ESL 4-12 Map

Curriculum Materials English as a Second Language th th 4 -12
October, 2012
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Table of Contents
Pages Credits Introduction .. .. ... .. 4-8 9-10 11-41 42-271 272-301 302-670 671-697 698-931 932-954 955-1180 1181-1208 1209-1316 1317-1357 1358-1388 1389-1422 1423-1458 1459-1489 1490-1525 1526-1558 1559-1577
4th Grade Maps
4th Grade Attachments 5th Grade Maps
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10th Grade Attachments . 11th Grade Maps ..
11th Grade Attachments . 12th Grade Maps ..
12th Grade Attachments
Editorial Board
Edward Moreno Alonso Ed.D Secretary Grisel Muoz Marrero, Ph.D Undersecretary for Academic Affairs Pura Cotto Lpez, M.A. Special Assistant Standards and Assessment Aidita Vlez Ortz, M.A. Director English Program
Curriculum Maps
English as a Second LanguageFourth to Eighth Grade Authors
Julia Hainer-Violand, M.A. edCount, LLC, curriculum consultant
Collaborating Teachers
Irene Ruiz Distrito Escolar de Carolina Elba Otero Distrito Escolar de San Juan Marie Grau Distrito Escolar de San Juan Julia B. Rodriguez Distrito Escolar de Dorado Yeadealeaucks Baez Distrito Escolar de Dorado Lillian M. Cotto Distrito Escolar de Tao Bajo Mara M. Cordero Distrito Escolar de San Juan Juanita Torres Distrito Escolar de Ponce Bethzaida Torres Modera Distrito Escolar de Humacao Vanesa Cadona Distrito Escolar de Ponce
Curriculum Maps
English as a Second LanguageNinth to Twelfth Grade Authors
Stacie Blyhe, M.Ed edCount, LLC, consultora curricular Yolanda Sejuela, M.Ed Distrito Escolar de Bayamn Julia Rodrguez, M.A Distrito Escolar de Dorado
Collaborating Teachers
Danielle Wright Distrito Escolar de Vega Alta Rebecca Molina Distrito Escolar de Arecibo Yeadalucks Baez Distrito Escolar de Vega Alta Mara Cordero Distrito Escolar de San Juan II Mara Delgado Distrito Escolar de Aguas Buenas Lisette Orengo Distrito Escolar de Manat Sheyla Santos Distrito Escolar de Ponce Amarilys Fonseca Distrito Escolar de San Juan II
Curriculum Maps
English as a Second Language Other Collaborators
Aidita Vlez Ortz English Program Director Pura Cotto Lpez Ex English Program Director Marilyn Medina Martnez Regional Coordinator Mayaguez (PPAA) Miguel Ruiz Cotto Regional Coordinator Bayamon (PPAA) Elizabeth Greninger, Ph.D. edCount, LLC Linda Fink, M.S edCount, LLC
English as a Second Language

Curriculum Maps Grade 4
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4.1 Writing Dialogues Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this introductory unit, students are introduced to the idea that reading is thinking. They will explore strategies for understanding and decoding new vocabulary words with a focus on homophones, increase their reading comprehension by exploring character traits in fictional texts and learn the art of writing dialogue. Content Standards and Learning Expectations Listening and Speaking L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. L/S.4.2 Recognizes simple homophones and figurative language. L/S.4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions. Reading R.4.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning into a variety of narrative and expository texts. R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. Writing W.4.1 Arranges words in alphabetical order using first, second, and third letter criteria. Expectations that appear in other Curriculum Maps L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes between singular/plural forms as well as past/present tense of regular verbs. Big Ideas/Enduring Understandings: Reading is thinking (we are always making connections, asking questions and making inferences as we read). Making connections to what we read helps us understand who we are. Readers identify unknown words using context clues and reference tools. Writers use words in many different ways. Content (Students will know) Simple homophones (see/sea, bee/bee, hi/high, their/theyre/there, which/witch, are/our, to/two/too) Character traits (i.e. bossy, brave, kind, friendly, curious, determined) 5 W questions (who, what, where, when, why and how) Content Vocabulary June 2011 Essential Questions: What do good readers do while they are reading? Who would I be without my family? What parts in a word help me understand it? How do I know that I dont know a word? What do I do with an unknown word? What words do good writers use? Skills (Students will be able to) Listen and respond during a read aloud from a variety of narrative texts to comprehend and identify main character and setting Listen and respond to complex instructions Complete statements Answer and formulate the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions 12
4.1 Writing Dialogues Subject: ESL Length: 5 weeks Define Alphabetical order Homophone Main character Connection Character trait Context clues
Use context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning into a variety of narrative and expository texts Identify the main character(s) Compare and contrasts character traits Arrange words in alphabetical order using first, second, and third letter criteria
Stage 2 - Assessment Evidence Performance Tasks: About Me Posters Create an About Me poster about yourself that has a paragraph description about yourself that lets your classmates know who you are o Discuss Who would I be without my family? by filling out the About me organizer (See Attachment: 4.1 Graphic Organizer - About Me) o Describe themselves to a partner. Partner can use 5Ws questions to learn more about their classmate o Draft, Peer revise and edit paragraph Peer Edit: Use paragraph check list (See Attachment: 4.1 Writing Tool Paragraph Checklist) o Publish with an illustration Funny Dialogues Write and present a funny dialogue with a partner that will use three or four pairs of homophones (See Attachment: 4.1 Performance Task Write a Dialogue) o Dialogue uses homophones correctly in their two contexts (example: I will be there soon, unless I get a bee sting. o Students can use homophones from readings or self-select four pairs Other Evidence: Homophones picture chart (draw examples of homophones and use in sentences; can turn these into a class book on homophones and add to it during the year) Alphabetical order chart of vocabulary Inference chart (See Attachment: 4.1 Other Evidence Vocabulary Inference Chart) Use a word square (See Attachment: 4.1 Other Evidence Word Square) for each vocabulary word from the reading Homophones assessment (See Attachment: 4.1 Other Evidence Homophones Assessment) Vocabulary assessment (See Attachment: 4.1 Other Evidence Vocabulary Assessment) Character Map: group poster of character actions, feelings, traits (See Attachment: 4.1 Graphic Organizer About Me) 5Ws organizer from read aloud (See Attachment: 4.1 Graphic Organizer 5 Ws Chart) Fluency running records and paired fluency checks (See Attachment: 4.1 Other Evidence Paired Fluency Check) Dialogue Journal entries of connections made during read aloud (See Attachments: 4.1 Other Evidence Dialogue Journal and 4.1 Other Evidence Dialogue Journal Rubric)
Stage 3 - Learning Plan
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4.1 Writing Dialogues Subject: ESL Length: 5 weeks Learning Activities Homophones Have students act out in pairs the difference between homophones Create a homophones list in the classroom as homophones are discovered in reading and class discussion Students create a drawing and write a sentence for each homophone pair or trio to illustrate their different meanings Students will compare and contrast homophones, discuss in a small group: why do words that are spelled differently sound the same? Vocabulary & Word Work Model What do I do with an unknown word? using a picture book where the main character has shows that he/she is shaped by his/her family. Use an inference chart (See Attachment: 4.1 Other Evidence Vocabulary Inference Chart) as a way of modeling your strategy of using context clues to infer an unknown word (See Sample Lessons). Create a word web with the class, or as pairs on all the connections they can make with a vocabulary word using: (See Attachment: 4.1 Graphic Organizer Word Web). Have students classify words in a vocabulary inventory chart (See Attachment: 4.1 Graphic Organizer Vocabulary Inventory Chart) (I understand and can use this word, I have heard of this word, I dont know this word) and then in pairs look up the vocabulary words in a Spanish-English dictionary. Create a word wall of the vocabulary and spelling covered from the readings and use for vocabulary building activities (See Attachment 4.1 Learning Activities Word Wall Ideas). Practice alphabetizing by organizing students in the room in ABC order by first name and by last name (can also alphabetize other items, places, or people as practice). Practice inferring unknown words using Grandma Torrelli Makes Soup by Sharon Creech (See Attachment: 4.1 Text Grandma Torrelli Makes Soup). Reading Model making connections to text, self, and world using a read loud with a focus on connecting to the character. Students will use a cue card to refer to connections made while reading (See Attachment: 4.1 Reading Tool Cue Card) and chronicle their connections using a dialogue journal (See Attachment: 4.1 Other Evidence Dialogue Journal). Create a character map from a character in a read aloud. In a small group, create a poster of the main character (See Attachment: 4.1 Graphic Organizer About Me). Create a 5Ws chart to summarize a read aloud by using questions. Teacher models examples how to turn a question into a statement: Who is the main character the main character is (See Attachment: 4.1 Graphic Organizer 5 Ws Chart). Sample Lessons Poetry Lesson on To Be a Butterfly (See Attachment: 4.1 Sample Lesson To Be A Butterfly) Vocabulary Lesson: Making inferences to understand unknown words Essential Question: What do I do with an unknown word? Good readers treat unknown words like a mystery. They dont skip over a word but they dig in to the book like a detective and use clues from the text to solve the mystery word. Good readers: o Identify words they do not know (See Attachment: 4.1 Graphic Organizer - Vocabulary Inventory Chart) o Use clues from the text to make a good guess (to infer) the meaning of the word June 2011 14 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
4.1 Writing Dialogues Subject: ESL Length: 5 weeks o Use tools to help them such as a dictionary or thesaurus. Read Aloud first half of picture book & model through a think aloud how you: o Recognize an unknown word (See Attachment: 4.1 Graphic Organizer - Vocabulary Inventory Chart) o Use clues in the text (grammar and context) o Infer the meaning of an unknown word (See Attachment: 4.1 Other Evidence - Vocabulary Inference Chart) Wordstorming: Building background with words o Ask students to write down all the words they can think of related to a given concept, theme or target word. o When students have exhausted their contributions, help them add to their individual lists by giving some specific directions: Can you think of words that describe someone without ____________? Can you think of words that would show what someone might see, hear, feel, touch, and smell, in a situation filled with ____________? Ask the students to group and label their words. Introduce any words you think should be included and ask students to put them in the right group. Additional Resources Printable homophones sheet (See Attachment: 4.1 Resource Printable Homophones Sheet) Literature Connections Going Home by Eve Bunting Grandmas Records by Eric Velasquez Grandma Torrelli Makes Soup by Sharon Creech
June 2011 15 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
4.2 My Timeline Subject: ESL Length: 4 weeks Stage 1- Desired Results Unit Summary In this unit, students will continue to improve their fluency and decoding skills while exploring the concept of how their family shapes who they are. They will be introduced to sequencing through a timeline project that represents the major events in their family history. Content Standards and Learning Expectations Listening and Speaking L/S.4.3 Listens and responds to complex instructions, complete statements, and answers and formulates the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions. L/S.4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Reading R.4.1 Decodes words and phrases; reads fluently. R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. R.4.5 Uses story organization of beginning, middle, and end to identify sequence within narrative and expository text; makes predictions and connections. Writing W.4.2 Applies phonemic awareness, phonics strategies, and structural analysis to correctly spell words that have three letter clusters, common spelling patterns, and uncommon consonant patterns. W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. W.4.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling errors in writing. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. Writers use words wisely to create visualizations through sensory language and description. Good writers guide the readers through the story with transition words. Through discussion and questions, writers improve their writing. Content (Students will know) Elements in descriptive and narrative forms of writing Prewriting strategies to generate ideas (Using 5Ws to question a peer, create a cluster web on a picture, describe ideas orally before writing) Essential Questions: Who would I be without my family? How can I paint a picture with words? How do good writers make themselves understood? What questions will bring out the details?
Skills (Students will be able to) Listen and respond to complex instructions Complete statements Answer and formulate the 5 W-Questions as well as how questions (who, what, when, where, why, and how) in formal and informal discussions to bring out details in their pictures
June 2011
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4.2 My Timeline Subject: ESL Length: 4 weeks Content Vocabulary Readers Response Journal Rubric Fluency Accuracy Intonation Venn Diagram Timeline Gallery walk Backwards spell check Main character Character trait Use transitions to tell, retell, and explain the story of your personal timeline using acquired vocabulary and appropriate language structure Decodes words and phrases when reading Read fluently with intonation Identify the main character(s) Compare and contrast character traits and connect them to self Use story organization of beginning, middle, and end to identify sequence in students personal timeline Apply phonemic awareness, phonics strategies, and structural analysis to correctly spell words that have three letter clusters, common spelling patterns, and uncommon consonant patterns Follow the writing process to write a personal narrative Apply prewriting strategies to generate ideas (i.e. cluster webs for brainstorming) Use the dictionary as an aid in the writing process Identify spelling errors in writing
Performance Tasks: Readers Response Letter Write a readers response letter that shares personal connections to a fictional text that can answer the essential question: Who would I be without my family? (See Attachment: 4.2 Performance Task Reading Response Example) My Personal Timeline Students create a timeline of 3 to 5 images that have a description of important events in his/her life. Students will write a descriptive paragraph for each picture/ illustration of important event (use sentence starters to assist students) Prewriting: o Students will ask each other questions to create a cluster web of ideas to describe the event in the picture (See Attachment:
Stage 2 - Assessment Evidence Other Evidence: Fluency running records and paired fluency checks (See Attachment: 4.2 Other Evidence Paired Fluency Check) Word Journal of phonemic patterns & phonemic pattern sorts (include words they have trouble pronouncing and words that follow the same patterns) Phonemic Word Patterns Assessment (See Attachment: 4.2 Other Evidence Phonemic Word Pattern Assessment) Word Squares based on words on word wall (See Attachment: 4.2 Other Evidence Word Square) Dialogue Journal on character connections to family (See Attachment: 4.2 Other Evidence Dialogue Journal Rubric) Venn diagram that compares the character to self (See Attachment: 4.2 Graphic Organizer Venn Diagram)
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4.2 My Timeline Subject: ESL Length: 4 weeks 4.2 Graphic Organizer Word Web) by having a gallery walk (a way of having students move around the room to take in visual information, like they would in an art gallery o Go over the expectations (we will talk how we talk in a museum or library, in whisper voices). Students walk around and look at the pictures and leave questions that come to their mind why, how what when students then take these questions to complete the cluster web o Teacher models use of word web to model description of details and how that will help to paint a picture with words in writing (See Attachment: 4.2 Graphic Organizer Word Web) Revision: Students conference with the partner to ask questions (5Ws) if the paragraph is unclear and lacks details Peer Edit: Use paragraph checklist (See Attachment: 4.2 Writing Tool Paragraph Checklist) Students will present their timelines with members of their family and school community; students stand by their timelines and parents ask questions and students discuss and answer questions based on their timelines; parents can leave comments on what they enjoyed about their discussion. This can be done bilingually if adults only speak Spanish. Stage 3 - Learning Plan Learning Activities Fluency Define reading with fluency (reading at a comfortable speed, not too slow and not too fast), accuracy (reading exactly what is on the page), and intonation (reading with rhythm: how the voice goes up and down). Review slide it out and break it down with difficult to pronounce words. Have students practice reading aloud with fluency and rate each other using fluency check document (See Attachment: 4.2 Other Evidence - Paired Fluency Check) Listen in on paired fluency and/or conduct running records on students and based on errors, plan phonemic lessons (e.g. long vowel patterns of consonants and vowels: CVVC, CVCe, (e.g. train = CVVC, cane = CVCe) (See Attachment: 4.2 Learning Activities Phonemic Pattern Analysis)
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4.2 My Timeline Subject: ESL Length: 4 weeks Reading Compare and contrast the character in the beginning, middle, and end of the story. Has the character changed? How has the family helped him or her? Create Venn Diagrams for students to compare themselves to the main character (See Attachment: 4.2 Graphic Organizer Venn Diagram) Writing Backwards spell check: read the writing from the last word to the first in order to isolate each word to locate spelling errors Practice editing and revising a piece of writing as a full class (on overhead projector or chart paper) Sample Lessons Create a timeline of family events: http://www.readwritethink.org/classroom-resources/lessonplans/creating-family-timelines-graphing-870.html?tab=4#tabs Share journals to enhance comprehension: http://www.readwritethink.org/classroomresources/lesson-plans/exchanging-ideas-sharing-journals-1054.html Use Readers Theatre to enhance fluency: http://www.readwritethink.org/classroomresources/lesson-plans/reading-idol-bringing-readers-30621.html Lessons on Stella Luna (See Attachment: 4.2 Sample Lesson Stella Luna) Additional Resources Fluency (See Attachment: 4.2 Resource Fluency) Running Records (See Attachment: 4.2 Resource Running Records) Phonics: Word Families: http://www.kidzone.ws/phonics/index.htm Create and print your own graphic organizers: http://www.worksheetworks.com/miscellanea/graphic-organizers.html Literature Connections Stella Luna by Jannell Cannon So Far from the Sea by Eve Bunting Fly Away Home by Eve Bunting
June 2011 19 Adapted from Understanding By Design by Grant Wiggins & Jay McTighe
4.3 Making Predictions, Inferences and Connections About Characters Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will analyze characters from stories and pictures using effective strategies of good readers: making inferences, predictions and connections. Content Standards and Learning Expectations Listening/Speaking L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. Reading R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text R.4.5 Uses story organization of beginning, middle, and end to identify sequence within narrative and expository text; makes predictions and connections. Writing W.4.3 Uses appropriate grammar and mechanics to write complete declarative, interrogative, imperative, and exclamatory sentences; identifies the parts of speech correctly. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. Writers make characters come alive using descriptive text. Authors create text patterns and make word choices that help readers better understand the text. Content (Students will know) Character traits (hero and villain) Strategies of effective readers (i.e. connections, predictions, inferences) Parts of speech (i.e. adjectives) Four sentence types (declarative, interrogative, imperative and exclamatory) Content Vocabulary Main character Character traits Prediction Inference Connection Adjectives Essential Questions: What can I learn about myself from stories and pictures? How does a character come alive? How does the authors story-organization and word choice help the reader understand a story? Skills (Students will be able to) Listen and respond during a read-aloud from a variety of narrative texts to comprehend and identify main character Identify the main character(s) Make inferences to compare and contrast character traits (i.e. between characters or between character and self) Make predictions and connections (i.e. predictions about what will happen next in a story, connections between characters in fiction and self) Use appropriate grammar and mechanics to write complete declarative, interrogative, imperative and exclamatory sentences
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4.3 Making Predictions, Inferences and Connections About Characters Subject: ESL Length: 5 weeks Stage 2 - Assessment Evidence Performance Tasks: Character Posters Part 1: Pre-Reading Give students Alphabet Chart (See Attachment: 4.3 Performance Task - Alphabet Chart) and the topic, Hairs. Ask them what words come to mind when they think of this topic. Have them place each word in the correct box and share answers with the class. For example the word curly will go in the C-D box. Tell students that they will now read a story titled Hairs. Ask students what they think the story is about based on the title and the words that they gathered in the alphabet chart. Record students answers on the board. Explain to students that they just made predictions about the text. Present to students the definition of prediction. Post the definition of prediction on the board: Prediction is a reading strategy that efficient readers use to develop ideas about what to expect next in the text. They modify their expectations as they obtain additional information while reading. When the text suddenly stops making sense, good readers go back and re-read. Making predictions becomes automatic to good readers, but it is a skill that can be taught and developed. Part 2: Reading Read the story Hairs aloud (See Attachment: 4.3 Text Hairs), pausing to clarify any new vocabulary. Ask students to describe the different characters presented in the story. Part 3: Character Organizers Have students work in small groups and have them illustrate the mother character in Hairs on a character organizer (See Attachment: 4.3 Graphic Organizer Blank Character Map). Make sure that they use the descriptions in the story to help them illustrate the figure. In the illustration, have them write sentences June 2011 Other Evidence: Journal Writing: Have students create a journal entry where they make text-to-self connections (can be used as closing to poster assessment). Review text-to-self connections (See Attachment: 4.3 Other Evidence Making Connections Prompts) Order of Adjectives quiz (See Attachment: 4.3 Other Evidence Order of Adjectives Quiz) Identifying adjectives quiz (See Attachment: 4.3 Other Evidence Identifying Adjectives Quiz) Quiz on the different types of sentences (See Attachment: 4.3 Other Evidence Different Sentence Types Quiz) Fluency Running Records and Paired Fluency Checks (See Attachment: 4.3 Other Evidence Paired Fluency Check)
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4.3 Making Predictions, Inferences and Connections About Characters Subject: ESL Length: 5 weeks describing what the mother would say. Example: Dear, do you want me to give you a hug? Part 4: Share Have each group present its poster to the class to be assessed based on their understanding of the character traits of the mother. Using Visual Clues to Make Inferences About Character Traits Step 1: Introduce what the word inference means: Making an inference is using clues from the text and your own knowledge and experience to figure out what the author is trying to tell you. Step 2: Give a comic strip to students and ask them to infer the dialogue that is taking place between the two characters in the comic strip (See Attachment: 4.3 Performance Task Making Inference Comic Strip 1). Step 3: Have students work in pairs as they create the dialogue for the comic strip. After everyone has completed the dialogue, have each pair read their dialogue aloud to the class. Step 4: Discuss with the class that although each pair had a different dialogue, each one is correct (i.e. each pair may have had different knowledge and experience regarding the activity that the characters in the comic strip were performing and each pair may have taken different clues from the text). Step 5: Provide a second comic strip to each student and ask them to repeat the same activity with the new comic strip (See Attachment: 4.3 Performance Task Making Inference Comic Strip 2) Step 6: Have each student present his/her dialogue to the class. Making Connections Step 1: Explain to students that they will compare and contrast a hero from a movie to someone in their life whom they consider their hero. June 2011 22
4.3 Making Predictions, Inferences and Connections About Characters Subject: ESL Length: 5 weeks Step 2: Tell students that they will use a Venn diagram graphic organizer to compare the two heroes or heroines (See Attachment: 4.3 Graphic Organizer Venn Diagram) Step 3: Teacher may brainstorm a list of heroes or heroines with the class, from which they can choose. Possible examples: Superman, Supergirl, Spiderman, Incredible Hulk, Wonder Woman, Elektra, etc. Explain to students that the super hero or heroine in their life may not look exactly like the super hero or heroine in their lives; however, the qualities of the heroes/heroines are what they are using to compare and contrast in this activity. Step 4: Have students share their work with the class. You may want to use a gallery walk to have students share their work. Have students post their work around the room. During a Gallery Walk, students explore multiple texts or images that are placed around the room. You may want to give students sticky notes that they can use to give feedback to the class. For example, ask students to write something on their sticky note that they like about the work of another student. Stage 3 - Learning Plan Learning Activities Inferences & Predictions Introduce inferences by showing students a visual text and asking them what they think is happening in the text (See Attachment: 4.3 Other Evidence - Making Inference Visual 1). Introduce predictions using visual texts (See Attachment: 4.3 Other Evidence - Making Inference Visual 2) Have students compare and contrast predictions and inferences using the think/pair/share strategy Use photos from magazines or newspapers and have students make predictions or inferences based on the images Use stories with illustrations and have students write sentences to describe them, by inferring what the picture describes Have students play a game where they have to make inferences (See Attachments: 4.3 Learning Activity - Inferring Card Game and 4.3 Learning Activity - Inferring Card Game Rules). You can use the format of this game to create your own game on making predictions and connections.
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4.3 Making Predictions, Inferences and Connections About Characters Subject: ESL Length: 5 weeks Parts of Speech Give students a list of adjectives and a list of pictures showing everyday activities. Ask students to create sentences describing the pictures using the adjectives. To extend the activity, you can also have students create different types of sentences to describe the same picture. For example, The woman is attractive. (declarative sentence). Is the woman attractive? (interrogative sentence) (See Attachment: 4.3 Learning Activity Adjectives to Describe Everyday Situations) Have students copy the following sentences into their notebook, underline the adjectives and draw an arrow to each adjectives modifier. o A green dragon climbed into the dark castle and kidnapped the beautiful, sleeping princess. o A giant, fuzzy spider was crawling in Chads hair. o The tall, handsome boy wearing a brown leather jacket walked into the math classroom and smiled at Denise. o This European inventor hoped to make a usable, permanent photograph. o It was a black, white, and gray version of the window view. Have students underline the adjectives in a piece of text from a book or magazine article. Then have them rewrite the paragraph without the adjectives and describe the differences between the two paragraphs to understand why adjectives make writing better. Sentence Types Write a dialogue with a group of three or four based on vocabulary that uses all four sentence types & act it out (See Attachment: 4.3 Performance Task - Write a Dialogue) Perform the dialogue, reading the dialogue with fluency, gestures, and intonation to reflect the sentence type So Many Questions Please: Have students work in pairs and ask them to discuss their favorite book or TV show using only questions or exclamations. Discuss with students how difficult it is to have a conversation using only one type of sentence. Sample Lessons Lesson on teaching prediction: http://www.readwritethink.org/classroom-resources/lessonplans/action-character-exploring-character-175.html?tab=4#tabs Lesson on making connections using double entry journal: http://www.readwritethink.org/classroom-resources/ lesson-plans/guided-comprehensionmaking-connections-228.html?tab=4#tabs Additional Resources Useful activities to teach different types of sentences (See Attachment: 4.3 Resource Different Sentence Types) Activities for making inferences (See Attachment: 4.3 Resource Making Inferences) Useful resource for making inferences with text and with new words (See Attachment: 4.3 Resource Making Inferences 2) Gallery Walk resources (See Attachment: 4.3 Resource Gallery Walks) Character trait resources (See Attachments: 4.3 Resource List of Character Traits, 4.3 Resource Identifying Character Traits, and 4.3 Resource Identifying Character Traits Worksheet) Literature Connections Grandfathers Journey by Allen Say Tomas and the Library Lady by Pat Mora
June 2011 Adapted from Understanding By Design by Grant Wiggins & Jay McTighe
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4.4 My Story: Exploring Figurative Language and the Writing Process Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will analyze who and how they are in their native languages vs. who and how they are when they are in their English-speaking environment, and analyze texts that use figurative language to create vivid images of these two contrasting worlds. The unit will culminate in a writing project that focuses on the writing, revision and editing processes. Content Standards and Learning Expectations Listening/Speaking L/S.4.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting. L/S.4.2 Recognizes simple homophones and figurative language. L/S.4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Reading R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. Writing W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. W.4.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling errors in writing. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. Metaphors and similes paint a picture in the readers mind. Setting can influence character. Good writers revise and improve their writing through the writing process. Content (Students will know) Figurative language (i.e. similes and metaphors) The writing process (brainstorming, freewriting/drafting, revising, editing and publishing) Pre-writing strategies to generate ideas (i.e. making a list, mapping and free writing) Content Vocabulary Figurative language Images Similes Metaphors Context June 2011 Essential Questions: How can I use words to express who I am? Why do writers use metaphors and similes? Are we the same person in every setting? How do writers improve their writing?
Skills (Students will be able to) Listen and respond during a read-aloud from a variety of narrative texts to comprehend and identify setting Use transitions to tell, retell, and explain a story (about who you are), using acquired vocabulary and appropriate language structure Compare and contrast character traits (i.e. between who you are in your native language and who you are in your English-speaking environment) Identify setting (in stories about yourself) Identify elements in descriptive and narrative forms of writing (i.e. figurative language) 25
4.4 My Story: Exploring Figurative Language and the Writing Process Subject: ESL Length: 5 weeks Setting Character traits Visual imagery
Follow the writing process (i.e. to edit and revise writing about your character) Use the dictionary as an aid in the writing process Identify spelling errors in writing
Stage 2 - Assessment Evidence Performance Tasks: My Two Different Worlds Sequence chart: Students will analyze the characters traits in the story My Name (See Attachment: 4.4 Text My Name) in the beginning of the story using a sequencing chart (See Attachment: 4.4 Graphic Organizer - Story Map) to identify how she changes from the beginning to the end of the story. Paragraph writing: Students will write at least one comprehensive, well-written paragraph that describe who they are and how they act in their native languages vs. who they are and how they act in their English-speaking worlds. Each paragraph should have: o A topic sentence o At least 3 supporting sentences o No grammatical, spelling, or punctuation errors Use figurative language (similes and metaphors) to describe their feelings The Real Me Visual Representation: Students will create a dualistic visual representation that captures Who Am I? in both their native and new languages/cultures. Have students select two pictures of themselves that best represent who/how they are in their native language/culture vs. who they are in their English speaking environment. Point out that these two worlds represented by their pictures may look the same or they may look different. Have them title their pictures, The Real Me, in Spanish or English. On the poster, students will also draw a Venn diagram (See Attachment: 4.4 Graphic Organizer Venn Diagram), which they will June 2011 Other Evidence: Journal writing: Have students write daily reflections on their reading (See Attachment: 4.4 Other Evidence Journal Writing) Complete paired-reading fluency check (See Attachment: 4.4 Other Evidence Paired Fluency Check) Vocabulary packet (See Attachment: 4.4 Other Evidence Unit Vocabulary Packet) for this units vocabulary words Complete word square activity for new words (See Attachment: 4.4 Other Evidence Word Square)
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4.4 My Story: Exploring Figurative Language and the Writing Process Subject: ESL Length: 5 weeks use to compare and contrast their two worlds. At the end of the project, have students present their posters to the class. Have them explain how the pictures they selected are representative of their two worlds. Expressing Yourself Using Figurative Language Introduce Similes and Metaphors (See Attachments: 4.4 Performance Task Introduction to Metaphors and 4.4 Performance Task Introduction to Similes). Explain how authors create images using figurative language to explain an experience. Have students re-read My Name for the purpose of finding the images that the author created using figurative language. Have students analyze their experiences learning English using the five senses to describe how they feel and incorporating similes and metaphors that create images for readers (See Attachment: 4.4 Graphic Organizer Brainstorming Using the Senses) Introduce the steps of the writing process (brainstorming, freewriting/drafting, revising, editing and publishing) and write them up on the board in a circle to show students that the writing process is a circular process in which you go back and forth from one step to the other. Have students take ideas from their Brainstorming Using the Senses worksheet (See Attachment: 4.4 Graphic Organizer - Brainstorming Using the Senses) and have them each write a paragraph describing their English- and Spanish-speaking worlds. Continue the steps of revising, editing and publishing as students complete their writing pieces (See Attachment: 4.4 Writing Tool Peer Editing Checklist). At the end, have students share their writings with the class. You can have students assess their own writing (See June 2011 27
4.4 My Story: Exploring Figurative Language and the Writing Process Subject: ESL Length: 5 weeks Attachment: 4.4 Writing Tool Writing Process Rubric). For each writing assignment, you may want to edit the content category (i.e. use figurative language to describe their two worlds). Stage 3 - Learning Plan Learning Activities Figurative Language (Similes & Metaphors) Give the class a list of similes and metaphors from different texts and have them underline the similes and circle the metaphors (See Attachment: 4.4 Learning Activity List of Similes and Metaphors) Practice identifying the meaning of similes and metaphors Have students illustrate a simile and a metaphor. These could be similes or metaphors from texts or created by the students. Have them explain their illustrations to the class. Have students think of how they could use similes or metaphors to say that somebody: a) runs fast, b) is pretty, c) jumps well, and d) is strong. The Writing Process Have students do a two-minute free-writing activity about their English-speaking worlds and two-minute free-writing activity on their Spanish-speaking worlds. Make sure that their pens/pencils continue to move during the two-minute exercise. If they run out of ideas, have them write whatever is on their minds and then have them come back to the topic you assigned. You may repeat this activity several times. The goal of this activity is for students to write non-stop and have them come back to what they wrote and search for writing ideas that they wrote on which they want to expand. After students have each completed a writing piece, have them work in pairs to edit their work (See Attachment: 4.4 Writing Tool Peer Editing Checklist) Sample Lessons Lesson on prewriting: http://www.readwritethink.org/classroom-resources/lesson-plans/colorpoems-using-five-375.html?tab=4#tabs Lesson on peer editing: http://www.readwritethink.org/classroom-resources/lesson-plans/peeredit-with-perfection-786.html?tab=4#tabs Lesson on revising: http://www.readwritethink.org/classroom-resources/lesson-plans/promptingrevision-through-modeling-1183.html?tab=4#tabs Lesson on using poetry and similes: http://www.readwritethink.org/classroom-resources/lessonplans/lonely-cloud-using-poetry-907.html?tab=4#tabs Lesson on figurative language, similes and metaphors: http://www.readwritethink.org/classroomresources/lesson-plans/figurative-language-awards-ceremony-115.html?tab=4#tabs Additional Resources Resource for structuring your read alouds (See Attachment: 4.4 Resource Structuring Read Alouds) Figurative language resources and activities: http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspee ch.html Resources for activities on writing similes (See Attachment: 4.4 Resource Writing Similes Activity) Literature Connections June 2011 28
4.4 My Story: Exploring Figurative Language and the Writing Process Subject: ESL Length: 5 weeks Poems by Francisco Alarcon (See Attachment: 4.4 Text Francisco Alarcon Poetry) The House on Mango Street by Sandra Cisneros My Name is Maria Isabel by Alma Flor Ada The Last Dragon by Susan Miho Nunes The Stranger by Chris Van Allsburg
4.5 Non-Fiction Study: Creating a Non-Fiction Book About Me Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will do a genre study on non-fiction. They will explore the text features and organization of non-fiction, and use them create their own non-fiction text about themselves. Content Standards and Learning Expectations Listening and Speaking L/S.4.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Reading R.4.2 Analyzes the text and identifies text features to enhance comprehension. R.4.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning into a variety of narrative and expository texts. R.4.5 Uses story organization of beginning, middle, and end to identify sequence within narrative and expository text; makes predictions and connections. R.4.6 Identifies differences between fiction and nonfiction; identifies main idea or topic and fact and opinion in informational text. Writing W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. W.4.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling errors in writing. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. Each person has unique qualities that make them an individual. My familys history is a part of who I am. Writers use words wisely to create characters and to guide the readers through transitions. Readers use strategies to figure out words they dont know. Content (Students will know) Text features that enhance comprehension of informational texts (i.e. labels, photographs, index, glossary, table of contents, diagram, table, map, cutaways, comparisons, close ups, types of print) Differences between fiction and nonfiction (fiction is a narrative and main character, problem, and solution is created by the author, non-fiction is based on facts, can have expository (news paper articles, June 2011 Essential Questions: Who would I be without my family? What makes me, me? How do writers choose their words? What do I do with an unknown word? Can a story be true?
Skills (Students will be able to) Identify, state, and paraphrase the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts Use context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words, and transfer meaning (in a variety of non-fiction texts) Use story organization of beginning, middle, and end to identify sequence within 30
4.5 Non-Fiction Study: Creating a Non-Fiction Book About Me Subject: ESL Length: 6 weeks encyclopedias) and narrative structure (like biographies) Content Vocabulary Fiction Non-Fiction Structure Compare and contrast Main idea and details Sequence, sequential Chronological Procedure, procedural Sequential words (first, second, third, then, next, last, finally)
informational texts (including the use of transition words to explain sequence, such as: first, second, then, next, afterwards, finally, etc.) Identify main idea or topic in informational texts Identify fact and opinion in informational texts (i.e. using a t-chart) Use a variety of sentence types to write descriptive and narrative paragraphs (using transition words and declarative, interrogative, imperative, exclamatory sentences) Follow the writing process for non-fiction (brainstorming, free-writing/drafting, revising, editing and publishing) Use the dictionary as an aid in the writing process Identify spelling errors in writing
Stage 2 - Assessment Evidence Performance Tasks: Non-Fiction Posters Create a poster with a partner that compares four types of non-fiction organization (description or list, sequence, compare and contrast, cause and effect) Read four examples of non-fiction text that use different text structures Use Graphic Organizers to represent the information for each type of structure Description (main idea) (See Attachment: 4.5 Performance Task Main Idea) Sequence (step by step) (See Attachment: 4.5 Performance Task Step by Step) Sequence (chronological order) (See Attachment: 4.5 Performance Task Chronological Order) Compare and Contrast (See Attachment: 4.5 Graphic Organizer Venn Diagram) Non-Fiction Books Create a non-fiction book using: Non-fiction conventions (table of contents, titles, captions, glossary, index, types of print, tables) Non-fiction organizational structure or June 2011 Other Evidence: KWL Chart on a non-fiction text (See Attachment: 4.5 Graphic Organizer KWL Chart) Non Fiction Conventions Notebook (See Attachment: 4.5 Other Evidence Non-Fiction Conventions Notebook) Fluency Partner Check and Running Records (See Attachment: 4.5 Other Evidence Paired Fluency Check) Word Squares based on words on word wall (See Attachment: 4.5 Other Evidence Word Square)
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4.5 Non-Fiction Study: Creating a Non-Fiction Book About Me Subject: ESL Length: 6 weeks structures. Students choose to use one type of structure for the whole book (main idea and details) or different structures for different sections. Examples: compare and contrast self to a sibling; procedural text that explains how to do an activity like cooking or creating something; chronological order on a timeline of events from their life (connection to first project of the year) Revision: Students conference with partners to ask questions (5Ws) if the paragraph is unclear and lacks details Peer Edit: Use paragraph check list (See Attachment: 4.5 Writing Tool Paragraph Checklist) Stage 3 - Learning Plan Learning Activities Reading Non-Fiction Compare and contrast fiction and non-fiction genre by using Venn Diagrams as a class and then also in pairs using a variety of texts (See Attachment: 4.5 Graphic Organizer Venn Diagram) Read aloud non-fiction text and model using context clues for inferring unknown words and have students complete word squares for vocabulary based on the text (See Attachment: 4.5 Other Evidence Vocabulary Inference Chart) Compare and contrast as a class, in a group or in pairs a variety of non-fiction texts to find examples of non-fiction organization (description or list, sequence, compare and contrast, cause and effect) (See Attachment: 4.5 Graphic Organizer Venn Diagram) Writing Non-Fiction Students interview each other about what they want the world to know about them to brainstorm ideas and create a list of topics for their non-fiction book Use students Non-Fiction Conventions Notebook (See Attachment: 4.5 Other Evidence Nonfiction Conventions Notebook) in order for them to decide what types of conventions they want in their own book Students create word web of ideas for each photograph based on information from questions (See Attachment: 4.5 Graphic Organizer Word Web) From the information in their clusters, students use poster from their Non-Fiction comparison project to decide which type of structure best fits the information Students use paragraph check list (See Attachment: 4.5 Writing Tool Paragraph Checklist) to revise and edit work using a dictionary and thesaurus Backwards spell check: read the writing from the last word to the first in order to isolate each word. This helps to locate spelling errors Students can use shared writing to collaboratively create a non-fiction piece of writing Sample Lessons Creating Background Knowledge and Predictions through Non-Fiction & Drawing (See Attachment: 4.5 Sample Lesson Creating Background Knowledge) June 2011 32
4.5 Non-Fiction Study: Creating a Non-Fiction Book About Me Subject: ESL Length: 6 weeks Text Structure of Non-Fiction (See Attachment: 4.5 Sample Lesson Text Structure of Non-Fiction) Additional Resources Article on Non-Fiction Structure (See Attachment: 4.5 Resource Non-Fiction Structure Article) Explore non-fiction through Gail Gibbons Books (See Attachment: 4.5 Resource Explore Gail Gibbons) Literature Connections Magic School Bus Series Coral Reef, Frogs and Dinosaurs by Gail Gibbons Note: Gail Gibbons has many additional titles that provide great examples of non-fiction text structures Time Magazine for kids online: http://www.timeforkids.com/TFK/teachers/ns/0,27955,101105,00.html
4.6 Family Interviews Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will study non-fiction texts such as newspapers and magazines to classify fact and opinion, and compare and contrast expository versus narrative forms of biographies. They will explore the genre of biography and conduct interviews of their family members in order to write the biography of a family member. Content Standards and Learning Expectations Listening and Speaking L/S.4.4 Applies correct language patterns to organize events from read alouds of narrative texts. Reading R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. R.4.5 Uses story organization of beginning, middle, and end to identify sequence within narrative and expository text; makes predictions and connections. R.4.6 Identifies differences between fiction and nonfiction; identifies main idea or topic and fact and opinion in informational text. Writing W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. The setting and environment where we grow up can create challenges that shape who we are. My familys history is a part of who I am. Good readers can determine the truth of a text by finding the facts in a text and recognizing opinion. Content (Students will know) Correct language patterns to organize events from read alouds of narrative texts (i.e. sequence cues such as first, second, third, then, next, last, finally) Examples of fact and opinion in newspapers or magazines (letter to the editor, editorial, article) Elements in descriptive and narrative forms of writing Content Vocabulary Fact Opinion Article June 2011 Essential Questions: Who would I be without my family? How does where you grow up effect who you are? How do writers choose their words? Can a story be true?
Skills (Students will be able to) Identify the main character and setting within narrative and expository text Use story organization of beginning, middle, and end to identify sequence within narrative and expository text (i.e. telling someones story through reading or writing their biography) Make connections (between self and subject of a biography, between different subjects in biographies) Describe how a setting affects a person in a biography (i.e. what challenges did this person have to face growing up?) Identify differences between fiction and 34
4.6 Family Interviews Subject: ESL Length: 5 weeks Editorial Letter to the editor Biography Obstacle Struggle Impact Influence Challenge Performance Tasks: Comparing Biographies Create and present a poster that compares and contrasts two biographies that follow a narrative and expository structure With a partner, read two biographies, write a paragraph summary that uses main idea and details for each. Prewrite using hamburger organizer (See Attachment: 4.6 Graphic Organizer Hamburger Paragraph) Use Venn Diagram that compares and contrasts the two people (See Attachment: 4.6 Graphic Organizer Venn Diagram) Create a sequence of events of the peoples lives (See Attachment: 4.6 Graphic Organizer Timeline) Find facts from both texts and create opinions from the facts (See Attachment: 4.6 Graphic Organizer Fact and Opinion) Write a paragraph where the pair evaluates which style (expository or narrative) they prefer for biographies Biography of a Family Member Write a biography on a family member based on an interview using the 5Ws. Students will use sequence words to tell a parent or family members 2 to 3 paragraph biography. For question ideas, see attachment: 4.6 Performance Task Question Ideas. From the interview, create a sequence of events of the peoples lives (See Attachment: 4.6 Graphic Organizer Story Map) The beginning of the biography can be about the family members childhood, the middle about an obstacle in their life, and the end is June 2011
nonfiction Identify main idea or topic in informational text Identify fact and opinion in informational text
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary (See Attachment: 4.6 Other Evidence Vocabulary Inference Chart) Alphabetical Order of Vocabulary words in journal Pair reading fluency check and running records (See Attachment: 4.6 Other Evidence Paired Fluency Check) Word Squares based on words on word wall (See Attachment: 4.6 Other Evidence Word Square) Dialogue Journal for examples of how the setting created a challenge or shaped the person in a biography (See Attachment: 4.6 Other Evidence Dialogue Journal Rubric)
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4.6 Family Interviews Subject: ESL Length: 5 weeks how they overcame it, and what they do now. Have students decide whether or not to use an expository or a narrative form in their biography Revision: Students conference with the partner to ask questions (5Ws) if the paragraph is unclear and lacks details Peer Edit: Use paragraph check list (See Attachment: 4.6 Writing Tool Paragraph Checklist) Create an illustrated cover of a portrait of the family member Stage 3 - Learning Plan Learning Activities Model with the students how to organize a fictional narrative story into a Beginning/Middle/End Story Map (See Attachment: 4.6 Graphic Organizer Story Map) Use transition words (first, then, next, so, finally) in your writing. Create a poster of transition words for beginning, middle, end that students will use as a reference to when they sequence stories and in their writing project. With a partner, have students complete the who wanted but so plot summary for a fictional narrative before beginning the biography unit. This way students can compare a fictional text to a non-fiction text (See Attachment: 4.6 Graphic Organizer Somebody Wanted To But) Fact vs. Opinion: students work in partners in order to find fact and opinions in a biography using notebook or graphic organizer (See Attachment: 4.6 Graphic Organizer Fact and Opinion) Make connections to self, text, world with a person featured in a biography. Students can use a dialogue journal (See Attachment: Other Evidence 4.6 Dialogue Journal) to write down connections to the text. Students will review the three types of connections that are glued in their journal (See Attachment: 4.6 Reading Tool Cue Cards) Read aloud a biography and find examples of how the person was affected by his/her setting, have students find examples and write in their dialogue journal connections and predictions based on the settings impact Take a paragraph from the biography and find the main idea of the paragraph and supporting details. First do this as class, then with partners, then individually (for an assessment) Sandwich Main idea and details (See Attachment: 4.6 Graphic Organizer Hamburger Paragraph) Create a t-chart to compare editorials and news articles to compare facts vs. opinions Sample Lessons Lessons on Researching and giving an Oral Presentation on a Biography: http://www.readwritethink.org/classroom-resources/lesson-plans/biography-project-researchclass-243.html?tab=4#tabs Lessons on exploring and sharing family stories through interviews: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-sharing-familystories-805.html?tab=1#tabs Additional Resources Non-Fiction Structure (See Attachment: 4.6 Resource Non-Fiction Structure) Question Ideas (See Attachment: 4.6 Resource Question Ideas) June 2011 36 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
4.6 Family Interviews Subject: ESL Length: 5 weeks Literature Connections Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull (narrative) Malcolm X: A Fire Burning Brightly by Walter Dean Myers (narrative) Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport (narrative) Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford My name is Celia / Mi Nombre es Celia by Monica Brown
June 2011 37 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
4.7 Exploring Story Elements, Organization and Setting Through Narratives Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary Through the reading of a variety of fairy tale stories, students will analyze the elements of narrative story organization and setting to create their own narrative writing piece. Content Standards and Learning Expectations Listening/Speaking L/S.4.4 Applies correct language patterns to organize events from read alouds of narrative text. Reading R.4.4 Identifies the main character(s), compares and contrasts character traits, and identifies setting within narrative and expository text. R.4.5 Uses story organization of beginning, middle and end to identify sequence within narrative and expository text; makes predictions and connections. Writing W.4.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to write descriptive and narrative paragraphs. Big Ideas/Enduring Understandings: Making connections to what we read helps us understand who we are. There are rules for good story-telling. Setting can change the mood of a story. Stories often teach lessons. Content (Students will know) Story organization within a narrative: beginning, middle and end Elements of narrative text (once upon a time/happily ever after, the structure of a fairy tale) Content Vocabulary Setting Plot Problem Solution Structure Main character Minor character Essential Questions: How do stories help us understand ourselves and others? How are good stories organized? Why does setting matter? Does happily ever after really exist? Skills (Students will be able to) Apply correct language patterns to organize events from read alouds of narrative text (i.e. the structure of fairy tales) Listen and respond during a read-aloud from a variety of narrative texts (fairy tales) to improve comprehension Identify main character and setting in fairy tales and other narrative stories Use story organization of beginning, middle and end to identify sequence within narrative (i.e. fairy tales) Identify elements in narrative forms of writing (once upon a time, happily ever after, etc.) Use a variety of sentence types to write narrative paragraphs in fairy tales Other Evidence: Character maps of the main character (See Attachment: 4.7 Graphic Organizer Character Map) Journal reflections on fairy tales 38
Stage 2 - Assessment Evidence Performance Tasks: Sequence & Story Organization in Fairy Tales Read the traditional version of the story, Cinderella aloud to the class (See Attachment: 4.7 Text Cinderella if you do June 2011
4.7 Exploring Story Elements, Organization and Setting Through Narratives Subject: ESL Length: 6 weeks not have access to book) As you read aloud, pause to clarify new vocabulary and ask students questions about the text, characters and setting. Show illustrations of the story to help students understand the text (See Attachment: 4.7 Text Cinderella Illustrations if you do not have access to book) At the end of the story, have students complete a sequence chart retelling what happens in the beginning, middle and end of the story. Assess the completed sequence chart for accuracy (See Attachment: 4.7 Performance Task Cinderella Sequencing) Have students share their sequence charts with a partner and have them share aloud what was different or similar about their sequence charts. Explain to students that when you retell a story from beginning to end, it doesnt always have to be the same, but it must include the main parts of the story. Analyzing Setting in Fairy Tales Read aloud the story titled, Cendrillon, by Robert D. San Souci, which is a Caribbean version of Cinderella. Ask students questions about the setting to help students understand the text. After reading the story, ask students to think about the similarities and differences between Cinderella and Cendrillon. Record student responses on the board. Next, ask students to do an illustration of the setting for each story. Along with the setting, have students complete a Venn diagram comparing and contrasting the settings of the two stories (See Attachments: 4.7 Graphic Organizer Venn Diagram and 4.7 Graphic Organizer Compare and Contrast). Have them write a paragraph describing the similarities and differences between the two settings. Have students share their setting illustrations, Venn diagrams and paragraphs with the class. You may have them work with a partner to complete the illustrations and the Venn diagrams and have them June 2011
Journal entries on story ideas (brainstorming) Inference chart for vocabulary (See Attachment: 4.7 Other Evidence - Vocabulary Inference Chart) Alphabetical Order of Vocabulary words in journal Pair reading fluency check and running records (See Attachment: 4.7 Other Evidence Paired Fluency Check) Word Squares based on words on word wall (See Attachment: 4.7 Other Evidence Word Square)
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4.7 Exploring Story Elements, Organization and Setting Through Narratives Subject: ESL Length: 6 weeks complete the paragraphs individually. Once Upon A TimeMy Own Fairy Tale Have students work in pairs to rewrite the classic fairy tale of Cinderella and update it to modern times. Have students plot the story elements of their version of Cinderella (See Attachment: 4.7 Graphic Organizer Story Map). For example, for setting, tell them that it can be set in their hometown or the characters can be updated, which can change the plotline. Have students illustrate each part of the story (character, setting, problem, plot and resolution) to create an illustrated fairy tale. Stage 3 - Learning Plan Learning Activities Identifying Main Character Have students create a Facebook page of the main character from a story (See Attachment: 4.7 Learning Activity Facebook Page) Compare and contrast characters from fairy tales using a Venn Diagram (See Attachment: 4.7 Graphic Organizer Venn Diagram) or a other organizer (See Attachment: 4.7 Graphic Organizer Compare and Contrast) Complete Web organizers about the main character (See Attachment: 4.7 Graphic Organizer Character Map) Setting Ask students to rewrite one of their favorite stories changing the setting Have students illustrate the settings of the stories they read or give them a picture and have them write a story using the picture as the setting to their story Narrative Elements/ Story Organization Have students compare and contrast a story map of two stories using a Venn diagram (See Attachment: 4.7 Graphic Organizer Venn Diagram) Give students the beginning and the end of a story and ask them to complete the story making sure that it follows elements of narrative text (setting, character, problem, plot and resolution) Sample Lessons Setting development: http://www.readwritethink.org/classroom-resources/lesson-plans/usingpicture-books-teach-a-107.html?tab=4#tabs Story structure and fairy tales: http://www.readwritethink.org/classroom-resources/lessonplans/teaching-about-story-structure-874.html?tab=4#tabs Rewriting fairy tales: http://www.readwritethink.org/classroom-resources/lesson-plans/onceupon-time-rethought-853.html?tab=4#tabs Additional Resources Resource on narrative writing (See Attachment: 4.7 Resource Narrative Writing) Resources on activities to teach character analysis (See Attachment: 4.7 Resource Character Analysis) June 2011 40
4.7 Exploring Story Elements, Organization and Setting Through Narratives Subject: ESL Length: 6 weeks Resources on activities to teach setting (See Attachment: 4.7 Resource Setting) Resources on activities to teach plot (See Attachment: 4.7 Resource Plot) Novels and picture books to support the unit (See Attachments: 4.7 Resource List of Novels and 4.7 Resource List of Picture Books) Transition Phrases (See Attachment: 4.7 Resource Transition Phrases) Elements of Setting (See Attachment: 4.7 Resource Elements of Setting) Literature Connections Magic Stream: The Fairy Tale by Regina Garson (See Attachment: 4.7 Literature Connections Magic Stream) Beauty and the Beast Goldilocks and the Three Bears Hansel and Gretel Little Red Riding Hood Sleeping Beauty

