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English I for Speakers of Other Languages (ESOL I) – Grade 9Unit of Study: All About Me

First Grading Period – Week 1-9 CURRICULUM OVERVIEWBig Idea Unit Rationale

To promote authentic communication and interaction in the second language (L2) through the linguistic domains of listening, speaking, reading, and writing at the student’s level of proficiency by means of writing a poem.

Students explore the Essential Question “Who am I?” through reading, writing, and discussion. Each cluster focuses on a specific aspect of the larger question: Cluster 1: How do we use language to communicate? What language do we need to describe ourselves and our surroundings? Cluster 2: How does family and culture affect who you are? Cluster 3: Find out how your body is unique.Hampton Brown Edge

TEKS TEKS Specificity - Intended OutcomeThe expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. (A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend recognize distinctive and shared characteristics of cultures through reading; and

(9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own cultures, the culture of others, and the common elements across cultures. (A) recognize distinctive and shared characteristics of cultures through reading; (B) compare text events with his/her own and other readers' experiences.

(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

(C) analyze characters and identify time and point of view;

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences. (E) ask clear questions for a variety of purposes and respond appropriately to the

questions of others; (F) make relevant contributions in conversations and discussions (G) employ English content area vocabulary in context (ESL).

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(B) analyze relationships, ideas, and cultures as represented in various media

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: determine the meaning of words through reading and using affixes and cognates

(6A, 6B, 6C and ELPS 1A) analyze character and how it relates to the essential question (11C) ask questions and participate in cooperative groups and class discussions relating

to essential question (16E, 16F and ELPS 3B, 3E) use my name to write an acrostic think of ideas for my poem that relates to the essential question (1A, 1B, 1C) research cultures and compare them to my own experiences to write (9A, 9B, 19B) revise and edit my poem (1C and ELPS 5D) edit my poem using capitalization and punctuation rules, correct verbs, tenses, and

pronoun/antecedent (3A and ELPS Ei) publish my poem using graphic representations to describe, select, present, and

display data (3D)

SAISD © 2008-09 – First Grading Period ESOL I- Initial Release Aug 08, V1 of 30

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Con

cept

s(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

(A) write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments with clearly related definitions, theses, and evidence; write persuasively; write to report and describe; and write poems, plays, and stories;

(B) write in a voice and a style appropriate to audience and purpose;

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

(A) produce legible work that shows accurate use of the English alphabet, accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(D) produce error-free writing in the final draft.English Language Proficiency Standards (ELPS): In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to:(1) Cross-Curricular second language acquisition/learning strategies. (A) use prior knowledge and experiences to understand meanings in English

(3) Cross-Curricular second language acquisition/speaking. (B) expand and internalize initial English vocabulary by learning and using high-

frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(E) share information in cooperative learning interactions

(5) Cross-curricular second language acquisition/writing. (D) edit writing for standard grammar and usage, including subject-verb

agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:

(i) using correct verbs, tenses, and pronouns/antecedents

Evidence of LearningDuring the writing of a poem, students will demonstrate the understanding of the Essential Question “Who am I?” as reflected by a score of at least a 2 on the Project Rubric: Write a Poem.



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit: Who am I? Cluster 1: How do we use language to

communicate? What language do we need to describe ourselves and our surroundings?

Cluster 2: How does family and culture affect who you are?

Cluster 3: Find out how your body is unique.

Reading/word identification/vocabulary development Identify and use words that name persons, places, and things; name actions, directions, positions, sequences, and locations. Use the context of the sentence to determine the intended meaning of an unfamiliar word. Analyze context within a sentence and in larger sections of text to determine or clarify the meaning of unfamiliar or ambiguous

words.Reading/literary concepts Predict what might happen next in a story based on the cover, title, and illustrations. Use ideas presented in stories to make and confirm predictions. Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. Summarize the elements of plot development and influence of setting on various works of fiction. Draw conclusions about the relevance of the setting to the mood and tone of works of fiction. Compare and contrast the role of a similar setting in two different works of fiction.Listening/speaking/purposes: Listen attentively by facing speakers and asking questions to clarify information. Follow, restate, and give oral instructions that involve a short related sequence of actions. Listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking

questions or making comments about the evidence that supports a speaker’s claims. Writing/purposes. Plan a first draft by generating ideas for writing through class discussion. Develop drafts by sequencing the action or details in the story and ideas through writing sentences. Revise drafts by adding or deleting a word, phrase, or sentence as well as coherence, organization, simple and compound

sentences and audience. Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.

The Teaching and Learning PlanInstructional Model/Teacher Directions

The teacher will… The students willFollow this nine week plan.Week 1 Days 1-5 Provide a print rich environment of labeled items in the classroom. Have students

complete a warm up activity writing about the items they see around the room.

In order to randomize and rotate who is called on in your classrooms, choose a method. For Example, each time you pull a name, place it back into a container. This will ensure that all students are prepared to be called on at all times. 1) Have students write their names on a popsicle stick. 2) Have students write their name on an index card. 3) Write students’ name on poker chips. 4) Create your own system.

Introduce the “Accountable Conversation Questions.” Place the following poster in

Look at all the items in the classroom. Create a list of items you see. Think about what the items are used for and write about them. Use the following sentence stems to complete this warm up activity. [I see a(n) ______. It can be used to ___.]

Use this strategy to be prepared to answer any question. Your teacher will choose a way to ask a student to answer a question.

Use this strategy to speak in complete sentences when you are unsure of an answer. You can no longer say, “I Don’t Know.”



http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/I_Dont_Know.pdf

your room.

Model for the students how to use the questions when they are unsure what to say when called on by a teacher (Seidlitz & Perryman, 2008). Explain that they are called on for a response, they can either respond, or ask for help and then respond. Newcomer English learners should not be pressured to speak in front of the class if they have not yet begun to show early production levels of speech proficiency. Students should be encouraged, but not forced to speak when in the silent period of language development (Krashen, 1982).

Have students construct question about getting to know one another using the Think-Pair-Share strategy. Post: What do you want to know about me [the

teacher]? What do you want to know about one another [the students]? Sample questions to use: How many siblings do you have? What is your favorite sport? What is your favorite food?

Demonstrate introductions by answering student made questions using your personal information. Use the Introduction Cards strategy to build

relationships in your classroom.

1. Provide each student with 3 index cards.

2. Have students fold 2 index cards vertically and number each inner section with numbers 1, 2, 3, and 4 (bottom left side).

3. Have students number the third index card with the number 5 on the bottom left corner.

Use this strategy when your teacher asks you a question you can answer using a complete sentence. If you are unsure of the answer you can use one of the following questions: May I please have some more information? May I have some time to think? May I ask a friend for help? Would you please repeat the question? Where could I find information about that?

Read the question on the board: “What do you want to know about me?” Use the Think-Pair-Share strategy to create questions. First, think about what information you would like to learn about your teacher. Turn to a partner and talk about the different things you would like to know about your teacher. With a partner write down some questions and share them with the class. Repeat the Think-Pair-Share strategy with the second question: What do you want to know about the other students in the classroom?

Listen to how your teacher answers the personal questions. Practice personal introductions by using the Introduction Cards strategy.

1. Make sure that you have 3 index cards to use for this strategy.

2. Fold 2 of the index cards vertically. Label the inner parts of the index cards with the numbers 1, 2, 3, and 4.

3. Number the third index card with the number 5 on the bottom left corner.

4. On section 1, write 3 questions that you would like to ask your partner. You can pick these questions from the ones that were created earlier as a class. You can also



What to say instead of “I Don’t Know”May I please have some more information?May I have some time to think?May I ask a friend for help?Would you please repeat the question?Where could I find information about that?

Please speak in complete sentences.

http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/I_Dont_Know.pdf

4. Section 1: Have students choose 3 questions from the class list of questions to ask a partner. Have students write the questions in section one. Provide students a copy of the questions from Interview Guide on AVID p. 14.

5. Use the Parallel Lines strategy for this activity. Have students line up from

tallest to shortest. [Students must line up silently.]

6. Divide the students in half. Create parallel lines (students face one another in pairs). Have students introduce themselves using the following sentence stem. “Hi. My name is ____.” Then allow students to move around the classroom with their partner.

7. Allow students to ask one another the three questions they wrote on section one. Have students write their partner’s answers on section two.

8. Have students read their notes on section two. Have them circle one topic that they would like to know more about.

9. Have students reread what they circled on section two. Have students write three more questions about what they circled from section two on section three on the second index card.

10. Have students ask one another the questions from section three. Have students write exact quotes on section four.

11. Have students use the third index card to write an introduction of their partner. Guide students to use the exact quotes from section four to write the introduction. Ask for a volunteer to introduce their partner. Use a stress ball so students choose the next student to share their partner’s introduction.

Introduce descriptive adjectives. Provide a model acrostic poem with your last name. Post your created poem. Allow students to use bilingual dictionaries to create their own acrostic poem with their names. Use AVID Activity 3: Acrostic Name Poems, p. 348-350.

Have students share their acrostic poems by using the Parallel Lines strategy.

1. Have students line up by birth month and day from January to December. [Students must line up silently.]

choose questions from the AVID Interview Guide.

5. Line up at the front of the class by height from tallest to shortest. Do not talk to one another when you are lining up.

