· Web viewListening I can listen to a short passage related to community and answer comprehension questions with single words or simple phrases. Unit of Study Assessment Checklist

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English as a Second Language Curriculum

Proficiency Level: Novice Grades: 6-8

UNIT: 2Title: Community

Section Page NumberUnit Title and Description with Learning Targets 2-3

Unit Language - Functions and Forms 4

Unit Assessment Overview 5

Unit Assessment Checklist 6

Unit Assessment Rubric 7

Sample Unit Calendar 8-11

Additional Activities 12-13

Grammar Cheat Sheet 14

Anchor Charts 15-20

1 | P a g e E L P L e v e l : N o v i c e G r a d e l e v e l : 6 - 8 E S O L U N I T # 2 W r i t t e n b y R o x a n n e L a F o r c e , D i n a M o r i t z , K a r e n R a s h , K a t h y R a g e r , w i t h h e l p f r o m L e n a B a u c u m

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ESOL LEVEL: Novice GRADES: 6-8

UNIT 2: Community Unit duration: 3 weeksStage 1 Identify Desired Results

Unit Description

In this unit students use the present tense of the verb ‘to be’ to describe people with nouns, pronouns, and adjectives. Students describe places in the community using prepositional phrases, and ask informational questions. Students use adjectives in order to express opinions regarding the community using simple sentences.

Standards Describing People, Places, and Things: Target Form – Nouns, Pronouns, and Adjectives: Students learn to understand and generate oral and written language with common nouns, pronouns, and adjectives. Simple sentences with specific vocabulary.

Defining and Describing: Target Form – Nouns, pronouns, and Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives. Patterned responses (e.g., A librarian works in a library., A baker works in a bakery.)

Describing Location: Target Form - Prepositional Phrases and Commands: Students learn to understand and generate oral and written language with prepositional phrases and commands. Demonstrate comprehension of total physical response commands, including prepositions (e.g., to the right of, to the left of, in front of; follow, stop, go straight)

Asking Informational Questions: Target Form – Verbs and Verb Phrases in Questions: Students learn to understand and generate oral and written language with verbs and verb phrases in questions. Present or present progressive tense questions with ‘to be’.

Expressing and Supporting Opinions: Target Form – Sentence Structure: Students learn to use sentence structures. (I like, I don’t like, I need to go., I want to go.)

2 | P a g e E L P L e v e l : N o v i c e G r a d e l e v e l : 6 - 8 E S O L U N I T # 2 W r i t t e n b y R o x a n n e L a F o r c e , D i n a M o r i t z , K a r e n R a s h , K a t h y R a g e r , w i t h h e l p f r o m L e n a B a u c u m J a n u a r y 1 3 , 2 0 1 4

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Unit Goals I can describe people, places, and things.

I can describe locations. I can ask informational questions regarding the location of places and people in a community.

I can express and support opinions regarding likes, dislikes, needs and wants.

Learning Targets

I can use simple sentences. I can use prepositional phrases.

I can use verb and verb phrases in questions.

I can use simple sentences.

I can use prepositional phrases.

I can use specific nouns (for location).

I can use present or present progressive tense questions with the verb ‘to be’.

I can classify likes and dislikes.

I can use specific nouns, pronouns, and adjectives.

I can classify needs and wants.


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Stage 2 Assessment Evidence: Academic Language (What language will students need to sound like experts?)

Key Vocabulary Language Scaffolding Describing People - librarian, principal, teacher, secretary,

police officer, cashier, manager, security, lifeguard, doctor, nurse, waiter, waitress, chef (cook), firefighter, bank teller, baker, bus driver, postal worker, housekeeper

Locations- store, mall, laundry mat, aquatic center, hospital, restaurants, bank, fire station, post office, bakery, bus stop, convenience store, apartment, house (home), hotel, gas station, park

Things – avenue, court, street, boulevard, highway, stop sign, traffic light, street sign, sidewalk, crosswalk

Defining and Describing – I like, I don’t like… , is/are, a couple/a few/some/many/a lot, demonstrative adjectives (this/that/there is)

Describing Location - prepositions: to the right of, to the left of, behind, in front of, on the corner, near, far from, next to, across the street from, by the

Where is/are the _____? The ______ is/are _______. The park is next to the school.

Can you tell me where the _______ is/are, please? The _______ is/are ________. The library is behind the post office.

Can you give me directions to________? The ______ is/are _______. The store is near the bakery.

How do you get to the ________? The _______ is/are ________. The bus stop is next to the convenience store.