Attachments Grade 4
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4.1 Graphic Organizer About Me Subject: ESL
Name __________________________________________ Date ________________________________
Source: edHelper.com
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4.1 Graphic Organizer 5 Ws Chart Subject: ESL Name _______________________________________ Date ___________________________________ Five Ws Chart Fill in each row with details that answer the question.
What happened?
Who was there?
Why did it happen?
When did it happen?
Where did it happen?
Source: http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf 44
4.1 Graphic Organizer Word Web Subject: ESL Name _________________________________________ Date __________________________________ Cluster/Word Web Write your topic in the center circle and details in the smaller circles. Add circles as needed.
Source: http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf 45
4.1 Learning Activity Word Wall Ideas Subject: ESL Point, Clap, Chant. The teacher states the word, one student points to the word on the word wall and then all students chant the letters of the word and clap for each letter. Rhymes. The students take their notebooks out and when the teacher states the word, the student tries to write 1-3 rhyming words in their notebook. The teacher then lets the students say their rhyming words. Alphabetical Order. Depending on the number of word wall words, students can alphabetize all of them or they can alphabetize the first 20 or last 20 words. Sign Language. This works best when the sign language pictures are also available. The children use sign language to spell the word the teacher says. A terrific inclusive activity! Add an ending (s, ed, ing). The students take out their notebooks and add endings to each of the words where appropriate. Vowel Play. The students can write the words and underline all the vowels, or decide if the vowels are long, short or controlled by another letter (star - r controlled vowel and neither long nor short) Peer test. Students take turns testing each other on the spelling of each of the words Scavenger Hunt. Use old magazines or newspapers. Students try to locate as many of the word wall words as they can, they can cut them out and paste them into their books. Change a letter. Students try to make new words by changing just one letter. This can be a fun, challenging activity that can also be played in teams. Word wall stories. Students use as many of the word wall words as they can to write a story. This too can be quite a challenge to ensure that the story makes sense yet still uses many of the words. Guess the word wall word. Students work with partners and draw the word with their finger on their partner's back. When the student guesses the word, they trade places. (Great for tactile learners) Letters or syllables. The teacher states the word and the student then hold up the right number of fingers to show the number of letters or the number of syllables. Missing word. This one can be really fun. The teacher gives a sentence that is missing a word wall word and the students have to guess what the word is. For instance, if the word wall word is 'at', the teacher could say, "Who was _____ the park yesterday?" The teacher could have students state the word orally by turn, or have them do the activity in their notebooks. The activity could then be taken up after the dictation. Guess my word wall word. This activity can be done in a couple of ways. The teacher gets the students to number off from 1 to 10 in their notebooks and gives clues about the word. For instance: "The word I'm thinking about rhymes with _____ and has 1 syllable and 4 letters." The student then writes down what they believe the word is. The other method is to do the activity orally and let a student point to the word on the word wall. Word wall Bingo. Students always love a good game of bingo. In this activity, the students write down a stated number of word wall words, 10, 15 or 20. The teacher then randomly states the names of some of the word wall words. As she says the words, the students underline the word or put a chip over the word. The first one to have their words read out by the teacher first is the winner. Word wall snap. The class forms 2 lines. The teacher is in front of the 2 lines. The teacher points to a word wall (or uses the word wall cards), the first student to say the word remains in front of the line. The other student goes to the back of the line and the 2 students in front continue on.
Source: http://specialed.about.com/od/wordwalls/a/morewordwalls.htm 46
4.1 Learning Activity Word Wall Ideas Subject: ESL Sounds like.... The teacher says a word that sounds like the word wall word, for instance in the case of 'are' the teacher would say "sounds like far" and the students write down what they think the word wall is. This one can also be played orally.
Source: http://specialed.about.com/od/wordwalls/a/morewordwalls.htm 47
4.1 Other Evidence Dialogue Journal Rubric Subject: ESL
Name ____________________________________ Date ______________________________ Rubric for Reading Dialogue Journals

Score Student's Response Demonstrates Complete response with support Includes a personal and specific response Uses evidence from the text Focuses on important ideas Provides thoughtful responses to their own questions or reflections about the reading Reflects that student read the assigned reading with full comprehension Adequate response with some support Includes a general response Uses some evidence from the text Focuses on less important ideas Shows some thoughtfulness in responses to their own questions or reflections about the reading Somewhat reflects that the student read the assigned reading with some comprehension Limited response with little support Includes a superficial response, such as It was funny Uses little or no evidence from the text Focuses on details rather than important ideas Shows limited thoughtfulness in responses to their own questions or reflections about the reading Reflects that the student did not complete nor comprehend the assigned reading No response to text Includes disconnected story details Fails to include personal response to the story Is incomplete or too short Shows little or no thoughtfulness and provides no questions or reflections about the reading Reflects that the student did not complete any of the assigned reading No response
Source: edCount, LLC
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4.1 Other Evidence Dialogue Journal Subject: ESL Name _____________________________________ Date _____________________________________ Text: __________________________________________________ Reading Focus: __________________________________________
Directions: Read _________. As you read, record parts of the text that you find interesting into the left column. In the right column, record your questions, reactions, opinions, predictions or connections about the text. Be ready to share your thoughts with the class. Quote/word/sentence from text My Questions, Reactions, opinions, predictions about the text
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4.1 Other Evidence Dialogue Journal Subject: ESL Text: __________________________________________________ Reading Focus: __________________________________________
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4.1 Other Evidence Homophones Assessment Subject: ESL Name______________________________________ Date__________________________
Homophones quiz! Which word goes where?

Instructions: Underline the clues that help you solve which homophone goes into the blank. Then, write the correct homophone in the blank. YOU MUST SPELL IT CORRECTLY FOR FULL CREDIT. Misspelled homophones = - point Group one: There, their, theyre 1. 2. 3. 4. 5. 6. I just heard that _____________ all going to the football game tonight. All of a sudden, _______________ was a rustling in the bushes. Last week, Sam went to _____________ picnic and had a great time. I just spoke to your mother, and she said _______________ going to the zoo tomorrow. At what time will you get _______________ ? _________________ friends are always a funny group of people.
Group two: which, witch 7. 8. 9. 10. ______________ person went to the office without a pass? I will dress up as a ________________ for Halloween. Elizabeth was a small girl, ___________ helped her sneak past the security guards. A warlock is a male version of a ________________.
Group three: to, too, two 11. 12. 13. 14. 15. 16. There are _________ many mosquitoes in Washington, DC! All of a sudden, ___________ Great Blue Herons emerged from the cattails. Jason has been _______ Missoula ____________, and he loved it! Going _______ the metro from my house requires me ______ take a bus. Sandy ate _______ much candy this Halloween, and now her stomach hurts. ____________ students walked ________ the 7-11 after school.
Group Four: are, our 17. 18. 19. 20. ________ special family recipes are a secret. Three chaperones _______ joining us on this field trip. Four score and seven years ago, ____________ founding fathers gathered. ___________ you going to Harpers Ferry this year?
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4.1 Other Evidence Paired Fluency Check Subject: ESL Paired Reading Fluency Check Evaluation Sheet Readers name: ____________________________________ Evaluators name: __________________________________ Name of Text: ____________________________________ Reading 1: How did my partner read the first time? (Reader check one)
Suggestions: Check the suggestions that best apply to your partner. ______ Remember to read a little faster. ______ Remember to read a little slower. ______ Remember to read with expression. ______ Remember to pause at the end of a comma and stop at the end of a period. ______ You forgot the words _____, _____, and ______. ______ Next time, remember to say __________, not __________. ______ Remember to say the ending of words. For example, the letter s in the word, reads. Reading 2: How did I my partner read the second time? (Reader check one)
Suggestions: Check the suggestions that best apply to your partner. ______ Remember to read a little faster. ______ Remember to read a little slower. ______ Remember to read with expression. ______ Remember to pause at the end of a comma and stop at the end of a period. ______ You forgot the words _____, _____, and ______. ______ Next time, remember to say __________, not __________. ______ Remember to say the ending of words. For example, the letter s in the word, reads. Notes for my partner: ______________________________________________________________________________ ______________________________________________________________________________ Source: Adapted from Teaching Reading to Black Adolescent Males by Alfred Tatum 52
4.1 Other Evidence Vocabulary Inference Chart Subject: ESL
Infer Unknown Words!

Clues can be: From the text (say what it was), illustrations, or in the sentence Unknown Word What I think it Means What Clues helped me? Check the dictionary or a friend
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4.1 Other Evidence Vocabulary Inventory Chart Subject: ESL Name: _______________________ Date: _______________
Vocabulary Inventory Chart

Good Readers can identify an unknown word. From a selection of vocabulary words, write the vocabulary words into the column that shares how well you know the word.
I know and can use the word
I kind of know this word
I have heard or seen it
I dont know this word
Source: Adapted from Words, Words, Words by Janet Allen 1
4.1 Other Evidence Word Square Subject: ESL
Name ________________________________________ Date _____________________________________
Word Square
Word Sentence
Part of Speech: ____________ Divide Word into Syllables: __________________________
Meaning
Illustration
Synonym: _________________ Antonym: _________________
Source: Adapted from Dr. Anna Uhl Chamot 1
4.1 Performance Task Write a Dialogue Subject: ESL Name _________________________________________ Date __________________________________ How to Write a Script! There are three bodies of a script: headings, narrative and dialogue. Each of these has important points to remember. Headings include: Camera location - EXT. (exterior or outside) or INT. (interior or inside) Scene location (SCHOOL HOUSE) Time (DAY or NIGHT) Narrative describes: Action (what is happening) Character and settings (visual) Sounds (in the background/music) Dialogue is printed in the center of the page, with: The name of the person speaking appears at the top, in CAPITAL LETTERS. The actors direction (AKA angry, disappointed). The speech. Putting all this together you should come up with something that looks like this:
INT. WELTON ACADEMY HALLWAY - DAY
This is a HEADING
A young boy, dressed in a school uniform and cap, fidgets as his mother adjusts his tie. MOTHER Now remember, keep your shoulders back. A student opens up a case and removes a set of bagpipes. The young boy and his brother line up for a photograph PHOTOGRAPHER Okay, put your arm around your brother. That's it. And breathe in. This is the DIALOGUE The young boy blinks as the flash goes off. PHOTOGRAPHR Okay, one more. This is the NARRATIVE DESCRIPTION
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4.1 Performance Task Write a Dialogue Subject: ESL Heading:
Narrative (description of what the audience sees):
Dialogue:
Narration:
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4.1 Reading Tool Cue Card Subject: ESL
Making Connections Cue Cards
Source: time4teachers.com
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4.1 Resource Printable Homophones Sheet Subject: ESL
Homophones Sheet
Source: http://www.imaginativeteacher.com/uploads/Homophones_pack.jpg 1
4.1 Sample Lesson To Be A Butterfly Subject: ESL Aim: What is a homophone? Definition: Homophones are words that sound the same, but have different meanings and are spelled differently. Motivation: Students will be asked what they think a homophone is. Encourage each student to think of the word homophone as a compound word - two whole words put together to form a new word. Ask the students to separate the word. Homo - ask students what they think the word "homo" means. Phone - ask students what they think the word "phone" means. Since homo and phone are both Greek words, this should be especially easy for students who are familiar with the Greek language. Be sure to inform students that homophone is a word that we use from the Greek language. If students arent able to figure out what homo and phone mean, then tell them. Homo = same Phone = sound Homophones = words that sound the same, but have different meanings and are spelled differently Engagement Activity: Each student will be given a puzzle piece with a homophone word on it. Students must go around and find the puzzle piece or homophone that matches his/her own. You may want to put children in a circle to avoid confusion. Once children find their partner or missing puzzle piece, they will get together and create two sentences with their two homophone words. Children will write the sentences on their dry erase boards. (Comprehension, Application, Synthesis, & Evaluation) Development: 1. Begin lesson with the motivation. (Knowledge, Comprehension, & Analysis) 2. Have students try to name at least three examples of homophones. (Knowledge) 3. Explain to students that homophones are sometimes tricky words. Tell students it is important that they should know how homophones are spelled and most importantly, they should use context clues to help figure out the meaning of the word. Let students know that they will be learning several different homophones during this lesson. 4. Introduce the poem To Be a Butterfly by Christine Thies. Tell students there are a few (5) homophones within the poem. a. Read the poem to the class. b. In a choral reading style, read the poem as a class. c. Ask students to find the homophones in the poem. Have students come up and circle the homophones they find in the poem. (Knowledge) 5. At this point, be sure to clarify any confusion the children may have about homophones. Tell students that they will play a fun game using homophones. Conduct engagement activity. Give approximately 5-7 minutes to complete the engagement activity. (Comprehension, Application, Synthesis, & Evaluation) 60
4.1 Sample Lesson To Be A Butterfly Subject: ESL 6. Finally, after engagement activity, have students share his/her homophone words and sentences with the class. If time permits, try to define each homophone. (Evaluation) To Be a Butterfly By Christine Thies \/ Sometimes I wish that I could fly, High in the sky like a butterfly. Oh, how nice it would be To soar above the big blue sea, Saying "hi" to all that I can see Like the dragonfly and buzzing bee; To hear the wind as I flap my wings, And listen as two lovebirds sing, Flying here and there around the sky, Oh, how I wish that I could fly
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4.1Text Grandma Torrelli Makes Soup Subject: ESL
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Source: http://teacher.scholastic.com/clubs/pdfs/grannytorrellimakessoup_t.pdf 7
4.1 Writing Tool Dolch List Subject: ESL DOLCH WORDS - FOURTH GRADE above across address ago air airplane almost also ant awake bad bake banana bath beans beat began bend beside between bill bit blow bone born bottom bowl brave breakfast brick broke broken button camp cap care careful case cause center chimney chin city clock cloud cook cool count country course cover creek cross cup dead dear deer desk different dime dirty dream drop dry enough even eye family feather feel felt few field fight finger foot fresh front fur gift gold gone gray grew hair half hall hang heavy herself hid himself hole hundred hung hungry kitten knew knife knock lake land lap large late lead leaf learn leave leaves led left lift line listen lost loud march mark matter mean meat meet middle Miss most mouth Mr. nine nothing number outside page pail path pay peas pen pencil people pie piece place plain plant plate pond poor pot press queen question quick quiet radio ready real remember rich river sea seat seem seen send shake shine shook should shut side silver skin sky slip slow smile smoke soap socks soft something sometime sound soup space spot stairs stand station stay still such suit supper suppose sure sweep sweet teach teeth than thin thought through throw till tired trade tried true twelve wake wall wave wear week west wheel while whisper win wing winter
4.1 Writing Tool Dolch List Subject: ESL brought bug building built busy dust early east edge else kept kick kill king kiss Mrs. nap neck need nice rock roof row sand save sting stood story straight strong without wonder wool world yard yet
4.1 Writing Tool Paragraph Checklist Subject: ESL
Name __________________________________ Date __________________________________ Student Checklist
Yes
No
1. Does your paragraph have a clear topic sentence? Did you indent your paragraph?
2. Does your paragraph have three major details? Did you capitalize your sentences?
3. Does your paragraph have three minor details?
4. Does your paragraph have a concluding sentence?
5. Did you check your work for capital letters?
6. Did you check your work for spelling errors?
7. Did you write complete sentences?
8. Did you check the correct conjugation of verbs in your sentences?
9. Did you indent your paragraph?
10. Did you put the correct punctuation at the end of each sentence?
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4.2 Graphic Organizer Venn Diagram Subject: ESL Name ___________________________________ Date ______________________________________
Venn Diagram Write details that tell how the subjects are different in the outer circles. Write details that tell how the subjects are alike where the circles overlap.
Source: Houghton Mifflin Company
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4.2 Learning Activity Phonemic Analysis: Letter Sounds Self Check Subject: ESL Recognizing Letter Sounds Steps Monitor Your Work
1: Say the word aloud.
2: Say the sound of the underlined letter aloud.
3: Compare the word to the sample word.
4: Write the word in the correct group.
Recognizing Letter Sounds Steps Monitor Your Work
1: Say the word aloud.
2: Say the sound of the underlined letter aloud.
3: Compare the word to the sample word.
4: Write the word in the correct group.
74 Source: Adapted from Words Their Way: Word Study for Vocabulary and Spelling Instructions by Donal R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston
4.2 Learning Activity Phonemic Pattern Analysis: Long A Short A (2) Subject: ESL Long and Short A Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. Pattern Analysis Pattern Analysis back space flash frame
Name: _________________________ Date: __________________________ Pattern Analysis rain brain oddball said Pattern Analysis
black
place
paint
want
rash
blame
train
have
camp
state
main
was
stand
paste
faint
bat
trace
pain
crass
rake
chain
stamp Short a Pattern
base Long a Silent e Pattern
tail Long ai Pattern Oddball Pattern
4.2 Learning Activity Phonemic Pattern Analysis: Long A Short A Subject: ESL Long and Short A Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. Pattern Analysis Pattern Analysis back space
Name: _________________________ Date: __________________________ Pattern Analysis rain oddball Pattern Analysis
Short a Pattern
Long a Silent e Pattern
Long ai Pattern
Oddball Pattern
4.2 Learning Activity Phonemic Pattern Analysis: Long E Short E Subject: ESL Long and Short e Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. fresh CVCC clean CVVC oddball
Name: _________________________ Date: __________________________ Pattern Analysis Write Your Own Words
Short e Pattern
Long e Pattern
Oddball Pattern
4.2 Learning Activity Phonemic Pattern Analysis: Long I Short I Subject: ESL Long and Short I; long a Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. Pattern Pattern kiss CVCC time CVCe
Name: _________________________ Date: __________________________ rain CVVC Write Your Own Words
Short i Pattern
Long i Pattern
Oddball Pattern
4.2 Learning Activity Phonemic Pattern Analysis: Long O Short O Subject: ESL Long and Short o Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. Pattern CVC Pattern CVCC
Name: _________________________ Date: __________________________ Pattern CVCe Write your short O examples Write your long O examples
box
lost
close
Short o Pattern
short o Pattern
Long o silent e Pattern
4.2 Learning Activity Phonemic Pattern Analysis: Long U Short U Subject: ESL Long and Short U Pattern Analysis Directions: Write the letter c above the consonants and v above the vowels. Then, write the consonants and vowels pattern in the pattern analysis column. Pattern CVCe Patterns CVC (CVCC)
Name: _________________________ Date: __________________________ New Pattern CVV (ew) Write your short U examples Write your long U examples
Cute
Sun or Much
Short o Pattern
short o Pattern
Long o silent e Pattern
4.2 Other Evidence Dialogue Journal Rubric Subject: ESL Name ____________________________________ Date ______________________________ Rubric for Reading Dialogue Journals Score Student's Response Demonstrates Complete response with support Includes a personal and specific response Uses evidence from the text Focuses on important ideas Provides thoughtful responses to their own questions or reflections about the reading Reflects that student read the assigned reading with full comprehension Adequate response with some support Includes a general response Uses some evidence from the text Focuses on less important ideas Shows some thoughtfulness in responses to their own questions or reflections about the reading Somewhat reflects that the student read the assigned reading with some comprehension Limited response with little support Includes a superficial response, such as It was funny Uses little or no evidence from the text Focuses on details rather than important ideas Shows limited thoughtfulness in responses to their own questions or reflections about the reading Reflects that the student did not complete nor comprehend the assigned reading No response to text Includes disconnected story details Fails to include personal response to the story Is incomplete or too short Shows little or no thoughtfulness and provides no questions or reflections about the reading Reflects that the student did not complete any of the assigned reading No response
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Suggestions: Check the suggestions that best apply to your partner. ______ Remember to read a little faster. ______ Remember to read a little slower. ______ Remember to read with expression. ______ Remember to pause at the end of a comma and stop at the end of a period. ______ You forgot the words _____, _____, and ______. ______ Next time, remember to say __________, not __________. ______ Remember to say the ending of words. For example, the letter s in the word, reads. Reading 2: How did my partner read the second time? (Reader check one)
4.2 Other Evidence Phonemic Word Pattern Assessment Subject: ESL Name: ________________________ Date: _________________________
Directions: As you read each of the following words, on the left column right whether the underline letter is a long or short vowel. See number one for an example. Words 1. BAKE 2. MEAT 3. DEAL 4. STATE 5. CHAIN 6. DREAM 7. CLASS 8. DRESS 9. SELF 10. RASH 11. FAME 12. STRESS 13. WEST 14. FAINT 15. BASE 16. DESK 17. BLAME 18. SEEK 19. DRENCH 20. CAMP Pattern 1. CVCe 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 12. ________ 13. ________ 14. ________ 15. ________ 16. ________ 17. ________ 18. ________ 19. ________ 20. ________ Long vowel or Short vowel 1. Long A 2. _________ 3. _________ 4. _________ 5. _________ 6. _________ 7. _________ 8. _________ 9. _________ 10. _________ 11. _________ 12. _________ 13. _________ 14. _________ 15. _________ 16. _________ 17. _________ 18. _________ 19. _________ 20. _________
Name ________________________________________ Date _____________________________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
4.2 Performance Task Readers Response Example Subject: ESL 9/8/11 Dear Class of 5B, Currently I am reading the book, The House on Mango Street by Sandra Cisneros. Its a realistic fiction novel on the life of a young Latina girl named Esperanza, who is growing up in Chicago. Shes a really funny girl because she dislikes her name and prefers to be called Zeze the X! I wonder why! I predict she is a bit weird and wants to be mysterious. I already am enjoying it because of the way Sandra Cisneros writes. She uses lots of metaphors so her writing sounds like poetry. For example, when Esperanza talks about how she feels around her younger sister, Nenny, she says she feels like a red balloon tied to an anchor. When I read that, I visualized it and it seemed like a funny image. But then I re-read and Im inferring that Esperanza feels like Nenny weighs her down (like an anchor) because she is younger, and doesnt let Esperanza explore the way she wants to. I am a younger sister, so I wonder if my brother felt that way about me. I hope not! So far, Im enjoying the book. Ill let you know if my prediction of Esperanza being a weirdo is true! Sincerely, 4. Make Connections Share how the book reminds you of your life, other books, or the real world! 5. Evaluate Do you like how the author writes? Why? Why is the author writing this? For entertainment? To inform? To persuade? Why? Find out! 1. Make Predictions As you read, use the clues in the book to guess what will happen next. Then read to find out you were right! Share if you were or not! 2. 3. Ask Questions What will the character do next? Why are these things happening? Who is that person? Is this important? Why? Make Inferences
(Inferences are like predictions based on clues in the book. Its what detectives do to solve mysteries. They infer from the clues!) Make inferences about how the character feels Make an inferences about how the story will change Make an inference about why the character does something
Using Reading Strategies in your Readers Response Letter These Reading Strategies help make your letter come alive by showing how you are THINKING as you read your book! Source: edCount, LLC 85
4.2 Resource Fluency Subject: ESL
Developing Reading Fluency

Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. But beginning readers usually do not read fluently; reading is often a word-by-word struggle. How do we help children struggling with slow, painstaking sounding out and blending? Support and encourage them. Effortful decoding is a necessary step to sight recognition. You can say, "I know reading is tough right now, but this is how you learn new words." Ask students to reread each sentence that requires unusual decoding effort. In general, the fluency formula is this: Read and reread decodable words in connected text. Decode unknown words rather than guessing from context. Reread to master texts. Use text with words children can decode using known correspondences. Use whole, engaging texts to sustain interest. There are two general approaches to improving fluency. The direct approach involves modeling and practice with repeated reading under time pressure. The indirect approach involves encouraging children to read voluntarily in their free time. The direct approach: Repeated readings. We often restrict reading lessons to "sight reading." Who could learn a musical instrument by only sight-reading music and never repeating pieces until they could be played in rhythm, up to tempo, with musical expression? In repeated reading, children work on reading as they would work at making music: They continue working with each text until it is fluent. Repeated reading works best with readers who are full alphabetic, i.e., who know how to decode some words. Use a passage of 100 words or so at the instructional level. The text should be decodable, not predictable. The reader might select a favorite from among familiar books. Here are two ways to frame repeated reading. 1. Graph how fast students read with a "one-minute read." Graphing is motivating because it makes progress evident. The basic procedure is to have your student read for one minute, count the number of words read, and graph the result with a childfriendly graph, e.g., moving a basketball player closer to a slam dunk. Aim for speed, not accuracy. Time each reading with a stopwatch if available, use the countdown timer, with its quiet beeping signal, rather than saying "stop," which can be startling. It is important in one-minute reads to emphasize speed rather than accuracy. Over repeated readings, speed in WPM will increase and errors will decrease. If you emphasize accuracy, speed falls off.
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4.2 Resource Fluency Subject: ESL I recommend you get a baseline reading first. A realistic average goal for a first grade reader is 60 WPM, but adjust the goal to your student's level30 WPM may be plenty for very slow readers, and 120 WPM may be an appropriate challenge for others. Laminate your chart, and place a scale in erasable marker to the right. When the goal is reached, raise the bar 5 WPM for the next book, which requires a new scale on your graph. To speed up the word count, mark off every 10 words in light pencil so that you can count by tens. Subtract a word for each miscue so accuracy is not totally abandoned. Continue to support reading in ordinary ways: Ask a question or make a comment about story events after each reading to keep a meaning focus. Collect miscue notes to analyze for missing correspondences.
Children enjoy one-minute reads because their success is evident. They will ask you if they can read the passage again! 2. Use check sheets for partner readings. With a class of children, pair up readers to respond to one another. Begin by explaining what you'll be listening for. Model fluent and nonfluent reading. For example, show the difference between smooth and choppy reading. Show how expressive readers make their voices go higher and lower, faster and slower, louder and softer. In each pair, students take turns being the reader and the listener. The reader reads a selection three times. The listener gives a report after the second and third readings. All reports are complimentary. No criticism or advice is allowed.
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4.2 Resource Fluency Subject: ESL The indirect approach: Voluntary reading. Sustained silent reading (SSR, a.k.a. DEAR, "drop everything and read") gives children a daily opportunity to read and discover the pleasure of reading. Each student chooses a book or magazine, and the entire class reads for a set period of time each day. SSR has been shown to lead to more positive attitudes toward reading and to gains in reading achievement when peer discussion groups discuss the books they read. When students share their reactions to books with classmates, they get recommendations from peers they take seriously. Tierney, Readence, and Dishner, in Reading Strategies and Practices (Allyn & Bacon, 1990, pp. 461-462) list three "cardinal rules" for SSR: a. Everybody reads. Both students and teacher will read something of their own choosing. Any text that keeps the reader interested is acceptable. The teacher reads too. Completing homework assignments, grading papers, and similar activities are discouraged. I recommend teachers read children's books so they can participate in discussions and give booktalks for their students. b. There are to be no interruptions during USSR. The word uninterrupted is an essential part of the technique. Interruptions result in loss of comprehension and loss of interest by many students; therefore, questions and comments should be held until the silent reading period has concluded. c. No one will be asked to report what they have read. It is essential that students recognize SSR is a period of free reading, with the emphasis on reading for enjoyment. Teachers should not require book reports, journal entries, or anything other than free reading. Do not give grades for SSR. d. One landmark study of SSR* showed that reading gains from SSR depend on setting up discussion groups and other peer interactions around texts. In other words, students need to talk with one another about the books they are reading to motivate a significant increase in reading. With regular opportunities to discuss books, students learn about good books and read more because they want to read what their peers are reading. They usually experience peer pressure to read in order to be able to have something to say to their friends. In this way, reading becomes part of the culture of the classroom. Manning, C. L., & Manning, M. (1984). What models of recreational reading make a difference? Reading World, 23, 375-380. Other essentials for encouraging voluntary reading include a plentiful library of books and frequent opportunities to choose. Children should be allowed and encouraged to read page turners (e.g., easy series books) rather than the classics for their independent reading. For gaining fluency, quantity is more important than quality. Book introductions help children make informed decisions about what they want to read. For an effective booktalk, choose a book you like. Show the illustrations to the students. Give a brief talk, hitting the high points: the setting, characters, and the inciting incident leading to the problem or goal. Do not get into the plot, and especially not the resolution! If there is no clear plot, ask a have-you-ever question (e.g., Have you ever been afraid of the dark?) and relate the question to the book. Good booktalks often feature some oral reading, e.g., of a suspenseful part.
88 Source: http://www.auburn.edu/~murraba/fluency.html
4.2 Resource Running Records Subject: ESL
What is a Running Record? A running record allows you to assess a student's reading performance as she/he reads from a benchmark book. Benchmark books are books selected for running record assessment purposes. A running record form, with text from the book printed on the form, accompanies each of the benchmark books. Only the first 100 -150 words of the longer benchmark books are used for the upper level running records. A blank running record form is supplied for teachers who wish to perform running records on books other than the benchmark books or for additional text from the upper level benchmark books. There are conflicting views on whether students should be assessed using a book they have never read versus using a book they are familiar with. We believe using a book that has not been previously read will give a more accurate measure of a student's ability to handle text at the assessed level. For this reason, we provide two benchmark books at each level: one fiction and one non-fiction. You can always opt to read the book before doing a running record if you prefer using previously-read text for your running record. After completing a running record, you may want to assess a student's comprehension of the book read. Reading A-Z provides Retelling Rubrics for this purpose. Both fiction and non-fiction Retelling Rubrics are provided. Taking a Running Record Running records are taken most often at the earlier stages of reading. Students who are not progressing at the expected rate should be assessed even more frequently than the schedule suggested below. Early Emergent readers (Levels aa C): every 2 to 4 weeks Emergent readers (Levels D J): every 4 to 6 weeks Early fluent readers (Levels K P): every 6 to 8 weeks Fluent readers (Levels Q Z): every 8 to 10 weeks
Taking a running record takes practice. Before attempting a running record, read the procedural steps below, then go to the section on Marking a Running Record Form. 1. Select a book that approximates the student's reading level. Explain that she/he will read out loud as you observe and record her/his reading skills. 2. With the running record form in hand, sit next to the student so that you can see the text and the student's finger and eye movements as she/he reads the text. 3. As the student reads, mark each work on the running record form by using the appropriate Running Record Symbols and Marking Conventions shown below. Place a checkmark above each work that is read correctly. 4. If the student reads incorrectly, record above the word what the student reads. 5. If the student is reading too fast for you to record the running record, ask her/him to pause until you catch up.
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4.2 Resource Running Records Subject: ESL 6. Be sure to pay attention to the reader's behavior. Is the student using meaning (M), structural (S), and visual (V) cues to read words and gather meaning? 7. Intervene as little as possible while the student is reading. 8. If the student is stuck and unable to continue, wait 5 to 10 seconds, then tell her/him the word. If the student seems confused, provide an explanation to clear up the confusion and say, "Try again."
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4.2 Resource Running Records Subject: ESL Marking a Running Record Form Several terms are used when marking a running record form. You should become familiar with these terms by reviewing the explanations below. Errors (E)--Errors are tallied during the reading whenever a child does any of the following: o Substitutes another word for a word in the text o Omits a word o Inserts a word o Has to be told a word Self-correction (SC)--Self-correction occurs when a child realizes her or his error and corrects it. When a child makes a self-correction, the previous substitution is not scored as an error. Meaning (M)--Meaning is part of the cueing system in which the child takes her or his cue to make sense of text by thinking about the story background, information from pictures, or the meaning of a sentence. These cues assist in the reading of a word or phrase. Structure (S)--Structure refers to the structure of language and is often referred to as syntax. Implicit knowledge of structure helps the reader know if what she or he reads sounds correct. Visual (V)--Visual information is related to the look of the letters in a word and the word itself. A reader uses visual information when she or he studies the beginning sound, word length, familiar word chunks, and so forth.
There are two steps to marking a running record. Step 1 involves marking the text on the running record form as the student reads from the benchmark book. Before taking your first running record, become familiar with the symbols used to mark a running record form. These symbols are found in Table 1. Also review the Sample Running Record to see how a completed form looks. It also is a good idea to take a few practice running records by role-playing with a fellow teacher as she/he plays the role of a developing reader, intentionally making errors for you to record. Once the student has read all the text on the running record form and you have recorded their reading behavior, you can complete Step 2. In Step 2 you fill in the boxes to the right of the lines of text you have marked. Begin by looking at any error the student has made in the first line. Mark the number of errors made in the first box to the right of the line. If the student self corrected any of these errors, mark the number of self-corrections in the second box to the right of the line. Next determine whether the errors and self-corrections were made as a result of meaning, structure, or visual cueing. For a description of each of these cues, review the explanations provided above. Write MSV in each box for each error and a self-correction made and circle the appropriate letter for the cue used by the student. After completing step two you should total the number of errors and self-corrections and write each total in the box at the bottom of the appropriate column. Next calculate the student's error rate, accuracy rate, and self-correction rate, found in the next section Scoring and Analyzing a Running Record. You do not have to mark the MSV cueing portion of the running record form. It is simply used to help you further analyze a student's reading behavior and provide deeper insight into a student's possible
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4.2 Resource Running Records Subject: ESL reading deficiencies. You can still use the information on error, self-correction, and accuracy rates to place the student at the developmentally appropriate instructional level.
Sample Running Record
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4.2 Resource Running Records Subject: ESL
Scoring and Analyzing a Running Record Scoring: The information gathered while doing a running record is used to determine error, accuracy, and self-correction rates. Directions for calculating these rates are given below. The calculated rates, 93
4.2 Resource Running Records Subject: ESL along with qualitative information and the student's comprehension of the text, are used to determine the student's reading level.
Qualitative Analysis: The qualitative analysis is based on observations that you make during the running record. It involves observing how the student uses the meaning (M), structural (S), and visual (V) cues to help her/him read. It also involves paying attention to fluency, intonation, and phrasing. Think back to the prompts you offered and how the student responded. These observations help you form a picture of the student's reading development. Error Accuracy Self-Correction The formulas below were used with the sample running record above. Error Rate Error rate is expressed as a ratio and is calculated by using the following formula: Total words / Total errors = Error rate Example: 99 / 8 = 12.38, or 12 rounded to nearest whole number The ratio is expressed as 1:12. This means that for each error made, the student read approximately 12 words correctly.
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4.2 Resource Running Records Subject: ESL Accuracy Rate Accuracy rate is expressed as a percentage. You can calculate the accuracy rate using the following formula: (Total words read Total errors) / Total words read x 100 = Accuracy rate Example: (99 8) / 99 x 100 = Accuracy rate 91/99 x 100 = Accuracy rate .919 x 100 = 91.9%, or 92% rounded to the nearest whole number You can use accuracy rate to determine whether the text read is easy enough for independent reading, appropriate to use without frustration during reading instruction purposes instruction, or too difficult for the reader. The breakdown of these three categories is as follows: Easy enough for independent reading = 95 100% Instructional level for use in leveled reading session = 90 94% Too difficult and will frustrate the reader = 89% and below Self-Correction Rate Self-correction rate is expressed as a ratio and is calculated by using the following formula: (Number of errors + Number of self corrections) / Number of self corrections = Self-correction rate Example: (8 + 3) / 3 = Self-correction rate 11 / 3 = 3.666, or 4 rounded to the nearest whole number The self-correction rate is expressed as 1:4. This means that the student corrects approximately 1 out of every 4 errors. If a student is self-correcting at a rate of 1:4 or less, this indicates that she/he is self-monitoring her/his reading.
95 Source: http://www.auburn.edu/~murraba/fluency.html
4.2 Sample Lesson Stella Luna Subject: ESL
Stellaluna Vocab Bingo

Below are three cards to choose from. Print out the needed cards. The teacher is to read the definition, and the child is to put a marker on the word that matches. First person to get four in a row wins. Vocabulary Anxious- worried Babble- excessive or meaningless talk Clambered- climbed Clumsy- lacking in grace Clutched- to hold on tightly Downy- soft Graceful- with ease of movement Limp- lacking strength or firmness Muse- to ponder or meditate on (to think for a long time) Peculiar- weird/strange Perched- to sit at a high vantage point Sultry- very hot and moist
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Source: http://www.homeschoolshare.com/stellaluna.php 8
4.2 Sample Lesson Stella Luna Subject: ESL Name __________________________________ Date __________________________________ Student Checklist
Yes
No
Source: http://www.homeschoolshare.com/stellaluna.php 8
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4.3 Graphic Organizer About Me Subject: ESL
Name __________________________________________ Date ________________________________
Source: edHelper.com
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4.3 Learning Activity Adjectives to Describe Everyday Situations Subject: ESL
107 Source: http://www.eslflow.com/Adjectives_to_describe_everyday_situations.pdf
4.3 Learning Activity Inferring Card Game Rules Subject: ESL
Inferencing Board Game
Materials: Game Board 1 die Inferencing Cards
Directions: 1. Students roll the die to figure out order of turns. Highest roll goes first. 2. First student rolls the die and draws a card. If student correctly answers the question, he/ she may move the number of spaces rolled. If student does not answer correctly, he/ she may not move. 3. First student to the finish line wins.
108 Source: http://www.google.com/url?sa=t&source=web&cd=2&ved=0CBsQFjAB&url=http%3A% 2F%2Fwww.mandygregory.com%2F Documents%2Finferring%2520card%2520game.doc&rct= &q=inferring%20card%20game&ei=t4QwTdSkDcKBlAevg9XQ&usg=AFQjCNFlHgYGOBpVEsED2Bker1wNnpuCjg&sig2=6LCGrI-hSaeGhpadQ-7Vxg&cad=rja
4.3 Learning Activity Inferring Card Game Subject: ESL 1. When I woke up, there were branches and leaves all over the yard. 2. We bought tickets and some popcorn.
3. I forgot to set my alarm clock last night.
4. A student yawns several times
5. A student falls asleep.
6. One student takes a pen from a classmate's desk.
7. A group of students has not completed homework.
8. Three students leave the room without permission.
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4.3 Learning Activity Inferring Card Game Subject: ESL 9. A student returns from recess crying. 10. Mary plays her flute for 2 hours every day.
11. Sharon grabbed her rain coat and her umbrella.
12.
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4.3 Learning Activity Inferring Card Game Subject: ESL Inference Answer Key 1. There was a big storm the night before. 2. We were going to a movie. 3. I overslept. 4. They are tired. 5. They are tired. 6. They do not have a pen and they are stealing. 7. They will go to study hall. 8. They will get in trouble. 9. They got hurt or were picked on. 10. She plays well. 11. It was raining outside.
28. They do not have a pen and they are stealing. 29. They will go to study hall. 30. They will get in trouble. 31. They got hurt or were picked on. 32. She plays well. 33. It was raining outside.
12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Inference Answer Key There was a big storm the night before. We were going to a movie. I overslept. They are tired. They are tired. They do not have a pen and they are stealing. They will go to study hall. They will get in trouble. They got hurt or were picked on. She plays well. It was raining outside.
Inference Answer Key 34. There was a big storm the night before. 35. We were going to a movie. 36. I overslept. 37. They are tired. 38. They are tired. 39. They do not have a pen and they are stealing. 40. They will go to study hall. 41. They will get in trouble. 42. They got hurt or were picked on. 43. She plays well. 44. It was raining outside.
Inference Answer Key 23. There was a big storm the night before. 24. We were going to a movie. 25. I overslept. 26. They are tired. 27. They are tired. 111 Source: http://www.google.com/url?sa=t&source=web&cd=2&ved=0CBsQFjAB&url=http%3A% 2F%2Fwww.mandygregory.com%2F Documents%2Finferring%2520card%2520game.doc&rct= &q=inferring%20card%20game&ei=t4QwTdSkDcKBlAevg9XQ&usg=AFQjCNFlHgYGOBpVEsED2Bker1wNnpuCjg&sig2=6LCGrI-hSaeGhpadQ-7Vxg&cad=rja
4.3 Other Evidence Different Sentence Type Quiz Subject: ESL
Exclamatory and Imperative Notes