6. Your teacher will divide the line and create parallel lines. You will face a student. This student is your partner. Introduce yourself by completing the following sentence stem. “Hi. My name is _____.” With your partner, move to a part of the classroom so that you can do the next step of the strategy.

7. Ask your partner the three questions you wrote on section one. As your partner answers the questions. you need to take notes on section two. Your partner will ask you the three questions. You answer them, so your partner can take notes.

8. Read your notes on section two. What would you like to know more about your partner? Circle one thing that you would like to know more about.

9. Reread what you circled on section two. Think about three new questions related to what your circled. Write the three new questions on section three on the second index card.

10. Ask your partner the three questions from section three. Pay attention to the answers given by your partner. Write exact quotes on section four of your index card.

11. Use the third index card to write an introduction of your partner. Use one or more of the exact quotes you wrote on section four to write your partner’s introduction. Introduce your partner to the class. Once you volunteer to share your partner’s introduction, you will throw the stress ball to another student in the classroom so he/she can share.

Use the teacher’s acrostic poem, as well as the Student Samples from AVID as a model for your own acrostic poem. Follow your teacher’s directions to create your own acrostic poem. Use a bilingual dictionary or a dictionary to find adjectives that best describe you.

You will share your acrostic poems by participating in the Parallel Lines strategy.

1. You need to line up in front of the class by your birth month and day. Line up from January to December. Do not talk to one another when you are lining up. Use hand signals to figure out where you belong on the line.

2. Your teacher will divide the line into two. You will then be facing your partner.



2. Divide the students into parallel lines (students face one another in pairs).

3. Assign one line to be “A” and the other line “B.”

4. Students that are “A” will share their acrostic poem first to their “B” partner. Then student “B” will share his/her acrostic poem with student “A.” [Allow one to two minutes for student “A” to share with student “B.”] Provide students with the following sentence stem for sharing their acrostic poem. “The title of my acrostic poem is ______. Letter ___ is for ____ because ____.”

5. Instruct students in line “A” to remain in their places. Have students in line “B” move one student to the right. The student at the end of line “B” will go to the other end of the line. Repeat step 4.

Have students reflect on the activity by choosing one of the following three sentence stems to complete. Have students complete a sentence on an index card.

One thing I learned about ___ (name of student) is ___. I liked the adjective _____ that _____ (name of student) used because ___. The next time I describe myself, I will use the adjective ____ because ___. I enjoyed learning about ____ because___.

Week 2 Lesson 1 & 2 (T2-T9)Days 1-5: Lesson 1: Unit Launch (T2–T3) Engage & Discuss: Have students scan the textbook and make predictions by completing one of the

following sentence stems. [I think that this textbook is about ___ because ___. I predict that this textbook is about ___ because ___.] Have students share their predictions.

Facilitate a discussion of the quotations by using the Fishbowl cooperative

learning technique to explore the meanings of the proverbs. How are the proverbs different? (16E, 16F and ELPS 3E)

1. One-half of the class sits in a circle, facing inward; the other half of the class sits in a larger circle around them. Ask the inner circle to discuss how the first proverb [“The child of a snake is also a snake.”] relates to the Essential Question [“Who am I?] while the outer circle listens actively and respectfully. (Supply outer circle students with note cards to take notes of the discussion and write any comments they would like to add.)

3. Pay attention to which letter you have been assigned. You will either be an “A” or a “B.”

4. If you are in group “A,” you will share your acrostic poem first. You will use the following sentence stem to read your acrostic poem with your partner “B.” “The title of my acrostic poem is ______. Letter ___ is for ____ because ____.” After you share your acrostic poem, listen to your partner (B) read his/her acrostic poem.

5. If you are in group “A,” you will not move. If you are in group “B,” you will move one student to the right. If you are the student at the end of group “B,” you will go to the other end of line “B.” You will repeat step 4.

Read the three following sentence stems. Choose one sentence stem and complete it by writing your answer on an index card. Share your answers with the class. If you do not share your sentence orally, turn in the index card to your teacher.

One thing I learned about ___ (name of student) is ___. I liked the adjective _____ that _____ (name of student) used because ___. The next time I describe myself, I will use the adjective ____ because ___. I enjoyed learning about ____ because___.

Look through your textbook. What do you think you will learn in this textbook? Why? Make predictions about what you will learn in this textbook by completing one of the following sentence stems. [I think that this textbook is about ___ because ___. I predict that this textbook is about ___ because ___.] Share your predictions.

Read the quotes on page 2. What do the proverbs mean? Share your thoughts by participating in the cooperative strategy Fishbowl to discuss the difference between the proverbs. (16E, 16F and ELPS 3E)

1. Count off by 1 and 2. If you are a 1, sit facing into a circle (inner circle). If you are a 2, sit around the inner circle.

2. Inner circle: Reread the first proverb and discuss how it relates to the Essential question. What does the proverb mean? How does it relate to who you are? Outer circle: Listen to the inner circle’s discussion and take notes. If you would like to add any comments, write them down. Tap the shoulder of an inner circle student, trade places, and share your comment with the inner circle. When you are done sharing,



2. Students on the inside discuss a topic while those outside listen for new information and/or evaluate the discussion according to pre-established criteria.

3. Groups reverse positions. Have the groups reverse position. The new inner circle then discusses the second proverb [“Be friends with good people and you will become a good person.”] as it relates to the Essential Question [“Who am I?”]. (Supply outer circle students with note cards to take notes of the discussion and write any comments they would like to add.)

Engage & Interpret (T3): Build students’ background as the students analyze the visual (p. 3) using

information about the art on T3. Have students analyze the photo and discuss the questions on T3 with a partner. (16E, 16F, 19B)

Have students study the photos on p. 4 to explore people’s personalities. Discuss the similarities and differences among the photos. Talk about how culture, customs, and traditions, influence who you are. (11E and ELPS 1A)

Have students choose a photo from p. 4 and write an introduction of the person. Have students use the model introduction on p. 5. (1A and ELPS 3B, 3E)

More to Read (T5)

Guide students toward an independent reading choice from the Edge Library. Distribute Student Journals (Houses or Families) and have students complete the time management planning form (Scheduler). (11B, 11C)

Vocabulary Workshop (T6) Introduce Relate Words by modeling word webs. Have students practice and use

the strategy using questions on p. 6.

Language Workshop (T7-9) Use the Language Workshop CD to listen to a model conversation. Have students

read along on p. 7.

Model the use of “to be” verbs. Have student talk with a partner and practice using the sentence stems (1-5) on p. 9.

Have students practice using the proper “to be” verb in sentences 6-10. (ELPS 5Ei)

Model answering the personal questions on p. 9 by role-playing with a student.

go back to the outer circle.

3. If you were in the inner circle, go to the outer circle. If you were in the outer circle, sit in the inner circle. Inner circle: Reread the second proverb and discuss how it relates to the Essential Question. Outer circle: Listen to the inner circle’s discussion and take notes. If you would like to add any comments, write them down. Tap the shoulder of an inner circle student, trade places, and share your comment with the inner circle. When you are done sharing, go back to the outer circle.

Look at the Williamson’s visual on p. 3. Think about why he placed many silhouettes instead of one. Share your thoughts with a partner. (16E, 16F and ELPS 1A)

Study the photos on p. 4. Who are they? Discuss the personalities, similarities, and differences you see in the photos. Share your experience with culture, customs, and traditions, and how they affect who you are. (11E and ELPS 1A)

Choose one photo from p.4. Read the sample introduction on p. 5 and use it to write your own. Read the questions on p. 5 and use them to write the introduction. (1A and ELPS 3B, 3E)

Choose one book from the Edge Library (Houses or Families) to explore the essential question: Who am I? Make a schedule to read the book on your own time using the Scheduler and complete a Student Journal (Houses or Families) to keep track of your reading. (11B, 11C)

Understand how words are related to one another. Determine how the words in 1 through 8 are related.

Listen to the conversation and follow along on p. 7.

Talk to a partner by completing sentence stems numbers 1-5.

Write sentences 6-10 by using the correct “be” verb. (ELPS 5Ei)

Listen to the teacher and student as they answer question on p.9. Pick a group of 3 or 4 students and answer the questions on p. 9. Use the index cards to take notes about your classmates’ answers.

Use the sample on p. 9 to report your classmate’s personal information.



Have students apply the use of “to be” verbs by talking to one another in a group. Provide students with index cards for note taking.

Have students use the model report on p. 9 to share their partner’s personal information.

Have students regroup to gather more information about the members in the group. (ELPS 3E)

Get back into your groups and find out more information about one another. Report the information to the rest of the class. (ELPS 3E)

Weeks 3-4 Cluster 1:Lesson 3 & 10 (T10-T27)Week 3Days 1-5Lesson 3: Prepare To Read (T10) Have students reread their acrostic poems from week one. Have them reflect on

their poem and how they relate to the Essential Question, “Who am I?’ in their Writer’s Craft Notebook for a couple of minutes. (1A)

Model the pronunciation of the key vocabulary words on p. 10. Have students chorally repeat each key vocabulary word.

Have students learn the meaning of the key vocabulary words by using the

Vocabulary Graphic strategy (T10). Procedure: Give students 3 x 5 index cards. Have students write the word on one side of the index card. Instruct students to find the meaning of the given word and write it in the center of the opposite side of the index card. Tell them to record the following information in each of the card's four corners: a sentence using the word, a synonym, an antonym, an illustration. Hook the cards together to make the Unit One vocabulary file. (6A, 6B)

Have students use the Edge Interactive Practice Book that corresponds to this unit. (6A, 6B)

Use the Reading Transparency that corresponds to this unit.