Do you like to go to the________? Yes, I do. No, I don’t.

How many are there? There is/are________. There are two banks next to the restaurant.

Who works at the _________? The librarian works at the library.

Who is working at the__________? The principal is working at the school. I want /don’t want to go to the ______. I need/don’t need to go to the _______.


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What evidence from formative and summative assessments should you collect to verify student learning?

Assessment Tools:

Rubric Assessment Checklist

Possible Assessments

(Student performance based on language productive skills).

ReadingI can read simple text (pre-K through 2nd grade) on topics related to community and respond with single word or simple phrases to comprehension questions.WritingI can use previously learned language to write five simple sentences about community using learned vocabulary.SpeakingI can use simple sentences to ask and answer community related questions using previously learned language and vocabulary.ListeningI can listen to a short passage related to community and answer comprehension questions with single words or simple phrases.


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Unit of Study Assessment Checklist

Student Name I can

use

sim

ple

sent

ence

s.

I can

use

pre

positi

onal

phr

ases

.

I can

use

spec

ific

noun

s, p

rono

uns,

and

ad

jecti

ves.

I can

use

pre

sent

or p

rese

nt

prog

ress

ive

tens

e qu

estio

ns w

ith th

e ve

rb ‘t

o be

’.I c

an u

se v

erbs

and

ver

b ph

rase

s in

ques

tions

.

I can

cla

ssify

like

s and

disl

ikes

.

I can

cla

ssify

nee

ds a

nd w

ants

.

Notes

5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1


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Superior Proficient Emerging BeginningI can use simple sentences. I can incorporate a detail(s) into

a simple sentence.I can use a simple sentence to express an idea.

I can use a phrase to express an idea.

I can use a single word to express an idea.


I can use a prepositional phrase in a simple sentence.

I can use a prepositional phrase to indicate the location of an object.

I can combine a motion and occasionally use a prepositional phrase to indicate the location of an object.

I can use a motion to indicate the location of an object.

I can use specific nouns. I can use specific nouns in simple sentences.

I can use specific nouns in simple sentences with occasional errors in the sentence structure.

I can use single word nouns or simple phrases to accurately identify objects.

I can identify a noun by pointing at a picture.

I can use specific pronouns. I can use specific pronouns in simple sentences.

I can use specific pronouns in simple sentences with occasional errors in the sentence structure.

I can use specific pronouns to identify the noun it is replacing. (Who went to the store? We. Mary and I)

I can identify a pronoun by pointing at a picture.

I can use specific adjectives. I can use specific adjectives in simple sentences.

I can use specific adjectives in simple sentences with occasional errors.

I can use single word adjectives to accurately describe an object.

I can identify an adjective by pointing at a picture.

I can use present and/or present progressive tense questions with the verb ‘to be’.

I can accurately conjugate and use the present and/or present progressive tense questions with the verb ‘to be’.

I can use the conjugated verb ‘to be’ within a simple question with occasional syntactical errors.

I can conjugate the verb ‘to be’.

I can use verbs and verb phrases in questions.

I can use formulaic questions to obtain information.

I can use formulaic questions with some errors.

I can use sentence frames to ask questions.

I can classify likes and dislikes. I can ask a question regarding likes and dislikes to another person.

I can use a simple sentence to respond to a question about my likes and dislikes.

I can respond to simple questions regarding what I like or dislike with a single word answer.

I can identify my own personal likes and dislikes by pointing.

I can classify needs and wants. I can state my needs and wants using a complete, simple sentence.

I can state my needs and wants with a phrase.

I can state my needs and wants with a single word.

I can identify my own needs and wants by pointing.


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Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR *Pink text implies an assessed goal.

Day 1 Day 2 Day 3 Day 4 Day 5Students will use location picture cards and corresponding vocabulary cards to develop vocabulary.

Students will practice oral use of new location vocabulary.

I can use specific nouns for location.

Students can classify pictures into places where they like and dislike to visit.

Students can orally produce where they like and dislike to go using sentence frames.


Students can classify pictures into places they need or want to go.

Day 6 Day 7 Day 8 Day 9 Day 10Students can orally produce where they need and want to go using sentence frames.


Given 2 objects, students can indicate location through total physical response actions.

Given 2 objects, students can orally state location.

Students can orally instruct a peer to place an object in a specific location using prepositional phrases.

Students can describe the location of two (or more) places using a prepositional phrase.


Students can use occupation picture cards and corresponding vocabulary cards to develop vocabulary.