The main difference between exclamatory and imperative is that exclamatory is said in a loud, excited way usually expressing some sort of feeling. Imperative sentences are telling someone to do something. If "please" is in the sentence, the sentence probably should end with a period instead of an exclamation mark.
1. Oh my, that sounded just like an owl screeching a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 2. Please be careful over there a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 3. Sit down next to me on the bench a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 4. Yikes, theres a cat peering in that window a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 5. Reach into this bowl a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!)
6. Oh, something cold and slimy is in there a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 7. How awful it feels a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 8. Please say what this is a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 9. Turn the lights on a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!) 10. Please look in the bowl a. Imperative (.) b. Exclamatory (.) c. Imperative (!) d. Exclamatory (!)
112 Source: http://www.dowlingcentral.com/MrsD/quizzes/grammar/AlphaExer/SentImpExclam.htm
4.3 Other Evidence Identifying Adjectives Quiz Subject: ESL Let's practice finding ADJECTIVES. Study these examples: Jack is a nice man. ADJECTIVE: nice Sara is very busy. ADJECTIVE: busy The expensive shoes are over there. ADJECTIVE: expensive The guests are not here yet. ADJECTIVE: none Directions: Find the adjective in each sentence and write it below. If there is no adjective, write NONE. 1. Kittens and cats make fun pets. ADJECTIVE: 2. Jacks computer got a virus. ADJECTIVE: 3. The concert last night was fantastic. ADJECTIVE: 4. Playing on the computer is a favorite pastime of mine. ADJECTIVE: 5. I usually put ketchup on hotdogs. ADJECTIVE: 6. When I listen to music, I enjoy listening to loud music. ADJECTIVE: 7. My teacher was very helpful. ADJECTIVE: 8. The little girl I was telling you about is sitting over there. ADJECTIVE: 9. During basketball last night, Shaq threw a wild ball, but it went into the net! ADJECTIVE: 10. Students who study often learn more quickly. ADJECTIVE:
113 Source: http://www.english-zone.com/grammar/adjective-find01.html
4.3 Other Evidence Making Connection Prompts Subject: ESL
Make a Connection
*This reminds me of
*This part is like
*This is similar to
*The differences are
*This character makes me think of
*This setting reminds me of
*This character (fill in name) is like (fill in name because
*I also (name something in the text that has also happened to you)
*I never (name something in the text that has never happened to you)
Source: edCount, LLC 114
4.3 Other Evidence Order of Adjectives Quiz Subject: ESL Quiz: Order of Adjectives 1. I bought a pair of _____ shoes. a. black leather b. leather black 2. It was a _____ car. a. red fast b. fast red 3. Its a _____ building. a. big round b. round big 4. Its _____ film. a. a beautiful old b. an old beautiful 5. I bought _____ knife. a. a Swiss army b. an army Swiss 6. Hes _____ man. a. an unfriendly rich b. a rich unfriendly 7. Its _____ phone. a. a mobile expensive b. an expensive mobile 8. Its _____ village. a. an old lovely b. a lovely old 9. The _____ visitors were Japanese. a. two last b. last two 10. Hes got _____ eyes. a. blue big b. big blue 11. Its a _____ house. a. nice new b. new nice 12. Its _____ airline. a. a popular American b. an American popular 13. Its _____ company. a. a family old b. an old family 14. Its a _____ restaurant. a. cheap good b. good cheap
115 Source: http://www.usingenglish.com/quizzes/139.html
Suggestions: Check the suggestions that best apply to your partner. ______ Remember to read a little faster. ______ Remember to read a little slower. ______ Remember to read with expression. ______ Remember to pause at the end of a comma and stop at the end of a period. ______ You forgot the words _____, _____, and ______. ______ Next time, remember to say __________, not __________. ______ Remember to say the ending of words. For example, the letter s in the word, reads. Notes for my partner: ______________________________________________________________________________ ______________________________________________________________________________ 116 Source: Adapted from Teaching Reading to Black Adolescent Males by Alfred Tatum
4.3 Performance Task Making Inference Comic Strip 1 Subject: ESL Making Inferences Directions: Show the following comic strip to the class and ask students to infer the dialogue that is taking place between the two characters. Have students work in pairs and then have each pair read their dialogues aloud to the class. Make sure you review the definition of inference to the class before they start the activity.
Possible names of the characters: Baseball boy: Hockey boy: or Bald head: Blue hat:
117 Source: http://www.how-to-draw-funny-cartoons.com/comic-strip-template.html
4.3 Performance Task Making Inference Comic Strip 2 Subject: ESL
Source: Created by David Kirkpatrick
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4.3 Performance Task Write a Dialogue Subject: ESL Name _________________________________________ Date __________________________________ How to Write a Script! There are three bodies of a script: headings, narrative and dialogue. Each of these has important points to remember. Headings include: Camera location - EXT. (exterior or outside) or INT. (interior or inside) Scene location (SCHOOL HOUSE) Time (DAY or NIGHT) Narrative describes: Action (what is happening) Character and settings (visual) Sounds (in the background/music) Dialogue is printed in the center of the page, with: The name of the person speaking appears at the top, in CAPITAL LETTERS. The actors direction (AKA angry, disappointed). The speech. Putting all this together you should come up with something that looks like this:
INT. WELTON ACADEMY HALLWAY - DAY
This is a HEADING
A young boy, dressed in a school uniform and cap, fidgets as his mother adjusts his tie. MOTHER Now remember, keep your shoulders back. A student opens up a case and removes a set of bagpipes. The young boy and his brother line up for a photograph PHOTOGRAPHER Okay, put your arm around your brother. That's it. And breathe in. This is the DIALOGUE The young boy blinks as the flash goes off. PHOTOGRAPHR Okay, one more. This is the NARRATIVE DESCRIPTION
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4.3 Performance Task Write a Dialogue Subject: ESL
Heading:
Narrative (description of what the audience sees):
Dialogue:
Narration:
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4.3 Performance Task Write a Dialogue Subject: ESL
121 Source: http://www.filmscriptwriting.com/basicscriptformatting.html Example Script: Dead Poets Society
4.3 Resource Different Sentence Types Subject: ESL
Types of Sentences Teacher Activities

Q&A Together watch or read an interview together. Review with your children that in an interview someone asks questions and the other person responds with an answer. The questions can be serious or they can be light-hearted and silly. Group students into pairs and have each person write down a list of questions he or she would like to ask the partner. Encourage your students to start their questions with words other than who, what, where, when, why, how or do. You may want to give a list of starting words on the board for their questions. Then have partners ask each other the questions and write down their answers. Remind your students to capitalize the first letter of the sentence and use the correct end punctuation. Pairs may wish to swap papers and proofread each others work. Say Please Review with your students that a command is a direction or an order to do something. Have a student write a command to do something in the classroom. Remind the student to say please. Have the student share his or her command with the class or write it on the board, making sure to use proper capitalization and punctuation. Then ask a volunteer to follow the command. Continue this process until everyone in the class has a chance to write and follow a command. Surprise! Remind your children that an exclamation is a sentence that shares a strong feeling, such as happiness, anger, or surprise. Stage a mock surprise party and have students write an exclamation about how they feel, such as Wow! or Im excited! Students can write their sentences on the board and use proper capitalization and punctuation. Then take one students exclamation and turn it into a statement by replacing the exclamation mark with a period. How does this change the sentence? How does the feeling expressed in the sentence change? Discuss with your students how punctuation can change the message of a sentence.
Types of Sentences Family Activities

Sentence Hunt Read different books, short stories, cookbooks, and newspaper and magazine articles together. Have your child find different types of sentences such as statements, questions, exclamations, and commands in each text. Which kind of writing has more statements? Which kind of writing contains more exclamations? Where is the best place to find commands? Help your child understand that different types of sentences serve different purposes in writing. So Many Questions As a fun activity, have a discussion with your child using only questions or exclamations. Pick an activity to do together, such as playing in the park or playing a board game, and use only one type of sentence in your conversation. Challenge your child to come up with creative questions or exclamations and write them down together. Remind your child to use capitalization and the proper punctuation mark. Then discuss how difficult it was to have a discussion using only one type of sentence.
122 Source: http://www.brainpopjr.com/readingandwriting/sentence/typesofsentences/grownups.weml
4.3 Resource Gallery Walks Subject: ESL
Gallery Walk Teaching Strategy

Rationale: During a Gallery Walk, students explore multiple texts or images that are placed around the room. Teachers often use this strategy as a way to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because this strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners. Procedure: Step one: Select texts Select the texts (e.g. quotations, images, documents, and/or student work) you will be using for the gallery walk. You could also have students, individually or in small groups, select the text for the gallery walk. Step two: Organize texts around the classroom Texts should be displayed gallery-style - in a way that allows students to disperse themselves around the room, with several students clustering around a particular text. Texts can be hung on walls or placed on tables. The most important factor is that the texts are spread far enough apart to reduce significant crowding. Step three: Instruct students on how to walk through the gallery Viewing instructions will depend on your goals for the activity. If the purpose of the gallery walk is to introduce students to new material, you might want them to take informal notes as they walk around the room. If the purpose of the gallery walk is for students to take away particular information, you can create a graphic organizer for students to complete as they view the exhibit, or compile a list of questions for them to answer based on the texts on display. Sometimes teachers ask students to identify similarities and differences among a collection of texts. Or, teachers give students a few minutes to tour the room and then, once seated, ask them to record impressions about what they saw. Students can take a gallery walk on their own or with a partner. You can also have them travel in small groups, announcing when groups should move to the next piece in the exhibit. One direction that should be emphasized is that students are supposed to disperse themselves around the room. When too many students cluster around one text, it not only makes it difficult for students to view the text, but it also increases the likelihood of off-task behavior.
123 Source: http://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateg
4.3 Resource Identifying Character Traits Worksheet Subject: ESL
Identifying Character Traits Worksheet

Book Title: ____________________________________________________________________________ Character Name: _______________________________________________________________________
Actions
Character Trait They Revealed
Source: ReadWriteThink
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4.3 Resource Identifying Character Traits Subject: ESL
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4.3 Resource List of Character Traits Subject: ESL Character Traits
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4.3 Resource Making Inferences 2 Subject: ESL Making Inferences and Drawing Conclusions Read with purpose and meaning Drawing conclusions refers to information that is implied or inferred. This means that the information is never clearly stated. Writers often tell you more than they say directly. They give you hints or clues that help you "read between the lines." Using these clues to give you a deeper understanding of your reading is called inferring. When you infer, you go beyond the surface details to see other meanings that the details suggest or imply (not stated). When the meanings of words are not stated clearly in the context of the text, they may be implied - that is, suggested or hinted at. When meanings are implied, you may infer them. Inference is just a big word that means a conclusion or judgement. If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event. But from what you know, it makes sense to think that it has happened. You make inferences every day. Most of the time you do so without thinking about it. Suppose you are sitting in your car stopped at a red signal light. You hear screeching tires, then a loud crash and breaking glass. You see nothing, but you infer that there has been a car accident. We all know the sounds of screeching tires and a crash. We know that these sounds almost always mean a car accident. But there could be some other reason, and therefore another explanation, for the sounds. Perhaps it was not an accident involving two moving vehicles. Maybe an angry driver rammed a parked car. Or maybe someone played the sound of a car crash from a recording. Making inferences means choosing the most likely explanation from the facts at hand. There are several ways to help you draw conclusions from what an author may be implying. The following are descriptions of the various ways to aid you in reaching a conclusion. General Sense The meaning of a word may be implied by the general sense of its context, as the meaning of the word incarcerated is implied in the following sentence: Murderers are usually incarcerated for longer periods of time than robbers. You may infer the meaning of incarcerated by answering the question "What usually happens to those found guilty of murder or robbery?" Write down what you have inferred as the meaning of the word incarcerated. If you answered that they are locked up in jail, prison, or a penitentiary, you correctly inferred the meaning of incarcerated. Examples When the meaning of the word is not implied by the general sense of its context, it may be implied by examples. For instance, Those who enjoy belonging to clubs, going to parties, and inviting friends often to their homes for dinner are gregarious. You may infer the meaning of gregarious by answering the question "What word or words describe people who belong to clubs, go to parties a lot, and often invite friends over to their homes for dinner?" Write down what you have inferred as the meaning of the word gregarious. If you wrote social or something like: "people who enjoy the company of others", you correctly inferred the meaning of gregarious. Antonyms and Contrasts When the meaning of a word is not implied by the general sense of its context or by examples, it may be implied by an antonym or by a contrasting thought in a context. Antonyms are words that have opposite meanings, such as happy and sad. For instance, Ben is fearless, but his brother is timorous. 127
4.3 Resource Making Inferences 2 Subject: ESL You may infer the meaning of timorous by answering the question "If Ben is fearless and Jim is very different from Ben with regard to fear, then what word describes Jim?" Write down your answer. If you wrote a word such as timid, or afraid, or fearful, you inferred the meaning of timorous. A contrast in the following sentence implies the meaning of credence: Dad gave credence to my story, but Mom's reaction was one of total disbelief. You may infer the meaning of credence by answering the question "If Mom's reaction was disbelief and Dad's reaction was very different from Mom's, what was Dad's reaction?" Write down your answer. If you wrote that Dad believed the story, you correctly inferred the meaning of credence; it means "belief." Be Careful of the Meaning You Infer! When a sentence contains an unfamiliar word, it is sometimes possible to infer the general meaning of the sentence without inferring the exact meaning of the unknown word. For instance, When we invite the Paulsons for dinner, they never invite us to their home for a meal; however, when we have the Browns to dinner, they always reciprocate. In reading this sentence some students infer that the Browns are more desirable dinner guests than the Paulsons without inferring the exact meaning of reciprocate. Other students conclude that the Browns differ from the Paulsons in that they do something in return when they are invited for dinner; these students conclude correctly that reciprocate means "to do something in return." In drawing conclusions (making inferences), you are really getting at the ultimate meaning of things what is important, why it is important, how one event influences another, how one happening leads to another. Simply getting the facts in reading is not enough - you must think about what those facts mean to you.
128 Source: http://academic.cuesta.edu/acasupp/AS/309.HTM
4.3 Resource Making Inferences Subject: ESL
Making Inferences About Characters

Making an inference about a character requires you to act like a detective. Based on the different facts given in the text (A+B+C), you have to make a judgment, or inference (D), about that character. What makes inference-making hard is that the word you come up with must come out of your own brain, for the text very rarely will supply you with it (A+B+C=D). The following lists of words may help you in your inference-making about a character. They are loosely divided into positive inferences and negative inferences, but many fall into a gray area in between. You should be able to support your inference with evidence from the text. Positive caring - showing feeling for others compassionate - showing sympathy for and connection to others' pain sensitive - easily affected by one's own and others' needs and emotions kindhearted - understanding, considerate of others, generous proud - showing self-respect, dignity, self-esteem obedient - being respectful of the law, one's elders, one's superiors concerned - interested and involved in the problems of others aggressive - initiating action, leading attacks, being bold naive - unsophisticated, like a child in one's understanding of the world and people gullible - easily tricked, deceived, or taken in by others easily controlled - manipulated easily by others secure - feeling safe and free from self-doubt loyal - faithful to a person, a job, or an idea intelligent - smart dedicated - whole committed to a particular thought, action, or job bold - fearless, daring, courageous, brave conscientious - guided by a sense of right and wrong; showing principles in one's actions and thoughts cautious - being careful in what one says or does trusting - believing that one can rely on or depend on others generous - willing to give to and share with others modest - not want to call attention to oneself, either through one's appearance or behavior gentle - kind, considerate, and tender in the way one deals with others optimistic - taking a positive view of things rational - being logical in one's actions and/or thoughts imaginative - creative passionate - controlled by powerful emotions carefree - without worries or responsibilities open-minded - accepting of new or different ideas or opinions straightforward - being plain and direct in one's dealings with others loving - showing tender feelings and affection for others humane - showing kindness, mercy, and compassion conciliatory - trying to overcome distrust, resolve differences, and gain goodwill through pleasant behavior content - happy with oneself; satisfied with the way things are understanding - showing sympathy to and comprehension of others' situations and feelings helpful - assisting others; providing support emotional - easily affected by one's feelings 129
4.3 Resource Making Inferences Subject: ESL Negative uncaring - not showing feelings for others insensitive - not affected by others' needs or others' pain coldhearted - lacking sympathy or feelings for others coldhearted - lacking sympathy or feelings for others critical - finding fault in and judging others harshly defiant - boldly opposing authority rebellious - refusing to be controlled by others, even to the point of violence or organized resistance indifferent - having no particular feeling or interest in anyone or anything; apathetic passive - accepting what happens or what others do to you without argument or resistance shrewd - showing cleverness and intelligence in practical matters, such as business or politics domineering - tending to rule over and control others insecure - lacking confidence in or doubting one's abilities disloyal - not faithful to a person, job, or idea unintelligent - not smart in one's thinking or judgments apathetic - showing little concern or interest in events or people distant - emotionally removed from others timid - shy, meek withdrawn - emotionally distant from others; not sociable guilt-ridden - feeling a sense of guilt at having done something wrong impulsive - acting as a result of sudden urges or wishes, rather than a careful plan or thought suspicious - doubting others' motives manipulative - smart in the way one uses others to one's own advantage selfish - concerned chiefly with oneself; not generous conceited - having an unreasonably high opinion of oneself ruthless - having no pity or compassion for others; showing no mercy pessimistic - taking the most negative and gloomy view of things irrational - not logical in one's actions and/or thoughts reckless - uncaring about danger or the dangerous consequences of one's behavior destructive - wanting to destroy people, things, or institutions unimaginative - lacking in creativity; dull unemotional - unfeeling; not easily affected in terms of one's feelings troubled - mentally distressed, worried, anxious narrow-minded - unwilling to accept new or different ideas; intolerant of others devious - using roundabout means to get what one wants; shifty hostile - treating others as enemies; antagonistic; showing ill will cruel - enjoying the harming of others inhumane - showing no sympathy or feelings for the suffering of others competitive - enjoying rivalry, contests, or other tests that put one in competition with others stubborn - unreasonably unwilling to do something; obstinate
130 Source: http://www.brocktonpublicschools.com/page.cfm?p=2097
4.3 Text Hairs Subject: ESL
Hairs from The House on Mango Street by Sandra Cisneros Everybody in our family has different hair. My Papas hair is like a broom, all up in the air. And me, my hair is lazy. It never obeys barrettes or bands. Carlos hair is thick and straight. He doesnt need to comb it. Nennys hair is slipperyslides out of yourhand. And Kiki, who is the youngest, has hair like fur. But my mothers hair, my mothers hair, like little rosettes, like candy circles all curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when she is holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain, and Mamas hair that smells like bread.
Notes
131 Source: Hairs from The House on Mango Street copyright 1984 by Sandra Cisneros. Published by Vintage Books, a division of Random House, Inc., New York.
4.4 Graphic Organizer Brainstorming Using the Senses Subject: ESL Name: _____________________________ Directions: Using the senses, describe how English is to you. Date: _________________________________
English sounds like
English looks like
English smells like
English tastes like
English feels like Source: edCount, LLC 132
4.4 Graphic Organizer Story Map Subject: ESL Name ______________________________________ Date ____________________________________ Story Map Write notes in each section.
133 Source: http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf
4.4 Graphic Organizer Venn Diagram Subject: ESL
Name ___________________________________
Date ______________________________________
134
4.4 Learning Activity List of Similes and Metaphors Subject: ESL
135
4.4 Learning Activity List of Similes and Metaphors Subject: ESL
136
4.4 Other Evidence Journal Writing Subject: ESL
Tips for Writing in a Journal

Pick one fun thing to write about. Write about something that happened to you. Use words that will help readers picture what happened. Tell why the event was so much fun. Check your spelling and handwriting. If I were the teacher, I would... If I were a leaf, I would... (snowflake, wind, rain, etc.) If I could get anything in the world for my birthday, it would be...(Tell me what you'd do with it.) My hero is...(Tell me why.) Describe a nightmare that you had recently. I remember when _____ taught me to_____. Describe how. (I remember when my father taught me to tie my shoes.) A joke that makes me laugh is... My favorite foods... The foods I dislike are... When I grow up I want to be.. (Why?) Is there an event that took place in your life that has changed you? Tell me how. Tell me about your pet (s). If you don't have any, what kind of pet would you like to have? I was most angry when... I was most happy when... I was most disappointed when... My favorite holiday is... Tell me why If I looked under your bed, what would I find? Describe your perfect vacation. My worst mistake was... Sometimes I wish that... What would you do if you were Principal for a day? What would you do if you were the President? If you could change places with anyone, who would it be and why? You could go anywhere in the world. Where would it be, what would you do, and why? You have an extra $1,000,000 to give away; you cannot spend it on yourself. What would you do with the money? How would you make this world a better place to live in? Tell me about your family. Tell me about your best friend. Why is that person your best friend? If you were an animal, what kind would you be and why? What is silence to you? What is your favorite season? What is your favorite animal? If you were this animal what would you do? (where does it live, what does it eat, how does it protect itself, etc.) What I know about...(Could be anything you are studying, or anything the child knows a lot about) My favorite book is... 137
Writing Prompts
4.4 Other Evidence Journal Writing Subject: ESL My favorite character is... If I could be any color in a crayon box, I would be... If I were a fireman, I would... (a flag, plant, pencil, box, a book, etc.) My favorite movie is... Ten things that make me laugh. (cry, make me angry) A list of things I'll never do. Ten crazy reasons why I couldn't do my homework. If I were...(mother, father, teacher) I would... When I'm on top of the world... What is your favorite day of the week and why? Describe your perfect house. 10 types of food or dishes I've never eaten that I'd like to try How do you feel about the holidays? What did you do before we had the internet? What is the nicest thing you've done for someone? What would happen if children ruled the world? What would you do if you were the teacher and everyone forgot their homework? What would happen if you found gold in your backyard? How would your life be if you had a pet dinosaur?
138 Source: http://www.tooter4kids.com/journal_writing.htm
4.4 Other Evidence Unit Vocabulary Packet Subject: ESL
Homework Packet for DATE: Name: ______________________________ Homework Package is worth ____ points To get credit, you must complete all work correctly. This homework packet is due Friday, DATE: Standards: R.4.3 Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of
unfamiliar words, and transfer meaning into a variety of narrative and expository texts.
Date Monday, DATE Tuesday, DATE
Homework Assignment Complete How Well Do I Know These Words?
Student Checklist
Complete "What do these Words Mean in My Language?"
Wednesday, DATE
Complete Using Context for Numbers _____ Complete Word Square for two new Words
Thursday, DATE
Complete Using Context for Numbers _____ Complete Word Square for two new words
Friday, DATE
Complete How Well Do I Know These Words Be ready for vocabulary quiz!
140
How Well Do I Know These Words?

Vocabulary from, My Nme, by Sandra Cisneros
Words:
Hope Sob Tin Sadness chandelier baptize Muddy inherited
Directions: Write the word in the column that best describes how you feel about your knowledge of the word. For example, if I have seen or heard the word dialogue but do not know its meaning, I would write it in the second column. I DO NOT KNOW THIS WORD AT ALL I HAVE SEEN OR HEARD THIS WORD, BUT I DO NOT KNOW ITS MEANING I THINK I KNOW THE MEANING OF THIS WORD I KNOW A MEANING FOR THIS WORD
141
What do these Words Mean in My Language?

Directions: Use context clues and the dictionary, if necessary, to find the meaning of the following words into your first language.
Word in English 1. Hope 2. Sadness (sad) 3. Muddy 4. Sob (sobbing) 5. Chandelier 6. Inherited 7. Tin 8. Baptize Word in Spanish 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________ 7. __________________ 8. __________________ Word in English ADD additional vocabulary words from unit or stories you are using in the unit. Choose words that students may not know and that knowing them will help them understand what they read. Word in Spanish
142
Using Context To Find Meaning What is context?

When you use context, you use the words or sentences that come before and after a particular word to determine its meaning.
Directions: Read the sentences from My Name. Use context to find the meaning of the words.
1. The fancy hotel has a chandelier with many colorful lights in the front lobby. Based on the context, the word chandelier most likely means a. a light bulb b. a flashlight c. a light hanging from ceiling 2. The sad song made the young girl sob because it reminded her of her lost dog. Based on the context, the word sob most likely means a. laugh b. cry c. happy 3. I inherited my grandmothers name. Now there are two of us in the family with the same name. Based on the context, the word inherited most likely means a. received from someone else b. made up c. To take away from some
143
Name: ___________________ Date: ___________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
144
Name: ___________________ Date: ___________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
145
Name: ___________________ Date: ___________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
146
Name: ___________________ Date: ___________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
147
How Well Do I Know These Words?

Vocabulary from, My Nme, by Sandra Cisneros
Words:
Hope Sob Tin Sadness chandelier baptize Muddy inherited
Directions: Write the word in the column that best describes how you feel about your knowledge of the word. For example, if I have seen or heard the word dialogue but do not know its meaning, I would write it in the second column. I DO NOT KNOW THIS WORD AT ALL I HAVE SEEN OR HEARD THIS WORD, BUT I DO NOT KNOW ITS MEANING I THINK I KNOW THE MEANING OF THIS WORD I KNOW A MEANING FOR THIS WORD
Source: Adapted from Dr. Anna Uhl Chamot and Words, Words, Words by Janet Allen 9
4.4 Other Evidence Word Square Subject: ESL Name ________________________________________ Date ________________________________________
Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
Source: Adapted from Dr. Anna Uhl Chamot
149
4.4 Performance Task Introduction to Metaphors Subject: ESL
Metaphors are a way to compare to by saying that one thing is another thing. For example, we say somebody is a fool. In the past in Europe, a fool was a person who entertained the king or queen by doing silly things. The fool was a kind of clown. He often did crazy or stupid things to make people laugh. So when we call somebody a fool we really mean that he or she is doing something silly or stupid. We dont really mean that they are somebody who entertains the king or queen. We are using a metaphor. What do we mean when we say these things: When we say someone is a pig we really mean that ________________________________________________ ___________________________________________________________________________________________ When we call someone an angel we really mean that _______________________________________________ ___________________________________________________________________________________________ If we say someone is a giant we really mean that __________________________________________________ ___________________________________________________________________________________________ When we call a man an ogre or a woman a witch we really mean ______________________________________ ___________________________________________________________________________________________ When somebody plays cards and we call them a shark, we really mean that _____________________________ ___________________________________________________________________________________________ If we say that somebody is a volcano ready to explode, we really mean that _____________________________ ___________________________________________________________________________________________ When we say somebody is bright we mean that ____________________________________________________ ___________________________________________________________________________________________
Source: www.bogglesworldesl.com
150
4.4 Performance Task Introduction to Similes Subject: ESL
Similes
Similes are a way to compare two things using like or as. For example, if I want to say that somebody swims well, I can say they swim like a fish because fish swim well. There are two basic patterns that you can use.
Pattern 1: like
verb + like + noun She swims like a fish. He looks like an ogre. She plays like a pro. He walks like a duck. She acts like a fool.
Examples
Pattern 2: as
as + adjective + as + noun He is as tall as a giant. She is as fast as a rocket. He is as graceful as a swan. She is as sneaky as a fox. He is as quiet as a mouse.
Examples
How could I say that somebody: runs fast is pretty jumps well is strong
How could I say that something: is hard feels soft is sweet feels rough is heavy sounds noisy is light
Source: www.bogglesworldesl.com
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4.4 Pre Reading Activity Subject: ESL My Name Name: ___________________ Date: ___________________ My Name My name means In my language my name means. In _________ my name sounds like
In English my name means
In English my name sounds like
If I could choose a name for myself I would like my new name to be
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4.4 Pre Reading Activity Subject: ESL My Name Name: ___________________ Date: ___________________ My Name My name means In Spanish Esperanza means. In Spanish Esperanza sounds like
In English Esperanza means
In English Esperanza sounds like
If Esperanza could choose a new name for herself, what name would she choose?
153 Source: Adapted from Dr. Anna Uhl Chamot
4.4 Resource Structuring Read Alouds Subject: ESL Read Alouds What are read alouds and what can they do for instruction? A read aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study. The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension. Reading aloud good books can become a tradition and favorite activity in the classroom. (An excellent site for information on read alouds is located at: http://www.trelease-on-reading.com/rah.html) The Center for the Improvement of Early Reading Achievement (CIERA) maintains a library of articles about using read alouds for engagement and comprehension in their archives. http://www.google.com/u/ciera?q=read+alouds&domains=ciera.org&sitesearch=ciera.org Benefits of using read alouds One of the most important things adults can do in preparing children for success in school and in reading is to read aloud with them. Listeners build listening and comprehension skills through discussion during and after reading. Listeners increase their vocabulary foundation by hearing words in context. Listeners improve their memory and language skills as they hear a variety of writing styles and paraphrase their understanding. Listeners gain information about the world around them. Listeners develop individual interests in a broad variety of subjects and they develop imagination and creativity: what better way to build skills which foster inquiry? Other suggestions and benefits are in the Education World article at: http://www.educationworld.com/a_curr/curr213.shtml. Why read alouds in science? Science-related literature, especially non-fiction, is often an untapped resource for read aloud book selections. By choosing well-written, engaging science books, teachers provide the opportunity to introduce students to new genres of literature at the same time as they model reading and thinking strategies that foster critical thinking. Science-related books motivate students. Whether emergent readers or avid readers, children often select nature and science books as their favorite genre of literature. Read alouds can inspire the teacher, too. Often early childhood or elementary teachers are uncomfortable with teaching science. They know there should be more to their instruction than the textbook, but they do not feel like 'experts' in the science content or process. Using read alouds can complement the curriculum and help students make connections between their knowledge, the textbook and their own questions. Read alouds can be used to introduce lessons provide an introduction to new concepts and increase science vocabulary lower the abstract nature of science textbooks' explanations invite conversation and generate questions for discussion and investigations model scientific thinking provide content to support hands-on investigations 154
4.4 Resource Structuring Read Alouds Subject: ESL model different problem-solving approaches to science that may support students in their own scientific investigations examine the colorful illustrations and photographs; they can tell a story beyond the words on the page Using a read aloud-think aloud When students are provided with models and explanations of the reasoning involved in reading, they are better able to use the modeled strategies on their own. Typically a science-related read aloud focuses on a science concept, the author's craft or a particular literary feature. Don't do everything with one read aloud; use a variety of opportunities to revisit a particular focus and limit how much you focus on with any one book. Inspire questions and investigations by modeling curiosity and question-posing-- let the students in on the 'secret' of how you, the teacher, construct questions. Explicitly share thinking processes-- thinking aloud is making thinking public. For instance, "When I look at this picture of children playing in the wind, I think of the wind near our school. It always seems strongest to me over near Ms. Foster's room." OR "I wonder what the author means when she says ...." OR "Wait, this seems different than what we read in book X. I wonder how to decide which author to believe." Improve comprehension of science text by modeling the use of reading strategies that are most helpful for reading a particular type of literature. Use books about scientists and their work to inspire questions about scientific processes or the importance of life events in choosing a career. For example, Donna Dieckman reads books such as A Snake Scientist or Elephant Woman to invite her students into the field with working scientists and to explore the questions and the challenges they encounter in their work. As she reads, she pauses to reflect aloud on her wonderings, which in turn both model and inspire wonderings in her students. (See also Two Models of a Read Aloud-- Think Aloud based on 1999 Caldecott Medal Winner Snowflake Bentley by Jacqueline Briggs Martin. Selecting the read aloud Young children have difficulty separating fact from fiction, so carefully select books with the most accurate information. Select an appropriate book based on a specific reading purpose: concept background, exploring author's craft, introduction of key vocabulary, looking at science process or the life of scientists, or some other clearly defined purpose. Choose a book or section of a book that lends itself to being read aloud that supports your goal or purpose. o Does the text flow? o Is the topic engaging? o Are there opportunities for stopping points to wonder aloud? o Does the text inspire questions? 155
4.4 Resource Structuring Read Alouds Subject: ESL Locate relevant artifacts, illustrations or other hands-on materials that might support the text and foster student questions. Think about connections to other literature-- by this author, on this topic or in this genre. Collect related books for classroom reading display. (The Search-It database can provide these connections.) Book Links is a web-based resource for literacy activities. They have an annotated list of books for science read alouds at: http://www.ala.org/Content/ContentGroups/Book_Links1/ReadAloud_Science.htm. Knowing the authors Become familiar with the authors by gathering background information. Many authors of sciencerelated literature have interesting backgrounds that may inspire students in their own scientific or literary endeavors. Selected sites: Jim Arnosky : http://jimarnosky.com Jean Craighead George: http://www.jeancraigheadgeorge.com Gail Gibbons: http://www.gailgibbons.com Patricia Lauber: http://www.eduplace.com/kids/hmr/mtai/lauber.html Dorothy Hinshaw Patent: http://www.dorothyhinshawpatent.com Laurence Pringle: http://www.author-illustr-source.com/laurencepringle.htm Seymour Simon: http://www.seymoursimon.com Planning the read aloud Think about the focus for your read aloud. Identify any key words or concepts to discuss in context as you read the text. Mark "talking points" where you want to: o Stop and reflect or ask questions. o Support the target skill or purpose. Develop open-ended questions to stimulate students minds and imaginations. Use the questions to keep children involved in the book. Plan related activities to follow or precede the read aloud. Additional hints and Do's and Don'ts can be found in the Book Pals Reading Tips web site. Scroll down and visit the "More Reading Tips" pages: http://www.bookpals.net/cgibin/bookfinder/index.pl?page=tips. How do I read aloud effectively? Creating the read aloud atmosphere Allow time for students to settle as you make yourself comfortable. Whether you are sitting in a low chair or on the floor, be sure that each child can see the book. Remember, you are creating a community of learners. If they have to elbow each other to see it will defeat your efforts. o Some teachers even "dress" for the occasion. Debra Bunn slips into a raincoat to read about sea monster tales. o Other teachers create ritualized signals: "Here's the reading puppet" OR "Let's settle in as we pass around the listening stick." 156
4.4 Resource Structuring Read Alouds Subject: ESL As you read, move the book around (either while reading or after reading each page) so that each student can see the illustrations. Most picture books depend on the illustrations to tell the story and students are "reading" the pictures while you are reading the words. If there are no (or few) pictures, pause and look at your listeners. Pace your reading to allow time for the student listeners to think about what they are hearing. Read with expression; create a mood. Modulate your voice to reflect emotions and emphasize key points. Give young students an opportunity to add to the story with appropriate noises. For example, have students use their fingers to drum out the sound of soft or hard rain. Use motions for emphasis. Do not overdo it, but use natural and comfortable movements. Reading aloud does not come naturally, but don't despair. Practicing will make it much more comfortable. And the time spent practicing is definitely worthwhile. CAUTION: Do not read a book aloud that you have not read yourself beforehand! Ready to read Introduce the text with a short sentence or two that relates the book to the students. Discuss the title, content, author and illustrator for less than three minutes. Set a purpose for listening by sharing the reason you selected the book. Invite students to listen while you read (using the voice modulations and movements you practiced). Interrupt your reading at selected points to emphasize a planned focus point. o Hint: Mark these points with sticky notes so that you remember to stop and your reason for stopping. o Sticky notes can also be used to quickly note student reactions or queries. o Stop to do a think aloud, ask a question of yourself or of your students, provide opportunities for students to make personal connections o Do not overdo the stopping points-- keep in mind your audience, time limits and purpose for the reading and for the stopping. You do want to maintain a sense of story as you read-- too many stopping points will lose that. At the end of the reading, wait a few moments to provide time to ask questions or make comments. If you ask, "Wasn't that a good story?" students will answer in the affirmative because they want to please you and that will end a major opportunity to generate discussion. Instead, just ask openended questions to generate discussion like, "What did you think of that book?" OR "How did the author ...?" Depending on the reading purpose, you may want to comment, "This reminds me of ..." OR "Reading this made me wonder...." After you model a thought, encourage students to share their wonderings and discoveries. Discuss what students learned. Through discussion students can synthesize and extend their understanding of the reading. They can connect their prior knowledge to the new information presented in the reading. They can make intertextual connections to other literature. This time for reflection is the key to making the reading an instructional activity.
157 Source: http://www.esiponline.org/classroom/foundations/reading/readalouds.html
4.4 Resource Writing Similes Activity Subject: ESL Similes: As Fast As a Horse We use similes to describe things by comparing them to other things. For example, if I want to say someone is fast, I can say she is as fast as a horse. Here are some examples of similes:
She's as fast as a horse. He's as strong as an elephant. She's as silly as a monkey. It's as cold as ice. It's as light as a feather. Try to make some similes using the adjectives in the box below. soft pretty big hard ugly tiny strong black cold weak white hot quick green light slow blue heavy
(1)
(2)
(3)
(4)
(5)
(6)
158 Source: Lanternfish ESL at www.bogglesworldesl.com
4.4 Text Francisco Alcarn Poetry Subject: ESL
Francisco X. Alarcn
Francisco X. Alarcn is an acclaimed poet and educator, author of ten volumes of poetry. Alarcn is the recipient of 1993 American Book Award, the 1993 PEN Oakland Josephine Miles Award, and the 1984 Chicano Literary Prize. In April 2002 he received the Fred Cody Lifetime Achievement Award from the Bay Area Book Reviewers Association (BABRA). He was one of the three finalists nominated for the state poet laureate of California. Alarcn was also awarded the 1997 Pura Belpr Honor Award by the American Library Association and the National Parenting Publications Gold Medal. He also received 2002 Pura Belpr Honor Award, Danforth and Fulbright fellowships, 1998 Carlos Pellicer-Robert Frost Poetry Honor Award by the Third Binational Border Poetry Contest, Ciudad Jurez, Chihuahua. Alarcn's most recent books are Sonnets to Madness and Other Misfortunes / Sonetos a la locura y otras penas (Berkeley: Creative Arts Book Company 2001) and From the Other Side of Night / Del otro lado de la noche: New and Selected Poems (University of Arizona Press 2002). He currently teaches at the University of California, Davis.
Poor Poets to Miguel ngel Flores poets go astray on the streets like chicks fallen from their nest they bump into light posts that without warning cross their path courteous as ever they ask empty park benches for permission to sit nobody knows not even they why wings sprout on their shoulders 159
maybe one day they'll finally use that key they carry forever in their pocket From the Other Side of Night what to say about silence the pages left unwritten the books in which we are yet to be appear exist this life
4.4 Text Francisco Alcarn Poetry Subject: ESL condemned to oblivion here nobody knows nor will know of the sea we carry within us X "there are two ways in the world: to see yourself one day in the mirror, or never see your true self-image, to see yourself is to live, not seeing yourself is death," you tell me "look at me, I am more than my look, more than a passing smile on a street, more than piled horizons, the one who looks at you is more than the one you look at" "seeing myself in you, I discover who I am, I want you to see yourself likewise in me: looking at me, see yourself looking at you" "look at me, for I see myself in you, look at me, for you are my mirror, look at me, I want to be yours" De amor oscuro/Of Dark Love Sonnet X "dos caminos hay en el mundo: el verse un dia en un espejo o el nunca llegar a verse de veras, verse es vivir, no verse, estar muerto," me aleccionas "mrame, yo soy ms que mi mirada, ms que una sonrisa en plena calle, ms que todos los horizontes juntos: el que te mira es ms que se que miras" "al verme en ti, descubro lo que soy, as quiero que tu te veas en m: que al mrarme te mires mirndote" "mirame que me estoy mirndo en ti, 160
mrame que t eres espejo mio, mrame que yo quiero ser el tuyo"
The X in My Name the poor signature of my illiterate and peasant self giving away all rights in a deceptive contract for life Mestizo my name is not Francisco there is an Arab within me who prays five times each day behind my Roman nose there is a Phonecian smiling my eyes still see Sevilla but my mouth is Olmec my dark hands are Toltec
4.4 Text Francisco Alcarn Poetry Subject: ESL my cheekbones fierce Chichimec my feet recognize no border no rule no code no lord for this wanderer's heart
161 Source: http://www.poetrymagazine.com/archives/2003/May03/alcaron.htm
4.4 Text My Name Subject: ESL My Name by Sandra Cisneros from The House on Mango Street In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing. It was my great-grandmother's name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse--which is supposed to be bad luck if you're born female-but I think this is a Chinese lie because the Chinese, like the Mexicans, don't like their women strong. My great-grandmother. I would've liked to have known her, a wild, horse of a woman, so wild she wouldn't marry. Until my great-grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. That's the way he did it. And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn't be all the things she wanted to be. Esperanza. I have inherited her name, but I don't want to inherit her place by the window. At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister's name Magdalena--which is uglier than mine. Magdalena who at least- -can come home and become Nenny. But I am always Esperanza. I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do. Notes
162 Source: Adapted from The House on Mango Stree, Sandra Cisneros
4.4 Writing Tool Peer Editing Checklist Subject: ESL Peer Editing Checklist Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment? Peer Editing Checklist Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment? 163 Source: http://www.google.com/url?sa=t&source=web&cd=4&ved=0CDAQFjAD&url=http %3A%2F%2Fwww.wcs.k12.va.us%2Fusers%2Fhonaker%2FComp%26Tech%2F2nd-peer-editingtemplate.doc &rct=j&q=Peer%20Editing%20Checklist&ei=MpIwTb2tDcH-8Abfmo3vCA&usg= AFQjCNENwj9fgnMnBM2wEQwwk_PlakBeFg&sig2=KLEZtxtpSGE6N LoncpfPgg&cad=rja
4.4 Writing Tool Writing Process Rubric Subject: ESL Writing Process Rubric Category 1emerging Brainstorming/prewriting not done Drafts are not complete by deadlines Drafts are too rough to be critiqued effectively All self critiques and reflections are not complete At least one peer critique done ever (their work) At least one peer critique requested & done ever (own work) Revisions are not based on feedback Revisions are insubstantial from draft to draft 2developing Brainstorming/prewriting is incomplete Drafts are mostly complete by deadlines Drafts require some explanation in order to be critiqued All self critiques and reflections completed At least one peer critique per draft completed (for their work) At least one peer critique requested and done per draft (for your own work) Revisions are somewhat based on feedback Some revisions are substantial 3proficient Appropriate brainstorming/pre-writing is completed All drafts completed by deadlines Each draft is thorough enough to be critiqued All peer and self critiques and reflections completed Thoughtful and useful feedback given 4exemplary All drafts completed in detail by deadlines, including specific pictures to be used and all text.
Drafts
Creative feedback is given Genuine assistance given freely to peers
Critiques
Revisions
Revisions are clearly based on feedback Revisions are substantial from draft to draft, particularly from first to second drafts
All revisions are substantial
Content
Source: Sarah Ferrency, Web Design, December 19, 2010
164
4.5 Graphic Organizer KWL Chart Subject: ESL
Name _________________________________________ Date ________________________________ KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research. Topic ______________________________________________________________________ What I Know What I Want to Know What I Learned
Source: http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf 1
4.5 Graphic Organizer Sequencing Chart Subject: ESL
Name _______________________________________ Date _________________________________
Sequencing Chart
Source: Time for Kids
166
167
168 Source: http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
Subject: ESL
4.5 Other Evidence Nonfiction Conventions Notebook
Nonfiction Conventions Notebook Labels help the reader identify a picture or a photograph and
its parts. My example of labeling: My example of a label
169
Subject: ESL
Nonfiction Conventions Notebook Photographs help the reader understand exactly what
something looks like. My example of a photograph was found on page ____________ in the book titled, _____________________________________ It was a photograph of a ______________________________ . It helped me learn ____________________________________ ___________________________________________________ Here is another example of a photograph:
Nonfiction Conventions Notebook

170
Subject: ESL
Nonfiction Conventions Notebook Nonfiction Conventions Notebook
Captions help the reader better understand a picture or

photograph. My example of a caption is:

171
Subject: ESL
Comparisons help the reader understand the size of one

thing by comparing it to the size of something familiar. Here is my example of comparisons:
172
Subject: ESL
Cutaways help the reader understand something by looking

at it from the inside. Here is an example of a cutaway:
173
Subject: ESL
Nonfiction Conventions Notebook Maps help the reader understand where things are in the
world. Here is my example of a map:
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Subject: ESL
Types of print help the reader by signaling, "Look at me!

I'm important!"
Here is my example of a special type of print:

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Subject: ESL
Close-ups help the reader see details in something small.

Here is my example of a close-up:
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Subject: ESL
Table of Contents help the reader find key topics in the

book in the order that they come.
Here is an example of a table of contents for a book about ________________________________________________.

List at least 4 chapters.
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Subject: ESL
Index is an alphabetical list of almost everything written in

the text, with page numbers so you can find the information.
Here is my example of an index in a book about ______________________________________________.

List at least 5 words and include the page numbers.
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Subject: ESL
Glossary helps the reader understand key words that are in

the text. This glossary could be from a book about ________________ __________________________________________________. Here is my example of a glossary:
List at least 2 words and include the definition of the words. The two words should be in alphabetical order.
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Subject: ESL
Table helps the reader understand important information by

listing it in a table or a chart form.