Lesson 4: Before Reading (T11-T12) Have students use the Edge Interactive Practice Book that corresponds to this unit.

(11B, 11C)

Model previewing the text using “First Names.” Ask students to form mental images (Visualize Reading Strategy) by using the Senses Chart.

1. Have students look at the pictures on pages 13-18. Ask: How do the pictures make you feel?

2. Have students pay attention to details in the photos. Ask: What do you see, hear, touch, taste, and smell? Have students record their findings on their Senses

Reread your acrostic poem from week one. Think about how your poem relates to the Essential Question, “Who am I?” (1A)

Listen to your teacher as he/she reads the key vocabulary words on p. 10. As a class, pronounce each key vocabulary words after your teacher says it.

Write a key vocabulary word on one side of an index card. Use a dictionary or the glossary to find the definition of the key vocabulary words. Write this definition in the center of the opposite side of the index card. On the top-left corner of the index card, write a sentence using the word. On the top-right corner of the index card, write a synonym of the word. On the bottom-left corner of the index card, write an antonym. On the bottom-right corner of the index card, draw an illustration representing the word. Make a hole on the index cards. Use a metal ring to hold all the vocabulary cards you will need to learn for this unit. (6A, 6B)

Follow teacher instructions. (15 minutes). (6A, 6B)

Follow teacher instructions.


Use the Visualize Reading Strategy to form mental images before reading “First Names.”

1. Look at the pictures on pages 13-18. How do the pictures make you feel?

2. Pay attention to the details in the photos. What do you see, hear, touch, taste, and smell? Record your findings on your Senses Chart.



http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/Five_Senses_Chart.pdf



Chart.

3. Have students reexamine the photos and ask how the people and places in the photos relate to their own lives. Have them record their thoughts on the Senses Chart.

4. Have students use the bottom half of their Senses Chart to make a drawing of what they visualize.

Build student’s background by discussing where names come from (T12). Have students reflect about their origins of their names and whether it describes their personalities.

Have students learn about names from around the world by using www.hbedge.net. Have students view a naming ceremony from another culture. (11B, 11C)

3. Look at the photos once again. How do the people and places in the photos relate to your life? Record your thoughts on your Senses Chart.

4. Use the bottom of your Senses Chart to make a quick drawing of what you visualize.

Think about where names come from. Think about your name. Where does your name come from? Does it tell what you are like? When you read, “First Names” think about which ones you like.

Use the Internet (www.hbedge.net) to learn about names from around the world and to view a naming ceremony from another culture.

Lesson 4: continued(T13-T17) Read Aloud the text on pages 14 and 15. Help students understand how to

use the “Key Vocabulary” and “In Other Words” at the bottom of the pages. (6A)

Think-Pair-Share: Have students think aloud in pairs how both Amys are the

same and how they are different. (16F)

Read Aloud the text on pages 16 and 17. (16F)

Monitor the students’ comprehension by asking: What is the name of the hurricane? How do you know?

[20 minutes] Conduct a mini-lesson using the Grammar Transparency that corresponds to this unit. (Grammar & Writing Practice Book) (1C)

Follow along as your teacher reads pages 14 and 15. As you read, use the “Key Vocabulary” and “In Other Words” to help you understand what you read. (6A)

Think about the two Amys in this story. How are they the same? How are they different? Share your thoughts with a partner. (16F)

Follow along as your teacher reads pages 16 and 17. (16F)

Use the text to answer the following questions. What is the name of the hurricane? How do you know?

Follow teacher instructions. (20 minutes). (1C)

Lesson 4: continued (T18-19)


Read Aloud the text on page 18. (16F)

Have students analyze “First Names” using questions on page 19.


Follow along as your teacher reads page 18. (16F)

Think about the story “First Names.” Analyze “First Names” by answering questions on p. 19.



http://www.esubjects.com/curric/general/supplements/ReadingAloudTeachersOnly.pdf



http://www.hbedge.net/








Have students return to the text: Have students reread the selection and use their own words to say what two of the names mean. (Edge Interactive Practice Book) (11C)

[20 minutes] Conduct a mini-lesson using Grammar Transparency that corresponds to this unit. (Grammar & Writing Practice Book) (1C)

Reread the selection. In your own words, tell a partner what two of the names mean. (11C)

Use Writer’s Craft Notebook to write notes. Follow teacher instructions. (20 minutes). (1C)

Lesson 5 Before Reading (T20-T21) Introduce character using “A Day At The Races.”

Build background for Shakespeare’s Romeo & Juliet.

Introduce characters in a play. Model how to identify characters in a play.

Have students use “Look Into the Text” to understand how to identify characters in a play and how the characters feels. Have students use this strategy when they read “Romeo & Juliet.”

Have students make connections across texts. Revisit “First Names” to see what people say their names mean. Provide background for Romeo and Juliet. Ask students: What do the characters think a name means?

Have students read and understand the background information on page 21.

Write notes in your Writer’s Craft Notebook about characters. Follow teacher instructions.

Build background for Shakespeare’s Romeo & Juliet.

Use your Reader’s Notebook to take notes about characters in a play. First find the names of the character. To learn what a character is like, read what the character says.

Read the sample of how Juliet feels during this section of the play. When you read “Romeo & Juliet,” look to see which character is speaking. Read the dialogue to see how the character is like.

Edge Interactive Practice Book: Make connections across texts by revisiting “First Names.” What do people say their names mean? You will read part of a famous play. Romeo and Juliet are in love. What do the characters think a name means?

Read page 21 to better understand the play “Romeo & Juliet.”Read (T22-T24) Have two students volunteer to role-play pages 22 and 23.

[20 minutes] Conduct a mini-lesson using Grammar Transparency that corresponds to this unit. (Grammar & Writing Practice Book) (1C)

Connect with content area using Teacher notes that corresponds to this unit.

Have students apply their learning by responding to the Analyze section by using Numbered Heads Together. (6A, 6B)

1. Divide students into groups of four.

2. Have students number off 1-4.

3. Teacher asks the first question. Students huddle to make sure all can respond to the questions. After adequate time to search for the answer, say, “heads apart.”

4. Teacher spins (Spinner) to determine which student will respond. Choose the

A student will play Juliet. Another student will play Romeo. Read aloud the play on pages 22 and 23. Remember to use “Key Vocabulary” and “In Other Words” to clarify the meaning of the text.



Apply what you have learned by answering the questions on p. 24.

1. Your teacher will place you in a group of four.

2. In your group, count off by 1-4.

3. Listen to the first question. Look for the answer. Put your heads together to discuss the answer. Then the teacher will say, “heads apart.”

4. Look at the spinner to see which number it stops on. If your number is chosen raise your hand immediately to answer the questions for your team. (6A, 6B)



http://www.esubjects.com/curric/general/supplements/ReadingOutLoud.pdf

first student that raises his/her hand.

5. Assign points to the group that correctly answers the question.

6. Repeat Steps 3-5 for the remaining questions.

Have students reread Romeo’s dialogue. What does he mean when he says, “Then I will have a new name and a new life”?

5. Your teacher will assign points to the group that correctly answers the question.

6. Repeat Steps 3-5 for the remaining questions.

Reread Romeo’s dialogue. What does he mean when he says, “Then I will have a new name and a new life”? Share your thought with the class.

Week 4Days 1-5 Lesson 6 Reflect and Assess (T25) Have students critically think about Cluster 1 (T25) by comparing text, generalizing,

explaining, and analyzing information related to the essential question. (1A)

Have students use the Edge Interactive Practice Book that corresponds to this unit.

Group students in pairs to orally review key vocabulary. (6A, 6B)

Have students write in Reader’s Notebook to reflect about the names in “First Names.” Have them explain what their names relate to and how they like their name. Students must use at least four key vocabulary words. (1A, 6A, 6B)

With a partner, critically think about Cluster 1 by answering question on p. 25. (1A)


With a partner, read the sentences on p. 25 and insert the correct key vocabulary words into the blanks. (6A, 6B)

Think about the names in “First Name” and what they relate to. In your Reader’s Notebook, use four key vocabulary words to explain what your own name relates to. Tell why you like your name. Complete the following sentence stems when writing in your Reader’s Notebook: My name is _____. I got my name because _____. I like my name because _____. (1A, 6A, 6B)

Lesson 7-8 Integrate the Language Arts (T26-T28) Conduct a mini-lesson using Grammar Transparency that corresponds to this unit.

(ELPS 5D)

Have students orally practice subject and predicate in sentences 1-5. (ELPS 5D)

Have students complete the sentences. (ELPS 5D)

Have students develop their language by learning about an actor. Have them work in partners to find out more about their favorite actor. Have students read about the actor and listen to an interview with the actor on www.hbedge.net. Have student collect facts about the actor. What is the actor’s name? Where is the actor from? How old is her or she? What are the actor’s movies like? Why are you interested in this actor?

Have students create a poster with their favorite actor’s information and pictures. Have students use the sentence stems on p. 26.

