabulary exercises
Supplemental Reading Textbooks:
• Grammar Step by Step
•
Spelling Book
• Step-By-Step Writing Book 1
• Ready to Write More
• Daily Paragraph Editing
•
Grammar and Usage
•
Writing and Language Handbook
•
Flash-forward: Language Arts
•
Reading Exploration
Equipment Needed:
• Overhead projector
• computer
• whiteboard
• graphic organizers