Here is my example of a table:
Source: http://www.readinglady.com/mosaic/tools/Nonfiction%20Conventions%20Notebook.doc 12

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Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
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4.5 Performance Task Chronological Order Subject: ESL Name _______________________________________ Date ____________________________________ Time Line Write dates for each event in time order from left to right. Add details along the line.
184 Source: http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf
4.5 Performance Task Main Idea Subject: ESL Name _______________________________________ Date __________________________________ Sandwich Chart Write your topic at the top. Add details to the middle layers. Add a concluding sentence at the bottom.
185 Source: http://www.eduplace.com/graphicorganizer/pdf/sandwich.pdf
4.5 Performance Task Step-by-Step Subject: ESL Name ____________________________________________ Date _______________________________ Step-by-Step Chart Write each step in order. Add details.
Materials ________________________________________________________ Steps Step 1: Details
Step 2:
Step 3:
Step 4:
Step 5:
186 Source: http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf
4.5 Resource Explore Gail Gibbons Subject: ESL
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203 Source: www.holidayhouse.com
4.5 Resource Nonfiction Structure Article Subject: ESL
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4.5 Sample Lesson Creating Background Knowledge Subject: ESL
Activating Prior Knowledge/Schema

Talking Drawings Objectives: To activate schema To provide information that shapes future teaching To provide a vehicle for students to measure learning To make connections TS, TT, TW (for extension) Materials: Book that will be used to introduce subject matter (Any text can be used, alter lesson to your needs) Talking Drawings sheet (if you choose) or anything to draw on Writing implements Concrete item to activate schema (especially for younger students) Making connections posters (for extension) Chart paper/overhead transparency (for extension) Timer (helps to keep students on track) Process: Introduce the book/area of study using the concrete item (ex: toy insects for an insect unit, etc.) or by telling the title of the story. Show the cover of the book if you want to help give a clue. (I normally do not show the book because I do not want them to draw the picture on the cover.) Invite students to quickly draw a picture that shows everything they know about this subject. Take about 5 to 10 minutes for drawing time. Once the time is up, have them turn to their neighbor and discuss their drawings what they know about the subject. Take about 5 minutes for each pair. Use timer to help, set it for two and a half minutes so it goes off and then let the next person talk for the remaining two and a half minutes. Be sure that the drawings reflect an activation of schema/prior knowledge about the subject matter. If not, try to engage that student in conversation that helps them activate their prior knowledge/schema. If not using for unit of study: Read the story and discuss it as you normally would. Make comparisons to their drawings and see if they learned anything new about the subject matter. This is where a lesson just to work on activating schema would end. Extension: At this point, you can record the various ideas under K of a KWL chart and move into the wonder questions as you make predictions about the story/subject. While recording on the KWL chart students can write one or two word labels on their drawings as reminders. (Be sure everyone is with you as you move on to predictingonly write during the recording of the K.) Read the story to the students and use the drawings to help make connections with the text. You can have connection people that hold the posters and/or write down the connections that are made during and after reading the text. The connection people can record their specific type of connection.
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4.5 Sample Lesson Creating Background Knowledge Subject: ESL (Connections should be done as you go along in your study and only after you have practiced with each type of connection.) Management: This lesson can be carried out over several days or throughout a unit. First Day: Activate Schema using Talking Drawings technique Start KWL: Use Drawings for K, and make predictions for W Collect drawings Day Two: (This can be done for every text used for every text in unit) Review KWL chart (OWL can be used instead of KWL) Read story Make connections (record under L if using OWL) Use W list of KWL to help generate what was learned for L. Record what was learned under the L of the KWL chart. Day Three: (You can do this as you see fit, mostly for OWL) Read the connections one by one Decide if response helped with the text. Mark it with a 1. Decide if the response did not help. Mark it with a 2. If child who made response disagrees, have them explain their thinking. Stop here with L if using OWLthese are your links. Last Day: (Culmination of Unit) Compare W to L of KWL and see if all was answered, etc. Draw a picture representing what they know about the subject now Use pre and post drawings as a comparisonauthentic assessment Talking Drawing Source: Talking Drawings: A Strategy for Assisting Learners by Suzanne McConnell, Journal of Reading, December 1992/January 1993.
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4.5 Sample Lesson Text Structure of Non-Fiction Knowledge
Teach Text Structure for Nonfiction

This lesson plan will provide students with a strong foundation for reading, writing, and using nonfiction. OBJECTIVE Students will: 1. Gain an awareness and general understanding of what text structures are 2. Learn what clues they can use to identify the text structure of a piece of writing MATERIALS 1. Five Text Structures 2. Student copies of Stopping a Toppling Tower 1 for each student DIRECTIONS Step 1: Use the Five Text Structures chart to explain what text structures are and what clues students can use to identify text structures. Step 2: Help students understand the importance of understanding text structure by explaining that a reader who is aware of the patterns that are being used can anticipate the kind of information that will be presented. Example: If we we know a selection follows a compare and contrast organization, we can expect to read about likeness and differences between people or things. This will help us connect ideas and remember them. Step 3: Have students reread Stopping a Toppling Tower (PDF). Step 4: Ask students to identify what type text structure this selection is (problem and solution). Ask them, How does the reader know? They should be able to identify that the first paragraph states that there is a problem. The second paragraph states that engineers have found a solution. What headings offered clues?
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Source: http://www2.scholastic.com/browse/lessonplan.jsp?id=234 5
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4.6 Graphic Organizer Fact and Opinion Subject: ESL Name ________________________________________ Date __________________________________ Fact and Opinion Write your topic at the top. Add details to each column.
FACT
OPINION
Source: http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf 1
4.6 Graphic Organizer Hamburger Paragraph Subject: ESL Name ___________________________________________ Date _______________________________
Source: superteacherworksheets.com
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4.6 Graphic Organizer Somebody Wanted To But Subject: ESL
Plot Summary
Somebody_________________________________________ ________________________________________________ ________________________________________________ wanted___________________________________________ ________________________________________________ ________________________________________________ so________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ but______________________________________________ ________________________________________________ ________________________________________________
so_______________________________________________ ________________________________________________ ________________________________________________ Finally,___________________________________________ ________________________________________________ ________________________________________________
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4.6 Graphic Organizer Somebody Wanted To But Subject: ESL
Plot Summary
Somebody (The main character) ________________________________________________ ________________________________________________ Wanted (their goal or motivation) ________________________________________________ ________________________________________________ ________________________________________________ ___________________________________________ So (what they did to try to get it) ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ But (the conflict) ______________ ________________________________________________ ________________________________________________ ________________________________________________ ____ So (the resolution to the problem) ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Finally, (the ending if different from above) _________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ______________________ 219 Source: http://www.readinglady.com/mosaic/tools/Plot%20Summary%20Chart%20%20Somebody%20Wanted%20to%20But.doc
4.6 Graphic Organizer Story Map Subject: ESL Name ______________________________________ Date ____________________________________ Story Map Write notes in each section.
220 Source: http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf
4.6 Graphic Organizer Timeline Subject: ESL Name ________________________________________ Date _____________________________ Time Line Write dates for each event in time order from left to right. Add details along the line.
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Name ____________________________________ Date ______________________________ Rubric for Reading Dialogue Journals Score Student's Response Demonstrates Complete response with support Includes a personal and specific response Uses evidence from the text Focuses on important ideas Provides thoughtful responses to their own questions or reflections about the reading Reflects that student read the assigned reading with full comprehension Adequate response with some support Includes a general response Uses some evidence from the text Focuses on less important ideas Shows some thoughtfulness in responses to their own questions or reflections about the reading Somewhat reflects that the student read the assigned reading with some comprehension Limited response with little support Includes a superficial response, such as It was funny Uses little or no evidence from the text Focuses on details rather than important ideas Shows limited thoughtfulness in responses to their own questions or reflections about the reading Reflects that the student did not complete nor comprehend the assigned reading No response to text Includes disconnected story details Fails to include personal response to the story Is incomplete or too short Shows little or no thoughtfulness and provides no questions or reflections about the reading Reflects that the student did not complete any of the assigned reading No response 223
0 Source: edCount, LLC
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4.6 Other Evidence Dialogue Journal Subject: ESL Name _____________________________________ Date _____________________________________ Text: __________________________________________________ Reading Focus: __________________________________________
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4.6 Other Evidence Dialogue Journal Subject: ESL Text: __________________________________________________ Reading Focus: __________________________________________
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Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
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4.6 Performance Task Question Ideas Subject: ESL These questions are merely suggestions for getting a good conversation going. We encourage you to use the ones you like and to come up with your own. Great questions for anyone What was the happiest moment of your life? The saddest? Who was the most important person in your life? Can you tell me about him or her? Who has been the biggest influence on your life? What lessons did that person teach you? Who has been the kindest to you in your life? Its been said that after they pass away, the most important people in our lives live within us. Is there anyone from your past that lives within you? What are the most important lessons youve learned in life? What is your earliest memory? Are there any words of wisdom youd like to pass along to me? What are you proudest of in your life? When in life have you felt most alone? How has your life been different than what youd imagined? How would you like to be remembered? Do you have any regrets? What does your future hold? Is there anything that youve never told me but want to tell me now? Is there something about me that youve always wanted to know but have never asked? Friends or Colleagues If you could interview anyone from your life living or dead, but not a celebrity, who would it be and why? What is your first memory of me? Was there a time when you didnt like me? What makes us such good friends? How would you describe me? How would you describe yourself? Where will we be in 10 years? 20 years? Do you think well ever lose touch with each other? Is there anything that youve always wanted to tell me but havent? Grandparents Where did you grow up? What was your childhood like? Who were your favorite relatives? Do you remember any of the stories they used to tell you? How did you and grandma/grandpa meet? What was my mom/dad like growing up? Do you remember any songs that you used to sing to her/him? Can you sing them now? Was she/he well-behaved? What is the worst thing she/he ever did? What were your parents like? 230
4.6 Performance Task Question Ideas Subject: ESL What were your grandparents like? How would you like to be remembered? Are you proud of me? Raising children When did you first find out that youd be a parent? How did you feel? Can you describe the moment when you saw your child for the first time? How has being a parent changed you? What are your dreams for your children? Do you remember when your last child left home for good? Do you have any favorite stories about your kids? Parents Do you remember what was going through your head when you first saw me? How did you choose my name? What was I like as a baby? As a young child? Do you remember any of the songs you used to sing to me? Can you sing them now? What were my siblings like? What were the hardest moments you had when I was growing up? If you could do everything again, would you raise me differently? What advice would you give me about raising my own kids? What are your dreams for me? How did you meet mom/dad? Are you proud of me? Growing up When and where were you born? Where did you grow up? What was it like? Who were your parents? What were your parents like? How was your relationship with your parents? Did you get into trouble? What was the worst thing you did? Do you have any siblings? What were they like growing up? What did you look like? How would you describe yourself as a child? Were you happy? What is your best memory of childhood? Worst? Did you have a nickname? Howd you get it? Who were your best friends? What were they like? How would you describe a perfect day when you were young? What did you think your life would be like when you were older? Do you have any favorite stories from your childhood? 231
4.6 Performance Task Question Ideas Subject: ESL School Did you enjoy school? What kind of student were you? What would you do for fun? How would your classmates remember you? Are you still friends with anyone from that time in your life? What are your best memories of grade school/high school/college/graduate school? Worst memories? Was there a teacher or teachers who had a particularly strong influence on your life? Tell me about them. Do you have any favorite stories from school? Love & Relationships Do you have a love of your life? When did you first fall in love? Can you tell me about your first kiss? What was your first serious relationship? Do you believe in love at first sight? Do you ever think about previous lovers? What lessons have you learned from your relationships? Marriage & Partnerships How did you meet your husband/wife? How did you know he/she was the one? How did you propose? What were the best times? The most difficult times? Did you ever think of getting divorced? Did you ever get divorced? Can you tell me about it? What advice do you have for young couples? Do you have any favorite stories from your marriage or about your husband/wife? Working What do you do for a living? Tell me about how you got into your line of work. Do you like your job? What did you think you were going to be when you grew up? What did you want to be when you grew up? What lessons has your work life taught you? If you could do anything now, what would you do? Why? Do you plan on retiring? If so, when? How do you feel about it? Do you have any favorite stories from your work life? Religion Can you tell me about your religious beliefs/spiritual beliefs? What is your religion? 232
4.6 Performance Task Question Ideas Subject: ESL Have you experienced any miracles? What was the most profound spiritual moment of your life? Do you believe in God? Do you believe in the after-life? What do you think it will be like? When you meet God, what do you want to say to Him? Serious Illness Can you tell me about your illness? Do you think about dying? Are you scared? How do you imagine your death? Do you believe in an after-life? Do you regret anything? Do you look at your life differently now than before you were diagnosed? Do you have any last wishes? If you were to give advice to me or my children, or even children to come in our family, what would it be? What have you learned from life? The most important things? Has this illness changed you? What have you learned? How do you want to be remembered? Family heritage What is your ethnic background? Where is your moms family from? Where is your dads family from? Have you ever been there? What was that experience like? What traditions have been passed down in your family? Who were your favorite relatives? Do you remember any of the stories they used to tell you? What are the classic family stories? Jokes? Songs? War Were you in the military? Did you go to war? What was it like? How did war change you? During your service, can you recall times when you were afraid? What are your strongest memories from your time in the military? What lessons did you learn from this time in your life? Remembering a loved one What was your relationship to _____? Tell me about _____. What is your first memory of _____? What is your best memory of _____? What is your most vivid memory of _____? What did _____ mean to you? 233
4.6 Performance Task Question Ideas Subject: ESL Are you comfortable/ can you talk about _____s death? How did _____ die? What has been the hardest thing about losing _____? What would you ask _____ if _____ were here today? What do you miss most about _____? How do you think _____ would want to be remembered? Can you talk about the biggest obstacles _____ overcame in life? Was there anything you and _____ disagreed about, fought over, or experienced some conflict around? What about _____ makes you smile? What was your relationship like? What did _____ look like? Did you have any favorite jokes _____ used to tell? Do you have any stories you want to share about _____? What were _____s hopes and dreams for the future? Is there something about _____ that you think no one else knows? How are you different now than you were before you lost _____? What is the image of _____ that persists? Do you have any traditions to honor _____? What has helped you the most in your grief? What are the hardest times?
Source: http://storycorps.org/record-your-story/question-generator/list/ 4
4.6 Reading Tool Cue Card Subject: ESL
Making Connections Cue Cards
Source: time4teachers.com
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4.6 Resource Non-Fiction Structure Subject: ESL
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4.7 Graphic Organizer Character Map Subject: ESL
Name __________________________________________ Class/Subject ____________________________________
Date _______________________________ Teacher ____________________________
Character Map
What character says and does.
What others think about character.
Characters Name
How character looks and feels.
How I feel about character.
Source: Thinkport
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4.7 Graphic Organizer Compare and Contrast Subject: ESL Compare and Contrast Chart
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4.7 Graphic Organizer Finding Evidence Subject: ESL
Finding Evidence
Name: Write a statement about the main character from your story here.
Fill in the squares with evidence from the story that supports your statement in the box above.
On a separate sheet of paper, write a paragraph that describes the main character from the story. The topic sentence should be your statement from the top of the page. The supporting details in your paragraph come from each of the smaller boxes at the bottom of the page.
243 Source: Adapted from Literature Study Guide Tahoma School District
4.7 Graphic Organizer Story Map Subject: ESL Name: ____________________ Date: ____________________ Story Map Text: ________________________________________________ Who are the characters in the story? ________________________________________________________________________ ________________________________________________________________________
Describe the setting of the story. ________________________________________________________________________ ________________________________________________________________________ What is the main conflict or problem in the story? ________________________________________________________________________ ________________________________________________________________________
Retell 5 main events that happened in the story. First, ___________________________________________________________________ Second, _________________________________________________________________ Next, ___________________________________________________________________ Then, __________________________________________________________________ Lastly, __________________________________________________________________ What is the resolution of the story? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Source: edCount, LLC 244
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4.7 Learning Activity Facebook Page Subject: ESL
Source: Adapted from facebook.com
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4.7 Literature Connections Magic Stream Subject: ESL
Magic Stream The Fairy Tale By Regina Garson

Once upon a time there was a princess. She was not a very beautiful princess. She was rather ordinary, but she was a princess just the same. She was daughter of a splendid young king and queen. Strong in battle and a knowledgeable ruler, her father the king, had been the most handsome and wealthy of princes. From a neighboring kingdom, her mother the queen, had been a royal princess. She was as beautiful as the king was strong. Suitors traveled for miles to pursue her beauty and favors. Not unaware of the admiration she aroused, the clever young princess would settle only for the most noble of spouses. So it was the young prince and princess married to become king and queen. They overlooked a vast and prosperous kingdom from a magnificent castle on a hill. Royal as they were, they soon beget a daughter, but nature could not repeat the beauty of the queen nor the strength of the king. The beautiful couple looked at their child in dismay. The young princess was not a frog, but it might have been better. No one you see, equaled the king and queen in strength or beauty. The young princess was very ordinary but the subjects of the kingdom welcomed her with love and acceptance. Not one you see, equaled the king and queen, and as the princess was very ordinary, so were they. Homely though she was, she had an unselfconscious zest for life. This brought a beauty that nature couldn't touch. The queen grew jealous, for her own attentions declined with years. One day in a rage she cut off the nose of the princess. Not one would say it, but they knew it was the queen who had cut off her nose. The princess went on being a princess. She had a harp and she played and sang. Strange and beautiful were her songs, for they had no laughter and they had no tears. People would come for miles to hear her music. She received many attentions and fine gifts from royal subjects who used to love the queen. Missing the adoration of her princess days, the queen's resentment grew until one day in another rage she took a hot iron and burned the tongue of her daughter. She said, "You will sing no longer." The princess played sad notes on the harp, and moved her mouth without singing. Strange and beautiful were her songs, for they had no tears and they had no voice. Still the people listened and loved her.
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4.7 Literature Connections Magic Stream Subject: ESL
Jealously consumed the queen and she commanded the king, "We will take the child to the woods and dispose of her." He loved his daughter but, he loved his queen more. They took the child to the forest and the king held her while the queen poked nails in her eyes. Climbing back into their carriage, the queen tossed the harp out beside her. They tore their clothes, and without looking back, the royal couple returned to the castle. In royal despondency they explained that while on a royal family picnic the young princess had been consumed by a wild boar. The valiant king had fought desperately to save her, while the queen cried in royal despair. The subjects were saddened and bestowed many attentions on their beloved queen and king. The queen was happy and the king sat beside her. The young princess picked up her harp and stumbled through the forest, her tongue was too sore to speak and her eyes too crusted to see. Groping for berries and nuts she survived. She didn't weep, she didn't laugh, and neither did she sing. She wandered for many years, until one day she came to a quiet and beautiful place in the heart of the forest. She couldn't see it, but she could feel it and she knew that she was safe. Exhausted, she lay on soft grass and wept, and as she wept her tears rolled down the bank into a stream. When she ceased weeping she reached for the cool water, for she could hear it. She dipped her hands into the stream and washed her eyes with its magic waters. As she did, her eyes began to heal and she could see a faint reflection of herself in the blackness. In the safety of the quiet glade she mourned the loss of her king and queen. She cried for many days for she loved them deeply. Her teardrops mingled with the waters of the deep. Feeling her strength returning, she drank freely of the water. Her mouth was healed. She had a voice and she sang, but her songs were not yet real. Once more she washed her eyes and drank the water, and this time she understood its magic. When she picked up her harp her songs were real, for as she looked in the wet darkness she could see herself clearly. She wasn't very pretty for she had traveled far and she would never have a nose, but she was real and she could sing. As she sang, she realized she wasn't singing alone. Surrounding the quiet place, was a quiet people. They weren't very pretty either, some were missing ears, some eyes and some were missing legs, but they all understood and shared love with each other. Their songs were not beautiful, but they were real, for they had all traveled far. They sang in joyous laughter and wept in sorrow's tears. They lived happily for many years in joyous celebration for each who made it to the Magic Stream. And the Magic Stream flowed until the end of their days with tears wept for the ones who didn't.
248 Source: http://hiwaay.net/~garson/fairy.htm

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Meaning
Illustration
Synonym: _________________ Antonym: _________________
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4.7 Performance Task Cinderella Sequencing

Subject: ESL
Cinderella Sequencing
At the beginning of the story
In the middle of the story
At the end of the story
252 Source: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/story_telling/ cinderella/cinderella1.htm
4.7 Resource Character Analysis Subject: ESL Background Information & Activities A character is any person, animal, or personified object in a story. Characters work together to tell a story. Usually there is one or a few main characters and varying number of supporting characters. In many stories, characters confront challenges and overcome obstacles and as a result, they grow and change. Characters vary as widely as people; they each have different personalities, backgrounds, and react to their surroundings in different ways. Just like people, all characters have traits. Sometimes the author tells the reader exactly what the character is like, while other times the author gives clues to help the reader understand the character. One good way of understanding a character is to create a character chart, which can include information about how the character looks, how they feel about things, what they like or dislike, how other people react to them, and what they do or do not do. Another way your child can grasp a deeper understanding of a character is through comparisons. Your child can compare the character to him or herself, someone he or she knows, or to another character. How are they alike and different? How is the character like other characters in the story? How is the character alike or different from characters in other books? In some stories, especially in fables or fairy tales, characters learn a lesson and change. When the character learns a lesson, the reader learns it as well. Writers and storytellers use characters as a way to teach about friendship, family, virtues, and life in general. Encourage your child to think of memorable characters from books, poems, plays, television shows, and films. Why are these characters memorable? What makes them special? Would the story be different if the main character were different? What makes a good story? Have your child think about these questions when she or he reads. Good readers ask questions as they read a book, story, or poem. We recommend watching the Choosing a Book movie together as a review.
Character Teacher Activities

Character on Trial Together with your students, discuss the antagonists, or bad guys, in several fairy tales or stories. How are the antagonists alike and different? What motivates them to go against the main character? What are their character traits? Select one antagonist and review what happens in the story. Then set up a mock trial in the classroom. Volunteers can play the antagonist, the main character, supporting characters as witnesses, and jury members. You may want to act as the judge so you can control the discussion. Have each character come up and ask questions to the antagonist. Students should question the antagonists motivation, reasons for his or her actions, and whether or not the antagonist changed in the course of the story. To expand the activity, have students act out the fairy tale or story and film it. Then film the trial to create an episode of Law & Order: Fairy Tale Unit. You can air or perform the play in front of family members, friends, and other classes. Alternate Story There are many different and updated versions of the fairy tales we learned when we were young. For example, the classic story of Cinderella is retold as a princess who does not need a prince to rescue her. Bring in modern, updated, or global versions of fairy tales and read them to the class or have students read them independently. Discuss how the tales are alike and different and how the characters have been changed. Students can write their observations down in their notebooks or in a chart. As an extension, have students rewrite a classic fairy tale and update it to modern times. The tale can be set in their hometown or the characters can be updated, which can change the plotline. Write the story together as a class and have groups of students illustrate each page. Put the pages together to make your own modern fairy tale. Character Charades Write down the names of famous characters from books, poetry, television, and film and put the names in a box or hat. Have students draw a name and act out the character. Student volunteers can guess the character. After each turn, discuss how the students knew which character was being acted out. What clues were used? Discuss the characters traits and how the character changes in the story. 253 Source: http://www.brainpopjr.com/readingandwriting/storyelements/character/grownups.weml
4.7 Resource Character Analysis Subject: ESL Feeling Great about Character Traits Have students write their name on the top of a piece of paper. Then have students pass the papers one person to the right. When students receive their neighbors paper, have them write down one positive trait or anecdote about the person named on the paper. Students may want to write a character trait such as funny, friendly, energetic, or hard-working, or students may want to write short phrases such as good at soccer or great artist. Encourage students to think of positive anecdotes about the person and write it down in complete sentences. Remind students that only positive traits should be listed on the paper. Pass around the papers until every person has at least ten traits listed. Character Family Activities Character Study Read a book with your child or attend a reading at a local bookstore or library. You may want to choose a story they will be familiar with, like The little Red Hen,Discuss the main character in the book and have your child describe the characters traits. Then have your child choose a friend or close relative and analyze his or her character. How is the friend or relative alike or different from the main character in the book? For example, a child might compare their mother to the Little Red Hen. Would the friend or relative act similarly in the same situation as the main character? Why or why not? Have your child write his or her ideas down of what might happen if the friend or relative was in the story. Then have your child rewrite the story using the friend or relative as a character. Your child may want to tell the story instead of writing it. After your child completes the activity, she or he can share or perform the story to the friend or relative. Getting Into Character One great way to understand character is to get into character. Have your child choose a story and act it out. Or, if you prefer, there are many plays for young children available on the internet that can be found by googling readers theater. She or he may want to recruit friends, siblings, or even dolls to act out the story. Help your child make masks and costumes for his or her character and put together a backdrop or scene. As your child practices lines, encourage him or her to think about how the character is feeling when delivering the lines. Is the character angry, sad, or happy? How do you know? Guide your child to explain his or her answers. After rehearsals are finished, your child can perform the play in front of family and friends. My Own Character Characters in a book are not the only ones who have traits. People have them too. Have your child write a list of his or her own character traits. Discuss moments when your child was brave, clever, or helpful and think about activities that he or she excel at or enjoy doing. Your child can also use the letters of his or her name to name a specific character trait. Post the list of traits in front of a mirror so your child can be reminded of his or her great qualities everyday.
254 Source: http://www.brainpopjr.com/readingandwriting/storyelements/character/grownups.weml
4.7 Resource Elements of Setting