Use Writer’s Craft Notebook to take notes. Follow teacher instructions. (ELPS 5D)

Use personal information and information you learned about your classmates to orally complete sentences 1-5. (ELPS 5D)

Using the Writing Practice on p. 26 choose the correct words and write each sentence. (ELPS 5D)

Think about your favorite actor. With a partner search the Internet using www.hbedge.net. Read about your favorite actor. Listen to an interview with the actor. Collect facts about the actor. What is the actor’s name? Where is the actor from? How old is he or she? What are your actor’s movies like? Why are you interested in this actor?

Create a poster using construction paper or develop a poster on the computer about your favorite actor. Your poster should have photos of your favorite actor. Use the following sentence frames to write information about your actor on your poster. My actor’s name is _____. (He/She) is from _____. (He/She) is _____ years old. My





Conduct a focus lesson using Edge Interactive Practice that corresponds to this unit. (11C)

Conduct a vocabulary study using Edge Interactive Practice that corresponds to this unit. (6C)

Review how words are related to one another. Have students work with a partner to complete a Closed Word Sort using the words on p. 27. [Print the Close Words Sort Chart and cut the words so students can manipulate the words into the proper categories.]

Create small cooperative groups for a mini research project. Have students research the origins of their first names using www.hbedge.net. Have students present their findings. Provide students with index cards.

Have students write a postcard using the three steps on T28. Provide students with blank postcards. (1A)

actor’s movies are _____. They are also _____.

Use your Reader’s Notebook to take notes. Follow teacher instruction. (11C)

Follow teacher instructions. (6C)

Review how words are related to one another. Look at the list on p. 27 and how the category “Relatives” fits each word. With a partner read the words in the box and decide which of the three categories each word belongs to.

Work together in your small group to learn more about your first name. Use the Internet to research the following questions. Where does your name come from? What does it mean? Use index cards to take notes about your findings. Use your notes to present the meaning of your name. Present your findings by either drawing a picture of yourself and listing the information you found about your name. or a document on the computer with pictures and the information you found. You may use the following sentence stems to present your findings. [My name is _____. In Spanish, it means _____. It is a common name. OR It is a unique name.]

Use the model postcard on p. 28 to write your own postcard to a friend or relative. (1A)

Lessons 9 Language Workshop (T29) Activate prior knowledge by asking students what they know about reporters and

television programs. Read the introduction.

Use the Language Workshop CD to listen to a model conversation. Have students read along on p. 29.

Model the use of asking and answering questions using the verb “do”. Have student talk with a partner and practice questions using the phrases (1-5) on p. 30.

Have students practice using the proper “do” verb in sentences 6-10.

Question, Signal, Stem, Share, Assess Strategy: A strategy to get students to

use new academic language during student-student interactions. The teacher asks a question and asks students to show a signal when they are ready to respond to the question with a particular sentence stem provided by the teacher. When all students are ready to share, they share their answers. Students are then assessed either through random calling on individual students after the conversation or through writing assignments that follow the conversation. (Seidlitz, 2008)

Question: Have students look at the photo of Los Angeles on p. 30. Ask: Based on

What do you know about reporters and television programs? Share your thoughts with the class. Read the introduction on p. 29.

Listen to the conversation and follow along on p. 29.

Talk to a partner by asking and answering questions using the phrases on p. 30 numbers 1-5.

Write sentences 6-10 by using the correct “do” verb.

Use the Question, Signal, Stem, Share, Assess Strategy

Question: Look at the photo of Los Angeles on p. 30 and think about the following question. Do you like Los Angeles? Why or why not?




http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/Close_Word_Sort_Chart.pdf

http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/Close_Word_Sort_Chart.pdf

what you see in the picture, do you like Los Angeles? Why or why not?

Signal: Have students stand up. Have students raise their hands when they can finish either of these sentences…

Stem: “I like Los Angeles because… OR I do not like Los Angeles because…”

Share: Have students turn to a partner and share their thoughts. [Students keep their hand raised until they have found a partner.]

Assess: Have students write in their Writer’s Craft Notebook for five minutes about their feelings about Los Angeles.

Lesson 10 Do a Survey (T31) Model methods for conducting a survey. Guide students through the “How to ask

and answer questions” section on p. 31.

Have students ask their family some questions and write down their answers.

Have students create six questions, including the ones on p. 31, to ask their family.

Have students report their results to the class by using sentence strips to post family comments. [example: We are happy here.]

Signal: Stand up when your teachers instructs you to do so. When you are able to complete one of the following sentences, you need to raise your hand.

Stem: “I like Los Angeles because… OR I do not like Los Angeles because…”

Share: Keep your hand raised until you have found a partner with whom to share your thoughts about Los Angeles.

Assess: Return to your desk and write in your Writer’s Craft Notebook for five minutes about your feelings about Los Angeles.

Understand how to ask and answer questions using samples on p. 31.

You will survey your family using questions that will be created in class. You need to take notes from your family’s responses.

Beginning with the questions on p. 31, write six questions that you will ask your family.

Use your survey notes to write result statements on sentence strips. [Example: We are happy here.]

Weeks 5-6 Cluster 2:Lesson 11 & 17 (T32-T51) Week 5Days 1-5 Lesson 11 Prepare to Read (T32) Have students reflect in their Writer’s Craft Notebook about how family and culture

affect who they are. (1A) Review the four steps of the Make Words Your Own Routine (PD27) [Edge

Interactive Practice Book, pp. 18-19]: (6A, 6B)

1. Pronounce Have students pronounce key vocabulary.

2. Study Examples Provide examples for key vocabulary and elicit elaboration from students.

3. Encourage Elaboration Model a Word Web for the word “beautiful” using

Reading Transparency that corresponds with this unit.

Using your Writer’s Craft Notebook reflect about how family and culture affect who you are. (1A)

Follow teacher instruction. (6A, 6B)

1. Repeat each key vocabulary word after the teacher to practice pronunciation.

2. Read the examples on p. 32 for each key vocabulary words.

3. Using the model given by your teacher, create a Word Web.



http://www.saisd.net/dept/bilingual/index.php?option=com_docman&task=doc_download&gid=286&Itemid=36

4. Practice the Words Group students to collaboratively work on Word Webs

for the key vocabulary that will be used in this cluster. (Use Edge Interactive Practice Book, that corresponds with this unit.) (6B and ELPS 3E)

Review previewing the text with “Growing Together.” Ask students to form mental images using the Visualize Reading Strategy by using the Senses Chart.


2. Have students pay attention to details in the photos. Ask: What do you see, hear, touch, taste, and smell? Have students record their findings on their Senses Chart.

3. Have students reexamine the photos and ask, how the people and places in the photos relate to their own lives. Have them record their thoughts on the Senses Chart.

4. Have students use the bottom half of their Senses Chart to make a quick drawing of what they visualize.

Build students background by discussing Cuba and Georgia. (T34). Have students reflect about how it feels to live in two cultures.

Have students learn about the country Cuba by searching: www.hbedge.net. Have students find out more about the state of Georgia. (11B, 11C)

4. Work with a partner to put the key vocabulary words into groups. Deepen your understanding of the words using the Edge Interactive Practice Book. (6B and ELPS 3E)

Use the Visualize Reading Strategy to form mental images before reading “First Names.”


2. Pay attention to the details in the photos. What do you see, hear, touch, taste, and smell? Record your finding on your Senses Chart.



Think about living in a different country. Think about people who live in two cultures. Think about your name. What is your experience with living in two cultures?

Use the Internet (www.hbedge.net) to learn more about the country Cuba and the state of Georgia.

Lesson 11: continued(T34-T39) Read Aloud the text on pages 36 and 37. Remind students to use the “Key

Vocabulary” and “In Other Words” at the bottom of the pages. (11B, 11C)

Think-Pair-Share: Have students think aloud in pairs: Does the narrator like

her home in Georgia? Why or Why not? (16F)

Read Aloud the text on pages 38 and 39. (16F)

Have students summarize: What does Carmita’s father tell her about the magnolia tree and the mango tree?

[20 minutes] Conduct a mini-lesson using Grammar Transparency that

Follow along as your teacher reads pages 36 and 37. As you read, use the “Key Vocabulary” and “In Other Words” to help you understand what you read. (11B, 11C)

Think about the narrator of this story. Does the narrator like her home in Georgia? Why or why not? (16F)

Follow along as your teacher reads pages 38 and 39. (16F)

Use the text to answer the following question. What does Carmita’s father tell her about the magnolia tree and the mango tree?

Use Writer’s Craft Notebook to take notes. Follow teacher instructions. (20 minutes). (1C)

















corresponds to this unit. (1C)Lesson 11: continued (T40-41)

[20 minutes] Conduct a mini-lesson using Grammar Transparency that corresponds to this unit. (1C)

Read Aloud the text on page 40. (16F)

Have students analyze “Growing Together” using questions on page 41.

Have students return to the text: Have students reread the selection and use their own words to explain why Carmita’s father talks to her about grafting a tree. (Use Edge Interactive Practice Book, that corresponds to this unit.) (11B, 11C)

[20 minutes] Conduct a mini-lesson using Grammar Transparency that corresponds to this unit. (1C)


Follow along as your teacher reads page 40. (16F)

Think about the story “Growing Together.” Analyze “Growing Together” by answering questions on p. 41.

Reread the selection. In your own words, tell a partner why Carmita’s father talks to her about grafting a tree. Use textual evidence to support your answer. (11B, 11C)


Lesson 12 Before Reading (T42) Introduce elements of poetry using T42.