Day 11 Day 12 Day 13 Day 14 Day 15Students match occupation vocabulary card to its location.

Student can orally state which occupation works in which building.

Students can ask and answer questions regarding which occupations work in which buildings.

Students can quantify the number of a specific location or the number of professionals that work in a particular occupation.

Students use map to practice asking and answering previously learned questions and responses.

I can use specific nouns and adjectives.I can use verbs and verb phrases in questions. I can use present or present progressive questions with the verb ‘to be’. I can use simple sentences.


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OBJECTIVEStudents will use location picture cards and corresponding vocabulary cards to develop vocabulary.

Students will practice oral use of new location vocabulary.

I can use specific nouns for location.

Students can classify pictures into places where they like and dislike to visit.

Students can orally produce where they like and dislike to go using sentence frames.


Students can classify pictures into places they need or want to go.

LANGUAGEstore, mall, laundromat, aquatic center, hospital, restaurant, bank, fire station, post office, bakery, bus stop, convenience store, apartment, house, hotel, gas station, park, movie theateravenue, court, street, boulevard, highway, stop sign, traffic light, street sign, sidewalk, crosswalk

Do you like to go to the________?• Yes, I do.• No, I don’t.

I like to go to the______. I don’t like to go to the

_____.

ACTIVITYI do: Call and Response/echoWe do: Choral Bingo Concentration

Continue activities from day one. Continue activities from day one.I/We do: demonstrate classification of places where I like and dislike to visitThey do: complete graphic organizer

Students follow up previous lesson by asking each other questions based on information in the graphic organizer

Using graphic organizer, students will categorize locations indicating places they need or want to go (scaffold as needed).

MATERIALS Thing picture cards/word cards Location picture cards/word

cards Blank bingo cards Master bingo cards (cut/ glue)

Thing picture cards/word cards Location picture cards/word

cards Blank bingo cards Master bingo cards (cut/ glue)

Graphic organizer (see Anchor Charts)

Sentence frames Graphic organizer (see Anchor Charts)


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OBJECTIVEStudents can orally produce where they need and want to go using sentence frames.


Given 2 objects, students can indicate location through total physical response actions.

Given 2 objects, students can orally state location.

Students can orally instruct a peer to place an object in a specific location using prepositional phrases.

Students can describe the location of two (or more) places using a prepositional phrase.


Students can use occupation picture cards and corresponding vocabulary cards to develop vocabulary.

LANGUAGE I want /don’t want to go to the

______. I need/don’t need to go to the

_______.

prepositions: to the right of, to the left of, behind, in front of, on the corner, near, far from, next to, across the street from, by the

Where is/are the _____?•The ______ is/are _______.•The park is next to the school.Can you tell me where the _______ is/are, please?•The _______ is/are ________.•The library is behind the post office.Can you give me directions to________?•The ______ is/are _______.•The store is near the bakery.How do you get to the ________?•The _______ is/are ________.•The bus stop is next to the convenience store.

librarian, principal, teacher, secretary, police officer, cashier, manager, security, lifeguard, doctor, nurse, waiter, waitress, chef (cook), firefighter, bank teller, baker, bus driver, postal worker, housekeeper

ACTIVITYUsing graphic organizer from previous lesson, student will express where they want or need to go using complete sentences.

When prompted by a prepositional phrase, students will demonstrate their understanding through total physical response actions by moving pictures around on a pictorial input chart.

Using a map of the Woodburn community, students can orally instruct a peer to place an object in a specific location using prepositional phrases.

Using map from previous lesson, along with sentence frames, students can describe the location of two (or more) places using a prepositional phrase.

I do: Call and Response/echoWe do: Choral Bingo Concentration

MATERIALS Sentence frames List of prepositional phrases

(see Anchor Charts) Vocabulary cards Pictorial input chart

Map of Woodburn with key locations

Picture cards of buildings

Sentence frames List of prepositional phrases

Picture cards with words on back

Occupation vocabulary cards Blank bingo cardsMaster bingo cards (cut/ glue)


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Day 11 Day 12 Day 13 Day 14 Day 15OBJECTIVEStudents match occupation vocabulary card to its location.

Student can orally state which occupation works in which building.

Students can ask and answer questions regarding which occupations work in which buildings.

Students use the verb “to be” to quantify the number of ___(building) in the town or the number of professionals that work in a particular building.

Students use map to practice asking and answering previously learned questions and responses.

I can use specific nouns and adjectives.I can use verbs and verb phrases in questions. I can use present or present progressive questions with the verb ‘to be’. I can use simple sentences.