Subject: ESL
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4.7 Resource List of Novels Subject: ESL
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4.7 Resource List of Picture Books Subject: ESL
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4.7 Resource Narrative Writing Subject: ESL Narrative Writing
Goal: Narrative writing tells a story or part of a story. The general characteristics of narrative writing include: plot structure o introduction o rising action o climax o falling action o resolution Characteristics: conflict characterization setting theme point of view sequencing transitions Narrative writing appears in and is not limited to novels, short Uses: stories, biographies, autobiographies, historical accounts, essays, poems, and plays. Write a story about the best celebration you have ever had; tell why this is your favorite. Think of a time when you were nervous. It might be your first plane ride or the first time you slept over night with a friend. Tell what happened and how you reacted. Write a fictional story about being an eyewitness at a historical event. Find an example of a narrative; explain the elements that make this a good example.
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Additional Internet Sites:
A one-page article that describes this genre while also including links to examples of narrative writing. http://members.accessus.net/~bradley/narrativeprompts2.html Visit this list for additional resources gathered by the Web English Teacher. http://www.webenglishteacher.com/narrative.html
258 Source: http://www.thewritingsite.org/resources/genre/narrative.asp
4.7 Resource Plot Subject: ESL Plot Background Information & Activities Reading is an exciting experience for children and people of all ages and we recommend providing a print-rich environment for your children. As you read together, it is important to model active reading skills and help your children to identify fundamental story elements such as character, setting, and plot to increase and strengthen comprehension. Plot is simply what happens in a story, or all the events that the author arranges to tell a story. In almost every story, the main character or characters face a conflict, or problem, and try to find a solution, or an answer. Review with your children that a character is anyone in a story. The main characters are the most important characters in the story. The setting is the time and place of a story. Settings can change throughout a story. You may wish to screen the Character or Setting movies for review. All the events that happen in a story make up the plot. Choose a book or story together and identify the characters and setting. Then discuss what happens in the plot. A conflict is the overarching problem the characters face in a story. In some stories, characters struggle against nature. For example, in one story, a protagonist might try to climb the highest mountain or cross the hottest desert. Characters can also struggle against machines. For example, they might battle a malfunctioning computer or try to fix a car. Some characters struggle against other characters, as in classic comic books where heroes and anti-heroes battle. Other conflicts might arise between a character and society, such as when a character battles poverty or racism. Some conflicts, however, are fought within the characters on an emotional level. Internal conflicts can include a character who tries to overcome a fear or cope with a loss of a pet or family member. Conflicts can involve emotions, loyalties, desires, or the conscience. Encourage your children to think about stories, characters, and the conflicts they encounter. You may also want to discuss conflicts your children have struggled with or overcome in their own lives. The solution is an answer to a problem or how the conflict is solved. Throughout a story, characters might find different solutions to a problem, successfully or unsuccessfully. Suspense happens when the reader is not sure what will happen next. It is important for your children to understand that stories may not end happily and not all problems the characters face will be solved. Sometimes at the conclusion of stories, new problems arise. You may wish to identify stories and book that end this way. A book in a series might end with a problem that will then lead into the next book. Stories and plotlines differ, but the classic parts of a story include the introduction, rising action, climax, falling action, and resolution. The introduction presents the characters and the setting, and the rising action brings in the conflict, which then escalates into the climax, or the point in the story where the conflict appears to be at the highest point. The falling action involves the characters getting closer to solving the conflict and managing the effects from the climax, and the resolution is when the conflict is solved. While your children are not responsible for knowing all these elements of a story, they should understand that throughout a story, characters can struggle with conflicts, and as a result, grow and change or stay the same. Often characters learn something about themselves or about others. Stories can be confusing, especially when there are many characters, plotlines, and conflicts, but there are many ways readers can follow the events in a story. The easiest way is to create a graphic organizer. Charts, lists, and story maps are helpful ways to keep track of events in the story. Drawing pictures or taking notes while reading are also useful strategies. Good readers think, take notes, and ask questions 259
4.7 Resource Plot Subject: ESL while they read. Every child can find his or her own way of reading and understanding, so encourage your children to find their own strategies of following plots as they read. Plot Teacher Activities Personal History Ask a person from the community to come in for an interview. This person can be a public servant, such as a firefighter, police officer, doctor, or bus driver, or she or he can be an elderly person, store owner, artist, or chef. Before the interview, brainstorm questions for your students to ask the person. Try to come up with questions that might elicit tales of overcoming challenges. (Where and when did this person grow up?) What is the most important event that has happened in his or her life? What were the happiest and saddest moments? Moderate the interview and then have students make a timeline showing major conflicts in the persons life. Then use the timeline to write a biography of the person. You can also focus on one event of the person's life and write a story about it, paying close attention to the plot and order of events. To extend the activity, have students pick a family member or friend and ask similar questions. Then have students write a timeline and/or story about the person using real events. Book Jacket Have students look at different books in the classroom. Focus their attention to the back of the books or the book jackets, which often feature synopses of the books plot. Then have students pick a book or a story and create a new book jacket or cover. Students can decorate the cover and write a short synopsis of the plot on the back. Students may also wish to draw pictures of the person for the authors photo. Display all the books in the classroom just as in a bookstore. Climb Every (Story) Mountain Discuss different stories with your students. If needed, read a few short books together and discuss the plots. What happened in each story? Explain that the events in a story often build to a very exciting event, called the climax. Identify the climaxes in different stories. Then have students choose a book and describe the plot verbally or by writing short sentences. Have students draw or print out pictures of mountains, such as Mount Everest, from the Internet. They can also copy pictures of different mountains from a book. Have each student create a story mountain for their story using the picture. You may also wish to print out the Talk About It and modify it to suit your class. After students have completed their story mountains, attach them in a line or in several rows to create a story mountain range. Display the range so students can see each others work. Plot Family Activities Ready, Set, Sequence Have your child pick a well-known story, such as a nursery rhyme, fairy tale, or fable. Then have him or her write five sentences on five separate pieces of paper that describe what happens in the story. Your child can also draw pictures to illustrate their sentences. Younger children may wish to draw pictures and write a few words or short phrases. Then have your child mix up their papers and challenge you to put them in order. After you are done sequencing the plot, you can switch roles. Plot Line If possible, take sidewalk chalk and draw a long line on your driveway or neighborhood sidewalk. Together with your child, come up with a story. You may wish to adapt a fairy tale and tell it from a different point of view, or tell a memorable event from the past year. Then take a walk along the line and write down each major event in the story. Remember to identify the characters, setting, and main conflict in the story on your line. You can share the plot line with other community members or relatives. 260 Source: http://www.brainpopjr.com/readingandwriting/storyelements/plot/grownups.weml
4.7 Resource Setting Subject: ESL Setting Background Information & Activities Setting is the time and place in which a story occurs. A setting of a story, poem, or play can be anchored to a specific time and place, such as on the Oregon Trail in the 1800s, or it can be fictitious, such as a faraway kingdom or in outer space. Whether or not the location is real or fantastical, characters interact with the setting to show and tell a story. We recommend watching the Character movie together as a review. Most stories have several settings. In Homers The Odyssey, the main character goes through a journey filled with obstacles and danger in order to return home to his family. The setting constantly changes and the characters are forced to confront and adapt to these changes. Other stories, such as fables, have one setting in which the characters grow and change. Encourage your child to point out different settings as he or she reads. One important element of setting is time. The period of time in which a story takes place dictates how the characters act, talk, react to each other, or even travel. For example, a story that takes place in the South today would be drastically different from a story that takes place in the South in the early 1800s. Encourage your children to think about setting whenever they read or write. How might the story be different if the setting were changed? Setting contributes not only to the plot, but also to the mood. For example, the setting of a story about vampires could be an old, dark mansion tucked away in a foggy bayou. This setting lends an air of suspense and uneasiness to the plot and characters. If the setting were the busy streets of New York City, there would be a different mood. Many authors might not explicitly tell the reader about the setting. Readers must use clues to infer the time and place. Encourage your children to look for clues about the setting as they read. How do the characters travel? How do they dress? How do they talk? Encourage your children to ask questions as they read, an important step to reading well. Setting Teacher Activities What might happen? Together with the class, read and discuss a fairy tale or fable, such as The Three Little Pigs. How might the story be different if it took place in a different time or place? What if the three little pigs lived in different types of houses? What if the story took place in the distant future? What might change? What might stay the same? Lead a discussion and write students ideas on the board or have students write their ideas in their notebooks. To extend the activity, have students write or act out their own modified fairy tale or fable. Students can write their stories and illustrate them to create a book or they can break up into groups and perform their story in front of the class. Setting Improv Explain to students that improv is a form of comedy in which actors and actresses create skits off the top of their heads. Many improv shows begin with a specific time and place, which is agreed upon by audience members. Some improv shows may also begin with specific characters in a situation. For example, one idea might be The Boy Who Cried Wolf and his mother going to the grocery store together. Invite volunteers to come up and do improv comedy in front of the class. Other students can be audience members and call out ideas or you can put ideas in a hat or box to draw from. To change up the activity, you can add twists to the improv sketches. For example, you can call out Freeze! right in the middle of a sketch and then name a different situation in which the actors and 261
4.7 Resource Setting Subject: ESL actresses must adapt to or students can yell Freeze! and tag out one of the actors or actresses to finish off the scene. Setting Skit Settings can inspire people to write. Together with the class, pick one setting, such as a haunted house, old castle, circus, farm, or park. Then break the students up into small groups and have each group create a skit that works in the setting. Encourage them to be creative when they write a script or story in which the characters interact with the setting. Each group can then draw or paint a backdrop for their skit and collect or make props as needed. Then have students perform their skits in front of the class. Students will be able to see how different stories can occur in the same setting and how characters can react differently to the same setting. Art Connection Paintings offer rich settings that can spark some imaginative storytelling. Find a reproduction of a painting that has a detailed setting, like a landscape. Post the picture in a place where all students can see it (or provide a different picture for each table of students.) Ask students to come up with a story that takes place in the setting they are viewing. Depending on their abilities, students can tell their partners their stories or write them down. Be sure to save room for some share time as these are bound to be creative! Setting Family Activities On the Set If possible, take your child to see a play or musical. Check your local listings for productions of plays or musicals at community centers, local theaters, area junior high and high schools, or even elementary schools. After the performance, discuss the setting with your child. When and where did the play take place? What clues did your child use to find out about the setting? Why is the setting important to the play? What might have happened if the setting were different? Puppet Show Have your child perform a puppet show for friends and family. First help your child pick a story and find puppets or dolls to use as characters. Youre your child write a script under your guidance. How many settings will be in the puppet show? What should the setting look like? Encourage your child to make sketches or create lists to design his or her sets. Then have your child create the sets by decorating cardboard boxes. You can add a curtain to the set by draping a towel or cloth napkin over the boxes. Setting Memory Game Create several flash cards with descriptions of settings on one card and the name or picture of a character on another. For example, one card might describe a castle and a pumpkin carriage, while the other card might have a picture and name of Cinderella. Your child can match the setting to the character and then create more cards to add to the game. As your child matches up each pair of cards, ask him or her how she knows that the two go together.
262 Source: http://www.brainpopjr.com/readingandwriting/storyelements/setting/grownups.weml
4.7 Resource Transition Phrases Subject: ESL Name: _______________________ Date:____________________
Transitional Words/Phrases
Useful Words to Introduce Ideas
First, Second, Third,
Next, Then, Later,
Useful Words to Connect ideas and Add New Information
For example, After, Also, Then, In addition, So,
Furthermore, Well, Because, For instance, In other words, Additionally,
For Contrast However, On the contrary, On the other hand, But, In contrast, Instead,
For Conclusion In conclusion, Consequently, Finally, In summary, Lastly, In short, As you can see,
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4.7 Text Cinderella Illustrations Subject: ESL
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269 Source: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/story_telling/cinderella/ cinderella1.htm
4.7 Text Cinderella
Subject: ESL
Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her one little bit. All her kind thoughts and loving touches were for her own daughters. Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses, only her stepsisters hand-me-downs. No lovely dishes, nothing but scraps. No rest and no comfort. She had to work hard all day. Only when evening came was she allowed to sit for a while by the fire, near the cinders. Thats why everybody called her Cinderella. Cinderella used to spend long hours all alone talking to the cat. The cat said, Miaow, which really meant, Cheer up! You have something neither of your stepsisters has and that is beauty. It was quite true. Cinderella, even dressed in old rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be. One day, beautiful new dresses arrived at the house. A ball was to be held at the palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if she could go too. She knew very well what the answer would be: You? You're staying at home to wash the dishes, scrub the floors and turn down the beds for your stepsisters. They will come home tired and very sleepy. Cinderella sighed, Oh dear, I'm so unhappy! and the cat murmured Miaow. Suddenly something amazing happened. As Cinderella was sitting all alone, there was a burst of light and a fairy appeared. Don't be alarmed, Cinderella, said the fairy. I know you would love to go to the ball. And so you shall! How can I, dressed in rags? Cinderella replied. The servants will turn me away! The fairy smiled. With a flick of her magic wand Cinderella found herself wearing the most beautiful dress she had ever seen. Now for your coach, said the fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin! Oh of course, said Cinderella, rushing away. Then the fairy turned to the cat. You, bring me seven mice, and, remember they must be alive! Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the mice became six white horses, while the seventh mouse turned into a coachman in a smart uniform and carrying a whip. Cinderella could hardly believe her eyes. You shall go to the ball Cinderella. But remember! You must leave at midnight. That is when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you understand? Cinderella smiled and said, Yes, I understand!
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4.7 Text Cinderella
Subject: ESL Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She remembered what the fairy had said, and without a word of goodbye she slipped from the Princes arms and ran down the steps. As she ran she lost one of her slippers, but not for a moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound... oh... what a disaster that would be! Out she fled and vanished into the night. The Prince, who was now madly in love with her, picked up the slipper and said to his ministers, Go and search everywhere for the girl whose foot this slipper fits. I will never be content until I find her! So the ministers tried the slipper on the foot of every girl in the land until only Cinderella was left. That awful untidy girl simply cannot have been at the ball, snapped the stepmother. Tell the Prince he ought to marry one of my two daughters! Can't you see how ugly Cinderella is? But, to everyones amazement, the shoe fitted perfectly. Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in amazement, and the ministers said, Come with us Cinderella! The Prince is waiting for you. So Cinderella married the Prince and lived happily ever. As for the cat, he just said Miaow!
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5.1 Communities Create Heroes Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read tall tales and reflect on who is a hero in their community. The students will also make connections to characters in tall tales and focus on describing the setting, characters, and problem and solution of the stories. Content Standards and Learning Expectations Listening and Speaking L/S.5.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend, identify, and describe characters and setting. L/S.5.2 Identifies and uses homophones and recognizes figurative language. Reading R.5.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes and suffixes to determine the meaning of words. R.5.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes setting in fiction. R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.1 Applies common spelling patterns and structural analysis to correctly spell words. W.5.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. Stories can teach us lessons and connect us to our community history. The mythical heroes of tall tales can shape the culture of a community. Setting can define characters and change the mood of a story. Good writing takes hard work and requires multiple drafts, revisions, and editing before it is published. Content (Students will know) Simple homophones (allowed/aloud, beat/beet, aunt/ant, ate/eight, board/bored, break/brake, buy/ bye/by) Different types of references to understand unknown words (context clues) The difference between main character and supporting characters June 2011 Essential Questions: What creates community? Why do people tell stories? What makes a hero? How does the setting affect a story? What do good writers do?
Skills (Students will be able to) Listen and respond during a read aloud from a variety of narrative texts to comprehend, identify, and describe characters and setting Apply context clues to determine meaning of unknown words (such as homophones) Apply reference sources, and other vocabulary expansion strategies to assess word meaning 273
5.1 Communities Create Heroes Subject: ESL Length: 6 weeks Adjectives to describe the character traits of heroes (brave, strong, kind, helpful, courageous, funny, thoughtful, determined) Prewriting strategies to generate ideas (brainstorming through a word web, using graphic organizers, discussing topic with a peer, freewriting) Spelling Patterns such as blends (bl-, gl-, pr-, sk-, sc-, pt, -ie, -ou) Content Vocabulary Community member Neighborhood Hero Tall tale Setting Define Homophone Main character Supporting characters Blends Performance Tasks: My neighborhood hero is: Exploring the Writing Process Introduce the writing process by asking students what do good writers do? See as a class what parts of the writing process they remember. Cut out arrows and have students use each other to come up with the order of the steps of the writing process (drafting, revising, editing and publishing). Have groups share and explain why they ordered it in a certain way. As a closing, show the correct order of the writing process and make it a circular process (where after publishing, comes brainstorming because writers continue writing and do not stop after they publish one piece) Brainstorming: have students share what they do to come up with their ideas to write. Create a class list of ways of brainstorming (examples: draw pictures, use a picture, use a memory, create a word web of ideas, use a timeline, compare and contrast, free write June 2011
Distinguish main character from supporting character orally and in writing Compare and contrast character traits orally and in writing Describe the setting in fiction Make predictions and connections while reading Recognize problem and solution in narrative and expository text Apply common spelling patterns and structural analysis to correctly spell words Follow the writing process (drafting, revising, editing and publishing) Use the dictionary as an aid in the writing process (identify spelling, capitalization, and ending punctuation errors)
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary (See Attachment: 5.1 Other Evidence Vocabulary Inference Chart) on word wall Spelling test weekly based on blends (See Attachment: 5.1 Learning Activity Blends) Use a word square (See Attachment: 5.1 Other Evidence Word Square) for each vocabulary word from the reading Character comparison chart (See Attachment: 5.1 Graphic Organizer Character Comparison Chart) Readers Response Letter: Write a readers response letter that shares personal connections to a fictional text that can answer the essential question: What makes a good member of a community? (See Attachment: 5.1 Other Evidence Dialogue Journal as a graphic organizer to find examples of connections)
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5.1 Communities Create Heroes Subject: ESL Length: 6 weeks on a topic, use 5W questions to interview a peer) Have students brainstorm on topic A hero is? to find traits or qualities of heroes. Add these words to the word wall. Have students select a brainstorming strategy that the prefer Drafting and Revising: Now that they have brainstormed traits of a hero, have the students write for 20-30 minutes on the topic My neighborhood hero is To Revise, have students share with a peer and have peer share what you did well was. what I didnt understand was Have students rewrite their paragraphs to include the suggestions from their peer. Also, suggest that students include any vocabulary words from the word wall of character traits of heroes that would make their writing stronger. Editing: Tell them they will move onto the next part of the writing process, editing. Editing deals with how does my writing look? meaning: Correct capital letters, correct spelling, and correct punctuation. Have a peer use the editing checklist (See Attachment: 5.1 Writing Tool Editing Checklist) to correct each others second draft by using a dictionary. Then have students check their own paragraphs (See Attachment: 5.1 Writing Tool Paragraph checklist). Publishing: Have examples of books, newspapers, magazines, and a school brochure. Share how all of these pieces of writing went through the writing process and were published. Publishing simply means sharing your writing to an audience. Part of publishing is how the writing is presented. Study the models and ask, Are there illustrations? Photographs? A cover? How is it shared? Have students publish their paragraph on their neighborhood by illustrating their writing and put it together in a class book or share by displaying it outside the classroom.
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5.1 Communities Create Heroes Subject: ESL Length: 6 weeks Character Connection Posters Create and present a poster comparing a character in a text that connects to the student the most. Student compares and contrasts the main character to self (See Attachment: 5.1 Graphic Organizer Compare and Contrast) Write a who is who 2-4 sentence description of the main character and two or three supporting characters in the book and illustrate them Summarize and illustrate the setting, problem and solution of the story Follow the writing process (brainstorming, drafting, revising, editing, publishing) (See Attachments: 5.1 Editing Checklist and 5.1 Paragraph Checklist) Create a personal homophone book from 8 to 10 pairs of homophones Students search for homophones in their reading in pairs, create a class list Select 8 to 10 examples of homophones from the reading, or from teacher examples Create a book that has illustrations and sentences for each homophone pair (See Attachment: 5.1 Performance Task Homophone book organizer) Stage 3 - Learning Plan Learning Activities Homophones Use worksheets (See Attachment: 5.1 Learning Activity Homonyms Worksheets) as a basis for selecting homophone pairs to study Create a class word wall of homophones, have an activity where with a pair, students select 3 to 5 homophones off the word wall and write a paragraph using all the homophones. Have a peer check to see if the homophones were used correctly Based on the homophone pairs from the worksheets, students create illustrations of homophones and a definition in their own words of each word Vocabulary: Using Context Clues Model What do I do with an unknown word? using a fictional text. Use an inference chart (See Attachment: 5.1 Other Evidence Vocabulary Inference Chart) as a way of modeling your strategy of using context clues to infer an unknown word Place vocabulary words and unknown words from the reading on a word wall display in the classroom Have students illustrate the definition of the new words to have a visual in the classroom by the June 2011 276
5.1 Communities Create Heroes Subject: ESL Length: 6 weeks word wall Create a word web with the class (or in pairs) of all the connections they can make with a vocabulary word (See Attachment: 5.1 Graphic Organizer Word Web) Spelling Use blends to create cards so students can play games such as memory (print two copies of each and students have them all face down and they have to find the pairs) (See Attachment: 5.1 Learning Activity Blends) Use spelling words to create a story or comic that uses all the words Character Traits/Setting/Problem and Solution/Predictions and Connections through Tall Tales Focus genre on tall tales to as a way of describing incredible heroes. Discuss how tall tale characters were heroes that helped his/her community. Have students share who are people who help their community (in the school or neighborhood) and create a list. Use a tall tale character map to describe the character traits of the tall tale hero (See Attachment: 5.1 Learning Activity Tall Tale Character Map) Read a tall tale and share how a tall tale character solves problems that the community solves. To build background, ask if the students know real heroes in their neighborhood who help solve problems. Include how setting (time and place) help set up the problem. With the students, find the time and place, the problem and solution (See Attachment: 5.1 Learning Activity Story Map 2) Read aloud a tall tale and model predictions (taking a guess about what will happen next) and connections (connections to self, another book, the world) While reading a tall tale, have students use a dialogue journal to keep track of their predictions and connections to the story (See Attachment: 5.1 Other Evidence Dialogue Journal) Sample Lessons Lesson on Spelling Patterns to play game go fish: http://www.readwritethink.org/classroomresources/lesson-plans/spelling-patterns-fish-card-1046.html Lesson on homophones: http://www.readwritethink.org/classroom-resources/lessonplans/developing-understanding-homophones-284.html Lesson on Describing Characters with adjectives using Character Traits: http://www.readwritethink.org/classroom-resources/lesson-plans/charlotte-wise-patient-caring176.html Lesson on comparing character traits from tall tales: http://www.readwritethink.org/classroomresources/lesson-plans/american-folklore-jigsaw-character-30524.html Lesson on Peer Editing: http://www.readwritethink.org/classroom-resources/lesson-plans/peeredit-with-perfection-786.html Additional Resources Spelling strategies (See Attachment: 5.1 Resource Spelling Strategies) Tall tales (See Attachment: 5.1 Resource Tall Tales) Literature Connections John Henry Races the Steam Drill by Paul Robert Walker Sally Ann Whirlwind by Mary Pope Osborne Paul Bunyan, the Mightiest Logger of Them All by Mary Pope Osborne American Tall Tales by Mary Pope Osborne
5.2 Leaders in My Community Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will explore problem and solution in fiction and discuss how characters solve problems in stories. From these discussions, students will make connections to real life leaders solving problems in their community and interview these leaders for a writing project. Content Standards and Learning Expectations Listening and Speaking L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios. L/S.5.4 Applies correct language patterns to organize events from read alouds in a variety of narrative texts. Reading R.5.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes and suffixes to determine the meaning of words. R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.1 Applies common spelling patterns and structural analysis to correctly spell words. W.5.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. Leaders come in many forms. Leaders lead by their actions, not their words. Writers use problems to create suspense and keep readers reading. Content (Students will know) Plot structure of a story (introduction, rising action, climax, falling action, resolution) and how problems drive a story Different types of references to understand unknown words (context clues, use of prefixes: e.g. un-, re-, in-, im-, ir-, il-, dis-) Qualities of a leader (honest, fair, strong, caring, thoughtful, determined) Transitions (sequence words) to tell, retell and explain a story, (e.g. meanwhile, next, before, then, earlier, soon, immediately, suddenly, June 2011 Essential Questions: What creates community? What qualities make a good leader? How can I lead by example? How do good writers keep your attention? Do all stories have problems?
Skills (Students will be able to) Answer and formulate both closed and openended questions in both formal and informal scenarios, such as interviewing a community leader Apply correct language patterns to organize events from read alouds in a variety of narrative texts (sequencing) Apply context clues and prefixes to determine meaning of unknown words Identify sequence of events in narrative and expository text
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5.2 Leaders in My Community Subject: ESL Length: 5 weeks however, even though, thus, also, therefore, finally, In conclusion) Content Vocabulary Leader, leadership Honesty, fairness Strength, strong Caring, thoughtful Determined Prefix Cognate Transition word Problem Solution Plot line Introduction, rising action, climax, falling action, resolution Performance Tasks: Community Leader Interviews Students select a person they think is a leader in the neighborhood, interview him/her and write a description of what he/she does that makes them a leader Have students brainstorm a list of leadership qualities from the characters in their readings. From this list, students will describe who are the leaders in their family or in their community that have these same characteristics Interview the leader asking these questions: o How did he or she overcome a problem? o Why is this person a leader? o What characteristics must a good leader have? From the interview, write two paragraphs on why this person is a leader and how he/she overcomes problems Writing must include three to five transition word (See Attachment: 5.2 Performance Task Transition Words) and edit their work using the paragraph checklist (See Attachment: 5.2 Writing Tool Paragraph Checklist) Prefix Word Tree Select three major prefixes and create a prefix June 2011
Organizes plot in narrative and expository text Make predictions and connections in narrative and expository text Recognize problem and solution in narrative and expository text Apply common spelling patterns and structural analysis to correctly spell words Apply organizational patterns to connect ideas in narrative and descriptive paragraphs
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary (See Attachment: 5.2 Other Evidence Vocabulary Inference Chart) on word wall Plot line organizer (See Attachment: 5.2 Graphic Organizer Plot line Organizer) Spelling test weekly based on blends (See Attachment: 5.2 Other Evidence Blends) Dialogue journal to document predictions and connections based on the reading (See Attachment: 5.2 Other Evidence Dialogue Journal)
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5.2 Leaders in My Community Subject: ESL Length: 5 weeks tree poster that has words that share the same meaning of the prefix. Have students use dictionaries to find example words, give definition in their own words My Favorite Story Poster In pairs, students create a poster on their favorite story from the unit. Have pairs of students draw a story map based on pictures of the problem and the solution of the story Write a description of the most exciting part, the climax and what part of the story got them excited in the rising action Draw pictures of the main characters before and after the climax of the plot. Make sure the pictures show how he/she changed after the problem was solved Stage 3 - Learning Plan Learning Activities Prefixes Select 3 prefixes a week for the 5 weeks to have as the focus. Select prefixes from list (See Attachment: 5.2 Learning Activity Prefixes) With these prefixes have students: o Brainstorm words they already know that use this prefix o Find Spanish cognates (if word is Latin based, there is a Spanish cognate) o Find non-examples (e.g. read is not an example of a word that uses the prefix re-) o Look up words in the dictionary that use the prefix and give their meaning in students own words o Search for words with prefixes from the reading and add to class chart Sequencing Find the problem and solution in a text and plot it on a graphic organizer (See attachment: 5.2 Learning Activity Story Map 2) Have students discuss the most exciting part of a story they are reading. What did the author do to get you excited? What information did he/she give you as you were reading? What questions were you asking yourself? Have students write down their predictions about what will happen and what is pulling them as they read in their dialogue journals (See Attachment: 5.2 Other Evidence Dialogue Journal) In pairs, have students find the most exciting part of a the story, use a plot line organizer (See Attachment: 5.2 Plot Line Organizer) to fill it out and then give examples of how the writer built their interest (rising action), how were we introduced to the characters, setting, and problem (introduction) and then what happened after the climax (falling action) and how was the character changed after the climax (resolution) Create cards out of transition words for the word wall, have students with a partner retell a story using time transition words (See Attachment: 5.2 Performance Task Transition Words) Have students have a small group discussion based on an essential question and use transition June 2011 280
5.2 Leaders in My Community Subject: ESL Length: 5 weeks words from the word wall to articulate their thoughts and to comment on their peers ideas (See Attachment: 5.2 Performance Task Transition Words) With a partner, find examples of transition words in stories and create a list in their journal Leadership through Reading Ask students What are the qualities of a good leader? Have students brainstorm as a class and then free write about who they consider to be a good leader. To connect to the previous unit, have students discuss with a partner, Does a leader have to be a hero? Read aloud a book (fiction or a biography) of a leader. Have students use a dialogue journal to find examples in the text where the character leads by example and have students make connections (See Attachment: 5.2 Other Evidence Dialogue Journal) Compare and contrast two books of leaders, one where the leader is a famous figure (such as Abraham Lincoln or Rosa Parks) and a character from a text who leads by example, but is not famous. Have students compare and contrast the actions of the characters (See Attachments: 5.2 Graphic Organizer Character Comparison Chart or 5.2 Graphic Organizer Venn Lines) Sample Lessons Lessons on Prefixes: http://www.readwritethink.org/classroom-resources/lesson-plans/spell-wordprefix-without-399.html Lessons on Plot line: Comparing and contrasting a person conflict with a conflict in a story: http://www.readwritethink.org/classroom-resources/lesson-plans/examining-plot-conflictthrough-802.html Lesson on Transition Words (See Attachment: 5.2 Sample Lesson Transition Words) Additional Resources On Prefixes, roots, suffixes (See Attachment: 5.2 Resource Prefixes, Roots, Suffixes) Literature Connections Si Se Puede! Yes we can! Janitor Strike in LA by Diana Cohn Amelia and Eleanor go for a Ride by Pam Muoz Ryan Lincoln and Douglass by Nikki Giovanni Click Clack Moo: Cows that Type by Doreen Cronin Me, Mop, and the Moondance Kid by Walter Dean Myers Elena by Diane Stanley La Bamba by Gary Soto
5.3 Discovering My Neighborhood Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary Students will read fiction and non-fiction text about neighborhoods in order to write about their own neighborhood. This unit focuses on identifying and correcting sentence fragments and run-on sentences. Content Standards and Learning Expectations Listening and Speaking L/S.5.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Reading R.5.1 Analyzes the text and uses text features to enhance comprehension. R.5.4 Explains the differences between fiction and nonfiction; states the main idea and topic and identifies fact and opinion in expository text. R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative, interrogative, imperative, and exclamatory sentences. W.5.3 Uses the parts of speech correctly in sentences; demonstrates understanding of subjects and objects with the use of prepositional phrases in sentences. W.5.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. A community where its members work together can grow and improve. Your neighborhood is a part of your identity. Good writers use a variety of sentence types to communicate their ideas clearly. Content (Students will know) The difference between a fragment and a complete sentence (through having a subject and object) Transitions (sequence words) to tell, retell and explain a story, orally and in writing (i.e. meanwhile, next, before, then, earlier, soon, immediately, suddenly, however, even though, thus, also, therefore, finally, In June 2011 Essential Questions: What creates community? What makes a good neighbor? How does my neighborhood shape who I am? How can my sentences clearly communicate my ideas?
Skills (Students will be able to) Identify, state, and paraphrase the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts Use transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure orally and in writing 282
5.3 Discovering My Neighborhood Subject: ESL Length: 5 weeks conclusion) Main idea and details of non-fiction and fiction Elements of expository text (table of contents, index, glossary, captions) The differences of fiction and non-fiction and the text features that distinguish them from each other (i.e. fiction stories have chapters or illustrations, follow a problem and solution narrative, while non-fiction texts have a variety of features and information through captions, diagrams, maps, glossary, index, etc and can be organized through cause and effect, chronologically, or procedurally) Content Vocabulary Neighbors Neighborhood Fragment Run-on Sentence Subject Object Expository Narrative Sequence Transition words (first, second, third, then, next, last, finally) Text features: index, table of contents, glossary, captions Performance Tasks: Create a poster about your neighborhood Complete a KWL chart on their neighborhood and use want to know as a springboard for their research into their neighborhood (See Attachment: 5.3 Performance Task KWL Chart) Select key words that describe your neighborhood Pick three important things you want to share (people, places, things to do) and write a descriptive paragraph on each using the key words. Paragraphs must include two transition words each. June 2011
Analyze the text and uses text features to enhance comprehension Explain differences between fiction and nonfiction State the main idea and topic in expository text Identifies sequence of events and cause and effect in fiction and non fiction Recognize a complete sentence and a fragment Demonstrate understanding of subjects and objects in sentences Use a variety of sentence types to construct a paragraph
Stage 2 Assessment Evidence Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 5.3 Other Evidence Vocabulary Inference Chart) Spelling test weekly based on blends (See Attachment: 5.3 Learning Activity Blends) Sentence fragment tests (See Attachment: 5.3 Other Evidence Sentence Fragment Test) Summarize a fiction and non-fiction text by finding key words and using them in a summary of the main idea (See Attachment: 5.3 Other Evidence - Key Words Summary) Sequence a fiction and non-fiction text (See Attachment: 5.3 Learning Activity Story Map 283
5.3 Discovering My Neighborhood Subject: ESL Length: 5 weeks Edit Paragraph (See Attachment: 5.3 Writing Tool Paragraph Checklist) After the presentations have students compare and contrast their neighborhoods (See Attachment: 5.3 Graphic Organizer Venn Lines) Readers Response Letter Write a Reading Response Letter based on a character who is influenced by his or her neighborhood (Use 5.3 Other Evidence Dialogue Journal as a graphic organizer to find examples of connections) Book Review Poster At the end of the reading unit, have students select their favorite text to review (See Attachment: 5.3 Performance Task Book Review). The review must have: Introduce the story with a summary (but dont give it away!) and include authors name and title of the book Two to three reasons why you like the book A personal connection to the book Who would you recommend this book for? Illustrate your poster with a pictures from the story and if possible, a picture of the author
Summary)
Stage 3 Learning Plan Learning Activities Main Idea and Details Select major events from a read aloud and illustrate them to create a visual summary. Turn this visual summary into writing (See Attachment: 5.3 Learning Activity - Summarizing Through Pictures) Create cards, which have example of a main idea of a paragraph, and a card for a detail (one detail per card), and have cards that give supporting details (one supporting detail per card). Have students sort out the cards to build a main idea pyramid with the main idea on top, details as the second layer, and supporting details on the bottom. Discuss what is the difference between main ideas and supporting details (See Attachment: 5.3 Learning Activity Main Idea and Details Pyramid) Have students read aloud in partners a text. At the end of each paragraph have one partner ask what is going on? and have the other partner use transition words first, then, next to retell what happened in the paragraph. Partners should switch roles every paragraph to practice fluency and retelling (See Attachment: 5.3 Learning Activity Transition Words) Non-Fiction Text and Text Features June 2011 284
5.3 Discovering My Neighborhood Subject: ESL Length: 5 weeks Connect to what students learned last year in 4th grade about text features in non-fiction text. Use KWL chart (See Attachment: 5.3 Performance Task KWL Chart) about non-fiction text features to determine what needs to be included. Based on the above activity, study non-fiction conventions that students need to review by comparing a variety of texts and complete Nonfiction Conventions Notebook (See Attachment: 5.3 Learning Activity Nonfiction Conventions Notebook) Read aloud non-fiction text and model using context clues for inferring unknown words and have students complete word squares for vocabulary based on the text (See Attachment: 5.3 Other Evidence Vocabulary Inference Chart) Compare and contrast as a class, in a group, in pairs a variety of non-fiction texts to find examples of non-fiction organization (description or list, sequence, compare and contrast, cause and effect) Have students select from organizers to sequence non-fiction text (See Attachment: 5.3 Learning Activity Main Idea and Details Pyramid, or 5.3 Learning Activity Story Map Summary) Writing: Sentence Fragments Have students find the subject and predicate of the lyrics of song by School House Rock on subject and predicate (See Attachment: 5.3 Learning Activity School House Rock) Define and find the who (subject) and what (object or predicate) of a sentence (See Attachment: 5.3 Learning Activity Subject-Predicate) Have students create sentence strips of subject and object and combine them to create complete sentences. Have students create fragments and other students can add to their sentence to make them complete Have students create a run-on sentence by attaching sentences they write on sentence strips Have students correct a paragraph that contains fragments and run-on sentences (as a class, in pairs or individually) Have students revise each others writing on their neighborhood to find sentence fragments Sample Lessons Lessons on Idea development for writing using the novel Nothing Ever Happens on 90th Street (See Attachment: 5.3 Sample Lesson Nothing Ever Happens on 90th Street) Lessons on non-fiction text features, and summarizing: http://www.shelleducation.com/samples/10177s.pdf Lesson on writing book reviews: http://www.readwritethink.org/classroom-resources/lessonplans/thumbs-students-writing-publishing-976.html Literature Connections Be My Neighbor by Maya Ajmera House on Mango Street by Sandra Cisneros Nothing Ever Happens on 90th Street by Roni Schotter Seed Folks by Paul Fleischmann
5.4 Community Celebrations Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read a variety of fiction and non-fiction to compare and contrast the winter holidays (Hanukkah, Ramadan, Kwanzaa, and Christmas) to their own experiences. Students will also practice using a variety of sentence types and explore the use of figurative and sensory language to add detail and color to their writing. Content Standards and Learning Expectations Listening and Speaking L/S.5.1 Listens and responds during a read aloud from a variety of narrative texts to comprehend, identify and describe characters and setting. L/S.5.2 Identifies and uses homophones and recognizes figurative language. Reading R.5.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes setting in fiction. Writing W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative, interrogative, imperative, and exclamatory sentences. W.5.4 Identifies elements in descriptive and narrative forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to connect ideas in narrative and descriptive paragraphs. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. Celebrations are a way of marking an important stepping stone in peoples lives or creating a sense of unity in a family or community. Celebrations have customs that reflect the history and traditions of a culture. Content (Students will know) The meaning of U.S. Idioms and figurative language (i.e. feeling under the weather, raining cats and dogs, happy as a clam, quiet as a mouse, a piece of cake, a dime a dozen, cry wolf, drive someone up the wall) The difference between main character and supporting characters The characteristics, similarities, and differences between major winter holidays (Hanukkah, Christmas, Ramadan, and Kwanzaa) June 2011 Essential Questions: What creates community? Why do we celebrate special events? What do our celebrations say about us? What do I love about celebrations?
Skills (Students will be able to) Identify and describe characters and setting orally and in writing Distinguish main character from supporting character orally and in writing Compare and contrast character traits orally and in writing Identify and use figurative language Write complete declarative, interrogative, imperative, and exclamatory sentences using appropriate grammar and mechanics o Use a variety of sentence types to construct a paragraph 286
5.4 Community Celebrations Subject: ESL Length: 5 weeks Content Vocabulary Celebrate Holiday Parade Customs Tradition Culture Hanukkah, Ramadan, Christmas, Kwanzaa Honor Declarative, interrogative, imperative, exclamatory sentence types Idiom Figurative language Simile Sensory language Five senses (hearing, sight, smell, taste, feel) Stage 2 - Assessment Evidence Performance Tasks: Neighborhood Celebrations Create and present a class book on celebrations in the neighborhood Have students write a descriptive personal narrative of a favorite memory from a celebration (birthday, or a cultural or religious holiday) How did they feel during that event? What did they experience? Use Sensory Language Sheet (See Attachment: 5.4 Graphic Organizer - Sensory Language) Describe their feelings or senses using figurative language (I was happy as a clam, It was as loud as a concert) Readers Response Letter on Celebrating Events Write a readers response letter answering one of the following essential questions, Why do we celebrate events? or What do our celebrations say about us? Use Dialogue Journal (See Attachment: 5.4 Other Evidence - Dialogue Journal) to find examples and make connections based on text on celebrations. Celebration Comic Strips Create a Comic Strip of a night of celebration in your family or neighborhood June 2011 Other Evidence: Inference chart for vocabulary (See Attachment: 5.4 Other Evidence Vocabulary Inference Chart) Spelling test weekly based on blends (See Attachment: 5.4 Learning Activity Blends) or once finished: http://www.superteacherworksheets.com/spel linglevelc.html Assessment on Sentence types (See Attachment: 5.4 Other Evidence Sentence Types) Explanation of figurative language from text (See Attachment: 5.4 Graphic Organizer Figurative Language) Explanation of Idiom use (See Attachment: 5.4 Other Evidence - Idiom Word Square)
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5.4 Community Celebrations Subject: ESL Length: 5 weeks Use the four types of Sentences: declarative, interrogative, imperative, exclamatory in your comic strip Create comic strip (See Attachment: 5.4 Performance Task - Sentence Type Comic Strip) Extension: have students act out comic strip or read aloud to partners to practice intonation of sentence types Stage 3 - Learning Plan Learning Activities Reading & Celebrations Read about different holidays and compare and contrast a variety of religions based on their celebrations: i.e. What are the differences between Ramadan and Christmas? Between Christmas and Hanukkah? What do they have in common? (See Attachments: 5.4 Learning Activity Celebration 5W Organizer and 5.4 Graphic Organizer - Venn Lines) o Reading for Kids on Kwanzaa (See Attachment: 5.4 Learning Activity Holiday Handouts) o Reading for Kids on Ramadan (See Attachment: 5.4 Learning Activity Holiday Handouts) o Reading and activities on Hanukkah (See Attachment: 5.4 Learning Activity Holiday Handouts) o Reading and activities on Christmas (See Attachment: 5.4 Learning Activity Holiday Handouts) Compare and contrast the characters from fictional stories (See Attachment: 5.4 Graphic Organizer Character Comparison Chart) During read aloud and partner reading, use dialogue journal to note connections and predictions of characters and the sequence of events (See Attachment: 5.4 Other Evidence - Dialogue Journal) Find examples of figurative language from text as well as from idioms in English. Draw the visual of the figurative language and then write the explanation of what it means (See Attachment: 5.4 Graphic Organizer Figurative Language) Have students explore idioms (See Attachment: 5.4 Learning Activity Idioms) and illustrate their favorite idioms (See Attachment: 5.4 Other Evidence Idiom Word Square) Writing & Grammar What do holidays express about our culture? Have students reflect on how celebrations in their neighborhood reflect or show about what is important in their neighborhood. Create a story map and then use the map to describe the events of their holiday (See Attachment: 5.4 Learning Activity Story Map) Use the Valentines Day Holiday to teach sentence types (See Attachment: 5.4 Learning Activity Valentines Day Activity) Find examples of sentence types from read alouds and classify in a classroom chart and in students journal as partner work Take a declarative sentence (e.g. I found a book under the table) and in partners transform it into an interrogative sentence (What is this book doing under the table?), imperative (Get that book under the table!) and exclamatory Look! Book!) Sample Lessons Create a shape poem using the five senses on a celebration: http://www.readwritethink.org/classroom-resources/lesson-plans/shape-poems-using-five30582.html June 2011 288
5.4 Community Celebrations Subject: ESL Length: 5 weeks Lesson on teaching figurative language through idioms: http://www.readwritethink.org/classroomresources/lesson-plans/figurative-language-teaching-idioms-254.html Additional Resources Activities for the Holidays: http://teacher.scholastic.com/activities/holidays/ Literature Connections Holidays Around the World: Celebrate Kwanzaa (National Geographic) Holidays Around the World: Celebrate Hanukkah (National Geographic) The Tree of Dancing Goats by Patricia Polacco The Keeping Quilt by Patricia Polacco The Polar Express by Chris Van Allsburg The Grinch Stole Christmas by Dr. Seuss Note: Gail Gibbons also publishes several non-fiction texts about holidays that may be useful for this unit
5.5 Making Maps Subject: ESL Length: 4 weeks Stage 1 - Desired Results Unit Summary Students will focus on creating maps of their class, neighborhood, and school in order to practice using prepositional phrases as well as suffixes. Content Standards and Learning Expectations Listening and Speaking L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios. Reading R.5.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes and suffixes to determine the meaning of words. R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.3 Uses the parts of speech correctly in sentences; demonstrates understanding of subjects and objects with the use of prepositional phrases in sentences. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. Neighborhoods change slowly over time for a variety of reasons. Maps provide information on where places are and how to get from place to place. Prepositional phrases allow us to describe nouns with more detail. Content (Students will know) Suffixes (er, est, en, ful, less, ly) Prepositional phrases (of, on, to, with, in, from, by, for, at, over, across, under) Content Vocabulary Preposition (in, at, on, out, under, with, without) Prepositional phrases (next to, behind, across from, in front of) Suffix Transition words (first, second, third, then, next, last, finally) Map Key Cardinal directions (north, south, east, west) June 2011 Essential Questions: What creates community? Why do neighborhoods change? How do maps help us? How do I get around my town? How can I use prepositional phrases to be better understood?
Skills (Students will be able to) Listen, respond to and analyze complex instructions Express self using complete sentences Answer and formulate closed and open ended questions in both formal and informal scenarios Use suffixes to determine the meaning of words and compare and contrast Identify sequence of events and cause and effect as it relates to neighborhood changes Demonstrate understanding of subjects and objects with the use of prepositional phrases in sentences Use prepositional phrases orally and in writing 290
5.5 Making Maps Subject: ESL Length: 4 weeks Compass Directions Stage 2 - Assessment Evidence Performance Tasks: Neighborhood Maps Create a map of your neighborhood and label the buildings and streets. Teacher can draw model map for class to base their maps on. Use the map to create a list of questions that use prepositional phrases as the answer (e.g. where is the store? The store is next to the red house, on the corner) Have students answer the questions orally using prepositional phrases Students write directions to their home from school based on their neighborhood map (if both locations are on same map) using prepositional phrases Before & After Maps of Our Community Research to see how the neighborhood around the school has changed over the last twenty-five years by interviewing school staff, older members of the family, older members of the community (See Attachment: 5.5 Performance Task Neighborhood Interview) Find any maps of Puerto Rico, your town or city and study the key features of maps (key, compass, symbols) Have the class create a before and after map of the school (map must have title, compass, key with symbols) Write a paragraph describing the changes in the neighborhood using the cause and effect organizer (See Attachment: 5.5 Graphic Organizer Cause and Effect) Use suffixes of comparison (-er, -est, -less, ful) in describing the changes of their neighborhood around the school. Comparing Students Create a paragraph that compares one student to another. Students use er and est to compare and contrast themselves to each other based on June 2011 Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 5.5 Other Evidence Vocabulary Inference Chart) Suffix Assessment (See Attachment: 5.5 Learning Activity Suffix Worksheets) Prepositional Cards to assess student knowledge of prepositions by showing the card and having the student describe the picture (See Attachment: 5.5 Other Evidence Prepositional Cards) Prepositional phrase assessment (See Attachment: 5.5 Other Evidence Prep Phrase Test)
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5.5 Making Maps Subject: ESL Length: 4 weeks physical features and personality Use drawings to show the differences between two students Stage 3 - Learning Plan Learning Activities Suffixes Introduce suffixes as way of changing meaning of a word. Focus on comparison suffixes er, and est to have students describe people in the class (who is taller? Shorter? Funnier? Youngest? Oldest?) Create posters that show the difference between: short, shorter, shortest, tall, taller, tallest. Explain how if the adjective is long (over 3 syllables), you do not use er or est (e.g. beautiful is not beautifuller but more beautiful and most beautiful) Use suffix worksheets (See Attachment: 5.5 Learning Activity Suffix Worksheets) On cards, write various root words and suffixes (one root word or suffix on each card. (Example: on one card, write love and another ly), give students a card each and have them find their match (Example: love and ly = lovely) Search in books students are reading for suffixes and create a class list, a list in their journals and add to class word wall Prepositional Phrases Use real life examples of prepositional phrases (describe items in the room with phrases: next to, behind, across from, in front of, underneath, above) Introduce prepositions by showing School House Rock video, Busy Prepositions: http://www.schoolhouserock.tv/Busy.html Have students find the examples of the prepositions from the song, Busy Prepositions (See Attachment: 5.5 Learning Activity Busy Prepositions) and have them create sentences based on those prepositions (of, on, to, with, in, from, by, for, at, over, across) Have students play I spy where they describe they are looking at something under the desk and their partner guesses what they are looking at, based on the prepositional phrase Have students review for assessment (See Attachments: 5.5 Learning Activity - Prep Phrase 1 and 5.5 Learning Activity Prep Phrase 2) Sample Lessons Lesson on mapping your neighborhood (See Attachment: Sample Lesson Mapping Your Neighborhood) Lessons on Prepositions (See Attachment: 5.5 Sample Lesson Prepositions) Lesson on er and est (See Attachment: 5.5 Sample Lesson Suffixes er and est) Additional Resources Common prefixes and suffixes (See Attachment: 5.5 Resource Common Prefixes and Suffixes) Prepositional phrases (See Attachment: 5.5 Resource Prepositional Phrase) Suffix activities: http://www.freereading.net/index.php?title=Prefixes_and_Suffixes_Activities Literature Connections Mapping Pennys World by Loreen Leedy Where do I live by Neil Chesanow Me on the Map by Joan Sweeny
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5.5 Making Maps Subject: ESL Length: 4 weeks Follow that Map! A First Book of Mapping Skills by Scott Richie
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Adapted from Understanding By Design by Grant Wiggins & Jay McTighe
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5.6 My Celebrations Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary Students will read fiction and study what characters do that they enjoy. Then students will write create posters and write personal narratives regarding their own way of celebrating life. There is a special focus on identifying and including parts of speech in writing. Content Standards and Learning Expectations Listening and Speaking L/S.5.4 Applies correct language patterns to organize events from read alouds in a variety of narrative texts. Reading R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.3 Uses the parts of speech correctly in sentences; demonstrates understanding of subjects and objects with the use of prepositional phrases in sentences. W.5.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. We can celebrate life with others and by ourselves. Learning to enjoy quality time by yourself is important for peace of mind and self reflection. Content (Students will know) Plot structure of a story The difference between a noun, verb, and adjective The six traits of writing (ideas/content, organization, word choice, sentence fluency, conventions, voice) Content Vocabulary Alone Solitude Personal narrative Hobby Tradition Culture Parts of speech Essential Questions: What creates community? How do I celebrate life? Can someone be alone and not lonely?
Skills (Students will be able to) Apply correct language patterns to organize events from read alouds in a variety of narrative texts (sequence words) Identify sequence of events in plot of narrative and expository text Recognize problem and solution in a narrative and expository text Correctly spells words using spelling patterns and structural analysis Use parts of speech correctly in sentences (nouns, verbs, adjectives) Classify words by the correct part of speech Follow the writing process (drafting, revising, editing and publishing) Use the dictionary as an aid in the writing 294
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5.6 My Celebrations Subject: ESL Length: 5 weeks Noun, verb, adjective
process (identify spelling, capitalization, and ending punctuation errors) Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary (See Attachment: 5.6 Other Evidence Vocabulary Inference Chart) Spelling test weekly based on blends (See Attachment: 5.6 Learning Activity Blends) or once finished: http://www.superteacherworksheets.com/spel linglevelc.html Parts of Speech assessments: o Noun (See Attachment: 5.6 Other Evidence Nouns) o Verb (See Attachment: 5.6 Other Evidence Verbs) o Adjectives (See Attachment: 5.6 Other Evidence Adjectives) Journal entries on examples of parts of speech from books read in class
Performance Tasks: In My Neighborhood Posters Create and present a poster of what you like to do in the neighborhood. Describe your poster in writing: Have three actions (verbs) you like to do in your neighborhood Have three places (nouns) you like to go to Have three feelings (adjectives) that describe how you feel when you are doing these activities Personal Narrative: My Celebration Write a personal narrative on a time when you celebrated something for yourself, or when you did something that you loved and you lost yourself in thought. Your writing should: Have organization of introduction, body, and conclusion (See Attachment: 5.6 Performance Task Five Paragraph Essay) Use correct verb tense Use rubric and have students study examples to rate using the rubric (See Attachment: 5.6 Writing Tool Personal and Fictional Narrative Rubric) Use a variety of vocabulary to improve word choice (5.6 Resource Word Choice) Conclude with peer edit and self edit and have students rate themselves with the rubric (See Attachment: 5.6 Writing Tool Paragraph Checklist) Parts of Speech Poster or Song Student illustrates the differences between a noun, verb, and adjective by giving a definition of each part of speech and examples of words for each type Examples of songs on parts of speech: Schoolhouse Rock songs on adjectives, nouns, verbs (For lyrics, See Attachments: 5.6 Learning Activity Schoolhouse Rock: Noun, 5.6 Learning Activity Schoolhouse Rock: Verb, and 5.6 Learning Activity June 2011
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5.6 My Celebrations Subject: ESL Length: 5 weeks Schoolhouse Rock: Adjective) http://www.sqooltools.com/edvideos/shr/m aster.html Stage 3 - Learning Plan Learning Activities Reading & Plot Structure When reading aloud or with partner reading, focus on what the character does for fun. Use the story map (See Attachment: 5.6 Learning Activity Story Map 2) Read in partners and have students use dialogue journal (See Attachment: 5.6 Other Evidence Dialogue Journal) to write down their connections and predictions about what will happen and what is pulling them as they read Create a story map with pictures of the sequence (See Attachment: 5.6 Learning Activity Story Map) and then pull out important words from the text to describe the pictures In pairs, have students find the most exciting part of a the story, use a plot line organizer (See Attachment: 5.6 Graphic Organizer Plot Line) to fill it out and then give examples of how the writer built their interest (rising action); how the reader is introduced to the characters, setting and problem (introduction); what happened after the climax (falling action); and the character changed after the climax (resolution) Writing Select examples from texts that feature good descriptive writing for the personal narrative, including exciting verbs or descriptive adjectives. Have students create a T-chart in their journal of Exciting words and what I see when they hear the word. Have the students notice if the exciting words are nouns, verbs, or adjectives. Have students write about an important celebration, then have a peer help them pull out more details (See Attachment: 5.6 Learning Activity Brainstorming an Important Event) Introduce the six traits of writing (ideas/content, organization, word choice, sentence fluency, conventions, voice) by focusing on one trait every three days (See Attachment: 5.6 Learning Activity Six Traits Descriptions) Parts of Speech Focus on one part of speech a week, introduce with Schoolhouse Rock Songs for Noun, Verb, and Adjective Noun: http://www.schoolhouserock.tv/Noun.html Verb: http://www.schoolhouserock.tv/Verb.html Adjective: http://www.schoolhouserock.tv/Unpack.html Use the song lyrics for students to highlight or underline the parts of speech (See Attachments: 5.6 Learning Activity Schoolhouse Rock Noun, 5.6 Learning Activity Schoolhouse Rock Verb, and 5.6 Learning Activity Schoolhouse Rock Adjective) Reinforce identifying parts of speech with worksheets to search and classify parts of speech: Noun: http://www.worksheetworks.com/english/partsofspeech/nouns/identify.html Verb: http://www.worksheetworks.com/english/partsofspeech/verbs/identifying.html Adjective: http://www.worksheetworks.com/english/partsofspeech/adjectives/identifying.html Sample Lessons Lesson on peer revision: http://www.readwritethink.org/classroom-resources/lessonplans/prompting-revision-through-modeling-1183.html June 2011 296
5.6 My Celebrations Subject: ESL Length: 5 weeks Lessons on teaching personal narrative (See Attachment: 5.6 Learning Activity Personal Narratives) Parts of speech (See Attachment: 5.6 Learning Activity Parts of Speech) Create mad libs story for parts of speech (See Attachment: 5.6 Sample Lesson Mad Libs) Additional Resources Activities on all about me celebrations (See Attachment: 5.6 Resource All About Me) Grammar activities and sheets for parts of speech: http://www.superteacherworksheets.com/grammar.html On writing personal narratives with ESL students: http://www.eslflow.com/narrativeessay.html Literature Connections All the Places to Love by Patricia Maclachlan Yang the Second and Her Admirers by Kees de Kiefte Mariah Keeps it Cool by Mildred Pitts Walter Summer on Wheels by Gary Soto
5.7 Issues Facing the Local Community Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary Students will conduct an in-depth study of the organization of articles and text features in newspapers in order to create their own classroom newspaper based on what is happening in the local community, including coverage of some of the local issues facing the community. Students will then study the art of writing and delivering speeches and conduct research to write a speech about something they would like to change in their neighborhood or school. Content Standards and Learning Expectations Listening and Speaking L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses self using complete sentences; answers and formulates both closed and open-ended questions in both formal and informal scenarios. L/S.5.5 Identifies, states, and paraphrases the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts; uses transitions to tell, retell, and explain a story using acquired vocabulary and appropriate language structure. Reading R.5.1 Analyzes the text and uses text features to enhance comprehension. R.5.4 Explains the differences between fiction and nonfiction; states the main idea and topic and identifies fact and opinion in expository text. R.5.5 Identifies sequence of events and cause and effect, organizes plot, makes predictions and connections, and recognizes problem and solution in narrative and expository text. Writing W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative, interrogative, imperative, and exclamatory sentences. W.5.5 Follows the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Big Ideas/Enduring Understandings: Community is created by a sense of connection between its members and their dedication to the improvement of their community. News can be international and local, and it is something that concerns the general public. Newspapers are an important service to a community to keep people informed about issues and current events. Public speaking has an important place in a community because it gives people the chance to share their opinions and make change. Content (Students will know) Sequence words orally and in writing (first, then, next, afterwards, second, third, lastly, June 2011 Essential Questions: What creates community? What makes the news? Why? How can I improve my community? What creates change?
Skills (Students will be able to) Express self using complete sentences while writing and delivering speeches 298
5.7 Issues Facing the Local Community Subject: ESL Length: 6 weeks finally) Elements of expository text (subtitles, chronological order) The difference between complete sentences and fragments (subject and predicate) Text features that distinguish fiction from non fiction Content Vocabulary News, newspaper Article Byline Headline Subheading Caption Editor Active citizen Civic duty Problem Solution Cause Effect Subject Predicate Fragment Performance Tasks: Classroom Newspaper Create a class newspaper on events in the community Include stories that follow a newspaper format (See Attachment: 5.7 Performance Task Newspaper Format) Include text features from newspapers (heading, subheading, byline, caption) Speeches on Problems in the Community Write a speech on problem in the community and propose solutions Prewriting: Use organizer with a peer to find what are the problems and possible solutions (See Attachment: 5.7 Performance Task Prewriting) Plan how to persuade your audience (See Attachment: 5.7 Performance Task
Identify, state, and paraphrase the main idea or topic and important details from learned concepts or read alouds of a variety of simple informational texts such as newspapers Analyze the text and uses text features of newspapers to enhance comprehension (i.e. caption, byline, photograph, headline, heading, subheading, table of contents, etc.) Identify fact and opinion in news articles and editorials Identify sequence of events and cause and effect in news articles and editorials Recognize a complete sentence and a fragment Use the dictionary as an aid in the writing process (identify spelling, capitalization, and ending punctuation errors)
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary (See Attachment: 5.7 Other Evidence Vocabulary Inference Chart) Spelling test weekly based on blends (See Attachment: 5.7 Learning Activity Blends) or once finished: http://www.superteacherworksheets.com/sp ellinglevelc.html Graphic organizer for main idea and supporting details of non-fiction text (See Attachment: 5.7 Graphic Organizer Main Idea Details) Assessment on Subject and Predicate (See Attachment: 5.7 Other Evidence Subject Predicate Test)
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5.7 Issues Facing the Local Community Subject: ESL Length: 6 weeks Persuasion) Research possible actions to help solve the problem in the community Interview family members for their opinions Peer edit and revise for sentence fragments and spelling Peer revise speech using rubric (See Attachment: 5.7 Writing Tool Speech Rubric) Letters to Elected Officials Write a persuasive letter to the mayor or council about your issue (See Attachment: 5.7 Performance Task Persuasive Letter) Peer edit and revise for sentence fragments, spelling (See Attachment: 5.7 Writing Tool Paragraph Checklist) Stage 3 - Learning Plan Learning Activities Reading & Newspapers Compare a newspaper and a story. Have students discuss the differences between an article and a story. Have them discuss how they are organized (do stories have subheadings?) and what the main idea/topic is Bring in newspapers and have students create a poster of the text features of a newspaper (See Attachment: 5.7 Learning Activity Newspaper Vocabulary) Have students read the first few sentences in a newspaper article and notice how the first sentence always gives a summary of the event (See Attachment: 5.7 Graphic Organizer 5Ws and 1H) In a non-fiction text or article, see what are three chain of events there are connected (See Attachment: 5.7 Learning Activity Chain of Events) Find examples of speeches and identify the speech organization (See Attachment: 5.7 Graphic Organizer Main Idea Details) Select an issue with the class, do some internet research and prepare ideas for a debate with classmates on the topic (See Attachment: 5.7 Learning Activity Debate Organizer) Writing & Newspapers Have a class meeting to brainstorm what topics they should cover for their class newspaper. Have students share what are important events or problems they want to include in their newspaper. Include a mix of events from the school, neighborhood, and in the students own life Study examples of newspaper articles to understand the inverted pyramid organization of newspaper articles (See Attachment: 5.7 Performance Task Newspaper Format) Select a fictional story to turn into a newspaper article (See Attachment: 5.7 Learning Activity Story to Article) Speech Writing Prewriting: finding the problem. Have students work in pairs to narrow topic for a persuasive speech. Use organizer (See Attachment: 5.7 Learning Activity Prewriting Triangle) Have students interview each other about what they would change about their community.
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5.7 Issues Facing the Local Community Subject: ESL Length: 6 weeks Brainstorm on possible cause/effect relationships for problems in the community and solving them (See Attachment: 5.7 Graphic Organizer Cause and Effect) Research the possible solutions to community problems or effects of working toward changing something in the community (See Attachment: 5.7 Graphic Organizer Cause and Effect) Complete Sentences & Fragments Have students revise each others writing of their speeches to find sentence fragments, underlining the fragments and working together to complete the sentences Write sentences and cut them between the subject and predicate (See Attachment: 5.7 Learning Activity Subject Predicate Cutting Activity) Sample Lessons Lessons on creating a class newspaper: http://www.readwritethink.org/classroomresources/lesson-plans/creating-classroom-newspaper-249.html Lessons on writing persuasive speech: http://www.readwritethink.org/classroomresources/lesson-plans/vote-developing-writing-evaluating-414.html Teaching newspaper articles to ESL students (See Attachment: 5.7 Sample Lesson Newspaper Articles) Teach text features in articles (See Attachment: 5.7 Sample Lesson Nonfiction Text Features) Additional Resources Teaching news writing: http://www.eduhound.com/site_sets/News_Writing.cfm NY Times teaching and learning blog: http://learning.blogs.nytimes.com/ Scholastic News by Kids: http://teacher.scholastic.com/scholasticnews/press_corps/index.asp On sentence fragments: http://grammar.ccc.commnet.edu/grammar/fragments.htm On Public Speaking: http://www.kidsturncentral.com/links/speakinglinks.htm Literature Connections Time for Kids: http://www.timeforkids.com/TFK/kids/news National Geographic for Kids: http://kids.nationalgeographic.com/kids/stories/ Scholastic News for Kids: http://www2.scholastic.com/browse/scholasticNews.jsp CNN Student Edition: http://www.cnn.com/studentnews/ I Have a Dream by Martin Luther King, Jr. (Picture Book) Yes We Can! A Salute to Children from President Obamas Victory Speech by Barack Obama American Rhetoric Speech Bank: http://www.americanrhetoric.com/speechbank.htm

Attachments Grade 5
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5.1 Graphic Organizer Character Comparison Chart Subject: ESL
Character Comparison Chart

Select two characters from the same story and compare what they say, do, think, and feel. Then find something similar and different about them from the chart. Character: Says Character: Says
Thinks
Thinks
Does
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Feels
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I think these two characters are similar because:
I think these two characters are different because:
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5.1 Graphic Organizer Compare and Contrast Subject: ESL
Name _________________________________________ Venn Diagram
Date __________________________________
Source: http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf 304
5.1 Learning Activity Blends Subject: ESL
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Source: http://specialed.about.com/library/Spelling/blends.pdf 323
5.1 Learning Activity Homonyms Worksheets Subject: ESL Name _______________________________________ Date ____________________________________ Homonyms Worksheet # 1 1. I am not ____________________________ to drink soda. allowed aloud 2. My _________________________ bought me a new bike! ant aunt 3. I was so hungry, I ______________________ my entire dinner. eight ate 4. I got a new bat and ________________________ last week. bawl ball 5. Winnie the Pooh is a friendly ______________________. bare bear 6. What do you want to __________________ when you grow up? be bee 7. I was stung by a _________________. be bee 8. Eat that last green ___________________ on your plate! been bean 9. Where have you _____________________ all this time? been bean 10. I _____________ you in the race. I was first! beat beet
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5.1 Learning Activity Homonyms Worksheets Subject: ESL Name _______________________________________ Date ____________________________________ Homonyms Worksheet # 2 1. I love the color ________________. blue blew 2. The wind ____________________ my kite across the playground. blue blew 3. When I have nothing to do I get ________________________. board bored 4. Do you like to play any _______________________ games? board bored 5. I need a __________________________ from all this homework! break brake 6. I didnt use the ________________________ on my bike and ran into the tree! brake break 7. I would love to ______________________ a new baseball glove! by buy bye 8. I have to finish my homework _______________________ 7:00 PM today. by buy bye 9. Can you wave ______________________ to your friend from the window? by buy bye 10. One penny is the same as one ______________________. cent sent
Name _______________________________________ Date ____________________________________ 325
5.1 Learning Activity Homonyms Worksheets Subject: ESL Homonyms Worksheet #3 1. The window __________________________ needs cleaning. pane pain 2. My headache is causing me to have a lot of ____________________. pane pain 3. The ____________________ is now behind us. passed past 4. I _____________________ every spelling test this year! passed past 5. Youre always in a hurry, you need to be more _______________________. patients patience 6. There are 600 _____________________ in this hospital. patients patience 7. _________________ to look both ways before you cross the street. paws pause 8. My puppy has really furry ____________________. paws pause 9. Let there be __________________ on earth. piece peace 10. May I have a __________________ of pie? piece peace
326 Source: http://specialed.about.com/od/homonyms/HomonymHomophone_Worksheets.htm
5.1 Learning Activity Story Map 2 Subject: ESL
Name ________________________________________ Date ___________________________________
Source: http://www.eduplace.com/graphicorganizer/
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5.1 Learning Activity Tall Tale Character Map Subject: ESL Name _____________________________________ Date _________________________________
Tall Tale Hero Character Map Objective: Describe a tall tale hero using adjectives Draw the tall tale character here!
Why is this person a hero to his or her community?
What is the setting to this story? Time: Place: Character Traits (describes his/her personality with ADJECTIVES) 1. 2. 3. 4.
NAME: ________________________
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5.1 Other Evidence Dialogue Journal Subject: ESL Name _____________________________________ Date _____________________________________ Text: _________________________________________________ Reading Focus: __________________________________________
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5.1 Other Evidence Dialogue Journal Subject: ESL Text: _________________________________________________ Reading Focus: __________________________________________
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Word Square
Word Sentence
Meaning
Illustration
Synonym: _________________ Antonym: _________________
5.1 Performance Task Homophone Book Organizer Subject: ESL Homophone: ___________________________________ Draw the homophone:
Homophone: ___________________________________ Draw the homophone:
Use the homophone in a sentence: Use the homophone in a sentence:
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5.1 Resource Spelling Strategies Subject: ESL
Spelling Strategies: Make Smart Use of Sounds and Spelling Patterns

Young writers often try to use the sounds in words to figure out their spellings; experienced writers often use this phonetic strategy first, and then try other approaches, including applying common spelling patterns. So it is definitely worthwhile to help children hear the sounds in words by developing phonemic awareness, and then exploring sound/symbol relationships and spelling patterns especially if you continuously encourage kids to think about how these strategies will help them as readers and writers. Here's how. Strategy 1: Develop Phonemic Awareness I find that children develop the ability to hear sounds in words when I involve them in lots of shared reading of poems, chants, songs, and big books with repetitive refrains and rhyme. I ask children to listen for and identify rhyming words, and clap when they hear them.
Select words children know from books, rhymes, songs, and so on and discover together how knowing one word can help with the recognition or writing of others, just by changing the beginning letter(s). For example, when reading the chant "Mary Mack" or the book Zoo-looking by Mem Fox (Mondo, 1996), write the words Mack, black, back, crack, quack on a chart. Invite children to suggest other words with the same sound: pack, sack, whack, track. Ask children, "How will this help you with your reading and writing?"
Strategy 2: Explore Sounds Tell children you have noticed them listening for sounds in words they are trying to write so you will help them discover how different sounds can be written. Reread familiar books, rhymes, chants, and songs, asking children to listen for words with a particular sound. List these on a chart; for example, words with a /k/ sound: kite, cat, school, bike, Christine, truck, cake, back.
Help children to identify the letter(s) that represent this sound. Underline these and ask children to group the words according to the different ways the sound is represented. For example:
kite, bike, cake cat, cake school, Christine truck, back Reinforce how the same sound may be represented in more than one way, depending on the word. This is important for children whose first language is not English, particularly if their first is a phonetic language, such as Spanish. During the next few days, ask children to find other words they know with this sound and add them to the class list. I usually explain that kids must say a word to listen for the sound, and I do not confuse them by referring to the sound by a particular letter name. As other sounds are explored, ask children how this will help them with their writing.
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5.1 Resource Spelling Strategies Subject: ESL Strategy 3: Discover Spelling Patterns Tell the children that thinking about what a word looks like is a useful spelling strategy, so you are going to explore some common spelling patterns together. Reread a familiar big book, poem, or so on, selecting a particular spelling pattern to look for. For example, look for and list words with ea, such as: bead, bread, dead, instead, great, read, treat, break.
Ask children to identify and underline the ea spelling pattern in each word, say the words, and group them according to their pronunciation, such as: bead, read, treat bread, dead, instead, read great, break Select one of the words and show how knowing it can help with the spelling of other words in that word family. For example, great: greater, greatest, greatly, or break: breaking, breaks. Ask children to try this with the other words you've found. Talk about how thinking about spelling patterns and building on word families can help with reading and writing.
Source: http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/spell4.htm 335
Subject: ESL Students will explore the common elements of folktales and tall tales while learning how these tales built the spirit of American people. Students will identify the tall tale elements. Students will also write responses to these tales, including a composition in the form of a monologue or a news report. They will perform these compositions for the class. Students will: Activate prior knowledge and relate it to the reading selection. Demonstrate grade-level proficiency in Demonstrate grade-level proficiency to read Identify meanings of terms unique to literary. Identify the structure of literary or narrative Interact with text using the four stances: 1. Global understanding 2. Developing interpretation 3. Personal reflections and responses 4. Critical stance Interpret tall tales. Present a report to the class in the form of a dramatic monologue or a news report. Read for literary experience. Respond to literature through writing and discussion. Use strategic reading behaviors to construct, extend, and examine meaning for a variety of texts.
5.1 Resource Tall Tales
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Subject: ESL Write for various audiences and address the following purposes: 1. To inform 2. To persuade 3. To express personal ideas Teaching Approach Arts Integration Teaching Methods Large or Small Group Instruction Assessment Type Performance Assessment
5.1 Resource Tall Tales
337 Source: http://artsedge.kennedy-center.org/educators/lessons/grade-5/Exploring%20Tall%20Tales.aspx
5.1 Writing Tool Dolch List Subject: ESL
DOLCH WORDS - FIFTH GRADE accident ache act afternoon against alone already answer arm automobile bandage bank bathe beautiful begin begun believe blackboard bleed blind blood body bow bridge broom bump burnt butcher butterfly captain careless catch chain chalk chance change cheek class clear cloth cocoa company copy cost cough cousin crackers crayons crowd crown cry cupboard curtain danger date dentist die dining dinner dirt doctor double drawer drug each earth either eleven end eraser evening everything except expect follow forget forgot fork forth furniture garage gate glad golden grade grain great grocery guess hammer handkerchief heard heart hour ice indoors instead iron juice knee lady laid lamp leather lemonade lesson lettuce lie lip load low mind minute mirror month mountain move music napkin neither nickel none noon nor north note nurse ocean office often other ought outdoors overalls pain pants pass past paste peach pillow point porch post potatoes pound puzzle quarter road room rooster root rose rubber rug ruler sail salt sandwich scissors scooter season self sent serve several shadow shape ship shirt short shoulder sick silk sir size skirt sold soldier sore south speak spoke spoon spread sugar summer sweater talk taste teacher tear Thanksgiving thick thirsty thousand throat thumb tire toe tomatoes tomorrow tongue touch tough towel train tub twenty ugly umbrella until valley visit wait war waste weather wheat whether whole whom
5.1 Writing Tool Dolch List Subject: ESL
chief child chocolate choose church circle
fair feed fell fellow fill finish
mailman market measure medicine mend mile
quite rather reach reason rest ribbon
spring square star stocking stomach stove
whose women worry wrap wrong zipper
5.1 Writing Tool Editing Checklist Subject: ESL
Source: ReadWriteThink 340
5.1 Writing Tool Paragraph Checklist Subject: ESL Name __________________________________ Date __________________________________ Student Checklist
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5.2 Graphic Organizer Plot Line Organizer Subject: ESL Name _____________________________________________ Date _______________________________
Plot Line of a Story