Have students use “How to Read Poetry” to understand how to interpret poems. Introduce the Window Pane Strategy to help students read poetry. Have students use the graphic organizer to read “My People.”

1. Have students read the poem aloud. Ask: How does it sound?

2. Have students read the poem again slowly. Have them look for patterns; listen for patterns.

3. Have students read it again. Ask: How does the poem make you feel?

4. Finally Ask: What does it mean?

Have students connect across texts by revisiting “Growing Together.” How is Carmita part of two cultures? Ask students: What does this author say about the people in her culture?

Have students read and understand the author’s background information on page 44.

Use your Reader’s Notebook to take notes about patterns in poetry.

Read the sample of a poem on p. 42 to understand how to interpret poems. Use the Window Pane Strategy .

1. Read the poem aloud. Ask: How does it sound?

2. Read the poem again slowly. Look for patterns. Listen for patterns.

3. Read it again. Ask: How does the poem make you feel?

4. Ask: What does it mean?

Edge Interactive Practice Book: Connect across texts by revisiting “Growing Together.” How is Carmita part of two cultures? What does this author say about the people in her culture?

Read page 44 to better understand the poem “My People.”

Lesson 13 Read (T43-T44) Create posters for the night, stars, and sun. Use your Randomize strategy to pick

students to role-play the poem on p. 43.

[20 minutes] Conduct a mini-lesson using Grammar Transparency that

Your teacher will choose students to role-play the poem on p. 43. Read aloud the poem on page 43. Remember to use “Key Vocabulary” and “In Other Words” to clarify the meaning of the text.

Use Writer’s Craft Notebook to take notes. Follow teacher instructions. (20 minutes). SAISD © 2008-09 – First Grading Period ESOL I- Initial Release Aug 08, V1 of 30






corresponds to this unit. (1C)

Have students apply their learning by responding to the Analyze section using Numbered Heads Together. Students huddle to make sure all can respond to

the questions given by the teacher; teacher uses 1-4 spinner. The student whose number the spinner falls on will respond. (T44). (6A, 6B)

Have students reread the poem. What three comparisons does the author make?

(1C)

Apply what you have learned by answering the questions on p. 44. First, read through all the questions and gather information from the text for each one. You will use Numbered Heads Together to answer the questions in the class. First, you will number off from 1 through 4. In your groups, make sure everyone knows what number they will represent. The teacher will read the questions. Everyone in your group will put your heads together to discuss the answer to the question. Make sure everyone in your group can answer the questions. The teacher will say, “Heads apart.” Look at the spinner to see which number will be chosen. If your number is chosen, raise your hand immediately to answer the questions for your team. (6A, 6B)

Reread the poem. What three comparisons does the author make? Share your thoughts with the class.

Week 6Days 1-5 Lesson 14 Reflect and Assess (T45) Have students critically think about Cluster 2 (T45) by comparing text, interpreting,

and generalizing about the essential question. (1A)

Have students respond to the open-ended question on p. 45 using the Edge Interactive Practice Book.


Have students write in Reader’s Notebook to reflect how “Growing Together” and “My People” show relationships between places and people. Have them draw a self-portrait with labels and captions that tell about their families and a place that is important to them. Students must use at least four key vocabulary words. (1A, 6A, 6B)

With a partner, critically think about Cluster 2 by answering the questions on p. 45. (1A)

How do family and culture make you the person that you are? (Edge Interactive Practice Book) (1A)

With a partner read the sentences on p. 45 and insert the correct key vocabulary words into the blanks. (6A, 6B)

Think about the relationships between places and people in “Growing Together” and “My People.” In your Reader’s Notebook use four key vocabulary words to explain about your family and a place that is important to you. Draw a picture that shows your family and a place that is important to you. Complete the following sentence stems when writing in your Reader’s Notebook: This place is _____. It is important to me because _____. The people are _____. They are important to me because ____. (1A, 6A, 6B)

Lesson 15-16 Integrate the Language Arts (T46-T48) Conduct a mini-lesson using Grammar Transparency to review subject pronouns

and guide students to complete the activity on p. 46. (ELPS 5D)

Have students orally practice adding the correct pronoun and answering their partner’s question in numbers 1-5. (ELPS 5D)

Have students write a short answer to each question on numbers 6-10. (ELPS 5D)

Have students develop their language by learning about another country. Have students work in partners to read about a different country using the Internet (www.hbedge.net). Have students choose a country and gather information. Is the country big or small? Are the days cold or hot? Does it rain a lot? Do the people

Use Writer’s Craft Notebook to take notes to review subject pronouns. Complete the activity on p. 46. (ELPS 5D)

Orally practice using correct pronouns by answering your partner’s question from numbers 1-5. (ELPS 5D)

Using the Writing Practice on p. 46, write a short answer to the questions on numbers 6-10. (ELPS 5D)

Think about a country you would like to know more about. With a partner, search the Internet using www.hbedge.net. Gather information about your country. Use the following questions to guide your search. Is the country big or small? Are the days cold or hot? Does it rain a lot? Do the people speak Spanish there? Do they have





speak Spanish there? Do they have mango trees?

Have students play Ten Questions to practice asking and answering questions. Place students in groups of four for this activity. Have students imagine they are the country they choose (Student 1 begins and chooses the country and assumes the role.) Have the other students (Students 2-4) in the group ask Student 1 questions that start with Is, Are, Do, or Does to guess what country Student 1 is from. If the Students 2-4 cannot guess after the tenth question, Student 1 reveals the answer. Students 2-4 follow the same steps with their country. Have students use the sentence stems on p. 46 to create questions.

Conduct a vocabulary study using Edge Interactive Practice Book, that corresponds to this unit. (6C)

Review how words are related to one another. Have students review the Concept Cluster for “mango tree” on p. 47. Have them add to the Concept Cluster by asking: What do you know about mangoes? What can you say about mangoes? Have students work with a partner to complete a Concept Cluster using “magnolia tree.” Have students answer the questions in pairs: What is it? What does it look like? Where does it grow? What does it need?

Review “Growing Together” and sequencing events. In pairs have students copy the events on p. 47 and list the remaining events of the story.

Have students practice sequence of events by creating a timeline for their life experiences. ADD A GRAPHIC ORGANIZER FOR A TIMELINE.

Have students write an interview. Use T48 to guide students in conducting an interview.

1. Plan: Have students think of someone they want to interview about their hobbies. If students cannot decide whom to interview, randomly pair students for the interview. Have students write 5 to 7 questions for the interview. Students may use sample questions on p. 48.

2. Conduct the Interview: Arrange the classroom for students to set up interview sessions. Remind students about asking and answering questions and using the correct forms of the verb. Allow students to conduct the interview and write answers to their questions using the sample method on p. 48.

3. Share: Put students into groups of four. Allow students to share their interview results with one another.

mango trees?

Use this strategy to practice creating and asking questions. You will be placed in a group of four. In your group count off from 1 through 4. Student 1 will imagine he or she is the country he or she researched. Students 2-4 will ask Student 1 yes/no questions using Is, Are, Do, or Does to guess what country he or she represents. If Students 2-4 cannot guess after the tenth question, Student 1 reveals the answer. Students 2-4 follow the same steps with their countries. Use the sentence stems on p. 46 to create questions.

Use Reader’s Notebook to take notes. Follow teacher instructions. (1C)

Review how words are related to one another. Look at the Concept Cluster for “mango tree” on p. 47. Add to the Concept Cluster by asking: What do you know about mangoes? What can you say about mangoes? With a partner, create a Concept Cluster for “magnolia tree” using the following questions. What is it? What does it look like? Where does it grow? What does it need?

Review the sequencing events in “Growing Together” with a partner. Copy the events on p. 47 and list the remaining events of the story.

Practice sequencing events by creating a timeline for your life experiences.

Write notes about conducting an interview.

1. Plan: Think of a classmate that you would like to interview about their hobbies. If you cannot decide whom to interview, the teacher will pair you with another student. Create 5 to 7 questions to use during the interview. You can use the questions on p. 48 to begin for your interview. [What is your name? What is your hobby? How did you choose this hobby? What do you like best about it?]

2. Conduct the Interview: Interview your partner using your created questions. Remember to write your question and leave space for your partner’s answer. Look at the sample on p. 48.

3. Share: Your teacher will put you into groups of four. Share your interview results with your group.

Lessons 17 Language Workshop (T49-T51) Activate prior knowledge of how to ask for and give information.

Use the Language Workshop CD to listen to a rap. Have students read along on p.

How do you ask someone for information? How do you give someone information?

Listen to the rap on the Language Workshop CD. Read along on p. 49. Where is SAISD © 2008-09 – First Grading Period ESOL I- Initial Release Aug 08, V1 of 30


49. Ask: Where is Cynthia from?

Model the use of question words: Who? What? When? Where?

Have students learn the usage of the verb “have” using T50. Guide students through the sample sentences on p. 50.

Have students work with a partner to choose the correct verb for sentences 1-7. Have students practice the “have” verb by reading aloud the complete sentences.

Have students use the “have” verb. Students will describe their classmates by writing five sentences about how they and their friends look. Sentences should include “have” or “has.”

Lesson 17 Playing a Guessing Game (T51) Model how to play Guess Who. Guide students through the “How to Ask for and

Give Information” section on p. 51.