LANGUAGEThe _____works at the ______.The librarian works at the library.

Who works at the _________?• Who is working at the__________?

How many are there?•There is/are________.•There are two banks next to the restaurant.

ACTIVITYConcentration: occupation and place of workUsing sentence frames, students orally state which occupations work in which buildings.

Using the sentences generated from previous activity, students ask and answer questions regarding which occupations work in which buildings.

Using a map of Woodburn that has key locations, students use the verb “to be” to quantify the number of ___ (building) in the town or the number of professionals that work in a particular building.

Using the map from the previous lesson, students use map to practice asking and answering previously learned questions and responses.

MATERIALS Occupation and location

vocabulary cards Sentence frames

Occupation and location vocabulary cards

Sentence frames




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Superior Additional Activities

I can use simple sentences. I can incorporate details into a simple sentence.

• Make noun/verb/prepositional phrases/adjective cards. Students can pick a card from each and create a sentence.

• Students can write a paragraph, using detailed simple sentences about their hometown.

• In groups, students can generate simple silly sentences, using the noun/verb/prepositional phrases/adjective cards.


I can use prepositional phrases in simple sentences.

Using a map of a city or park, students can use simple sentences to describe buildings or locations of places.

• Students can write a paragraph describing the location of places around their homes.

• Using a poster sized map, teacher can give a student a paper car and give prepositional phrases of where to place the car. Activity can be done as whole class or group work.

I can use specific nouns. I can use specific nouns in simple sentences.

Make noun cards and students can use them to write simple sentences.

• Students can read a passage and highlight the nouns.

• Create ‘fill in the noun’ sentences. Using a word bank, students can fill in the correct noun.

I can use specific pronouns. I can use specific pronouns in simple sentences.

• Make pronouns and students can write simple sentences.

• Read a passage, highlight all pronouns.

• Create sentences with people’s names. Student need to take out the person’s name and use the correct pronoun.


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simple sentences.• Using simple sentences, students can add adjectives to add details.

• Read a passage, highlight all nouns.

• Create adjective bingo cards (use blank card and have students pick adjectives from a list)

I can use present and/or present progressive tense questions with the verb ‘to be’.

I can use present and/or present progressive tense questions with the verb ‘to be’ in simple sentences.

• Using scramble sentences and students can put the sentence in correct order.

• “Fill in the correct verb” worksheet



• Scramble sentences and students need to put the sentence in correct order.

• “Fill in the correct verb” worksheet

• Use verb cards to play verb charades.I can classify like and dislikes.

I can classify like and dislikes using simple sentences.

• Students can interview peers to find out likes and dislikes about places around town.

• Students interview a peer and then share the information with the class, using simple sentences.

• Students can write a paragraph, sharing their likes/dislikes about occupations.


I can classify needs and wants using simple sentences.

• Students can interview peers to find out wants and needs.

• Students can write a paragraph, sharing their needs and wants.


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-+Grammar Teacher Cheat Sheet:

Present Tense of verb to be

I am We are

You are You are

He/She/It is They are

NounA noun is a word used to name a person, animal, place, thing, and abstract idea.

Person: man, woman, policeman, librarian, John, Sara

PronounA pronoun can replace a noun or another pronoun. You use pronouns like "he," "she," "they," and "you" to make your sentences less repetitive.

Examples:He is a fireman.She works in the bank.They work at a grocery store.

AdjectiveAdjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are adjectives.

Examples: tall, short, mean, niceThe tall policeman…The short baker…The mean librarian…The nice teacher…

Prepositional phrasesPrepositions connect nouns, pronouns, and phrases with other words in a sentence. It gives information about location, direction, space, or time. Prepositions are usually part of a phrase because they often have a noun or pronoun after them. Here are two examples of prepositions in sentences.

Examples:to the right of to the left of behindin front of on the corner nearfar from next to across the street from

Simple sentences A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green.

A. Some students like to study in the library.B. Juan and Arturo work at the bank.C. Alicia goes to the school and teaches every day.


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http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/subjpred.html#sentence

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/nouns.html#noun

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ANCHOR CHARTS:


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-+Preposition Pictoral Input Chart Key

Word SymbolGrocery Store

Gas Station

Post Office

Fire Station


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Park

House

Traffic Light

Stop Sign


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Bus Stop

Bakery

Apartment

Hospital


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Documents

· Web viewListening I can listen to a short passage related to community and answer comprehension questions with single words or simple phrases. Unit of Study Assessment Checklist