Fill in the Introduction Rising Action (2 major examples), Climax, Falling Action (2 major examples), and Resolution of the Plot of the story you read. Include the page where you found this part of the plot. P:____ P:____
P:____ P:____ P:____
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5.2 Graphic Organizer Venn Lines Subject: ESL Name ___________________________________ Date ______________________________________
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5.2 Learning Activity Prefixes Subject: ESL
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5.2 Learning Activity Prefixes Subject: ESL
346 Source: http://teacher.scholastic.com/reading/bestpractices/phonics/prefixes.pdf
Name ________________________________________ Date ___________________________________
Source: http://www.eduplace.com/graphicorganizer/ 347
5.2 Other Evidence Blends Subject: ESL
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5.2 Performance Task Transition Words Subject: ESL Transitional Words/Phrases for Ideas Good Writers use transitional words to guide the reader through the text. Use these words when you are writing non-fiction. Useful Words to Introduce Ideas First, Second, Third, Next, Then, Later, In conclusion, Consequently, Finally, In summary, Lastly, In short, As you can see,
Transitional Words/Phrases for Time Good Writers use transitional words to guide the reader through their story. Using time transitions gets you thinking as a writer also how to sequence your events. Words to describe the time before Earlier Before Shortly before that, A moment before
Useful Words to Connect ideas and Add New Information For example, Furthermore, After, Well, Also, Because of this, Then, For instance, In addition, In other words, For example, Additionally,
Words to describe at the same time Meanwhile During all this, At that very moment, While this was happening,
To Contrast Ideas However, In contrast, On the contrary, Instead, On the other hand,
Words to describe right after an event Shortly after that, Along the way, An hour later Soon, Immediately As soon as Not a moment too soon Before long,
To Conclude
Words to describe some time after the event After all that, Later on, Eventually, At last, Next, Finally,
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL Following is a list of roots for English vocabulary. The list is formatted so that the root with its definition is shown first, then the source of the root (Latin, Greek, etc.) with the source word's definition, and then last is an example of the root as used in a word and the word's definition. The sample words are linked to additional words with the same root.
act, ag: do, act, drive o Latin, agere: to drive, lead, act, do o active (adjective): moving about am, ami: love, like o Latin, amare: to love o amorous (adjective): loving anim: mind, life, spirit, anger o Latin, animus: spirit o animal (noun): a living creature annu, enni: yearly o Latin, annuus: yearly o annual (adjective): yearly auc, aug, aut: to originate, to increase o Latin, augere: to originate, increase o augment (verb): to increase, to add to aud, audit, aur: hear o Latin, audire: to hear o audible (adjective): can be heard
bene, ben: good, well, gentle o Latin, bene: good o benign (adjective): harmless, mild, gentle bio, bi: life o Greek, bios: life o biography (noun): a book written about a person's life bibli, biblio: book o Greek, biblion: book o bibliophile (noun): a person who likes or collects books brev: short o Latin, brevis: short o abbreviate (verb): to shorten 370
5.2 Resource Prefixes, Roots, Suffixes Subject: ESL
cad, cap, cas, ceiv, cept, cid: to take, to seize, to hold o Latin, capere: to seize o receive (verb): to take in, to acquire ceas, cede, ceed, cess: go, yield o Latin, cedere: to go o exceed (verb): to go beyond a limit, to be greater than chron: time o Greek, khronos: time o chronological (adjective): arranged in order of time or sequence clam, claim: shout o Latin, clamare: to call out, shout o clamor (verb): to make noise cogn, gnos: know to know o Latin, cognoscere: to know o recognize (verb): to know, to identify corp: body o Latin, corpus: body o corporate (adjective): formed into a body or association, united in one group cre, cresc, cret: grow o Latin, crescere: to grow o create (verb): to originate, to produce through imagination cred: trust, believe o Latin, credere: to believe o incredible (adjective): unbelievable cour, cur, curr, curs: run, course o Latin, currere: run o occur (verb): to happen, to come to mind
dic, dict, dit: say, speak o Latin, dicere: to say o indicate (verb): to show, to point out doc, doct: teach, prove o Latin, docere: to teach o docile (adjective): obedient, easily taught 371
5.2 Resource Prefixes, Roots, Suffixes Subject: ESL dog, dox: thought, idea o Greek, dokein: seem, think o dogma (noun): an established opinion dec, dign: suitable o Latin, decere: to be suitable o decent (adjective): conforming to standards, suitable, good duc, duct**: lead o Latin, ducere: to draw or lead o conduct (verb): to lead or guide (noun) - a person's behavior o **ducere is one of the most prolific sources of English words
ev, et: time, age o Latin, aevum: lifetime o medieval (adjective): related to the Middle Ages (500 - 1500 AD)
o o o o o o o o o o o
fac, fact, fec, fic, fas, fea: make do, do Latin, facere - make, do difficult (noun): hard to do, troublesome fer: bear, carry Latin, ferre: bear, carry infer (verb): to come to a conclusion from looking at facts, to guess fict, feign, fain: shape, make, fashion Latin, fingere: shape, make fiction (noun): something produced from imagination, an invented story fid: belief, faith Latin, fidere: to trust confide (verb): to trust, to trust another person with a secret fig: shape, form Latin, figura: form, shape, figure figurem (noun): shape, pattern, drawing (verb) - decide, plan, decipher flu, fluct, flux: flow Latin, fluere: to flow 372

o o o o o
fluid (adjective): capable of flowing, a smooth easy style (noun) - a liquid form: shape Latin, forma: beauty, shape, form format (noun): the shape and size of something fract, frag, frai: break Latin, frangere: to break frail (adjective): easily broken, not strong, weak
o o o o o o o o o o
gen, gin: to give birth, kind Greek, genus: birth generate (verb): to produce, to create geo: earth Greek, ge: earth geography (noun): a science that describes the earth's surface gor: to gather, to bring together Greek, ageirin: to gather category (noun): a class or set in which a thing is placed grad, gress, gree: step, go, move Latin, gradus: step degree (noun): a step or stage in a process graph, graf: write, draw Greek, graphein: write, scratch, carve graphic (adjective): written, drawn, vividly shown
her, hes: to stick o Latin, haerere: to stick o adhere (verb): to stick
jac, ject, jet: to throw 373

o o o o
Latin, jacere: to throw, to lie reject (verb): to throw out, unwilling to accept jug, junct, just: to join Latin, jungere: to join junction (noun): a place at which two things join
o o o o o o o o o o o o
lex, leag, leg: law Latin, lex: law legal (adjective): based on law lect, leg, lig: choose, gather, select, read Latin, legere: to choose collect (verb): to gather, to bring together loc: place, area Latin, locare: to place location (noun): a place, a position occupied log: say, speech, word, reason, study Greek, logos: speech, word, reason logic (noun): the study of reason, reasoning luc, lum, lust: light Latin, lucare: shine Latin, lumen: light Latin, lustrare: light-up translucent (adjective): permitting some light to come through
o o o o o o o o
man: hand, make, do Latin, manus: hand manage (verb): to handle with skill, to be able to do mem: recall, remember Latin, memor: mindful memory (noun): the ability to recall or to bring to mind ment: mind Latin, mens: mind mental (adjective): related to the mind min: little, small Latin, minuere: to lessen minor (adjective): less important, lesser 374
mit, miss: send o Latin, mittere: put, send o admit (verb): to accept, to allow entry mob, mov, mot: move o Latin, movere: move o motion (noun): act of moving, action
o o o o o o
nasc, nat, gnant, nai: to be born Latin, nasci to be born nascent (adjective) - just born nom, nym: name Latin, nomen: name nominate (verb): to name for office nov: new latin, novus: new novice (noun): a beginner or newcomer
oper: work o Latin, opus: work o operate (verb): to work, to perform
o o o o o
pat, pass: feel, suffer Latin, pati: suffer passion (noun): a strong feeling or emotion path: feel Greek, pathos: feeling sympathy (noun): sharing another person's feelings ped: foot Latin, pes: foot 375

o o o o o o o o o o o o o o o o o o o o o o o
impede (verb): to hinder, to slow down pod: foot Greek, pous: foot podium (noun): a platform, an area raised above the surrounding ground pel, puls: drive, push Latin, pellere: to drive, push, beat repel (verb): to drive away or push back pend, pond: to hang, weigh Latin, pendere: to hang, to weigh append (verb): to add or correct phan, phas, phen, fan, phant, fant: show, make visible Greek, phainein: show phantom (noun): something seen but having no physical existence, a ghost phil: love Greek, philos: loving philosopher (noun): a person who seeks (loves) wisdom phon: sound Greek, phone: voice, sound phonetic (adjective): related to speech sounds pict: paint, show, draw Latin, pingere: to paint picture (verb): to paint or draw port: carry Latin, portare: carry import (verb): to bring in from a foreign country pli, ply: fold Latin, plicare: fold reply (verb): to respond, to answer pon, pos: put, place Latin, ponere: to lay down, put, place postpone (verb): to put off to a later time psych: mind Greek, psukhe: soul, spirit psychology (noun): study of how the mind works
quir, quis, quest, quer: seek, ask o Latin, quaerere: seek, ask o query (verb): to ask questions
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rupt: break o Latin, rumpere: break o rupture (verb): to break or burst
o o o o o o o o o o o o o o o o o o o o
sci, scio: to know Latin, scire: to know conscious (adjective): aware, having knowledge of oneself scrib, scrip: write Latin, scribere: to write script (noun): handwriting, something written sent, sens: feel, think Latin, sentire: feel sentiment (noun): a thought prompted by feeling sequ, secut, sue: follow Latin, sequi: to follow sequence (noun): a continuous series sist: to withstand, make up Latin, sistere: to make a stand insist (verb): to be firm about something needed, to demand soci: to join, companions Latin, sociare, socius: to join, a companion sociable (adjective): inclined to seek friendship, companionship sol: alone Latin, solus: alone, single solitary (adjective): being alone solv, solu, solut: loosen, explain Latin, solvere: too loosen, release solve (verb): to find an answer spec, spi, spic, spect: look Latin, specere: look, look at spectator (noun): a person who watches spir: breath, soul Latin, spirare: breathe respiration (noun): breathing 377

o o o o o o
stab, stat: stand Latin, stare: to stand stature (noun) - height of a standing body, importance of position strain, strict, string, stige: bind, pull Latin, stringere: to bind or pull tight constrict (verb) - to squeeze, to make narrow stru, struct, stroy: build Latin, struere: to build destroy (verb): to ruin, to pull down
o o o o o o o o o o o o o o o o o o o o
tact, tang, tig, ting: touch Latin, tangere: to touch tactile (adjective): related to the sense of touch tele: far away Greek, telos: end telepathy (noun): communication from one mind to another without verbal or written communication tend, tens: stretch Latin, tendere: to stretch contend (verb): to strive or reach for, to argue tain, ten, tent, tin: hold, keep, have Latin, tenere: to hold retain (verb): to keep, to hold in place term: end, boundary, limit Latin, terminusm: limit, boundary exterminate (verb): to kill off, to get rid of terr: earth Latin, terra: earth territory (noun): area of land test: see, witness Latin, testis: witness attest (verb): to provide proof, to say something is true therm: heat Greek, therme: heat thermometer (noun): a device for measuring heat tor, tors, tort: twist Latin, torquere: twist torsion (noun): twisting of the body tract, trai, treat: pull, draw Latin, trahere: pull attract (verb): to draw toward, to arouse interest 378
uni: one o Latin, unus: one o unite (verb): to make one, to join together
o o o o o o o o o o o o o o o o o o o
vac: empty Latin, vacare: to be empty vacant (adjective): empty, not occupied ven, vent: come Latin, venire: to come convene (verb): to assemble, to come together ver: true Latin, venus: true verify (verb): to confirm that something is true verb, verv: word Latin, verbum: word verbalize (verb): to express in words, to put into words vers, vert: turn,change Latin, versare: to turn versatile (adjective): capable of changing or adapting, useful vid, vie, vis: see Latin, videre: to see; Latin, videre: to separate visible (adjective): able to be seen divide (verb): to separate vit, viv: live Latin, vivere: to live vital (adjective) - necessary for life voc, voke: call Latin, vocare: call, voice vocal (adjective): spoken or uttered by the voice volv, volt, vol: roll, turn Latin, volvere: to roll, turn revolve (verb): to turn around
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL Prefixes and suffixes were originally words themselves but they are now groups of letters added to words or to roots to create new words. Prefixes [pre (before) + fix (fasten) = fasten before] are groups of letters placed before words or roots. Prefixes modify or extend the meanings of words and roots. Following is a list of commonly used prefixes and sample vocabulary.
o o o o o o o o o
o o o o o o
a-, ac-, ad-, af-, ag-, al-, an-, ap-, as-, at- to, toward, near, in addition to aside (adverb): to or toward the side a + side accompany (verb): to go with someone as a companion ac + com + pan + y adjust (verb): to correct, to move closer to a correct position ad + just affix (verb): to attach to something, to fasten af + fix aggression (noun): hostile behavior towards someone or something ag + gress + ion allocate (verb): to distribute to specific people or for specific purposes al + loc + ate annihilate (verb): to destroy an + nihil + ate associate (verb): to join with as + soci + ate attend (verb): to look after, to go to at + tend a-, an- not, without apolitical (adjective): without interest in politics a + polit + ic + al anemia (noun): the condition (disease) of not having enough red blood cells an + em + ia ab-, abs- away from, off abrupt (adjective): unexpected change ab + rupt absolve (verb): to be set free from one's actions or obligations ab + solve ante- before anterior (adjective): before or near the front ante + rior anti- against antipathy (noun): dislike, opposite feeling anti + path + y auto- self 380

o
automotive (adjective): related to self-propelled machines auto + mot + ive
bi- two
o o
biped (noun): a two-footed animal bi + ped biennial (adjective): happening every two years bi + enni + al
cat-, cata-, cath- down, with category (noun): a class or set to which a thing belongs cate + gor + y catalogue (noun): a book or pamphlet that lists and describes cata + log + ue catheter (noun): a medical device used to tranfer fluids cath +eter circum- around circumvent (verb): to manage to get around a situation circum + vent co-, cog-, col-, com-, con-, cor together, with cohesiveness (noun): the ability to stick together co + hes + ive + ness cognate (adjective): related, similar in nature cog + nate collaborate (verb): to work together col + lab + or + ate commitment (noun): to entrust, to put into a place com + mit + ment convenient (adjective): handy, nearby con + veni + ent correct (verb): to set right, to be right cor + rect contra- against, opposite contradict (verb) to state the opposite contra + dict
381
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de- to do the opposite, to take away from decrease (verb): to grow smaller, to become less de + cre + ase di-, dif-, dis- apart, separate, two, opposite, not divide (verb): to separate into two or more parts di + vide differ (verb): to be unlike dif + fer disnot, opposite of, exclude distrust (verb): to have no confidence or trust dis + trust
o o o o o o
e-, ex- out, out of, from emit (verb) to send out e + mit expel (verb): to force out ex + pel en-, em- put into enamor (verb): to cause to love, to "put" someone "into" love en + am + + or empower (verb): to give power, to put into power em + pow + er epi-, upon, beside, over epilogue (noun): the concluding section of a play or literary work epi + logue extra- beyond extraordinary (adjective): going beyond normal extra + ordin + ary
il-, im-, in-, ir, not, in 382

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illegible (adjective): cannot be read il + leg + ible imposter (noun): someone who poses as someone else im + post + er inaction (noun): lack of motion, idle in + act + ion irresolute (adjective): uncertain about hot to act, undecided, not having a solution ir + re + solute in-, im-, il- in, into instead (adverb): in place of, an alternative in + stead import (verb): to bring into a country from another country im + port inter- between, among interject (verb): to throw something (usually a comment) between other things inter + ject intro- into introspection (noun): to look into one's own thoughts and feelings intro + spect + ion
o o o o
mal- bad malfunction (noun): when something does not work properly mal + funct + ion mis- wrong misconduct (noun): wrong doing, bad behavior mis + con + duct mono- one monologue (noun): a dramatic performance or speech given by one actor mono + logue multi- many multiply (verb): to increase in number multi + ply
non- not, no o nonsense (noun): something that has no meaning or makes no sense non + sense 383
o o o o o
ob-, oc-, of-, op- toward, against, in the way obtain (verb): to gain or get, to get a hold of ob + tain occur (verb): to happen, to come to mind oc + cur offer (verb): to attempt to give, to propose, to try to hand out of + fer oppose (verb): to be against, to stand in the way of something op + pose over- excessive, above overwork (verb): to have too much work over + work
o o o o o
para- beside paradox (noun): a statement that seems true and contradictory at the same time para + dox per- through persecute (verb): to go after, to pursue per + secute post- after postpone (verb): to put off to a later time, to delay post + pone pre- before precede (verb): to go before, to come in front of pre + cede pro- for, foward propel (verb): to push forward pro + pel
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re- back, again readmit (verb): to allow in again re + ad + mit retro- backward retrospect (noun) to look back at past events retro + spect
se- apart, move away from secede (verb): to withdraw from an organization se + cede semi- half semiannual (adjective): occurring twice a year semi + annu + al sub-, suc-, suf-, sup-, sur-, sus under, beneath, near, from below, secretly, above, up submarine (adjective): underwater sub + mar + ine succeed (verb): to do well, to come after suc + ceed suffice (verb): to be enough suf + fice support (verb): to hold up, too keep up sup + port survive (verb): to live, to live through something, to exist sur + vive sustain (verb): to keep up, to hold up, sus + tain super- over, above superimpose (verb): to place something on top of something else super + im + pose syn-, sym- together, at the same time synchronous (adjective): happening at the same time syn + chron + ous sympathy (noun): sharing another person's feelings, compassion sym + path + y
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o o
trans- across, beyond, change transform (verb): to change shape trans + form tri- three tripod (noun): a three-legged stand tri + pod
o o
un- not, against, opposite unceasing (adjective): never ending, continuous un + ceas + ing uni- one uniform (adjective): having the same form or consistancy uni + form
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL Suffixes are groups of letters attached to the ends of roots, words, and word groups. Suffixes serve a grammatical function. A suffix can indicate what part of speech (noun, verb, adjective, adverb) to which the word belongs. Suffixes can also modify and extend meaning. The following suffixes are grouped beneath the grammatical function they perform. NOUNS Nouns perform the function of naming. Nouns name persons, places animals or things, as well as groups, ideas and qualities. In a sentence, nouns can be subjects, objects, or appositives.
-acy, -cy Noun: state or quality privacy: the state of being alone priv + acy infancy: the state of being a baby or young child in + fan + cy -age Noun: activity, or result of action courage : having the spirit to overcome fear cour + age -al Noun: action, result of action referral : the action of directing a person to another place, person or thing re + ferr + al -an Noun: person artisan : a craftsperson arti + san -ance, -ence Noun: action, state, quality or process resistance : the action of opposing something re + sist + ance independence: the state of not being under the control of others, free, selfgoverning in + de + pend + ence -ancy, -ency Noun: state, quality or capacity vacancy : an empty room or position vac + ancy agency: the capacity to exert power or influence, a position or person that performs a function ag + ency -ant, -ent 387

o o o
Noun: an agent, something that performs the action disinfectant : an agent that destroys germs, somthing that cleans dis + in + fect + ant dependent: a thing supported by another, a thing determined by another de + pend + ent Noun: state, office, fuction candidate : a person nominated for an office or position candid + ate Noun: action, resulting state specialization : the result of being distinguished by one quality or ability spec + ial + iz + ation
-ate
-ation
-dom

Noun: place, state of being wisdom : possessing knowledge wis + dom
-er, -or

Noun: person or thing that does something porter : a person who carries things port + er collector: a person who collects or gathers things col + lect + or
-ful
o
Noun: an amount or quanity that fills mouthful : an amount that fills the mouth mouth + ful 388
-ian, an

Noun: related to, one that is pedestrian : a person who walks ped + estr + ian human: a person hum + an Noun: names, diseases phobia : an illogical fear of something phob + ia Noun: art of healing psychiatry : branch of medicine that deals with the mind and emotions psych + iatry Noun: related to the arts and sciences arithmetic : a branch of math that usually deals with non-negative numbers arithm + et + ic economics: the social science related to studying business eco + nom + ics Noun: act malice : the desire to do evil mal + ice Noun: material made for, activity, result of an activity flooring : a material made for floors floor + ing swimming: the activity of swimming or moving through water swim(m) + ing building: the result of making a structure build + ing Noun: condition or action abduction : the action of carrying someone away by force ab + duct + ion Noun: doctrine, belief, action or conduct 389
-ia

-iatry

-ic, ics

-ice

-ing

-ion

-ism

o o o o
formalism : a belief in sticking to prescribed forms or artistic styles form + al + ism Noun: person or member podiatrist : a foot doctor pod + iatr + ist Noun: product or part graphite : a black material used in making pencils graph + ite Noun: state or quality lucidity : clear thinking luc + id + ity novelty: something new or unusual nov + el + ty Noun: condition native : a person born in a specific place nat + ive
-ist
-ite
-ity, ty
-ive
-ment
o
Noun: condition or result document : an official paper usually showinf proof or evidence of something docu + ment
-ness
o
Noun: state, condition, quality kindness : the quality of being kind or nice kind + ness
390

o o
-or Noun: condition or activity valor : bravery, courage val + or Noun: place for, serves for territory : an area around a place territ + ory
-ory
-ship

Noun: status, condition relationship : the state of being related or connected to something or someone re + lat + ion + ship
-ure

Noun: act, condition, process, function exposure : the condition of being exposed or unprotected pos + ure
-y

Noun: state, condition, result of an activity society : companionship soci + et + y victory: the result of winning something vict + or + y
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL VERBS Verbs make statements about nouns, ask questions, give commands, or show states of being. Verbs can be active or passive. Verbs also show tense or time of action.
-ate
o
Verb: cause to be graduate : to give a degree to, to pass from one stage to the next gradu + ate
-ed

Verb: past tense attained : something that has been reached or grasped at + tain + ed Verb: to cause to become moisten : to cause to become moist or damp moist + en Verb: action ponder : to think about pond + er clamor: to make noise, to call for loudly clam + or
-en

-er, -or

-ify
o
Verb: cause specify : to name or indicate in detail spec + ify
-ing 392

o o
Verb: present participle depicting : showing, describing with images or pictures de + pict + ing Verb: cause fantasize : to dream about something, to create images in the mind fant + as + ize
-ize
-ure
o
act Verb: conjecture : to come to a conclusion by supposition or guesswork con + ject + ure
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL ADJECTIVES Adjectives describe or modify nouns. Adjectives tell the reader more about the noun used in the sentence.
-able, -ible Adjective: worth, ability solvable : able to be solved or explained solv + able incredible: not able to be believed, amazing in + cred + ible -al, -ial, -ical Adjective: quality, relation structural : related to the physical make up of a thing struct + ure + al territorial: related to nearby or local areas territ + or + ial categorical: related to a category, aboslute cate + gor + ical -ant, -ent, -ient Adjective: kind of agent, indication important : marked by worth im + port + ant dependent: determined or relying upon something else de + pend + ent convenient: at hand, easy to use con + ven + ient -ar, -ary Adjective: resembling, related to spectacular : related to something that is eye-catching or amazing spectac + ul + ar unitary : related to units or single groups representing quantities unit + ary -ate Adjective: kind of state inviolate : not disturbed, pure in + viol + ate
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-ed

Adjective: having the quality of terraced : having terraces or steps terrac + ed Adjective: material silken : made from silk, a fiber produced by worms silk + en Adjective: comparative brighter : more light bright + er Adjective: superlative strongest : having the most strength strong + est
-en

-er

-est

-ful
o
Adjective: having, giving, marked by fanciful : marked by imagination fanci + ful
-ic

Adjective: quality, relation generic : related to a whole group gener + ic 395
-ile

o o o
Adjective: having the qualities of projectile : something thrown with an outside force pro + ject + ile Adjective: activity cohering : the act of sticking together co + her + ing
-ing
-ish Adjective: having the character of newish : modern, recent new + ish -ive, -ative, -itive Adjective: having the quality of festive : having the quality of a festival or party fest + ive cooperative : being able or willing to work with another person or thing co + oper + ative sensitive: easily felt, responsive to the senses sens + itive
-less
o
Adjective: without, missing motiveless : a reason for someone to do something mot + ive + less
-ous, -eous, -ose, -ious o Adjective: having the quality of, relating to adventurous : charcterized by the desire to seek new experiences or risks ad + vent + ur + ous courageous : characterized by courage, brave cour + ag + eous verbose: having more words than needed verb + ose fractious: characterized by being difficult or troublesome fract + ious 396
-y
o
Adjective: marked by, having hungry : having hunger, marked by a desire hungr + y
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5.2 Resource Prefixes, Roots, Suffixes Subject: ESL ADVERBS Adverbs describe verbs, adjectives and other adverbs.
-fold
o
Adverb: in a manner of, marked by fourfold : being four times as great four + fold
-ly
o
Adverb: in the manner of fluently : marked by ease of movement, effortlessly smooth flu + ent + ly
-ward

Adverb: in a direction or manner homeward : toward home home + ward Adverb: in the manner of, with regard to timewise : with regard to time time + wise
-wise

Source: http://www.southampton.liunet.edu/academic/pau/course/webesl.htm 398
5.2 Sample Lesson Transition Words Subject: ESL
Transition words and phrases

Students will learn to combine sentences using two kinds of transition words: time transitions and thought (logical) transitions. Transition words link related ideas and hold them together. They can help the parts of a narrative to be coherent or work together to tell the story. Coherence means all parts of a narrative link together to move the story along. Think of transition words as the glue that holds a story together. Using transition words helps avoid the "Listing" problem in stories. Learning outcomes Students will: Combine provided sentences using two kinds of transition words: time transitions and thought (logical) transitions. Incorporate time and thought transitions into their own work to help their narratives move along. Teacher planning Time required for lesson 1 hour Materials/resources Transition Words Sentence Strips with transitional words and phrases and prepared sentences (See Transition Words Attachment, page 3) Pocket Chart Activities Modeling/Mini-lesson 1. Tell students that there are different kinds of transition words. Explain that one kind of transition word is time transitions, which helps the reader know the order of events in a story. 2. Discuss how using different transition words changes the meaning of a sentence. Put the following 2 sentence strips in the pocket chart: Dad and I went fishing. Mom made our lunch. Show students how you can connect the sentences by adding transition words. For example: Dad and I went fishing. / Meanwhile / Mom made our lunch. After / Dad and I went fishing, / Mom made our lunch. Before / Dad and I went fishing, / Mom made our lunch. Dad and I went fishing / after / Mom made our lunch. While / Dad and I went fishing, / Mom made our lunch. Discuss how the different transition words change the meaning of the sentences by changing the sequence (order) of events. Guided Practice 1. Put the following 3 sentence strips up on the pocket chart. a. Marty saw the puppy. b. He recognized it. c. He picked it up. 2. Give 3 student volunteers three cards with 3 transition words on them (First, Then, After that). Tell students that the transition words on the cards will help them put the sentences in the correct order: 399
5.2 Sample Lesson Transition Words Subject: ESL First, Marty saw the puppy. Then he recognized it. After that, he picked it up. 3. Give students other transition words on cards and ask them how the words change the meaning of the sentences: After Marty saw the puppy, he recognized it, and he picked it up. As soon as Marty saw the puppy, he recognized it and immediately picked it up. Time Transitions Shortly after that Along the way After all of that An hour later At that very moment Later that same day Meanwhile Before long Later on Without delay At last During all of this Soon Earlier Eventually Immediately Next As soon as
Not a moment too soon While this was happening 4. Point out that other transition words link related thoughts on a subject. Use the following 3 sentence strips: a. The puppy shivered. b. It was afraid. c. Marty spoke in a gentle voice.
Have students select transition strips to make the sentence come to life. For example: The puppy shivered / because obviously / it was afraid / even though / Marty spoke in a gentle voice. Although / Marty spoke in a gentle voice, / the puppy shivered / because / it was afraid. Without warning / the puppy shivered, / even though / Marty spoke in a gentle voice. / Obviously, / it was afraid. Thought Transitions Also Mainly Furthermore For example Because Otherwise
Without warning Even though Suddenly Which, if I must say so myself Independent Practice 1. Have students select a draft from their writing folder. Have them highlight the transition words they used. Then have them choose a paragraph to revise by adding 3-5 transition words. Have students read their revised paragraphs to a partner. Assessment Can students make a list of time transition words and thought transition words? Can students select the appropriate time transition words to link three sentences? Can students select the appropriate thought transition words to link three sentences? Can students identify time and thought transition words in their own writing? Can students revise their own writing to link related sentences with the appropriate transition words? 400
5.2 Sample Lesson Transition Words Subject: ESL Supplemental information Writing Feature: Organization Writing Process Stage: Revising Writing Environment: Expressive, Informational, Critical, Argumentative, Literary Writing Genre: Personal Narrative
Source: http://www.learnnc.org/lp/pages/3739
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No
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5.3 Learning Activity Main Idea and Details Pyramid Subject: ESL Name ___________________________________________ Date __________________________________ Main Idea and Details Pyramid of __________________________ Organize the Main Idea and Details of a text into a pyramid. Select transition words that will link the main idea and details together Main Idea
Transition word: ________________ Detail One
Transition word: ________________ Detail Two
Transition word: ________________ Supporting Detail
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Subject: ESL
5.3 Learning Activity Nonfiction Conventions Notebook
Nonfiction Conventions Notebook Labels help the reader identify a picture or a photograph and
its parts. My example of labeling: My example of a label
423
Subject: ESL
Nonfiction Conventions Notebook Photographs help the reader understand exactly what
something looks like. My example of a photograph was found on page ____________ in the book titled, _____________________________________ It was a photograph of a ______________________________ . It helped me learn ____________________________________ ___________________________________________________ Here is another example of a photograph:

424
Subject: ESL
Captions help the reader better understand a picture or

photograph. My example of a caption is:
425
Subject: ESL
Comparisons help the reader understand the size of one

thing by comparing it to the size of something familiar. Here is my example of comparisons:
426
Subject: ESL
Cutaways help the reader understand something by looking

at it from the inside. Here is an example of a cutaway:
427
Subject: ESL
Nonfiction Conventions Notebook Maps help the reader understand where things are in the
world. Here is my example of a map:
428
Subject: ESL
Types of print help the reader by signaling, "Look at me!

I'm important!"
Here is my example of a special type of print:
429
Subject: ESL
Close-ups help the reader see details in something small.

Here is my example of a close-up:
430
Subject: ESL
Table of Contents help the reader find key topics in the

book in the order that they come.
Here is an example of a table of contents for a book about ________________________________________________.

List at least 4 chapters.
431
Subject: ESL
Index is an alphabetical list of almost everything written in

the text, with page numbers so you can find the information.
Here is my example of an index in a book about ______________________________________________.

List at least 5 words and include the page numbers.

432
Subject: ESL
Glossary helps the reader understand key words that are in

the text. This glossary could be from a book about ________________ __________________________________________________. Here is my example of a glossary:
List at least 2 words and include the definition of the words. The two words should be in alphabetical order.
433
Subject: ESL
Table helps the reader understand important information by

listing it in a table or a chart form.

Here is my example of a table:
Source: http://www.readinglady.com/mosaic/tools/Nonfiction%20Conventions%20Notebook.doc 434
5.3 Learning Activity School House Rock Subject: ESL
The Tale of Mr. Morton

This is the tale of Mister Morton Mister Morton is who? He is the subject of our tale and the predicate tells what Mister Morton must do Mister Morton walked down the street Mister Morton walked Mister Morton talked to his cat Mister Morton talked (Hello, cat. You look good.) Mister Morton was lonely Mister Morton was Mister Morton is the subject of the sentence, and what the predicate says, he does Mister Morton knew just one girl Mister Morton knew Mister Morton grew flowers for Pearl Mister Morton grew Mister Morton was very shy Mister Morton was Mister Morton is the subject of the sentence, and what the predicate says, he does The subject is a noun, that's a person, place or thing It's who or what the sentence is about And the predicate is the verb That's the action word that gets the subject up and out
Mister Morton wrote Pearl a poem Mister Morton wrote Pearl replied in the afternoon Pearl replied by a note Mister Morton was very nervous Mister Morton was Mister Morton is the subject of the sentence, and what the predicate says, he does! The cat stretched, the sun beat down, a neighbor chased his kid. (Come here kid - come on!) Each sentence is completed when you know what the subject did. Mister Morton knocked on her door Mister Morton knocked Mister Morton sat on her porch Yes, he just sat there and rocked. Mister Morton was a nervous man; when she opened up the door he ran. Mister Morton climbed up his stairs Mister Morton climbed Mister Morton rhymed pretty words Mister Morton rhymed Mister Morton was lonely Mister Morton was until Pearl showed up with a single rose. Who says women can't propose? Now Mister Morton is happy and Pearl and the cat are too They're the subjects of the sentence and what the predicate says, they do
Source: http://www.schoolhouserock.tv/Tale.html 435
5.3 Learning Activity Story Map Summary Subject: ESL Name: ___________________________ Date: ____________________
Story Map Summary

Title of Story Map: _________________________________________
In the beginning,
Then,
Afterwards,
Next,
Later,
Finally,
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5.3 Learning Activity Subject-Predicate Subject: ESL
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5.3 Learning Activity Summarizing through Pictures Subject: ESL
Summarizing through Pictures

Activity One: Sketch, Describe, Summarize. Select three major events from your reading:
Page: ___________ Describe this event:
Page: __________ Describe this event:
Page: __________ Describe this event:
Now Summarize! Write one or two sentences that summarizes the major event of the chapter:
Double-check your summary. Complete this chart: Who: _______________________ wanted ______________________________________________________________
but, ______________________________________________________________________________________________ so _______________________________________________________________________________________________

5.3 Learning Activity Transition Words Subject: ESL
Transition words and phrases

Students will learn to combine sentences using two kinds of transition words: time transitions and thought (logical) transitions. Transition words link related ideas and hold them together. They can help the parts of a narrative to be coherent or work together to tell the story. Coherence means all parts of a narrative link together to move the story along. Think of transition words as the glue that holds a story together. Using transition words helps avoid the "Listing" problem in stories. Learning outcomes Students will: Combine provided sentences using two kinds of transition words: time transitions and thought (logical) transitions. Incorporate time and thought transitions into their own work to help their narratives move along. Teacher planning Time required for lesson 1 hour Materials/resources Transition Words Sentence Strips with transitional words and phrases and prepared sentences (See Transition Words Attachment, page 3) Pocket Chart Activities Modeling/Mini-lesson 3. Tell students that there are different kinds of transition words. Explain that one kind of transition word is time transitions, which helps the reader know the order of events in a story. 4. Discuss how using different transition words changes the meaning of a sentence. Put the following 2 sentence strips in the pocket chart: Dad and I went fishing. Mom made our lunch. Show students how you can connect the sentences by adding transition words. For example: Dad and I went fishing. / Meanwhile / Mom made our lunch. After / Dad and I went fishing, / Mom made our lunch. Before / Dad and I went fishing, / Mom made our lunch. Dad and I went fishing / after / Mom made our lunch. While / Dad and I went fishing, / Mom made our lunch. Discuss how the different transition words change the meaning of the sentences by changing the sequence (order) of events. Guided Practice 4. Put the following 3 sentence strips up on the pocket chart. a. Marty saw the puppy. b. He recognized it.
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5.3 Learning Activity Transition Words Subject: ESL c. He picked it up. 5. Give 3 student volunteers three cards with 3 transition words on them (First, Then, After that). Tell students that the transition words on the cards will help them put the sentences in the correct order: First, Marty saw the puppy. Then he recognized it. After that, he picked it up. 6. Give students other transition words on cards and ask them how the words change the meaning of the sentences: After Marty saw the puppy, he recognized it, and he picked it up. As soon as Marty saw the puppy, he recognized it and immediately picked it up. Time Transitions Shortly after that Along the way After all of that An hour later At that very moment Later that same day Meanwhile Before long Later on Without delay At last During all of this Soon Earlier Eventually Immediately Next As soon as
Not a moment too soon While this was happening 5. Point out that other transition words link related thoughts on a subject. Use the following 3 sentence strips: a. The puppy shivered. b. It was afraid. c. Marty spoke in a gentle voice. Have students select transition strips to make the sentence come to life. For example: The puppy shivered / because obviously / it was afraid / even though / Marty spoke in a gentle voice. Although / Marty spoke in a gentle voice, / the puppy shivered / because / it was afraid. Without warning / the puppy shivered, / even though / Marty spoke in a gentle voice. / Obviously, / it was afraid. Thought Transitions Also Mainly Furthermore For example Because Otherwise
Without warning Even though Suddenly Which, if I must say so myself Independent Practice 2. Have students select a draft from their writing folder. Have them highlight the transition words they used. Then have them choose a paragraph to revise by adding 3-5 transition words. Have students read their revised paragraphs to a partner. Assessment Can students make a list of time transition words and thought transition words? Can students select the appropriate time transition words to link three sentences?
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5.3 Learning Activity Transition Words Subject: ESL Can students select the appropriate thought transition words to link three sentences? Can students identify time and thought transition words in their own writing? Can students revise their own writing to link related sentences with the appropriate transition words?
Source: http://www.learnnc.org/lp/pages/3739 444
5.3 Learning Activity Summarizing through Pictures Subject: ESL
Supplemental information Writing Feature: Organization Writing Process Stage: Revising Writing Environment: Expressive, Informational, Critical, Argumentative, Literary Writing Genre: Personal Narrative
Source: http://www.learnnc.org/lp/pages/3739
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5.3 Other Evidence Sentence Fragment Test Subject: ESL
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5.3 Other Evidence Sentence Fragment Test Subject: ESL
Source: http://www.superteacherworksheets.com/grammar/fragmentrunon.pdf 449

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5.3 Performance Task Book Review Subject: ESL Book Review Template
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5.3 Performance Task KWL Chart Subject: ESL Name _________________________________________ Date ________________________________ KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research. Topic ______________________________________________________________________ What I Know What I Want to Know What I Learned
Source: http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf 452
5.3 Sample Lesson Main Idea and Supporting Details Subject: ESL
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Source: http://www.shelleducation.com/samples/10177s.pdf 461
5.3 Sample Lesson Nothing Ever Happens on 90th Street Subject: ESL
Student Writer Instructions:

In Nothing Ever Happens on 90th Street, four characters give young Eva advice about make familiar things more interesting when writing about them. By now, you should have thought about those four pieces of advice and found examples of them in Roni Schotter's picture book. Now, you're going to create a descriptive paragraph that includes three nouns: a person, a place, and a thing. The paragraph you create might be a jumping off place for a longer story, so write your paragraph well! If you need ideas for your person, place, and thing, press the buttons below until you find a combination you think would work together in a story. As you introduce us to your person, place, and thing in your writing, use as many of the pieces of advice Eva got in Nothing Ever Happens on 90th Street. When you're done writing, you will read your paragraph aloud to a friend, and he/she will try to spot where you used the four pieces of advice in your draft. Can you use them all?
Teacher Instructions & Lesson Resources:

Step one (sharing the published model): Read and enjoy this book by Roni Schotter! Her tale of Eva, who doubts that a place she is overly familiar with can inspire interesting writing, is a marvelous story and lesson for writers. After reading, have your students recall the four pieces of advice Eva is given, then paraphrase each piece of advice into their own words. Share their paraphrases aloud. After students have paraphrased the four pieces of advice, read aloud the page from the story where Baby Joshua is introduced; it's six or eight pages into the story. Tell your students that, on this page, Eva seems to have used all four pieces of advice. Say, "I'm going to read the page again--slowly--, and I'd like you and a partner to be prepared to talk about where she used--at least--three of the four pieces of advice. If you need to write down a sentence or phrase that seems to have followed the advice in order to remember it, that's okay. I'll read slowly, and I'll probably even read it another time, if you ask nicely." The worksheet provided below has spaces for students to record each character's advice to Eva, spaces to paraphrase the advice, and spaces to record sentences from the text from the Baby Joshua page. After students have completed the worksheet, have them talk to each other to note differences in paraphrasing and differences in the sentences and phrases they have taken from the Baby Joshua page.
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5.3 Sample Lesson Nothing Ever Happens on 90th Street Subject: ESL
Source: http://www.writingfix.com/Picture_Book_Prompts/90thStreet2.htm 463
Yes
No
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Thinks
Thinks
Does
Does
Feels
Feels
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5.4 Graphic Organizer Figurative Language Subject: ESL Example of Figurative Language: _____________________________________________ _____________________________________________ Draw what it looks like: Example of Figurative Language: _____________________________________________ _____________________________________________ Draw what it looks like:
Now explain what it REALLY means!
Now explain what it REALLY means!
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5.4 Graphic Organizer Figurative Language Subject: ESL Name: _____________________________ Date: _________________________________ Directions: Using the senses, describe what you experienced at your favorite celebration.
My celebration sounds like
My celebration looks like
My celebration smells like
My celebration tastes like
My celebration feels like
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5.4 Graphic Organizer Figurative Language Subject: ESL
Name ___________________________________ Venn Diagram Write different in tell how circles
Date ______________________________________
details that tell how the subjects are the outer circles. Write details that the subjects are alike where the overlap.
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5.4 Learning Activity Celebration 5W Organizer Subject: ESL Celebrations Around the World! Lets learn about a celebration from a different culture and see why people celebrate and what do they do! What is the name of the celebration? ______________________________________ When do they celebrate this holiday? _______________________________________________________________________ Why do people celebrate this holiday?
What are three important traditions or customs that people follow during this holiday? Tradition One:
Tradition Two:
Tradition Three:
What do you find interesting about this holiday?
Is there anything similar about this holiday and one that you celebrate?
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5.4 Learning Activity Holiday Handout: Ramadan Subject: ESL What is Ramadan? Ramadan is the ninth month of the Muslim calendar, preceded by the month of Sha'aban and succeeded by the month of Shawwal. Ramadan is the Holy Month for Muslims, when those twelve years old and above observe a dawn to dusk complete fast. They do not take any liquids (not even any water), no food, abstain from smoking, marital relations, and gossiping or saying anything malicious against another person. Some of the most pious and strict Muslims even manage to stop swallowing their own saliva during the fasting hours of Ramadan, but this isn't actually a requirement under observance of Ramadan, one of The Five Pillars of Islam, which are: Observing Sawm (complete fasting) during the Holy month of Ramadan Payment of Zakat (alms tax) during Ramadan Performing the Hajj in Mecca at least once in a lifetime Reciting the Shahadah (profession of faith) Performing Salah (ritual prayers, five times a day)
When is Ramadan? The Muslim calendar is a Lunar Calendar, which means that the month follows the cycles of the moon. This also means that by comparison to the western calendar, the month of Ramadan will be approximately 11 days earlier in the year compared to the previous year. Ramadan will start on the 11th of August 2010, Wednesday and will continue until the 9th of September. In North America, Ramadan will start one day later, that is the 12th of August. While the above dates are almost certainly going to be accurate, Islam traditionally requires that the new moon be sighted by a person appointed by the Islamic authorities in the country where you're located. Why do Muslims fast during Ramadan? The first reason of course, is that fasting is a requirement of one of the Five Pillars of Islam. What is important, however, is to appreciate the reasons behind the fasting, what those reasons signify and what this means to fasting Muslims. It is most important to a Muslim to show intent in the fast. It is required that they recite short prayer of intent either before they sleep or just before Suhoor, the pre-fast meal. The Arabic word for fasting means to 'refrain', to discipline yourself to avoid doing certain things which would be quite normal during the other twelve months of the year. It is also meant to teach Muslims to appreciate how much better off they are than millions of other fellow Muslims. So by refraining from drinking (even water) and food, for the long daylight hours, they should be reminded of those much less fortunate, for whom severe shortage of water and food is a way of life, not something merely done one Source: http://www.kiddyhouse.com/Ramadan/ 488
5.4 Learning Activity Holiday Handout: Ramadan Subject: ESL month of the year. By reminding themselves of this fact, it is hoped that not only will they be more sensitive to those less fortunate, but to try to do something practical to help them. Do Muslims eat and drink immediately before they start their daily fast? Yes, most Muslims certainly do take a pre-fast meal and the period of eating before the fast is called Suhoor. This is an important meal, for it must set them up for the rest of the day, often 12 or 13 hours before their next meal or drink. A few choose to go to bed slightly later than usual and take a meal and drink before they sleep. While this isn't ideal, and is even frowned upon by more traditional Muslims, for some it does mean that they sleep longer and can cope more easily with the fast of the day to come. What happens every day when Muslims break their fast? As daylight begins to fade, Muslims await the Muezzin's call to perform the Maghrib prayers. Once the call is heard, and the Maghrib prayers are performed, they may break fast (called Iftaar in Arabic). (You can see here too the origin of the word "breakfast", which literally meant to break the fast during the night, after having eaten the last meal the day before). Most will first take some form of thirst-quenching drink, and this varies not only by individual preferences, but also but local customs. It is quite common in the Middle East to break fast with water and dates, but in Malaysia it is more common to drink a local fruit juice, sugar cane juice or rose syrup water, with either dates or kway (small, sweet cakes or pastry). Some prefer to drink soya bean milk not only as a thirst quencher, but also for its extra protein value. Upon breaking fast, most very strict Muslims, will merely take a few fresh dates, or dried dates if fresh are not available. If neither is available they will just take a few sips of water. It is common for most families to have their evening meal at home straight after breaking fast, and while the meal should be in keeping with the meanings of Ramadan (in other words not a feast), it has become common in modern cities around the world for Muslim families to go out to eat at a local restaurant, particularly those in a hotel. If during Ramadan you see Muslim families sitting quietly at a restaurant table, with the meal served, but not yet eating, it is because the Maghrib prayers have not yet been called, and they cannot yet break fast. Can younger children fast during Ramadan? Indeed they can, and in fact many even as young as four or five, are encouraged to fast for a few hours a day during Ramadan, to begin to appreciate the significance of the Holy month. As they get a little older, most families encourage their children under 12 to fast for half a day, until they reach twelve years old, when all Muslim children are expected to fast for the full dawn to dusk period. Interestingly (and perhaps surprisingly to non-Muslim children), many who are approaching twelve look forward to being old enough to fast for the full day, more than anything else. It means to them, that they are now being treated the same as an adult, and all the responsibilities that adulthood brings. Source: http://www.kiddyhouse.com/Ramadan/ 489
5.4 Learning Activity Holiday Handout: Ramadan Subject: ESL How is the end of Ramadan celebrated around the world? Wherever a Muslim resides, be it in one of the Middle East countries, in Indonesia (the country with the world's largest Muslim population), or even in London, Paris or Dearborn, Michigan, they will start their end of Ramadan celebrations by going to the mosque for special congregational prayers which give thanks to God for His blessings during the Holy month of Ramadan, now ended. Both men and women may go to the mosque at this time, but the men will say their prayers separately from the women. Many will return to their family home for Ramadan, usually where their parents are living, and in Indonesia and Malaysia this is known as Balik Kampung. Paying homage to their parents is a very important part of the celebrations, when the younger Muslims will ask their parents for forgiveness for misdeeds during the year, and kiss their hands as a sign of respect. They return home (or go to the homes of family and friends) to continue their celebration, which in Arabic is called Eid Al Fitr. The meals prepared will reflect the culture and traditions of the country from which the Muslim family is living in or hails. For those who are now residing in western countries, it can be fascinating to find the end of Ramadan celebrations of Muslims from India, Pakistan, Arab countries, Malaysia, Indonesia or even European countries, reflected in the variety of food on the table. In Malaysia, where I live, Muslims celebrating the end of Ramadan, what they call Hari Raya Puasa, will also hold an Open House, when they invite their non-Muslim friends and neighbors to join them for food and drink. The special Hari Raya Puasa food includes delicious beef or chicken rendang, often Johor or Penang Laksa and many different kueh delicacies, small sweet cakes and pastries, especially made for Puasa. It's a wonderful time, and of course enjoyed by all, who will also all look forward to the next festival being celebrated, which might be for Chinese New Year, Christmas or Deepavali (Diwali), the Hindu festival of lights.
Source: http://www.kiddyhouse.com/Ramadan/ 490
5.4 Learning Activity Holiday Handout: Hanukkah Subject: ESL Hanukkah Traditions
Hanukkah is the story of a great victory of the Jews over the Syrian-Greeks. In 165 BCE, led by the Hasmonean family of Mattathias the High Priest and his youngest son, Judah, the Jews succeeded in evicting the Syrian-Greeks from Israel and restored the Temple. According to the Talmud, after the Temple had been cleaned and the Priests were ready to light the Temple menorah, they could find only one jug of oil that was fit to use. This was only enough for one day, but it lasted for eight. This is why Hanukah is eight days long. For eight days beginning on the twenty-fifth day of the month of Kislev we light the menorah to celebrate the victory and the miracle of Hanukah. Hanukkah comes from the Hebrew word "Khanu" meaning "and they rested," and from the Hebrew date Kaf Hey which equals 25. That is why we celebrate Hanukah beginning on the 25th of the month of Kislev. Miracle of the Oil Why is it important that the oil lasted eight days? In the temple, a menorah was lit every day. The oil used in the menorah was the purest olive oil. The rabbis say the oil was so pure, only the first drop of oil from each olive could be used. Because of the need for strict purity of the oil, it took seven days to make a single batch of oil. The small jar of oil that had not been disturbed lasted for the one day it was expected to last and continued for the full week it took to make new oil. Hannah and her seven sons Hanukah is the story of heroes and bravery. It took great courage to go against the king and not worship idols. It took courage to fight against a powerful enemy and win as the Maccabees did. One of the most amazing parts of Hanukah is in the Book of the Maccabees. It is the story of Hannah and her sons. She loved them very much and they were loyal to HaShem. They would not do what the king wanted them to do and worship idols. One day the soldiers came and took Hannah and her sons away. They brought them to the temple where there was an idol of Zeus and ordered them to bow down and worship and say that they accepted Zeus as their god. Hannah and her Source: http://www.akhlah.com/holidays/hanukkah/hanukkah.php 491
5.4 Learning Activity Holiday Handout: Hanukkah Subject: ESL sons refused. The soldiers killed her oldest son, hoping that when the others saw this they would worship their idol. But they did not. One after the other they were killed as was Hannah. She died declaring her faith in HaShem. Judah HaMaccabee For three years Judah the Maccabee led his followers, those loyal to HaShem, against the Syrians. The Syrian Greeks had weapons, the Maccabees did not. The Jews were greatly outnumbered. They hid in the Judean hills, and attacked whenever they could. Slowly but surely, they wore down the enemies, and retook Jerusalem and cleaned out the temple of the idols and restored it. That is the festival of rededication called Hanukah. Hanukkah - The Menorah
The Menorah or candle holder is a really important part of the tradition of Hanukkah. It is why we call the holiday "the festival of light". We light the menorah from the left side to the right side.
We place the candles in the menorah from the right to the left. When we light the menorah we say the blessings for the candles. There are many different styles of menorot (plural for menorah). In most cases the Shamash (the helper candle) is in the middle or to the left side. Some are made for burning oil and some for candles.
Hanukkah - Dreidel "Oh Dreidel, dreidel, dreidel, I made it out of clay. And when its dry and ready, Oh dreidel I shall play." Children's Hanukkah Song
Source: http://www.akhlah.com/holidays/hanukkah/hanukkah.php 492
5.4 Learning Activity Holiday Handout: Hanukkah Subject: ESL
The dreidel is a four sided spinning top with a different Hebrew letter on each side. The word for dreidel in Hebrew is S'veevon. Dreidel is a Yiddish word taken from the German word drehen (which means to turn). Dreidels can be made of any materials.
Outside of Israel (and prior to 1948), dreidels have the letters nun, gimmel, hay, shin. These stand for "Nes Gadol Haya Sham" which means "a great miracle happened there." In Israel, dreidels have the letters nun, gimmel, hay, pay. These stand for "Nes Gadol Haya Po" which means "a great miracle happened here." Dreidel Game Rules Everyone starts out with the same amount of pennies, chocolate coins (Hanukkah gelt), candies, raisins, or tokens. All players put one token in the pot in the center. Then players take turns spinning the dreidel. The player acts according to the letter which is facing up when the dreidel stops spinning.
Nun player does nothing
Gimmel player takes the pot
Hey player takes half the pot
Shin Pay player puts one in the pot
5.4 Learning Activity Holiday Handout: Hanukkah Subject: ESL
5.4 Learning Activity Holiday Handout: Christmas Subject: ESL WHAT IS CHRISTMAS ALL ABOUT? Christmas is the date set aside for the celebration of the birth of Jesus Christ. Christians celebrate it on December 25th all over the world. Jesus was not born on December 25th exactly but this date was chosen to coincide with the pagan Roman celebrations honoring Saturnus (Harvest God) and Mithras (Ancient God of Light). The day of this celebrations came just after the winter solstice, that is the shortest day of the year in the northern hemisphere. The celebrations were to make known that winter is not forever. It was a form of worshiping the sun. Jesus was born nearly 2000 years ago. To the Christians, Jesus is the Son of God and the Savior/Saviour of the world. The Christians believe that He came to die for our sins so that we may go to heaven. WHAT DOES THE WORD "CHRISTMAS" MEAN? Christmas actually comes from "Mass of Christ". It was however shortened to "Christ Mass". Sometimes the shorter version "Xmas" is also used. JESUS CHRIST Where did He come from? What did He teach? Was He God in the flesh? Was He only a man? Why did He die? Few will dispute that a man named Jesus lived 2,000 years ago and that He was a great teacher who impacted the world from His time onward. But He has always been a controversial figure. He made a claim that was breathtaking in its audacitythat He was the very Son of God, the longprophesied Messiah! Yet the religious authorities in Jerusalem rejected Him, hated Him and eventually succeeded in having Him put to death. Likewise, the local Roman civil authorities also saw Him as a threat and became complicit in His execution. The religions of His day, both Judaism and paganism, opposed the growth of His teachings and used unlawful and violent means to try to destroy the Church He founded. The government of Rome also came to vigorously persecute the followers of this Jewish teacher from Galilee. WHAT IS BOXING DAY? Boxing Day is the day right after Christmas. This December 26 holiday is observed in England, Australia, Canada and New Zealand. It is a day of giving to the less fortunate and charitable institutions in the form of money and gifts. Some will spend the day doing volunteer work. It is called Boxing Day because it was the custom during those days for tradesmen to collect their Christmas boxes (gifts) in return for their good and reliable service throughout the year. Today, Boxing Day is celebrated with family and friends with lots of fun, food and friendship. WHO IS SANTA CLAUS? The true story of Santa Claus begins with Nicholas, who was born during the third century in the village of Patara. At the time the area was Greek and is now on the southern coast of Turkey. His wealthy parents, who raised him to be a devout Christian, died in an epidemic while Nicholas was still young. Obeying Jesus' words to "sell what you own and give the money to the poor," Nicholas used his whole inheritance to assist the needy, the sick, and the suffering. He dedicated his life to serving God and was made Bishop of Myra while still a young man. Bishop Nicholas became known throughout the land for his generosity to the those in need, his love for children, and his concern for sailors and ships. Under the Roman Emperor Diocletian, who ruthlessly persecuted Christians, Bishop Nicholas suffered for his faith, was exiled and imprisoned. The prisons were so full of bishops, priests, and deacons, there was no room for the real criminalsmurderers, thieves and robbers. After his release, Nicholas attended the Council of Nicaea in AD 325. He died December 6, AD 343 in Myra and was buried in his cathedral church, where a unique relic, called manna, formed in his grave. This liquid substance, said to have healing powers, fostered the growth of devotion to Nicholas. The anniversary of his death became a day of celebration, St. Nicholas Day, December6th.
Source: http://www.kiddyhouse.com/Christmas/ 495
5.4 Learning Activity Holiday Handout: Christmas Subject: ESL Through the centuries, many stories and legends have been told of St. Nicholas life and deeds. These accounts help us understand his extraordinary character and why he is so beloved and revered as protector and helper of those in need. CHRISTMAS SYMBOLS Christmas is also a time where homes and malls are decorated with all kinds of decorations. Most of the decorations are symbols of Christmas. Without them, it would seem something is missing. Christmas symbols include: Reindeer, mistletoe, Santa Claus, Poinsettias, Holly, Elves, and Candy Cane. DO ALL COUNTRIES CELEBRATE CHRISTMAS ON THE SAME DAY? Christmas in The Netherlands (Holland) For example, in The Netherlands, the Dutch eagerly await December 5th for it is on this day that they celebrate the coming of Sinterklaas Avond or St. Nicholas eve, whose legends of generosity and kindness are well known. But Dutch children are really lucky, because on December 6th they celebrate with family activities, after which everyone settles down to prepare for Christmas Day on December 25th and Three Kings Day on January 6th. Christmas in Russia In the traditional Russian Christmas, special prayers are said and people fast, sometimes for 39 days, until January 6th, which is their Christmas Eve, when the first evening star in appears in the sky. Then begins a twelve course supper in honor of each of the twelve apostles - fish, beet soup or Borsch, cabbage stuffed with millet, cooked dried fruit and much more. Hay is spread on the floors and tables to encourage horse feed to grow in the coming year and people make clucking noises to encourage their hens to lay eggs. On Christmas Day, January 7th, hymns and carols are sung. People gather in churches which have been decorated with the usual Christmas trees or Yelka, flowers and colored lights. Christmas dinner includes a variety of different meats - goose and suckling pig are favorites. Babushka is a traditional Christmas figure who distributes presents to children. Her name means grandmother and the legend is told that she declined to go with the wise men to see Jesus because of the cold weather. However, she regretted not going and set off to try and catch up, filling her basket with presents. She never found Jesus, and that is why she visits each house, leaving toys for good children. Christmas in Turkey The tradition of Santa Claus is named after St Nicholas, who lived in the Turkish village of Demre, in the 4th Century, when he was Bishop of Myra, on Turkey's southern shores. St Nicholas's Day (which you could say is Santa Claus's Day too) is celebrated on December 6th. GEOGRAPHY 1. Divide the children into 3-5 groups. Give each group a world map. a. Have them locate the following places: i. Lizzard, Indiana The North Pole Seattle, Washington ii. The children should color in these places on a map of the world that you copy and give to them. iii. Older children may be able to tell you the longitude and latitude of these locations. 2. Answer the following questions: a. Where is Lizzard, Indiana? b. Does it exist? How do you know? c. What do you think the weather is like in the North Pole? Why? Source: http://www.kiddyhouse.com/Christmas/ 496
5.4 Learning Activity Holiday Handout: Christmas Subject: ESL d. In which state is Seattle located? e. What do you think the weather is like in Seattle? CREATIVE WRITING There are many wonderful possibilities for creative writing with this book! These ideas will get you started! 1. Ask the children to write about these topics in their journals: a. Do you think Santa went back to the North Pole? b. If I made a blizzard... c. If I lived in Lizzard, Indiana, I would... d. Create Your own story about a storm in your town. e. Write about what it would be like to live through a big storm like a blizzard, tornado, or hurricane. If you've lived through a big storm like that, describe what it was like. f. What do you think it would be like to visit the North Pole? g. What kind of storm do you think would be most exciting to see?
Source: http://www.kiddyhouse.com/Christmas/ 497
5.4 Learning Activity Holiday Handout: Kwanzaa Subject: ESL History of Kwanzaa Kwanzaa, is an African-American celebration of cultural reaffirmation, is one of the fastest-growing holidays in the history of the world. It took root 30 years ago, when graduate student Maulana Karenga, disturbed by the 1965 riots in Los Angeles' Watts area, decided that African-Americans needed an annual event to celebrate their differences rather than the melting pot. Not a religious holiday, Kwanzaa is, rather, a seven-day celebration that begins on Dec. 26 and continues through Jan. 1. Kwanzaa is a spiritual, festive and joyous celebration of the oneness and goodness of life, which claims no ties with any religion. It has definite principles, practices and symbols which are geared to the social and spiritual needs of African-Americans. The reinforcing gestures are designed to strengthen our collective self-concept as a people, honor our past, critically evaluate our present and commit ourselves to a fuller, more productive future. Kwanzaa, which means "first fruits of the harvest" in the African language Kiswahili, has gained tremendous acceptance. Since its founding in 1966 by Dr. Maulana Karenga, Kwanzaa has come to be observed by more than15 million people worldwide, as reported by the New York Times. Celebrated from December 26th to January 1st, it is based on Nguzo Saba (seven guiding principles), one for each day of the observance: Umoja (OO-MO-JAH) Unity stresses the importance of togetherness for the family and the community, which is reflected in the African saying, "I am We," or "I am because We are." Kujichagulia (KOO-GEE-CHA-GOO-LEE-YAH) Self-Determination requires that we define our common interests and make decisions that are in the best interest of our family and community. Ujima (OO-GEE-MAH) Collective Work and Responsibility reminds us of our obligation to the past, present and future, and that we have a role to play in the community, society, and world. Ujamaa (OO-JAH-MAH) Cooperative economics emphasizes our collective economic strength and encourages us to meet common needs through mutual support. Nia (NEE-YAH) Purpose encourages us to look within ourselves and to set personal goals that are beneficial to the community. Kuumba (KOO-OOM-BAH) Creativity makes use of our creative energies to build and maintain a strong and vibrant community. Imani (EE-MAH-NEE) Faith focuses on honoring the best of our traditions, draws upon the best in ourselves, and helps us strive for a higher level of life for humankind, by affirming our self-worth and confidence in our ability to succeed and triumph in righteous struggle.
The Kwanza Feast or Karamu Source: http://www.teachersfirst.com/getsource.cfm?id=7845 498
5.4 Learning Activity Holiday Handout: Kwanzaa Subject: ESL
The Kwanzaa Karumu is traditionally held on December 31st (participants celebrating New Year's Eve, should plan their Karamu early in the evening). It is a very special event as it is the one Kwanzaa event that brings us closer to our African roots. The Karamu is a communal and cooperative effort. Ceremonies and cultural expressions are highly encouraged. It is important to decorate the place where the Karamu will be held, (e.g., home, community center, church) in an African motif that utilizes black, red, and green color scheme. A large Kwanzaa setting should dominate the room where the karamu will take place. A large Mkeka should be placed in the center of the floor where the food should be placed creatively and made accessible to all for self-service. Prior to and during the feast, an informative and entertaining program should be presented. Traditionally, the program involved welcoming, remembering, reassessment, recommitment and rejoicing, concluded by a farewell statement and a call for greater unity. Below is a suggested format for the Karamu program, from a model by Dr. Karenga. Kukaribisha (Welcoming) Introductory Remarks and Recognition of Distinguished Guests and All Elders. Cultural Expression (Songs, Music, Group Dancing, Poetry, Performances, Unity Circles) Kuumba (Remembering) Reflections of a Man, Woman and Child. Cultural Expression Kuchunguza Tena Na Kutoa Ahadi Tena (Reassessment and Recommitment) Introduction of Distinguished Guest Lecturer and Short Talk. Kushangilla (Rejoicing) Tamshi la Tambiko (Libation Statement) It is tradition to pour libation in remembrance of the ancestors on all special occasions. Kwanzaa, is such an occasion, as it provides us an opportunity to reflect on our African past and American present. Water is suggested as it holds the essence of life and should be placed in a communal cup and poured in the direction of the four winds; north, south, east, and west. It should then be passed among family members and guests who may either sip from the cup or make a sipping gesture. LIBATION STATEMENT. For The Motherland cradle of civilization. For the ancestors and their indomitable spirit For the elders from whom we can learn much. For our youth who represent the promise for tomorrow. For our people the original people. For our struggle and in remembrance of those who have struggled on our behalf. For Umoja the principle of unity which should guide us in all that we do. For the creator who provides all things great and small.
Source: http://www.teachersfirst.com/getsource.cfm?id=7845 499
5.4 Learning Activity Holiday Handout: Kwanzaa Subject: ESL
Seven Days of Kwanzaa Here is a short account of the seven days of Kwanzaa, and how they should be spent. Each day has a specific meaning and purpose, and provides valuable reading for our Youth and Children. Feel free to send this site to a fellow American. Umoja (Unity) Kujichagulia (Self-determination) Ujima (Collective Work and Responsibility) Ujamaa (Cooperative Economics) Nia (Purpose) Kuumba (Creativity) Imani (Faith) UMOJA Umoja (ooh-MOE-jah) means Unity, and it is the principle for the first day of Kwanzaa. Our families and communities need unity in order for them to be productive and to survive. On this day, we pledge to strive for -- and to maintain -- unity in the family, in the community, in the nation that we have helped to build, and with our PEOPLE. KUJICHAGULIA Kujichagulia (koo-gee-cha-goo-LEE-ah) means self-determination and is the second day of Kwanzaa. On this day, we pledge to define ourselves, to NAME ourselves, to create for ourselves, and to speak for ourselves, instead of being defined, named by, created for and spoken for by others. On this day we design for ourselves a positive future and then vow to make that prophecy -- that DREAM -- a self-fulfilling one. UJIMA Ujima (ooh-GEE-mah) is the third day of Kwanzaa and means "collective work and responsibility". On this day we celebrate working together in the community to help others. For Ujima, we pledge to rebuild our communities and to help our people solve our own problems by working together to do it. UJAMAA Ujamaa (OOH-jah mah) means cooperative economics and is the fourth day of Kwanzaa. On this day of Kwanzaa, we pledge to develop our own businesses and to support them, to maintain shops, stores and industry that contribute to the well-being of our community and to drive out businesses (boycott, etc.) that take FROM our communities and give nothing back. NIA Nia (NEE-ah) is the fifth day of Kwanzaa and it means "purpose". On this day, Source: http://www.teachersfirst.com/getsource.cfm?id=7845 500
5.4 Learning Activity Holiday Handout: Kwanzaa Subject: ESL we pledge to build and develop our communities, our schools and our families. We also pledge to provide a strong communal foundation from which our children can develop into strong and productive people. KUUMBA Kuumba (koo-OOM-bah) is the sixth day of Kwanzaa, and it means "creativity". On this day, we pledge several things. We pledge to do whatever we can to make our communities and homes more beautiful and better than we found them. We also pledge to use our creative talents and energies to improve young minds and hearts. Imani Imani (ee-MAH-nee) is the seventh and last day of Kwanzaa. Imani means faith. On this day, the beginning of the new year we pledge to believe with all our hearts and minds in our people, our parents, our good and dedicated teachers and leaders, and in the greater good of the work we do with and for one another, for the community and for the PEOPLE.
Kwanzaa Symbols 1. TABLE CLOTH/ THE BLACK NATIONAL FLAG (BENDERA). 2. MKEKA - Straw Mat/ Symbolizes our African traditions and history. 3. KINARA - Candle Holder (for seven candles)/Symbolizes the continent of Africa, our place of origin and roots. When putting the candles in the Kinara, the 3 red candles are placed on the left side. The 3 green candles are placed on the right. The single black candle is placed in the center and is the candle which will be lit first. On each day of Kwanzaa a new candle will be lit as a symbol of the Kwanzaa Nguzo or principle of that day. The candles will be lit in alternating colors. First the black candle is lit, then the farthest left red candle, then the farthest right green candle, then the next red, then next green, then the last red, and then the final green. 4. MISHUMAA SABA - Seven Candles (1 BLACK, 3 RED, 3 GREEN)/Symbolize the seven principles of Kwanza. 5. MAZAO - Crops/ Symbolize the historical roots of Kwanzaa as a harvest-type/first fruits celebration. 6. MUHUNDI OR VIBUNZI - Ears of corn (at least one)/Symbolize the offspring the children. 7. KIKOMBI CHA UMOJA - Unity Cup/Symbolizes the First Principle of Kwanzaa and is used for pouring libation. 8. NGUZO SABA POSTER - The Seven Principles Poster/Symbolize the key role they play in kwanza. 9. ZAWADI - Gifts (African history-cultural books and/or heritage symbols) Symbolize the key role of education and culture in Kwanzaa.
Source: http://www.teachersfirst.com/getsource.cfm?id=7845 501
5.4 Learning Activity Idioms Subject: ESL A A Bird In The Hand Is Worth Two In The Bush: Having something that is certain is much better than taking a risk for more, because chances are you might lose everything. A Blessing In Disguise: Something good that isn't recognized at first. A Chip On Your Shoulder: Being upset for something that happened in the past. A Dime A Dozen: Anything that is common and easy to get. A Doubting Thomas: A skeptic who needs physical or personal evidence in order to believe something. A Drop in the Bucket: A very small part of something big or whole. A Fool And His Money Are Easily Parted: It's easy for a foolish person to lose his/her money. A House Divided Against Itself Cannot Stand: Everyone involved must unify and function together or it will not work out. A Leopard Can't Change His Spots: You cannot change who you are. A Penny Saved Is A Penny Earned: By not spending money, you are saving money (little by little). A Picture Paints a Thousand Words: A visual presentation is far more descriptive than words. A Piece of Cake: A task that can be accomplished very easily. A Slap on the Wrist: A very mild punishment. A Taste Of Your Own Medicine: When you are mistreated the same way you mistreat others. A Toss-Up: A result that is still unclear and can go either way. Actions Speak Louder Than Words: It's better to actually do something than just talk about it. Add Fuel To The Fire: Whenever something is done to make a bad situation even worse than it is. Against The Clock: Rushed and short on time. All Bark And No Bite: When someone is threatening and/or aggressive but not willing to engage in a fight. All Greek to me: Meaningless and incomprehensible like someone who cannot read, speak, or understand any of the Greek language would be. All In The Same Boat: When everyone is facing the same challenges. An Arm And A Leg: Very expensive. A large amount of money. An Axe To Grind: To have a dispute with someone. Apple of My Eye: Someone who is cherished above all others. As High As A Kite: Anything that is high up in the sky.
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5.4 Learning Activity Idioms Subject: ESL At The Drop Of A Hat: Willing to do something immediately. B Back Seat Driver: People who criticize from the sidelines, much like someone giving unwanted advice from the back seat of a vehicle to the driver. Back To Square One: Having to start all over again. Back To The Drawing Board: When an attempt fails and it's time to start all over. Baker's Dozen: Thirteen. Barking Up The Wrong Tree: A mistake made in something you are trying to achieve. Beat A Dead Horse: To force an issue that has already ended. Beating Around The Bush: Avoiding the main topic. Not speaking directly about the issue. Bend Over Backwards: Do whatever it takes to help. Willing to do anything. Between A Rock And A Hard Place: Stuck between two very bad options. Bite Off More Than You Can Chew: To take on a task that is way to big. Bite Your Tongue: To avoid talking. Blood Is Thicker Than Water: The family bond is closer than anything else. 503 Break A Leg: A superstitious way to say 'good luck' without saying 'good luck', but rather the opposite. Buy A Lemon: To purchase a vehicle that constantly gives problems or stops running after you drive it away. C Can't Cut The Mustard : Someone who isn't adequate enough to compete or participate. Cast Iron Stomach: Someone who has no problems, complications or ill effects with eating anything or drinking anything. Charley Horse: Stiffness in the leg / A leg cramp. Chew someone out: Verbally scold someone. Chip on his Shoulder: Angry today about something that occured in the past. Chow Down: To eat. Close but no Cigar: To be very near and almost accomplish a goal, but fall short. Cock and Bull Story: An unbelievable tale. Come Hell Or High Water: Any difficult situation or obstacle.
Blue Moon: A rare event or occurance.
5.4 Learning Activity Idioms Subject: ESL
Crack Someone Up: To make someone laugh. Cross Your Fingers: To hope that something happens the way you want it to. Cry Over Spilt Milk: When you complain about a loss from the past. Cry Wolf: Intentionally raise a false alarm. Cup Of Joe: A cup of coffee. Curiosity Killed The Cat: Being Inquisitive can lead you into a dangerous situation. Cut to the Chase: Leave out all the unnecessary details and just get to the point. D Dark Horse: One who was previously unknown and is now prominent. Dead Ringer: 100% identical. A duplicate. Devil's Advocate: Someone who takes a position for the sake of argument without believing in that particular side of the arguement. It can also mean one who presents a counter argument for a position they do believe in, to another debater. Dog Days of Summer: The hottest days of the summer season. Don't count your chickens before they hatch: Don't rely on it until your sure of it. 504
Don't Look A Gift Horse In The Mouth: When someone gives you a gift, don't be ungrateful. Don't Put All Your Eggs In One Basket: Do not put all your resources in one possibility. Doozy: Something outstanding. Down To The Wire: Something that ends at the last minute or last few seconds. Drastic Times Call For Drastic Measures: When you are extremely desperate you need to take extremely desperate actions. Drink like a fish: To drink very heavily. Drive someone up the wall: To irritate and/or annoy very much. Dropping Like Flies: A large number of people either falling ill or dying. Dry Run: Rehearsal. E Eighty Six: A certain item is no longer available. Or this idiom can also mean, to throw away. Elvis has left the building: The show has come to an end. It's all over. Ethnic Cleansing: Killing of a certain ethnic or religious group on a massive scale. Every Cloud Has A Silver Lining:
5.4 Learning Activity Idioms Subject: ESL Be optomistic, even difficult times will lead to better days. Everything But The Kitchen Sink: Almost everything and anything has been included. Excuse my French: Please forgive me for cussing. Cock and Bull Story: An unbelievable tale. Cock and Bull Story: An unbelievable tale. F Feeding Frenzy: An aggressive attack on someone by a group. Field Day: An enjoyable day or circumstance. Finding Your Feet: To become more comfortable in whatever you are doing. Finger lickin' good: A very tasty food or meal. Fixed In Your Ways: Not willing or wanting to change from your normal way of doing something. Flash In The Pan: Something that shows potential or looks promising in the beginning but fails to deliver anything in the end. Flea Market: A swap meet. A place where people gather to buy and sell inexpensive goods. Flesh and Blood: This idiom can mean living material of which 505 people are made of, or it can refer to someone's family. Flip The Bird: To raise your middle finger at someone. Foam at the Mouth: To be enraged and show it. Fools' Gold: Iron pyrites, a worthless rock that resembles real gold. French Kiss: An open mouth kiss where tongues touch. From Rags To Riches: To go from being very poor to being very wealthy. Fuddy-duddy: An old-fashioned and foolish type of person. Full Monty: This idiom can mean either, "the whole thing" or "completely nude". Funny Farm: A mental institutional facility. G Get Down to Brass Tacks: To become serious about something. Get Over It: To move beyond something that is bothering you. Get Up On The Wrong Side Of The Bed: Someone who is having a horrible day. Get Your Walking Papers: Get fired from a job. Give Him The Slip:
5.4 Learning Activity Idioms Subject: ESL To get away from. To escape. Go Down Like A Lead Balloon: To be received badly by an audience. Go For Broke: To gamble everything you have. Go Out On A Limb: Put yourself in a tough position in order to support someone/something. Go The Extra Mile: Going above and beyond whatever is required for the task at hand. Good Samaritan: Someone who helps others when they are in need, with no discussion for compensation, and no thought of a reward. Graveyard Shift: Working hours from about 12:00 am to 8:00 am. The time of the day when most other people are sleeping. Great Minds Think Alike: Intelligent people think like each other. Green Room: The waiting room, especially for those who are about to go on a tv or radio show. Gut Feeling: A personal intuition you get, especially when feel something may not be right. H Haste Makes Waste: Quickly doing things results in a poor ending. Hat Trick: When one player scores three goals in the same hockey game. This idiom can also mean three scores in any other sport, such as 3 homeruns, 3 506 Hold Your Horses: Be patient. I Icing On The Cake: When you already have it good and get something on top of what you already have. touchdowns, 3 soccer goals, etc. Have an Axe to Grind: To have a dispute with someone. He Lost His Head: Angry and overcome by emotions. Head Over Heels: Very excited and/or joyful, especially when in love. Hell in a Handbasket: Deteriorating and headed for complete disaster. High Five: Slapping palms above each others heads as celebration gesture. High on the Hog: Living in Luxury. Hit The Books: To study, especially for a test or exam. Hit The Hay: Go to bed or go to sleep. Hit The Nail on the Head: Do something exactly right or say something exactly right. Hit The Sack: Go to bed or go to sleep. Hocus Pocus: In general, a term used in magic or trickery.
5.4 Learning Activity Idioms Subject: ESL Jaywalk: Crossing the street (from the middle) without using the crosswalk. Joshing Me: Tricking me. K Keep An Eye On Him: You should carefully watch him. Keep body and soul together: To earn a sufficient amount of money in order to keep yourself alive . Keep your chin up: To remain joyful in a tough situation. Kick The Bucket: Die. Kitty-corner: Diagonally across. Sometimes called CattyCorner as well. Knee Jerk Reaction: A quick and automatic response. Knock On Wood: Knuckle tapping on wood in order to avoid some bad luck. Know the Ropes: To understand the details. L Last but not least: An introduction phrase to let the audience know that the last person mentioned is no less important than those introduced before him/her. Lend Me Your Ear: To politely ask for someone's full attention. 507
Idle Hands Are The Devil's Tools: You are more likely to get in trouble if you have nothing to do. If It's Not One Thing, It's Another: When one thing goes wrong, then another, and another... In Like Flynn: To be easily successful, especially when sexual or romantic. In The Bag: To have something secured. In The Buff: Nude. In The Heat Of The Moment: Overwhelmed by what is happening in the moment. In Your Face: An aggressive and bold confrontation. It Takes Two To Tango: A two person conflict where both people are at fault. It's A Small World: You frequently see the same people in different places. Its Anyone's Call: A competition where the outcome is difficult to judge or predict. Ivy League: Since 1954 the Ivy League has been the following universities: Columbia, Brown, Cornell, Dartmouth, Yale, Pennsylvania, Princeton, and Harvard. J
5.4 Learning Activity Idioms Subject: ESL
Let Bygones Be Bygones: To forget about a disagreement or arguement. Let Sleeping Dogs Lie: To avoid restarting a conflict. Let The Cat Out Of The Bag: To share a secret that wasn't suppose to be shared. Level playing field: A fair competition where no side has an advantage. Like a chicken with its head cut off: To act in a frenzied manner. liquor someone up: To get someone drunk. Long in the Tooth: Old people (or horses). Loose Cannon: Someone who is unpredictable and can cause damage if not kept in check. M Make No Bones About: To state a fact so there are no doubts or objections. Method To My Madness: Strange or crazy actions that appear meaningless but in the end are done for a good reason. Mumbo Jumbo: Nonsense or meaningless speech. Mum's the word: To keep quiet. To say nothing. N 508
Nest Egg: Savings set aside for future use. Never Bite The Hand That Feeds You: Don't hurt anyone that helps you. New kid on the block: Someone new to the group or area. New York Minute: A minute that seems to go by quickly, especially in a fast paced environment. No Dice: To not agree. To not accept a proposition. No Room to Swing a Cat: An unsually small or confined space. Not Playing With a Full Deck: Someone who lacks intelligence. O Off On The Wrong Foot: Getting a bad start on a relationship or task. Off The Hook: No longer have to deal with a tough situation. Off the Record: Something said in confidence that the one speaking doesn't want attributed to him/her. On Pins And Needles: Anxious or nervous, especially in anticipation of something. On The Fence: Undecided. On The Same Page: When multiple people all agree on the same thing.
5.4 Learning Activity Idioms Subject: ESL Out Of The Blue: Something that suddenly and unexpectedly occurs. Out On A Limb: When someone puts themself in a risky situation. Out On The Town: To enjoy yourself by going out. Over My Dead Body: When you absolutely will not allow something to happen. Over the Top: Very excessive. P Pass The Buck: Avoid responsibility by giving it to someone else. Pedal to the metal: To go full speed, especially while driving a vehicle. Peeping Tom: Someone who observes people in the nude or sexually active people, mainly for his own gratification. Pick up your ears: To listen very carefully. Pig In A Poke: A deal that is made without first examining it. Pig Out : To eat alot and eat it quickly. Pipe Down: To shut-up or be quiet. Practice Makes Perfect: 509 By constantly practicing, you will become better. Pull the plug: To stop something. To bring something to an end. Pulling Your Leg: Tricking someone as a joke. Put a sock in it: To tell noisy person or a group to be quiet. Q Queer the pitch: Destroy or ruin a plan. R Raincheck: An offer or deal that is declined right now but willing to accept later. Raining Cats and Dogs: A very loud and noisy rain storm. Ring Fencing: Seperated usual judgement to guarantee protection, especially project funds. Rise and Shine: Time to get out of bed and get ready for work/school. Rome Was Not Built In One Day: If you want something to be completely properly, then its going to take time. Rule Of Thumb: A rough estimate. Run out of steam: To be completely out of energy. S
5.4 Learning Activity Idioms Subject: ESL T Saved By The Bell: Saved at the last possible moment. Scapegoat: Someone else who takes the blame. Scot-free: To escape and not have to pay. Sick As A Dog: To be very sick (with the flu or a cold). Sitting Shotgun: Riding in the front passenger seat of a car. The Ball Is In Your Court: It is your decision this time. The Best Of Both Worlds: There are two choices and you have them both. The Bigger They Are The Harder They Fall: While the bigger and stronger opponent might be alot more difficult to beat, when you do they suffer a much bigger loss. The Last Straw: When one small burden after another creates an unbearable situation, the last straw is the last small burden that one can take. The Whole Nine Yards: Everything. All of it. Third times a charm: After no success the first two times, the third try is a lucky one. Tie the knot: To get married. Til the cows come home: A long time. To Make A Long Story Short: Something someone would say during a long and boring story in order to keep his/her audience from losing attention. Usually the story isn't shortened. To Steal Someone's Thunder: To take the credit for something someone else did. Tongue And Cheek: humor, not to be taken serious. Turn A Blind Eye: Refuse to acknowledge something you know is 510
Sixth Sense: A paranormal sense that allows you to communicate with the dead. Skid Row: The rundown area of a city where the homeless and drug users live. Smell A Rat: To detect somone in the group is betraying the others. Smell Something Fishy: Detecting that something isn't right and there might be a reason for it. Son of a Gun: A scamp. Southpaw: Someone who is left-handed. Spitting Image: The exact likeness or kind. Start From Scratch: To do it all over again from the beginning.
5.4 Learning Activity Idioms Subject: ESL real or legit. Twenty three skidoo: To be turned away. U Under the weather: Feeling ill or sick. V Up a blind alley: Going down a course of action that leads to a bad outcome. Use Your Loaf: Use your head. Think smart.
A diversion away from something of greater importance. Water Under The Bridge: Anything from the past that isn't significant or important anymore. Wear Your Heart On Your Sleeve: To openly and freely express your emotions. When It Rains, It Pours: Since it rarely rains, when it does it will be a huge storm. foods. You Can't Judge A Book By Its Cover: Decisions shouldn't be made primarily on appearance. You Can't Take it With You: Enjoy what you have and not what you don't have, since when you die you cannot take things (such as money) with you.
Van Gogh's ear for music: Tone deaf. Variety Is The Spice Of Life: The more experiences you try the more exciting life can be. W Wag the Dog: When Pigs Fly : Something that will never ever happen. Wild and Woolly: Uncultured and without laws. Wine and Dine: When somebody is treated to an expensive meal. Without A Doubt: For certain. X X marks the spot: A phrase that is said when someone finds something he/she has been looking for. Y You Are What You Eat: In order to stay healthy you must eat healthy 511
Your Guess Is As Good As Mine: I have no idea. Z Zero Tolerance: No crime or law breaking big or small will be overlooked.
5.4 Learning Activity Story Map Subject: ESL Name: ___________________________ Story Map Summary Title of Story Map: _________________________________________ Date: ____________________
In the beginning,
Then,
Afterwards,
Next,
Later,
Finally,
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5.4 Learning Activity Valentines Day Activity Subject: ESL
Candy Heart Sentences Using the Four Sentence Types

Objectives: Students will create four sentences given one or two words which appear on a candy heart, per each sentence; they will create declarative, imperative, interrogative, and exclamatory sentences. Materials Needed:

Lined Card Stock Paper Glue Candy Message Hearts (prescreen them to make sure they are "Rated-G")
Optional Materials: Markers Scalloping Scissors Colored Pencils Stickers Glitter Procedure: 1. Review the four sentence types, their functions, and respective end punctuation. 2. Distribute materials. 3. Have students create their own Valentines Day themed sentences around the messages on the candy hearts. For example:
WANT YOU TO BE MY VALENTINE! (exclamatory)
BE MY VALENTINE? (interrogative) 4. Have students glue the conversation heart candies onto the paper and write their sentences around them (remind them that these candies ARE NOT for eating!) 5. Decorate the paper. Assessment: Students participate appropriately for class participation credit. Students will be graded based on whether or not they successfully create four coherent and complete sentences (one for each sentence type).
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5.4 Other Evidence Dialogue Journal Subject: ESL
Text: _________________________________________________ Reading Focus: __________________________________________
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5.4 Other Evidence Idiom Word Square Subject: ESL Name _____________________________ Date ________________________
Idiom Square
Idiom Use it in a sentence
What it really means
What it looks like
When would l use this idiom?
5.4 Other Evidence Sentence Types Subject: ESL Identifying Sentence Types Name ______________________________________ Date ____________________________________
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5.4 Other Evidence Sentence Types Subject: ESL Answer Key
518 Source: http://www.worksheetworks.com/pdf/21a/4310b20cc204a/WorksheetWorks_Identifying_Sent ence_Types_1.pdf

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5.4 Performance Task Sentence Type Comic Strip Subject: ESL Name __________________________________________ Date ______________________________________
Use all Four Sentence types in your Comic Strip (declarative, interrogative, imperative, and exclamatory)
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5.5 Graphic Organizer Cause and Effect Subject: ESL
Cause and Effect Chart
Source: TIME for Kids
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5.5 Learning Activity Busy Prepositions Subject: ESL
Busy Prepositions
Like a butterfly, or a like bee Like an ant, as busy as can be These little words we call the "busy P's" Prepositions Nine or ten of them Do most all of the work Of, on, to, with, in, from By, for, at, over, across And many others do their jobs, Which is simply to connect Their noun or pronoun object To some other word in the sentence. Busy p's, If you please. "On the top is where you are!" Top relates to where you are. "With a friend you'll travel far!" With a friend you'll go. "If you try you know that you can fly Over the rainbow!" Over the rainbow is where you can fly. Busy prepositions, Always on the go. Like a bunch of busy bees, Floating pollen on the breeze. Buzzing over the meadows, Beyond the forest, Through the trees, In to the beehive. Busy, busy P's In, to, beyond, over, on, through! Busy prepositions always out in front, On the edges, in the crack. 'Round the corner, from the back. In between the action. Stating clearly to your satisfaction, The location and direction. Prepositions give specific information.
Though little words they are, They never stand alone Gathering words behind them, You soon will see how they have grown Into a parade; a prepositional phrase. With a noun, or at least a pronoun, bringing up the rear. A little phrase of two or three or four or more words. Prepositions! Attention! Forward, March! Busy prepositions, Always on the march. Like a horde of solider ants, Inching bravely forward on the slimmest chance That they might better their positions. Busy, busy prepositions. In the air, on the ground, everywhere. The sun sank lower in the west. "In the west it sank." And it will rise in the morning, And will bring the light of day; We say the sun comes up in the east every day! "In the east it rises." Busy prepositions, Busy, busy, busy! On the top is where you are! On the top. If you try you know that you can fly! Fly where? Over the rainbow.
Source: http://www.schoolhouserock.tv/Busy.html 522
5.5 Learning Activity Prep Phrase 1 Subject: ESL Prepositional Phrases
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5.5 Learning Activity Prep Phrase 1 Subject: ESL Answer Key
Source: Worksheetworks.com
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5.5 Learning Activity Prep Phrase 2 Subject: ESL Prepositional Phrases
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5.5 Learning Activity Prep Phrase 2 Subject: ESL Answer Key
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5.5 Learning Activity Suffix Worksheets Subject: ESL
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Source: abcteach.com
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5.5 Other Evidence Idiom Word Square Subject: ESL
Name _____________________________
Date ________________________
Idiom Square
Idiom Use it in a sentence
What it really means
What it looks like
When would l use this idiom?
5.5 Graphic Organizer Prep Phrase Test Subject: ESL Prepositional Phrase Test
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5.5 Graphic Organizer Prep Phrase Test Subject: ESL Answer Key
Source: Worksheetworks.com 535
5.5 Other Evidence Prepositional Cards Subject: ESL
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Source: http://www.mes-english.com/flashcards/prepositions.php 542

Clues can be: From the text (say what it was), illustrations, or in the sentence Unknown Word What I think it What Clues helped me? Check the dictionary or a friend Means
5.5 Performance Task Neighborhood Interview Subject: ESL Name _____________________________________ Date __________________________________ Neighborhood Interview Directions: Interview an older member of the school, neighborhood, or your family to see what has changed about your neighborhood or school. You will use this information to create a before and after map Person I interviewed: __________________________ How was this neighborhood like 25 years ago?
Was my school there 25 years ago? What did it look like around the school?
Do you think the changes are good or bad? Why?
In the back, have the person you are interviewing help you draw a quick map of how your neighborhood was 25 years ago.
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5.5 Resource Common Prefixes and Suffixes Subject: ESL
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5.5 Resource Common Prefixes and Suffixes Subject: ESL
Source: http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf 2
5.5 Resource Prepositional Phrase Subject: ESL
The Prepositional Phrase

Recognize a prepositional phrase when you see one. At the minimum, a prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or clause, the "object" of the preposition. The object of the preposition will often have one or more modifiers to describe it. These are the patterns for a prepositional phrase: PREPOSITION + NOUN, PRONOUN, GERUND, OR CLAUSE PREPOSITION + MODIFIER(S) + NOUN, PRONOUN, GERUND, OR CLAUSE Here are some examples of the most basic prepositional phrase: At home At = preposition; home = noun. In time In = preposition; time = noun. From Richie From = preposition; Richie = noun. With me With = preposition; me = pronoun. By singing By = preposition; singing = gerund. About what we need About = preposition; what we need = noun clause. Most prepositional phrases are longer, like these: From my grandmother From = preposition; my = modifier; grandmother = noun. Under the warm blanket Under = preposition; the, warm = modifiers; blanket = noun. In the weedy, overgrown garden In = preposition; the, weedy, overgrown = modifiers; garden = noun. Along the busy, six-lane highway Along = preposition; the, busy, six-lane = modifiers; highway = noun. By writing furiously By = preposition; writing = gerund; furiously = modifier. Understand what prepositional phrases do in a sentence. A prepositional phrase will function as an adjective or adverb. As an adjective, the prepositional phrase will answer the question Which one? Read these examples: The book on the bathroom floor is swollen from shower steam. Which book? The one on the bathroom floor! The sweet potatoes in the vegetable bin are green with mold. Which sweet potatoes? The ones forgotten in the vegetable bin! The note from Beverly confessed that she had eaten the leftover pizza. Which note? The one from Beverly! As an adverb, a prepositional phrase will answer questions such as How? When? or Where? Freddy is stiff from yesterday's long football practice. How did Freddy get stiff? From yesterday's long football practice! Before class, Josh begged his friends for a pencil. 547
5.5 Resource Prepositional Phrase Subject: ESL When did Josh do his begging? Before class! Feeling brave, we tried the Dragon Breath Burritos at Tito's Taco Palace. Where did we eat the spicy food? At Tito's Taco Palace! Remember that a prepositional phrase will never contain the subject of a sentence. Sometimes a noun within the prepositional phrase seems the logical subject of a verb. Don't fall for that trick! You will never find a subject in a prepositional phrase. Look at this example: Neither of these cookbooks contains the recipe for Manhattan-style squid eyeball stew. Cookbooks do indeed contain recipes. In this sentence, however, cookbooks is part of the prepositional phrase of these cookbooks. Neitherwhatever a neither isis the subject for the verb contains. Neither is singular, so you need the singular form of the verb, contains. If you incorrectly identified cookbooks as the subject, you might write contain, the plural form, and thus commit a subject-verb agreement error. Some prepositionssuch as along with and in addition toindicate "more to come." They will make you think that you have a plural subject when in fact you don't. Don't fall for that trick either! Read this example: Tommy, along with the other students, breathed a sigh of relief when Mrs. Markham announced that she was postponing the due date for the research essay. Logically, more than one student is happy with the news. But Tommy is the only subject of the verb breathed. His classmates count in the real world, but in the sentence, they don't matter, locked as they are in the prepositional phrase.
Source: http://www.chompchomp.com/terms/prepositionalphrase.htm 548
5.5 Sample Lesson Mapping Your Neighborhood Subject: ESL
Mapping Change in Your Neighborhood