1. Have students decide what they would like to know using the question words on p. 51.

2. Ensure that students begin their questions using the correct question word.

3. Guide students to give information in their answer.

4. Print out the Guess Who game pieces. Place the bank of characters on the board.

5. Divide the class into 2-4 groups. The student whose birthday is closest to today’s date will choose a mystery card from the deck. The other students in the group will ask questions about the Mystery Piece. Students will try to guess who is on the card.

Cynthia from?

Repeat the question words: who, what, when, and where after your teacher.

Practice the verb “have” using the sample sentence on p. 50.

Work with a partner. Choose the correct verb for sentences 1-7. Read each sentence aloud.

Write five sentences about how you and your friends look. Sentences should include “have” or “has.”

Follow your teacher’s instructions about how to play Guess Who.

1. Using the question words on p. 51, decide what you would like to know.

2. Begin each question with the correct question word.

3. Give information in your answer.

4. Use the characters on the board to guess which character has been chosen.

5. Your teacher will put you into groups. The student whose birthday is closest to today’s date will choose a mystery card from the deck. The other students in the group will ask questions about the mystery card. You will try to guess who is on the card.

Weeks 7-8 Cluster 3:Lesson 19 & 24 (T52-T68)Week 7Days 1-5 Lesson 18 Prepare to Read (T52) Have students engage in this reading by activating prior knowledge. Ask: How is

your body unique?

Model the pronunciation of the key vocabulary words on p. 52. Have students chorally repeat each key vocabulary word.

Have students learn the meaning of the key vocabulary words by using the

Vocabulary Graphic strategy (T10). Procedure: Give students 3 x 5 index cards.

Think about your body is unique. Share your ideas with the class.

Listen to your teacher as he/she reads the key vocabulary words on p. 52. As a class, pronounce each key vocabulary words after your teacher says it.

Write a key vocabulary word on one side of an index card. Use a dictionary or the glossary to find the definition of the key vocabulary words. Write this definition in the center of the opposite side of the index card. On the top-left corner of the index card,




Have students write the word on one side of the index card. Instruct students to find the meaning of the given word and write it in the center of the opposite side of the index card. Tell them to record the following information in each of the card's four corners: a sentence using the word, a synonym, an antonym, an illustration. Hook the cards together to make the Unit One vocabulary file. (6A, 6B)

Have students use the Edge Interactive Practice Book that corresponds to this unit. (6A, 6B)

Use the Reading Transparency that corresponds to this unit. (11B, 11C)

write a sentence using the word. On the top-right corner of the index card, write a synonym of the word. On the bottom-left corner of the index card, write an antonym. On the bottom-right corner of the index card, draw an illustration representing the word. Make a hole on the index cards. Use a metal ring to hold all the vocabulary cards you will need to learn for this unit. (6A, 6B)

Follow teacher instructions. (15 minutes). (6A, 6B)

Follow teacher instructions. (11B, 11C)

Lesson 19 Before Reading & Build Background (T53-T54) Previewing the text using “Ways to Know You.” Ask students to form mental

images (Visualize Reading Strategy) by using the Senses Chart.


2. Have students pay attention to details in the photos. Ask: What do you see, hear, touch, taste, and smell? Have students record their findings on their Senses Chart.

3. Have students reexamine the photos and ask how the people and places in the photos relate to their own lives. Have them record their thoughts on the Senses Chart.

4. Have students use the bottom half of their Senses Chart to make a drawing of what they visualize.

Build student’s background by discussing ways in which people are similar and different (T54). Choose two students to compare. Have students complete a Venn Diagram comparing physical attributes of two students.

Have students view photos of eye patterns and learn more about fingerprints using www.hbedge.net. (11B, 11C)

Use the Visualize Reading Strategy to form mental images before reading “Ways To Know You.”


2. Pay attention to the details in the photos. What do you see, hear, touch, taste, and smell? Record your findings on your Senses Chart.



Think about how people are similar and different. Your teacher is going to randomly select two students. Follow your teacher’s directions to complete a Venn Diagram comparing physical attributes of two students.

Use the Internet (www.hbedge.net) to view photos of eye patterns and learn more about fingerprints.

Lesson 19: continued(T13-T17) Think-Pair-Share: Have students think aloud in pairs what makes each of us

unique. (16F)

Have students read pages 55-57 using the Popcorn Strategy. Help students

understand how to use the “Key Vocabulary” and “In Other Words” at the bottom of the pages. (11B, 11C)

Think about what makes each of us unique. Share your thoughts with a partner. (16F)

Volunteer to read sections of pages 55-57. Follow your teacher’s instructions to Popcorn Read. (11B, 11C)

Use the text to answer the following questions. What is one way that people are unique?



http://www.esubjects.com/curric/general/supplements/Popcorn.pdf







http://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1ccvenn.asp#Top

http://www.lpg.fsu.edu/charting/InstructionalStrategies/howto-tactics/ht-k1ccvenn.asp#Top







Monitor the students’ comprehension by asking: What is one way that people are unique?



Lesson 19: continued (T58-T59)




Monitor the students’ comprehension by asking: What makes each person’s eyes unique?



Have students analyze “Ways to Know You” using questions on page 61.

Have students answer 1-2 using their Reader’s Notebook on page 61. Think-Pair-Share: Have students think aloud in pairs what different eyes,

fingerprints, and other things can you visualize. (16F)

Have students reread the text and write the ways their bodies are unique using their Reader’s Notebooks.

Conduct a class discovery, of finger prints. Use the Finger Print Lab procedures.



Use the text to answer the following questions. : What makes each person’s eyes unique?


Think about the story “Ways to Know You.” Analyze “Ways to Know You” by answering questions on p. 61.

Use your Reader’s Notebook to answer questions 1-2 on page 61.

Think about what different eyes, fingerprints, and other things can you visualize. Share your thoughts with a partner. (16F)

Reread the text and write the ways your body is unique using your Reader’s Notebook.


Lesson 20 Before Reading & Read “Who is She” (T62-T66)

Ask students to describe an event. [What did you do this morning?]

Introduce Text Structure: Sequence using T62. Review the “How To Identify Sequence.”

Think about all the different things you did this morning. Share them with the class.

Using Reader’s Notebook, take notes about Text Structure: Sequence. Copy the Sequence Chart on page 62. As you read, pages 63-66 take notes of the important events of the story.







Have students read “Look Into the Text” to begin the Sequence Chart.

Connect Across Text: Have students respond to the question raised in this article.

Have students read p. 63-65.

In order to monitor comprehension, ask: What did Dr. Daugman study about the picture? How did this help?

Have students read p. 66 and complete their Sequence Chart.

Share with your partner the three steps you used for determining the meanings new words.

To connect across text, “Ways to Know You” shows ways that people are special. In this magazine article, many people have a question. How can science help get the answer? Think – Pair – Share your response.

Read pages 63-65.

Using your Reader’s Notebook answer the following: What did Dr. Daugman study about the picture? How did this help?

Read p. 66 and complete your Sequence Chart. Have students apply their learning by completing the Analyze section. (T66). (6A,

6B, 11C)

Have students respond and use textual evidence in their Reader’s Notebook to name a detail that show the girl and the woman are the same person.

[20 minutes] Conduct a mini-lesson using the Grammar Transparency, that corresponds to this unit. (1C)

Discuss the answer for questions 1-2 on page 66. With a partner look at your Sequence Chart. Do you agree about the events and their sequence?

Write in your Reader’s Notebook a detail that the girl and the woman are the same

person. Use textual evidence to support your written response.


Week 8Days 1-5 Lesson 21 Reflect and Assess (T67) Have students critically think about Cluster 3 (T67): summarize, speculate, and

explain relating to essential question. (1A)


Have students write in Reader’s Notebook to explain the ways our body patterns are special or unique. Students must use at least four key vocabulary words and begin the given sentence stem on p. 67. (1A, 6A, 6B)

Critically think about the different activities relating to the Cluster 3. Think about the different text you read in this Cluster and answer the three areas relating to the essential question. (1A)

With a partner read the sentences on p. 67 and insert the correct key vocabulary words into the blanks. (6A, 6B)

Write a paragraph using three key vocabulary words to explain the ways our body patterns are special or unique. Use the following sentence stem, to begin your paragraph. [Our body patterns make us special. But we are special in other ways, too. For example…] (1A, 6A, 6B)

Lesson 22 Integrate the Language Arts (T68-T69) Conduct a mini-lesson using Grammar Transparency to review subject pronouns

and guide students to complete the activity on p. 68. (ELPS 5D)

Have students orally practice adding the correct pronoun and answering their partner’s question in numbers 1-6. (ELPS 5D)

Have students write about the people in the photographs on pages 56-66. Have students use as many different subject pronouns as possible. Have students use sentence stems 7-8 to begin their writing. (ELPS 5D)

Have students develop their language by asking a partner questions to find out

Use Writer’s Craft Notebook to take notes. Follow teacher instructions. (ELPS 5D)

Orally practice using correct pronouns by answering your partner’s question from numbers 1-6. (ELPS 5D)

Write about the photographs on pages 56-66. Use as many different subject pronouns to describe the photographs. Begin your writing with the following sentence stems. [Three girls are on page 56. They have ___. A boy is on page 58. He has ___.] (ELPS 5D)

Think of questions to ask a partner to find out what makes him or her unique. [Where SAISD © 2008-09 – First Grading Period ESOL I- Initial Release Aug 08, V1 of 30


what makes him or her unique. Have students ask about home, family, and interests, using the questions words on page 68. [Where do you live? Who is in your family? What color is your room?] Have students find out about family activities and interesting hobbies using the Internet (www.hbedge.net).

Conduct a vocabulary study on Synonyms and Antonyms. (6C)

Have students choose the synonym for each underlines word for numbers 1-3 on page 69.

Have students read the word in parentheses for numbers 5-8. Have students complete sentences using the correct antonym.

Review “Who Is She?” by creating a time line. In pairs have students see examples of time lines using www.hbedge.net. Have students follows steps 1-3 to create a time line for the woman in the story.

do you live? Who is in your family? What color is your room?] With a partner, search the Internet using www.hbedge.net. Gather information about family activities and interesting hobbies.

Use Reader’s Notebook to take notes about synonyms and antonyms. Follow teacher instructions. (1C)

Choose the synonym for each underline word for numbers 1-3 on page 69.

Read the word in parentheses for number 5-8. Complete sentences using the correct antonym.

Review “Who Is She?” with a partner by creating a time line. Use the Internet to see examples of time lines (www.hbedge.net). Create a time line for the woman in the story.

Lesson 23 Workplace Workshop (T70-71) Have students discover if a part-time job is right for them. Have students take the

career quiz on page 70. Review and interpret student results.

Have students discuss personalities and how that affects the type of part-time career one would enjoy using the chart on page 70.

Have students read the three student descriptions of their after-school jobs on page 71.

Have students research more about part-time jobs that can lead to careers on www.hbedge.net. Have them find a job that interests them.

Have students complete the chart on page 71.

Have students write a paragraph about their part-time job. Have students use the following sentence stems to write. [My name is ___. I like ___. I would like to work for ____ because ____. I want to be a _____.]

Use the career quiz on page 70, to figure out if a part-time job right for you.

Discuss personalities and how that affects the type of part-time job you would enjoy by using the chart on page 70.

Read the student descriptions of their after-school jobs on page 70.

Use the Internet (www.hbedge.net) to research more about part-time jobs that can lead to careers. Find a job that interests you.

Copy the chart on page 71 and complete it using your interests.

Write a paragraph about your ideal part-time job. Use the follow sentence stems. Have students write a paragraph about their part-time job. Have students use the following sentence stems to write. [My name is ___. I like ___. I would like to work for ____ because ____. I want to be a _____.]

Lesson 24 Unit Wrap-Up (T72-T73) In cooperative groups, have students reflect on the Essential Question, “Who Am

I?”

Have students Round Robin the answers to the following questions using the complete sentence.

1. What can our names tell others about us?

2. Why are families important? How can they form our personality?

Work with your cooperative group, to reflect on the Essential Question, “Who Am I?”

In your cooperative group, each one will take turns answering the following questions using complete sentences.

1. What can our names tell others about us?

2. Why are families important? How can they form our personality?SAISD © 2008-09 – First Grading Period ESOL I- Initial Release Aug 08, V1 of 30








3. What can our fingerprints and retinas show others about us?

Follow the direction on page 73 for the Unit Review Game.

3. What can our fingerprints and retinas show others about us?

Follow teacher instructions.Week 9Days 1-5Lessons 1-5 Unit 1 Writing a Poem (T74-T79)Lesson 1 Study the Form and Prewrite To help students generate ideas for writing use the strategy Topics/

Themes/Prompts.

1. Read the title, “I AM LA LUNA.” Ask students to predict what they think the text will be about.

2. Read Aloud “I AM LA LUNA”

3. Distribute a blank sheet of paper and ask students to create a tri-fold.

4. To generate TOPICS from the text read, ask students for a word or two they can identify from the text. Using a transparency, record the students’ topics as they give them to you.

5. To generate THEMES from the text read, point out to students the heading is THEMES; there is more than one theme in a text.

6. To generate PROMPTS, remind student they generally start with, “Write about a time…”

7. Review the PROMPTS, reminding students the list gives them a choice on what they will write. Ask students to select one prompt on which to write, giving them time to think through them.

8. Give students ten to fifteen minutes to write.

9. Ask students to share their writing.

Follow the Teacher’s Edition for “Write a Poem,” on T74 and T76.

Before you write, it is a good idea to generate ideas. Follow your teacher’s instructions on how to use the strategy Topics/Themes/Prompts to generate ideas for writing.

1. Listen to the title of the story, “I AM LA LUNA.” What do you think the story will be about? Share your thoughts with the class.

2. Listen, as the teacher reads the story.

3. Fold the blank sheet of paper into three sections. Label the three sections using: Topics / Themes / Prompts.

4. Which word or words from the story can you identify from the text? Share your thoughts with the class. Using your tri-fold, write the words from the list under TOPICS.

5. A theme is usually written in as a sentence. Share themes that can be taken from the story. Use the words from TOPICS to think of themes that can be taken from the story. Using your tri-fold, write the themes from the list under THEMES.

6. Think about the story and how it relates to your own experiences. Share prompts that can be taken from the story. Use the information from THEMES to think of prompts that can be taken from the story. Using your tri-fold, write the prompts from the list under PROMPTS. Complete the following sentence stem: Write about a time ___.

7. Review the prompts from your tri-fold. Select one prompt to write about. Think about how you will write about this prompt.

8. Turn your tri-fold over, and write for the next 10 to 15 minutes about the prompt you chose.

9. Share your draft with the class.




http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/wri_strat/PreWritingTopicsThemesPrompts.pdf




Lesson 2 Draft Have students write a poem. (1A)

Guide students to develop their ideas with details using T76. Create synonym lists for students to use to develop ideas with details. (1C)

Have students develop a catchy beginning by developing voice. Read Aloud

The Way I Feel by Jana Cain to help students understand how the author shows emotion and voice through the story. (1B)

Follow the Teacher’s Edition for “Write a Poem,” on T76.

Use the plan you created to write a draft of your poem. (1A)

Use a thesaurus and synonyms list to develop your ideas with details. Circle general words in your draft such as good, big, a lot, etc. Replace general words with more precise words using a thesaurus or synonyms list. (1C)

Voice is a writer’s own unique way of expressing ideas. In what ways can you show your voice when you write? You can be funny. Show your sense of humor. You can include details that appeal to the senses. You can also give creative examples to help visualize the scene. Listen to the story The Way I Feel to understand how the author “shows” emotion through writing. (1B)

Lesson 3 Make Changes Elaborate on how the writing traits of focus and unity apply to a personal narrative

using T78. (1C)

Have students work on evaluating their drafts for focus and unity. Use the bottom of T78 for examples to use with students. (1C)

To provide a layer of support for declarative sentences use the Prove Its

strategy. Give students post-it notes for this revising strategy.

Have students use the checklist on p. 78 to revise their draft. (3A and ELPS 5D)

Review the organizational structure of a personal narrative by using the bottom of T78. (1B)

Instruct students to share comments about the writing and not about the writer’s experiences or beliefs.

Now that your first draft is done, it is time to polish it. Improve the focus and unity and your choice of supporting details and words. (1C)

Read your draft to a partner. Your partner will listen and create a cluster diagram to evaluate your draft’s focus and unity. Your partner will write the controlling idea in the center and details on the branches of a web. When details support the controlling idea then attach it with a solid line. When the detail does not support the controlling idea then attach it with a dotted line. If you are creating a cluster diagram answer the following questions to evaluate the focus and unity of the draft. [What is…? Why do you…? When was the …? How did you…? Does the controlling idea focus on one event and explain why it is important? Does everything relate back to the controlling idea?] (1C)

Use the post-it notes to revise your declarative sentences. Your teacher will take you through six steps on how to use the Prove Its strategy to make your declarative sentences better.

Read and answer the checklist questions on p. 78. How can you improve your work? Use the checklist to revise your draft. (3A and ELPS 5D)

Revise your draft using the following steps. 1. Look at one paragraph at a time. Do the sentences flow smoothly? Add transitional devised as necessary. 2. Next to each paragraph, write how much time it describes. Be sure the important moments are not rushed. To slow down the pace: add sentences that describe the physical scene, the actions of the characters, and what is going on inside the narrator’s head. To speed up the pace or create suspense: use shorter sentences to build up to the most important moment. (1B)

You will conduct a Peer Conferences to give feedback on the writing of your partner. Use the following sentence stems to provide appropriate feedback. [I was confused about ____. It seems like you left out ___. I don’t understand this sentence because ___.] When you are listening to your partner provide you feedback on your draft, take



http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/wri_strat/RevisingWriting_Prove_Its.pdf


Have two students read aloud the Peer Conference in the margin. Then help

students analyze and evaluate the writer’s revisions. (3A and ELPS 5D)

Have students follow the same steps to make revisions on their drafts. (3A and ELPS 5D)

notes using a T-Chart. The left-side will have your Conference Notes. The right-side will have what you have learned from the conference.

Read the marginal notes for the Peer Conference on p. 79. How did the writer improve the draft? What was deleted, added, or changed? Why? What else could the writer have done to revise the draft? (3A and ELPS 5D)

Using the feedback from your Peer Conference, use the revising steps to improve your draft. (3A and ELPS 5D)

Lesson 4 Edit and Proofread

Read Aloud each sentence. Have students listen and name the words that

should be capitalized. Then ask students to read aloud the “Try It” sentences

and identify the words that should be capitalized. (3A and ELPS 5D)

Explain how to punctuate different kinds of sentences. Use Proofreader’s Marks to correct errors on the transparency. (3A and ELPS 5D)

In order for students to edit their drafts use the Ratiocination strategy. Give

students multi-colored highlighters to use through their editing sessions.

Have students exchange drafts to Ratiocinate for capitalization, “to be” verbs, punctuation, and spelling. (3A and ELPS 5D)

Listen to the sentences that your teacher reads aloud. Tell your partner which words should be capitalized. Then read the sentences on p. 80. Rewrite the sentences by correcting the words that should be capitalized using Proofreader’s Marks. (3A and ELPS 5D)

Take notes on how to punctuate different kinds of sentences. Read your draft and check the end punctuation in your sentences. (3A and ELPS 5D)

Use the multi-colored highlighters to edit your drafts. Your teacher will take you through six steps on how to use the Ratiocination strategy to make your drafts better.

Exchange papers with a partner. Have your partner help Ratiocinate for capitalization, “to be” verbs, punctuation, and spelling. (3A and ELPS 5D)

Lesson 5 Publish and Present Explain that the final stage in the writing process is to publish the work. Have

students choose one of two ways of publishing and presenting their narrative: Do a Reading or Submit Your Writing to a School Newspaper or Magazine. (3D)

When students present have audience provide appropriate feedback.

Print or write a clean copy and share it with your audience. Choose one of two ways of publishing your work. 1. Poetry Reading or 2. Submit Your Writing to a School Newspaper or Magazine. (3D)

If you present your poem use the feedback from your audience to evaluate your strengths as a writer. What parts of your narrative did your audience like? What parts of your narrative did your audience say need improvement? What would you like to do better the next time you write? Set a goal for your next writing project.

Review vocabulary, grammar, writing process, and reading strategies from previous weeks.

Administer the Unit 1 Assessment.

Review your Reader’s Notebook and Writer’s Craft Notebook notes to review all that you have learned in the previous weeks.

Apply your learning by successfully completing the Unit 1 Assessment.



http://www.saisd.net/ADMIN/curric/curricms/documents/tchrtlktdocs/esol/wri_strat/EditingOutline_Ratiocination.pdf




Administer the first nine weeks formative mini-assessments. Apply your learning by successfully completing the first nine weeks formative mini-assessment.

Vocabulary Resources



How to read short stories: * personality name family

Cluster 1: call different everyone everywhere friend like other unique

* Academic Vocabulary

Cluster 2: beautiful grow hard home leave miss together wait

Cluster 3: find idea no one * pattern * scientist similar special study



Cluster 1:First Names; From Romeo & Juliet Act 2 Scene 2

Cluster 2:Growing TogetherMy People

Cluster 3:Ways to Know YouWho is She?

Through out Unit 1

Technology

www.hbedge.net Learn

more names

Selection Summaries in Eight Languages

Reading and Writing Transparencies Reading

Transparency

www.hbedge.net Learn more

about author



Transparency


about DNA Selection

Summaries in Eight Languages


Transparency

Edge Library Hou

ses Fa

milies

www.hbedge.net Boo

k outline

Rubric

Audio Selection CD First

Names, CD

First Names: Fluency

From Romeo & Juliet Act 2

Selection CD Growing

Together, CD

Growing Together: Fluency Passage,

My People, CD

Selection CD Ways to

Know You, CD

Who is She, CD

Ways to Know You: Fluency Passage, CD

Unit ProjectWrite a Poemwww.hbedge.net Boo

k Outline

Rubric

Interactive Practice

Edge Interactive Practice Book First

Names, pp.

From Romeo & Juliet Act 2 Scene 2,

Further Practice

Edge Interactive Practice Book Growing

Together, pp. 18-22

My People, pp. 23-26

Further Practice

Edge Interactive Practice Book Ways to

Know You pp. 30-34

Who is She?, pp. 35-36

Further Practice

Workplace Workshop Learn on the Job www.hbedge.net Part

-time job

After school job

Language & Gramma

Language & Grammar Lab Teacher’s



Listening and Speakin











Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/LifeWhat do you do for students who need additional support? Brain Writing as a Prewriting Tool: Either

dictate to the teacher (in native language, if possible) or have ELLs/Struggling Students use illustrations to pre-write.

Writing without Composing: Have the students use one of the following to prewrite: lists, brainstorming, oral discussion with peer or a graphic organizer.

Task-Based Writing Process Rubric - The rubric establishes clear criteria before students begin each stage of writing. The teacher can share the rubric stage by stage or in its entirety to establish expectations for the writing process.

Technology Application: Have students type their pieces on the computer.

Teach Literary Elements: Use visuals for each story, draw an empty room with a stick figure in it. Ask questions about the character(s) and setting. Where does this story take place? What are some details of the setting? What expression would this character’s face show? Add details to each drawing to illustrate important aspects of character and setting.

Role-Play: Have partners compare and contrast their characters in a Venn diagram. Encourage them to review the diagram before they practice and perform their role-play.

Role-Play: Offer students the option of videotaping their role-play as opposed to performing live.

Publish and Present: Option 1: Have students practice reading their narratives aloud. Model reading aloud individual sentences with correct fluency, and have students echo read. Then have partners practice reading their narratives. Option 2: Before students present their narratives, suggest that they practice reading aloud in front of a mirror. Have them practice fluent reading, reading with expression, and making eye contact.

Sample Questions

English: Revising and Editing – 2006The student must look back on the test to the passage where the sentence is found. The following is the original sentence as it appeared in the passage.

(21) Can you guess what the new robots will be called?Here is the question about that sentence:20. What change, if any, should be made to sentence 21?

F Change guess to geussG Change will be to beingH Change the question mark to a periodJ Make no change

Written Composition 2004Write a composition about an adventure you have had.

Released TAKS 2006

10. What is one of the main reasons Mikhail sets high expectations for himself?

F. He wants to be a good role model for his siblings.G. He wants to do as well in his American school as he did in his Russian school.H. He wants to be one of the most popular people at his school.J. He wants his parents to compare him to Superman.

48. How has Victor changed by the end of the story?F. He decided to break his promise not to leave Stephen alone.G. He thinks Stephen is more advanced than the other babies.H. He is learning how to take care of Stephen.I. He realizes he is better at caring for a baby than Katrina is.

SAT Sample QuestionsThe questions below follow passages that are based on their content; questions following a pair of related passages may also be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided.

Nations that share a border are, by definition, -------.(A) allied (B) partisan (C) contiguous(D) pluralistic (E) sovereign

Which of the following views of conflict is best supported by lines 37-40 (“These . . . one”)?(A) Efforts to prevent conflicts are not always successful.(B) Conflict can occur in many different guises.(C) In most conflicts, both parties are to blame.(D) You can understand two parties that have resolved their conflicts better than two parties that are currently in conflict.(E) You can learn more about two parties in conflict as an observer than as an involved participant.

In line 13, the author of Passage 1 uses the word “True” to indicate(A) acknowledgement that the passage’s opening arguments are tenuous(B) recognition of a potential counterargument(C) conviction about the accuracy of the facts presented(D) distrust of those who insist on pursuing cloning research(E) certainty that cloning will one day become commonplace






Through out Unit 1

Technology


more names



Transparency


about author



Transparency


about DNA Selection



Transparency

Edge Library Hou

ses Fa

milies

www.hbedge.net Boo

k outline

Rubric


Names, CD




Together, CD


My People, CD


Know You, CD

Who is She, CD



k Outline

Rubric



Names, pp.


Further Practice


Together, pp. 18-22


Further Practice


Know You pp. 30-34


Further Practice


-time job

After school job

Language & Gramma








What do you do for students who master the learning quickly? Teach Literary Elements: Have students finish

this frame: If the story took place [new setting], then _____.

During Reading: Have students lead the discussions during reading, posing additional questions for the group. Help leaders model positive discussion techniques, such as encouraging each member’s participation.

Vocabulary Workshop: Have students make a chart displaying the words they created with word cards. Tell them to list together words that have the same prefixes and the same suffixes. Then have them find or think of other words with those prefixes and suffixes and add them to their charts.

Role-Play: Have students locate and read published reviews of plays and then write a review of their own performance based on the feedback they received and their own evaluation of their work.

Publish and Present: Have students create visuals to go with their presentations. Suggest that they use computers to create slide-show presentations, draw pictures, or bring in photos to accompany their narratives.






Through out Unit 1

Technology


more names



Transparency


about author



Transparency


about DNA Selection



Transparency

Edge Library Hou

ses Fa

milies

www.hbedge.net Boo

k outline

Rubric


Names, CD




Together, CD


My People, CD


Know You, CD

Who is She, CD



k Outline

Rubric



Names, pp.


Further Practice


Together, pp. 18-22


Further Practice


Know You pp. 30-34


Further Practice


-time job

After school job

Language & Gramma





Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



Social Studies – Grade 8 - Home | San Antonio ISD · Web viewRead the examples on p. 32 for each...

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Transcript of Social Studies – Grade 8 - Home | San Antonio ISD · Web viewRead the examples on p. 32 for each...