During your lifetime, you have probably witnessed many changes in your neighborhood. New families arrive and old friends move away. Stores open for business or close up shop. Bicycle riders switch to skateboards and then graduate to driving cars. Over time, little changes like these alter the character of a neighborhood and even change the way it appears on a map. In this activity, you will trace the changes that have transformed your neighborhood over the past 25 years. Activities 1. Begin by defining the area you will survey. Depending on where you live, your neighborhood might be as small as a city block or as large as the region surrounding a small town. Talk with members of your family about their perceptions of your neighborhood. A younger brother or sister, for example, might see it as the area immediately around your home, while older family members, with wider networks of friends and acquaintances, might see your neighborhood in much broader terms. Decide how you see it and draw an outline map showing the boundaries of your neighborhood. You can get some good ideas about making a neighborhood map on the Kennedy Center's ArtsEdge website. 2. Make two copies of your outline map. Save one to map your neighborhood as it appeared 25 years ago. Use the other one to show the main features of your neighborhood as it appears today. Indicate where people live and the kinds of homes they live inapartment buildings, multi-family housing, townhouses, single-family homes, etc. Identify businesses and workplaces that may be in your neighborhoodsupermarkets, convenience stores, banks, gas stations, restaurants, clothing stores, offices, factories, shopping malls, etc. Mark the location of schools, churches, and public buildings such as a library, post office, police station, fire station, park, or community center. Label the roads in your neighborhood and identify other modes of transportation, such as bus and subway lines. 3. Now research what your neighborhood was like 25 years ago. Check at the library for copies of your local newspaper from that period. Look for stories about your neighborhood, obituaries of people who lived in the neighborhood, pictures of the neighborhood, and advertisements for businesses located there. You might also find old maps and other records at the library, a local historical society, or your town hall. 4. The best source of information about how your neighborhood has changed will likely be your neighbors and the older members of your own family. Interview at least three neighbors or relatives who have lived in your neighborhood over the past 25 years, using your map to find out how things have changed. In your interviews, try to get a sense of what it was like to live in your neighborhood back then. For example, you might ask: When were the homes on your map constructed? What did they look like 25 years ago? Who lived in the neighborhood back thenfamilies like your neighbors today or families with different cultural backgrounds?
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5.5 Sample Lesson Mapping Your Neighborhood Subject: ESL Which businesses in your neighborhood were already in operation 25 years ago? How have those businesses changed? What kinds of businesses did they replace? Were there chain stores and fastfood restaurants, video stores and automatic teller machines back then?
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5.5 Sample Lesson Mapping Your Neighborhood Subject: ESL Have there been changes in the schools and churches in your neighborhood? What was school like 25 years ago? Are there any religious denominations that have left the neighborhood or moved into it over the years? Where did kids go to play 25 years ago? What were summers and winters like back then? What languages did people speak? What holidays did they observe? Be sure to ask if your interviewees have photographs of life in the neighborhood 25 years ago. With their permission, make photocopies of any photographs that seem especially revealing of what the neighborhood was like back then. 5. Use your interviews and research to create a map of your neighborhood as it appeared 25 years ago. Then organize the news clippings, pictures, and reminiscences you have collected to create a presentation about change in your neighborhood over the past 25 years. Your presentation might take the form of a scrapbook, a bulletin board display, or a webpage. Share your presentation with family members, classmates, and with the people you interviewed.
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5.5 Sample Lesson Prepositions Subject: ESL
Five Ways to Teach Prepositions

It doesn't have to be difficult to teach prepositions to your young ESL students. Granted, prepositions are a little bit harder because they are more of a concept than a mere vocabulary word. However, students are probably familiar with these words in their native language, so they can catch on quite quickly. Here are five of my favorite ideas for teaching prepositions: 1. Use flash card games. You probably have some flash cards illustrating the different prepositions. If not, then see pages 2-8. You can use these cards to play bingo, memory, or many others. 2. Say the Opposite. Most prepositions have opposites. It's a good challenge to have the students say the opposite. For example, if you say "in", they must say "out". It's extra challenging if you show them a card and have them say the opposite because your first reaction is to say what's on the card. 3. Place the toy. Give each student a toy. I like to use small plastic animals. Sit in a circle and, as a group, practice using prepositions by having everyone put the animal "in front of you", or "on your head". Then, tell each student to put their animal somewhere around the classroom--"under the chair" or "in front of the door". If your students are more advanced, you can have them tell another student where to put their animal. 4. As a Group. One thing that I have found to be very fun is to direct the students around the room. Say "Everybody stand next to the sink!" and when everyone has gone there, change to a new place. If you're very daring, and have fairly young students, you can instruct them to "Jump over me." or "Stand on me." 5. Create an Obstacle Course. Set up a small obstacle course around the classroom using tables, chairs, and anything else you might have in the classroom. Students enjoy getting active and being told to "crawl under the table" and "walk around the chair three times".
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Source: http://www.teach-esl-to-kids.com/teach-prepositions.html 559
Subject: ESL
5.5 Sample Lesson Suffixes er and est Web
Introduce: The Suffixes er and est

Group Size: Pairs, Small Group, Large Group, Whole Class Length: 15 minutes Goal: Given the suffixes -er and est, students will generate and use words that contain -er and est Materials: Board or chart paper What to Do Prepare Write the suffixes -er and -est on the board or on a piece of chart paper for the students to see. Model/Instruct 1. Introduce the suffixes -er and -est and solicit examples of words that contain -er and -est. Today we are going to learn about suffixes. Who knows what a suffix is? 2. Allow time for students to respond. A suffix is a word part added to the end of a word. It changes the meaning of a word. -er and -est are suffixes that are used in many words. Bigger, prettier, fastest and quietest are all words that have the suffixes -er and -est in them. Do you know of any other words that have the suffixes -er and -est? 3. As students share, write the responses on the board or on a piece of chart paper. Circle the suffixes er and -est in each word as it is given. 4. Define the meaning of -er and -est, as well as words containing the suffixes -er and -est. Look at the list of words with the suffixes -er and -est. Who knows what -er and -est mean? -er and est- are comparatives. Look at bigger. Bigger means big in comparison to something else. Look at fastest. Fastest means the most quick in comparison to other things. When the suffix -er is added to big, it changes the meaning of the word. Can anyone tell us what prettier means? What about fastest and quietest? 5. Solicit the meanings of the remaining words from the first step. Practice 6. Connect words to students prior knowledge. Ask students a variety of questions to help them connect their experiences to the words in the list generated in the first step. For example: Which bulletin board is bigger? Which of these pictures is prettier? Who is the fastest runner in the class? Who do you think is the quietest teacher in the school? Adjust For Advanced Students: Encourage these students to use each word on the class-created list in a sentence. Explain how the parts of speech may change when a suffix is added. In the case of the suffixes er and est, however, both the root word and the word with the suffix added are adjectives.
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Subject: ESL For Struggling Students: For the students who have difficulty understanding what a suffix is, try presenting the word list above as a series of math equations. For example: big + er = bigger pretty + er = prettier fast + est = fastest quiet + est = quietest For ELL Students: Point out that some of the same suffixes may exist in their native language. If the suffix is not the same as in English, there may be an equivalent in their native language.
5.5 Sample Lesson Suffixes er and est Web
561 Source: http://www.freereading.net/index.php?title=Introduce:_The_Suffixes_%E2%80%93er_and_-est
5.6 Graphic Organizer Plot Line Organizer Subject: ESL Name _____________________________________________ Date _______________________________
Plot Line of a Story

Fill in the Introduction Rising Action (2 major examples), Climax, Falling Action (2 major examples), and Resolution of the Plot of the story you read. Include the page where you found this part of the plot. P:____ P:____
P:____ P:____ P:____
P:____
P:____
Source: edCount, LLc
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5.6 Learning Activity Brainstorming an Important Event Subject: ESL
Brainstorming an Important Event
Source: http://www.eslflow.com/narrativeessay.html 581
5.6 Learning Activity Schoolhouse Rock: Adjective Subject: ESL
Unpack Your Adjectives

Got home from camping last spring. Saw people, places and things. We barely had arrived, Friends asked us to describe The people, places and every last thing. So we unpacked our adjectives. I unpacked "frustrating" first. Reached in and found the word "worst". Then I picked "soggy" and Next I picked "foggy" and Then I was ready to tell them my tale. 'Cause I'd unpacked my adjectives. Adjectives are words you use to really describe things, Handy words to carry around. Days are sunny or they're rainy Boys are dumb or else they're brainy Adjectives can show you which way. Adjectives are often used to help us compare things, To say how thin, how fat, how short, how tall. Girls who are tall can get taller, Boys who are small can get smaller, Till one is the tallest And the other's the smallest of all. We hiked along without care. Then we ran into a bear. He was a hairy bear, He was a scary bear, We beat a hasty retreat from his lair. And described him with adjectives. [Turtle, spoken:] Whoah! Boy! That was one big, ugly bear! [Girl, spoken:] You can even make adjectives out of the other parts of speech, like verbs or nouns. All you have to do is tack on an ending like "-ic" or "-ish" or "-ary". For example, this Source: http://www.schoolhouserock.tv/Unpack.html 582
boy can grow up to be a huge man but still have a boyish face. "Boy" is a noun, but the ending "-ish" makes it an adjective - boyish. That describes the huge man's face, get it? [Sung:] Next time you go on a trip, Remember this little tip: The minute you get back, They'll ask you this and that, You can describe people, places and things... Simply unpack your adjectives. You can do it with adjectives. Tell them 'bout it with adjectives. You can shout it with adjectives.
5.6 Learning Activity Schoolhouse Rock: Noun Subject: ESL
A Noun is a Person, Place or Thing

Well every person you can know, And every place that you can go, And anything that you can show, You know they're nouns. A noun's a special kind of word, It's any name you ever heard, I find it quite interesting, A noun's a person, place, or thing. Oh I took a train, took a train to another state. The flora and the fauna that I saw were really great. When I saw some bandits chasin' the train. I was wishin' I was back home again. I took a train, took a train to another state. Well, every person you can know (Like a bandit or an engineer) And every place that you can go (Like a state or a home) And anything that you can show (Like animals and plants or a train) You know they're nouns - you know they're nouns, oh... Mrs. Jones is a lady on Hudson Street. She sent her dog to bark at my brother and me. We gave her dog a big fat bone, And now he barks at Mrs. Jones. She's a lady who lives on Hudson Street. Well, every person you can know (Mrs. Jones, a lady, or a brother) And every place that you can go (Like a street or a corner) And anything that you can show (Like a dog or a bone) You know they're nouns - you know they're nouns, oh... I took a ferry to the Statue of Liberty. My best friend was waitin' there for me. (He took an early ferry.) Source: http://www.schoolhouserock.tv/Noun.html 583
We went for a walk on the island you know, And in the middle of summer it started to snow, When I took a ferry to the Statue of Liberty. Well every person you can know (Like a friend or the captain of a ship) And every place that you can go (An island or a sea) And anything that you can show (Like a statue, a ferry, or snow) You know they're nouns - you know they're nouns. Oh, I put a dime in the drugstore record machine. Oldies goldies started playing if you know what I mean. I heard Chubby Checker, he was doin' the twist And the Beatles and the Monkees, it goes like this! I put a dime in the drugstore record machine. Well every person you can know (The Beatles and the Monkees, Chubby Checker) And every place that you can go (Like a neighborhood or a store) And anything that you can show (Like a dime or a record machine) You know they're nouns. A noun's a special kind of word, It's any name you ever heard, I find it quite interesting, A noun's a person, place, or thing. A noun is a person, place or thing. (doodle, doodleh; doodle doodleh...)
5.6 Learning Activity Schoolhouse Rock: Verb Subject: ESL
Verb: Thats Whats aHappenin!

I get my thing in action (Verb!) To be, to sing, to feel, to live (Verb!) That's what's happenin' I put my heart in action (Verb!) To run, to go, to get, to give (Verb!) (You're what's happenin') That's where I find satisfaction, yeah! (Yeah!) To search, to find, to have, to hold (Verb! To be bold) When I use my imagination (Verb!) I think, I plot, I plan, I dream Turning in towards creation (Verb!) I make, I write, I dance, I sing When I'm feeling really active (Verb!) I run, I ride, I swim, I fly! Other times when life is easy (Oh!) I rest, I sleep, I sit, I lie. (Verb! That's what's happenin') I can take a noun and bend it, Give me a noun (Bat, boat, rake, and plow) Make it a verb and really send it! (Show me how) Oh, I don't know my own power. (Verb!) I get my thing in action (Verb!) In being, (Verb!) In doing, (Verb!) In saying A verb expresses action, being, or state of being. A verb makes a statement. Yeah, a verb tells it like it is! (Verb! That's what's happenin'.) I can tell you when it's happenin', (Past, present, future tense) Ooh! Tell you more about what's happenin', (Say it so it makes some sense) I can tell you who is happenin'! (Verb, you're so intense) Every sentence has a subject. (Noun, person, place, or thing) Source: http://www.schoolhouserock.tv/Verb.html 584
Find that subject: Where's the action? (Verb can make a subject sing) Take the subject: What is it? (What!) What's done to it? (What!) What does it say? (Verb, you're what's happenin') I can question like: What is it? (Verb, you're so demanding.) I can order like: Go get it! (Verb, you're so commanding.) When I hit I need an object (Verb, hit! Hit the ball!) When I see, I see the object (Do you see that furthest wall?) If you can see it there, put the ball over the fence, man! Go ahead. Yeah, alright. What?! He hit it. It's going, it's going, it's gone! (What!) I get my thing in action. (Verb, that's what's happenin') To work, (Verb!) To play, (Verb!) To live, (Verb!) To love... (Verb!...)
5.6 Learning Activity Six Traits Descriptions Subject: ESL
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Source: http://www.writingfix.com/traits.htm#inservice 591
Name ________________________________________ Date ___________________________________
Source: http://www.eduplace.com/graphicorganizer/ 592
5.6 Learning Activity Story Map Subject: ESL Name: ___________________________ Date: ____________________
Story Map Summary

Title of Story Map: _________________________________________
In the beginning,
Then,
Afterwards,
Next,
Later,
Finally,
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5.6 Other Evidence Adjectives Subject: ESL
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5.6 Other Evidence Adjectives Subject: ESL
595 Source: http://superteacherworksheets.com/adjectives/alienadjectives.pdf
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5.6 Other Evidence Dialogue Journal Subject: ESL
Text: _________________________________________________ Reading Focus: __________________________________________
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5.6 Other Evidence Nouns Subject: ESL
Name _________________________________________ Date
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601 Source:res://ieframe.dll/acr_error.htm#superteacherworksheets.com,http://www.superteacherworksh eets.com/nouns/nouns.pdf
5.6 Other Evidence Verbs Subject: ESL
Name _________________________________________ Date __________________________________
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5.6 Other Evidence Verbs Subject: ESL
Source: http://www.superteacherworksheets.com/actionverbs/action-verbs2.pdf 603

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5.6 Performance Task Five Paragraph Essay Subject: ESL
The Five Paragraph Essay

Getting started means getting organized: Analyze the assignment; determine what is required. With a highlighter, note important words that define the topic. Then organize your plan For example, you have been given this writing prompt: You have a present that was really memorable. It could have been given for an important occasion or just for no reason at all. Tell us about the present and why it was memorable. Include the reason it was given, a description of it, and how you felt when you got it. The objective is to write a narrative essay about a present you were given The subject is a memorable present The three main subtopics are: the reason it was given

a description of it and how you felt when you got it
Outline your five paragraph essay; include these elements: Introductory Paragraph General Topic Sentence: memorable present 1. Subtopic One: the reason it was given 2. Subtopic Two: a description of it 3. Subtopic Three: how you felt when you got it (Transition) First Supporting Paragraph Restate Subtopic One Supporting Details or Examples Transition Second Supporting Paragraph Restate Subtopic Two Supporting Details or Examples Transition Third Supporting Paragraph Restate Subtopic Three Supporting Details or Examples Transition
Closing or Summary Paragraph Synthesis and conclusion of the thesis rephrasing main topic and subtopics. Write the essay! Think small; build the full essay gradually. Divide your essay into sections and develop each piece separately and incrementally. The Introductory Paragraph
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5.6 Performance Task Five Paragraph Essay Subject: ESL The opening paragraph sets the tone It not only introduces the topic, but where you are going with it (the thesis). If you do a good job in the opening, you will draw your reader into your "experience." Put effort up front, and you will reap rewards.
Write in the active voice It is much more powerful. Do that for each sentence in the introductory essay. Unless you are writing a personal narrative, do not use the pronoun "I." Varying sentence structure Review to avoid the same dull pattern of always starting with the subject of the sentence. Brainstorm to find the best supporting ideas The best supporting ideas are the ones about which you have some knowledge. If you do not know about them, you cannot do a good job writing about them. Don't weaken the essay with ineffective argument. Practice writing introductory paragraphs on various topics Even if you do not use them, they can be compared with the type of writing you are doing now. It is rewarding to see a pattern of progress.
Supporting Paragraphs Write a transition to establish the sub-topic Each paragraph has to flow, one to the next.
Write the topic sentence The transition can be included in the topic sentence. Supporting ideas, examples, details must be specific to the sub-topic The tendency in supporting paragraphs is to put in just about anything. Avoid this: the work you have made above with details and examples will help you keep focused. Vary sentence structure Avoid repetitious pronouns and lists Avoid beginning sentences the same way (subject + verb + direct object).
The Ending or Summary Paragraph This is a difficult paragraph to write effectively. You cannot assume that the reader sees your point Restate the introductory thesis/paragraph with originality Do not simply copy the first paragraph
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5.6 Performance Task Five Paragraph Essay Subject: ESL Summarize your argument with some degree of authority this paragraph should leave your reader with no doubt as to your position or conclusion of logic
Be powerful as this is the last thought that you are leaving with the reader.
Edit and revise your essay Check your spelling and grammar Subjects and verbs agree, and verb tenses are consistent Examine your whole essay for logic Thought builds and flows? Avoid gaps in logic, or too much detail. Review individual sentences Use active verbs to be more descriptive Avoid passive constructions and the verb "to be"
Use transitional words and phrases Avoid sentences beginning with pronouns, constructions as "There are....," Example: "There is a need to proofread all works" becomes "Proofreading is a must." Be concise though vary the length and structure of sentences
Ask a knowledgeable friend to review and comment on your essay and to repeat back what you are trying to say. You may be surprised.
Source: http://www.studygs.net/fiveparag.htm 607
5.6 Resource All About Me Subject: ESL
Writing Prompt
Personal Narrative: Have students write a paragraph that tells about a time they helped a friend or family member.
Activities
Personal Outline With the help of older students or adults, trace the students' bodies on long lengths of paper. Then have the students decorate the shapes by adding facial details and clothing. Students can use colored markers or, if available, real pieces of fabric. Have the students dictate or write stories about themselves to accompany their silhouettes. Students can also label parts of the body. On the Block Where I Live Students will enjoy identifying specific characteristics of their own neighborhoods and sharing the information with their classmates. A Me Day Have each student put together a me bag including favorite toys and other personal objects (sports item, trophy, doll, book, and so forth) that have special importance. Then have a me presentation day in which students show and discuss the importance of the items with classmates. Self-Portrait Show students a variety of famous self-portraits. Then have students study themselves in a mirror and create their own self-portraits. Each student can dictate or write important facts on his or her picture. A Story of One's Own As students grow up they learn more about themselves and the people around them. Have them create their very own personal books. You may want to keep the books in a classroom library for students to read. Fingerprints Have a class discussion on individual physical differences, such as hair and eye color, height, and right- and left-handedness. Explain that while some people may have certain characteristics in common, everyone has a unique set of fingerprints. Make fingerprints of some or all of your students, using a stamp pad (the washable type) and paper. Have the students examine the fingerprints closely to see how they are different. Provide magnifying glasses if possible. Role Drawings Students will develop a better appreciation of the roles they fill in their families and community by showing some of the different aspects of their lives. Have the students draw pictures to share with classmates. Me to a Tee Have the students use their artistic skills to create Me-shirts that express something important about themselves. Capsule Bio Have the students record and graph information about themselves and the class to be included in a time capsule. At the end of the year, have the students open the capsule to see how they have changed. 608
5.6 Resource All About Me Subject: ESL Me in Pictures Students will have fun making personal collages representing things they consider important. Classroom Squares Have students share special events from their lives with their classmates by making a classroom quilt. Sign Here The stars and role models in your students' lives are often their personal friends, family members, teachers, and classmates. Have the students compliment these special people by collecting their autographs. Measuring Up Give the students a length of string, yarn, or rope to measure the length, width, and circumference of different parts of the body. Challenge the students to find similarities and differences in the measurements they make. Personal Dates With the help of an older student, friend, or family member, have the students create personal calendars of special dates of the special people in their lives. Collect Them All! All the big-league players have them. Your students can, too. Have the students create personalized trading cards to keep or share with their friends. Birthday Pages Have your students create pictures to celebrate themselves and their birthdays. A Year of Virtues Have your students create a calendar illustrating positive character traits. Pleased to Meet You! Have students get to know their new classmates and then write acrostic poems about their new friends. Words Within a Word Have students see how many words they can find in the word myself (my, self, me, fly, yes, elf, elm, elms). A Personal Welcome! Put your students to work as a team. Have them create a welcome book to help new students feel at ease and to express personal views of their school and themselves. Similar and Different Have students explore the ways in which they are similar and different from each other.
Source: http://www.eduplace.com/monthlytheme/september/allaboutme.html 609
5.6 Resource Word Choice Subject: ESL
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5.6 Resource Word Choice Subject: ESL
Source: http://www.admc.hct.ac.ae/hd1/english/narrate/narrative_words.pdf 611
5.6 Sample Lesson Mad Libs Subject: ESL
Creating Mad Libs

Overview and Purpose: In this lesson, students create their own Mad Libs story that they can share with classmates. Objective: The student will be able to write their own Mad Lib story. Resources: Mad Lib sample pages Activities: Complete some Mad Lib stories with your class. Explain that they are going to write their own Mad Lib to share with their classmates. Have them fold their paper in half and write the story on the bottom part of the paper. Have them number the spaces and write what part of speech should be there. On the top half of the paper, have them list the parts of speech that are missing. Example: 1. Adjective ___________________________________ 2. Noun (place) ________________________________
After they have finished their story and labeled the missing parts of speech, have them work in trios to fill in the spaces. (The student who wrote the story should ask the other two for the parts of speech.)
612 Source: http://www.teach-ology.com/teachers/lesson_plans/language_arts/grammar/912madlibs.html
5.6 Sample Lesson Parts of Speech Subject: ESL
Parts of Speech
Use a charade-type of game to teach and review the concepts of nouns, verbs, adjectives and adverbs. Materials: Index cards with words that are either nouns, verbs, adjective and adverbs. As well you will need 4 cards with corresponding symbols to the 4 parts of speech. I use an arrow for Noun (pointing), an + for an Adjective (adding to a noun), a V for verb, for and an A for Adverb. Game Rules: Split the class into two groups. Call up one member from each team. I show only these two kids a word and they have to bid on how much time it would take them to act it out, and for their team members to bid. Once the bid is set, the timer is set and that student is required to use the corresponding symbol to assist their team, and then act it out. If the team guesses the word - they get the point. If the first team doesn't get it, the second student gets a crack at it. The kids get very involved and enjoy the 'game' aspect and it is a fun break from pencil/paper activities.
Source: http://www.lessonplanspage.com/LACharadesGameForPartsOfSpeechIdea79.htm 613
5.6 Sample Lesson Personal Narratives Subject: ESL
Ten Prewriting Exercises for Personal Narratives

These prewriting exercises probably work best when combined with a more traditional technique such as using the Journalist's Questions. The idea is to ask students to think about the events that they narrate in a less typical way and then to use those thoughts to develop their narratives. These exercises can be useful after the students have begun drafting, since they think about the details of the event that the writer can add to a working draft. For instance, after scripting a section of the narrative, writers could work on adding dialogue to their working drafts. Or after thinking about the decision points in the series of events, they can add some details to their working drafts on the reasons that the series of events occurred in the way that they did. The exercises listed below include connections to the writer's working draft, but I'd suggest cutting that part off when assigning the exercises, to help students focus on invention rather than on thinking about how to use the material later. Once they complete the exercise, I'd give them the follow-up application, focusing on their working draft of the narrative itself. Some of the exercises make for good class or small group discussion as well. If students script pieces, they can read the scripts out loud, assigning one another parts -- with the author of the script taking notes on places where the dialogue is difficult or incorrect. Using this technique, writers can find places where their attempt to capture the flow of a conversation is stilted or unrealistic. Students also seem to enjoy sharing their writing on the event for a tabloid, an interview or as a fable -though the exercise can lead to giggling and noise. Student writers can also benefit from sharing their list of decision points, since classmates can often think of alternatives that the writers do not. By thinking through all the possible alternatives, students are better able to think about the significance of the events for the "So what?" details that they'll need in their narratives. 1. Think of the different people involved in the event that you're narrating as characters in a piece of literature. In the same way that you'd write a character sketch for characters in a short story or play, write a paragraph on each of the people involved in the event you're writing about. Once you've finished, compare the details in your sketches to the details on the characters in your draft. Revise your draft, based on the differences that you find. 2. Sketch out the events as blocks in a comic strip. Don't worry about the artwork -- just use stick figures. What events would you focus on in your sketches? What parts would you leave out? Comic strips don't show every single event that occurs; they focus on the events that are necessary to the overall message. Once you've sketched out your blocks, take a look at your working draft. Are the blocks that you include in your comic strip included in the narrative? Are they recognizable -- how do the blocks in your comic strip relate to the organizational structure of your narrative? Are the ones that you've left out of the comic strip included in the narrative -- if so, what do they add to your overall purpose? 3. Write a version of the events in your narrative for a newspaper article. Remember to include the answers to the journalist's questions (who? what? where? when? why? how?). Focus on the facts as they occurred. Use an inverted pyramid order -- begin with the facts and details that are most important to readers and end with the facts that are less important. Once you've finished, compare the article to your working draft. Have you included all the facts in your draft that you included at the beginning of your newspaper article? Are the details that you include toward the end of the
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5.6 Sample Lesson Personal Narratives Subject: ESL article (the ones that are less important) included in your working draft -- are they emphasized or subordinate? Think about what you would want someone who read that newspaper article to know that isn't included in the article itself. Are those points included in your narrative? 4. Outline the events that occur in your narrative. Identify the places where you or others involved had to make a decision of some kind. For each decision point, brainstorm on the alternatives that could have been pursued. What other options were available? Once you've thought through the possibilities, examine the way that you discuss the decisions in your draft -- do you include details on the alternatives? How do these other options affect the way that you think about the event now? Have you looked back at the event that you're writing about and thought, "Gee, I wish I had done that differently"? Add some depth to your narrative by fleshing out alternatives as well as how and when they became important. 5. Choose a time in your narrative when you and other characters are talking with one another. Script out the conversation as an exchange in a play. Try to capture the language in the style that would have actually been used. Make the dialogue accurate to the event; don't worry if it's not Standard Written English (personal conversations rarely are). Once you've scripted out your dialogue, move to your working draft. How does the dialogue that you've written in your script compare to the episode in your narrative? Can you add details from the script to your draft? How would adding the dialogue affect the purpose of your narrative? 6. Describe the events that occurred for a different audience. How does your narrative change if it is written for an older family member, someone interviewing you for a job, a younger student, or someone you had never met before? What would you leave out? What would you add? What would you describe in different language and style? How would the points that you emphasize change? Once you've thought about the differences, return to your working draft. Are the points that you DO include right for your audience? Are there parts of your alternate version that can be added to your working draft? As you revise, think about the details in the narrative fit your audience in particular. 7. Reflect on the events as you recall them. Readers will want to know why you're sharing the story. Your narrative needs to answer the question, "So what?" When your readers get to the end of the story, you should have answered the question for them. Draw a chart with three columns. Label the columns as follows: Events So What Do/Did I Think? So What Do/Did I Think?
Outline the major events in rows under the "Events" column; then, fill in the spaces under the other columns for each of the major events. For each of the columns, try to think about the "So What?" Explain why the event matters to you in the second column, and why the event matters to others who are involved (directly or indirectly) in the third column. Think about how the events mattered at the time and how they matter now, looking back. Once you've finished filling in the chart, move to your working draft. Are the "So what?" details that you included in the chart clear in your draft? Are there details that you can add to make the significance of the event understandable to your readers?
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5.6 Sample Lesson Personal Narratives Subject: ESL 8. Think about the longevity of the event in your narrative. How will you remember the event five years from now? ten years? twenty-five years? As you think about the effect of the events in the narrative, you need to focus on how the events will matter to you and your readers. What kind of staying power do the events have? Brainstorm or freewrite a few paragraphs on why you think this event will still matter in the future. Once you've written about the longevity and enduring importance, move back to your working draft. When you talk about events is their staying power clear to the reader? How do you communicate the enduring qualities of the events in your narrative? What details from your brainstorming or freewriting might you work into your draft? 9. Think about the details included in your narrative -- facts, sensory details, and emotions. Draw a chart like this: Facts Sensory Details Emotions
Then think about the facts that are important to your narrative, and fill in the chart. Work to find at least ten important facts. For each, think about related sensory details (sight, sound, taste, touch, smell), and consider the emotions related to the facts (fear, pleasure, sadness, etc.). For instance, a fact in my narrative might be "three fresh baked loaves of bread on the kitchen table." For sensory detail, I'd write about the smell of fresh baked bread, the warmth of the kitchen from the still hot stove, and the golden brown color of the bread. For emotions, I'd write about how the loaves of bread gave me a happy feeling as I remembered how my father always bakes bread for special holidays and how my grandmother always baked us bread when we visited her. Once you've finished working through the chart for the facts from your paper, move back to your working draft. Are the sensory details and emotions that you included in the chart communicated in your draft? Revise to add details, taking material from your chart whenever you can. 10. Write an account of the events in your narrative for a fable, a tabloid, or a television or radio interview. These options give you a lot of room for creativity. What happens if the people involved in the events were animals and you had to come up with a moral? If the events were reported in a tabloid paper, what would be emphasized? Where would things be embellished? What would be left out? Finally, if you were interviewed about the event, what would you include in your story -- your answer depends on where you're being interviewed (by Barbara Walters once you're rich and famous? on a talk show by Oprah? on a late night show by David Letterman or Jay Leno?) Be sure to indicate where you're being interviewed. Once you finish your alternate account of the events, move to your working draft. Are there facts that you can add now that you've thought about the events in your narrative from a different point of view? Are there facts that seem less important? Can they be deleted? Did you add details and description to your account that can be revised and added to your draft? What parts of your alternate version wouldn't make any sense at all in your final draft of the narrative?
Source: http://www.tengrrl.com/tens/006.shtml 616
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5.6 Writing Tool Personal and Fictional Narrative Rubric Subject: ESL
Personal and Fictional Narrative Rubric
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Source: http://www.fsusd.k12.ca.us/education/assessment/docs/rubric_4.pdf 622
5.7 Graphic Organizer 5Ws and 1H Subject: ESL
Five Ws and One H
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5.7 Graphic Organizer Main Idea Details Subject: ESL
Whats the Big Idea?
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5.7 Learning Activity Chain of Events Subject: ESL Name ____________________________________________________ Date _____________________________________________
Source: http://www.edhelperclipart.com/clipart/teachers/org-cogs3.pdf 643
5.7 Learning Activity Debate Organizer Subject: ESL
Debate Organizer
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5.7 Learning Activity Newspaper Vocabulary Subject: ESL Objective: To recognize and describe the text features of Newspapers Directions: In your group, find examples of these vocabulary words in the newspaper. Cut them out and label them with these text feature words. Then, paste them on the poster and give it a title. Lastly, write your definitions in the boxes. If you have time, decorate your poster.
Article
Byline
Headline
Subhead
Caption
Editor
Political Cartoon
Editorial
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5.7 Learning Activity Prewriting Triangle Subject: ESL
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5.7 Learning Activity Story to Article Subject: ESL Title Overview Bears' House Vandalized, Witnesses say Blonde Girl Spotted Fleeing from the Scene! The students will approach a familiar story (Goldilocks and the Three Bears) from the perspective of a newspaper reporter. Children will learn and apply the 5 W's + 1 H (Who, What, When, Where, Why and How). 45 Minutes 5 W's, headline, interview, lead, news story, reporter Students will be able to: 1. Read news stories for information about the 5 W's + 1H. 2. Understand simple newspaper vocabulary. 3. Conduct a simple interview and make point form notes to record the results. 4. Create their own news story lead. One or two sample newspaper clippings Story of Goldilocks and the Three Bears White board or flip chart and markers Paper and pencil
Suggested Time Materials Objectives
Materials
Preparation Search through newspapers for one or two simple articles that children will enjoy. Examples might be human interest stories or sports stories. Make sure the sample follows the traditional 'Inverted Pyramid' -- the 5 W's + 1 H should be answered within the first 2 paragraphs of the story. Prepare bulletin board or table display. Motivation Present a Bulletin Board or Table display. Include a picture or book of Goldilocks and the Three Bears, the words Who?, What?, When?, Where?, Why? and How? prominently displayed, newspaper clippings and the headline (title) of our lesson plan ("Bears' House Vandalized...") Begin the class discussion with a brainstorming session. Ask the children 'What is a newspaper?', 'Why do people read them?', 'What types of things are written in them?', 'Who writes news stories?' Note their answers on the board. Explain to the children, that a news story is written by a reporter. The reporter interviews people and observes events to answer the questions Who, What, When, Where, Why and How. Reporters call these questions the 5 W's + 1 H and try to include them in each news story. Show the children a sample newspaper clipping. Point out the headline. Ask the children what the headline does? Does it capture their attention? Does it answer any of the 5 W's + 1H questions? Read the first paragraph. How many of the 5 W's + 1H do you know now? Continue through the article a paragraph at a time until all of the 5 W's + 1H questions are answered. Write Who:, What:, When:, Where:, Why:, and How on the board. Beside each, write the answer to the question from your sample clipping and where in the news story you found 647
5.7 Learning Activity Story to Article Subject: ESL the answer (headline, paragraph 1, paragraph 2). Explain to the children that the first two paragraphs of a newspaper article are called the 'Lead'. Reporters try to answer all 5 W's + 1H within the lead. OPTIONAL: Read a fairly short version of Goldilocks and the Three Bears to the children to refresh their memory of the story. Activity Have the children form pairs. Point out our headline (Bears' House Vandalized...). In each pair, one of the children should act as the reporter and the other should act as a bear. The reporter should interview the bear to discover the answer to each of the 5 W's + 1 H and record the answers in point form. Then the children should switch roles so each has a chance to be the reporter. (Printable template for point form notes ("jot notes")) Once all of the children have their point form answers recorded, have them return to their desks. Ask the children to complete their job as reporters for your class and write the lead to go with the headline. Remind them that the lead should be written in complete sentences with no more than 2 paragraphs. Conclusion Recreate the point sheet on the board and have the class fill in the answers to the 6 important questions. OR Chose a few students to read their news story leads out loud in front of the class. Short Extension Have the students imagine they are a police officer reading the interview with the three bears. Provide suggestions for the bears as to what they should do next? How should they prevent these events from happening in the future?
Home Work Repeat the process with another fairy tale, for example "Little Red Riding Hood". Have the Extension children invent their own headline this time. Next Day Extension In a news story, the 5 W's + 1 H should be answered right away - either in the headline or in the first two paragraphs of the article. Reporters call this the 'Inverted Pyramid' Examine an 'Encyclopedia Brown' mystery story. When are the 5W's + 1H answered in this story? How is this different from a news story? Why is it different? Would it be a good mystery story if the 5 W's and 1 H were answered in the first two paragraphs?
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5.7 Learning Activity Story to Article Subject: ESL
The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up. After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet. "This chair is too big!" she exclaimed. So she sat in the second chair. "This chair is too big, too!" she whined. So she tried the last and smallest chair. "Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep. As she was sleeping, the three bears came home. "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear. They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear. Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears. THE END
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5.7 Learning Activity Story to Article Subject: ESL Printable template for point form notes (jot notes) Bears House Vandalized Witnesses Say Blonde Girl Spotted Fleeing from the Scene! By: ____________________________________ Who? _____________________________________________________________________________________ _____________________________________________________________________________________ What? _____________________________________________________________________________________ _____________________________________________________________________________________ When? _____________________________________________________________________________________ _____________________________________________________________________________________ Where? _____________________________________________________________________________________ _____________________________________________________________________________________ Why? _____________________________________________________________________________________ _____________________________________________________________________________________ How? _____________________________________________________________________________________ _____________________________________________________________________________________
Source: http://www.kidzone.ws/plans/viewprint.asp?i=60 650
5.7 Learning Activity Subject Predicate Cutting Activity Subject: ESL
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5.7 Learning Activity Subject Predicate Cutting Activity Subject: ESL
Source: superteacherworksheets.com
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5.7 Other Evidence Subject Predicate Test Subject: ESL Subjects and Predicates
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5.7 Other Evidence Subject Predicate Test Subject: ESL Answer
Key
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5.7 Performance Task Newspaper Format Subject: ESL Name ______________________________________
Date ____________________________
Newspaper Story Format
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5.7 Performance Task Persuasion Subject: ESL Name _________________________________________ Date __________________________________
Source: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf 657
5.7 Performance Task Persuasive Letter Subject: ESL
Persuasive Letter Organizer
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5.7 Performance Task Prewriting Subject: ESL
Source: http://www.eduplace.com/graphicorganizer/pdf/probsol.pdf 659
5.7 Resource Explaining an Article Subject: ESL Name ____________________________________ Inside a News Story
Date ____________________________
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5.7 Sample Lesson Newspaper Articles Subject: ESL
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Source: http://www.readingmatrix.com/reading_projects/hess/project.pdf 667
5.7 Sample Lesson Nonfiction Text Features Subject: ESL Objective: Students will identify and use nonfiction text features in a news story 1. Tell students that news stories follow a certain format. List and discuss the following terms: headline (or hed), dek, and subhead. (The headline is like a title; the dek conveys the main idea; and the subheads are like subtitles that hint at what information will be found in each section of the article.) 2. Pass out the article A Queen's Homecoming and have students underline the hed, dek and subheads. Then have students make predictions about what they will find in the article and what information will be in each section. 3. Have students read the article and check their predictions. Ask: Were your predictions correct? Why do writers use heds, deks and subheads? How do these features help readers? 4. To review the features of a new story use the worksheet
A Queen's Homecoming
BY MELISSA KONG Egyptian archaeologists announced on Wednesday that they have identified a mummy discovered in 1903 as that of Queen Hatshepsut (hat-shep-soot), Egypt's most powerful female pharaoh. The mummy was originally found in the Valley of the Kings, a sacred burial site for kings and powerful nobles located on the west bank of the Nile River in Egypt. Although the mummy was discovered more than a century ago, it remained in a tomb until this past spring, when it was brought to the Cairo Museum for testing. Royal Clues to a Mystery Egypt's antiquities chief Zahi Hawass led the search for Queen Hatshepsut. A few clues helped Hawass and his team identify the mummy: She was found with her left hand positioned against her chest. This is a traditional sign of royalty in ancient Egypt. The researchers became even more certain that this mummy was the queen when they made a match between the mummy's missing tooth and a tooth discovered in an ancient box inscribed with the female pharaoh's name. The tooth fits exactly into an empty space in the jaw. Hawass says that he is "one hundred percent certain" that the mummy is that of Hatshepsut. But not everyone is so sure. Some experts not involved in the discovery said they were waiting for additional scientific proof. If confirmed, the identification of the mummy as the missing queen would be a significant archeological discovery. "Hatshepsut is an individual who has a unique place in Egypt's history," says molecular biologist Paul Evans. Hawass and his team are doing DNA testing that could clear up any doubt. They are comparing DNA taken from a mummy known to be Hatshepsut's grandmother with that of the mummy. The Discovery Channel gave Egypt $5 million to set up a lab to study the DNA of mummies. The channel plans to air a documentary about the find in July. A Powerful Ruler's Legacy Queen Hatshepsut was the only woman to rule ancient Egypt while the kingdom was at the height of its wealth and power, from about 1502 to 1482 B.C. Of all the female pharaohs--including Cleopatra and Nefertiti--Hatshepsut's reign was the longest and most successful. While in power, she established trade routes and built hundreds of monuments and temples throughout Egypt. Despite her prosperous reign, both her mummy and her legacy were virtually erased from Egyptian history. Many historians believe that Tuthmose III, Hatshepsut's stepson, destroyed records and monuments bearing her name. It may have been his revenge. It is believed that she stole the throne from him. Finding the mummy of this powerful queen may provide details about an important part of Egyptian history. Source: http://www.timeforkids.com/TFK/kids/news/story/0,28277,1638044,00.html 668
5.7 Sample Lesson Nonfiction Text Features Subject: ESL
Source: http://www.timeforkids.com/TFK/kids/news/story/0,28277,1638044,00.html 669
5.7 Writing Tool Speech Rubric Subject: ESL
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6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read narrative texts about challenges that characters encounter in stories. They will apply reading and vocabulary strategies to help them understand what they read and they will use the writing process to create narrative writings. Content Standards and Learning Expectations Listening/Speaking L/S.6.4 Applies correct language patterns to identify and organize events in a variety of narrative texts and text styles. L/S.6.5 States the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts; applies understanding to summarize the text using acquired vocabulary and appropriate language structure. Reading R.6.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar and compound words. R.6.3 Distinguishes main character from supporting characters, compares and contrasts character traits, and describes the setting in fiction. R.6.4 Sorts and organizes relevant events, identifies cause and effect, makes predictions and inferences, and identifies problem and solution in narrative and expository text. Writing W.6.1 Examines spelling patterns and applies structural analysis to correctly spell words. W.6.3 Applies the parts of speech; identifies subjects and objects using prepositional phrases in sentences. W.6.4 Identifies elements in descriptive, narrative, and expository forms of writing; uses a variety of sentence types and basic organizational patterns to construct narrative, descriptive, and expository paragraphs. Big Ideas/Enduring Understandings: Challenges are openings to new learning. Great narratives capture the readers attention from beginning to end. Readers use many tools to figure out unknown words. The writing process helps us more effectively communicate our own stories. Content (Students will know) Vocabulary expansion strategies to assess word meaning (i.e. Word Wall) Elements of narrative text and narrative writing: character, setting, plot, conflict and resolution Parts of speech (adjectives to describe character traits) Essential Questions: How do challenges lead to new learning? What makes a great story? How do I figure out a word I dont know? What makes great writing?
Skills (Students will be able to) Identify and organize events in narrative texts Distinguish main characters from supporting characters in narrative fiction Compare and contrast character traits of characters in narrative fiction Describe the setting in narrative fiction Sort and organize relevant events to
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6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks Suffixes (-er, est and other suffixes that can be used to compare characters to each other) Content Vocabulary Main event Problem/solution Strategies Main character Supporting character Setting Plot Resolution Writing process Narrative Text structure Character trait Performance Tasks: Character Trait Essays Analyzing Characters Challenges to Determine Character Traits Read aloud the story, Gonzalo, by Paul Fleischman (See Attachment: 6.1 Text Gonzalo) and have the class brainstorm the challenges that the two characters face. Have students highlight things the characters thought, said, felt, and did to overcome their challenges, using the five senses, highlight each action and place them in a four-column chart in their notebooks.
Things the character thought Things the character said Things the character felt Things the character did
reconstruct narrative fiction Identify problem solution in narrative fiction Examine spelling patterns and applies structural analysis to correctly spell words (i.e. suffixes) Use a variety of sentence types to construct narrative paragraphs Summarize narrative text using acquired vocabulary and appropriate language structure (sequencing language, retelling main ideas)
Stage 2 - Assessment Evidence Other Evidence: Spelling quiz using suffixes (See Attachment: 6.1 Other Evidence Spelling Quiz) Reflective journal entries at the end of each project (See Attachment: 6.1 Other Evidence Reflective Journal) Journal entries on challenges students have faced and overcome in their lives and challenges they know others to have faced and overcome Story Map of Gonzalos story (See Attachment: 6.1 Graphic Organizer Story Map) Story elements quiz (See Attachment: 6.1 Other Evidence Story Elements Quiz) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 6.1 Other Evidence Using Word Walls to Improve Instruction) Fluency Running Records and Paired Reading Fluency Checks (See Attachment: 6.1 Other Evidence Paired Reading Fluency Check)
Ask students to select one thing each of the characters thought, said, felt and did that best represent the characters and place their selections on the character trait chart (See Attachment: 6.1 Graphic Organizer Character Trait Chart). Have students use descriptive adjectives to describe the characters traits based on the actions they took to confront their
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6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks challenge/s (See Attachment: 6.1 Learning Activity Adjectives Describing Character Traits). Have students use their character trait organizer to write a two paragraph essay describing the characters major traits, using examples of actions that the characters took when facing a challenge to support their argument. The essay should include at least 2-3 character traits and at least one piece of evidence (i.e. action) supporting each character trait. Sequencing Picture Books Analyzing sequence to understand how characters solve problems Read aloud the book, The Very Hungry Caterpillar by Eric Carle (Note: while this text is below grade level for Grade 6 students, picture books are ideal for teaching this skill. Students should practice the skill independently with texts at their appropriate reading level). Explain that the main purpose of reading the book is to listen for the main events in the story in order and identify when the character (caterpillar) overcomes challenges he is facing in the book. After reading aloud the book, as a class, plot out the timeline of the main events in the book using sequencing language (first, then, next, after that, finally, etc.). Circle the point on the timeline where problem was identified, and where the caterpillar overcame the problem. Have students read their own books that include a character that faces a challenge and overcomes it. Ask them to draw pictures of at least five events in the book and write 2-3 sentences describing each events next to each picture. Assemble the pages into a sequencing picture book that includes at least five events, uses appropriate sequencing language (first, next, then, after, finally,
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6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks etc.), and identifies the problem and when the character solves the problem. Have students share their work with the class and have them do reflective journal entries to reflect on what they learned during this activity. Writing My Own Narrative using Challenge as a Theme Review elements of narratives Explain to students that in the story Gonzalo, the character Gonzalo faces the challenge of not knowing English and having to learn it when he moves to the United States. Have students make a list of challenges that people face when they relocate to a new country different from their own. Invite students to write about a fictional character (someone you make up) who moves to a new country and needs to learn how to do something in the new culture. Maybe the character needs to learn how to speak a new language, get around the new city, or find his/her way in a new school. Have students brainstorm titles for their stories. Tell students to make sure their stories have a beginning, middle and an end. Ask them to include details that tell how the character resolves his or her problem about how to do something. Have them use adjectives to show how the character changes through the story. Have students revise their stories for ideas, spelling, capitalization and punctuation (See Attachment: 6.1 Writing Tool Peer Editing Checklist). Have students make two illustrations of the narrative they wrote to accompany the story. The first illustration will show the character and the problem that he/she encountered. The second illustration will show the character after the problem was resolved. Students can share stories aloud with class.
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6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks Stage 3 - Learning Plan Learning Activities Reading & Story Maps Have students do a story map of their favorite story. Have students describe the elements of a narrative without saying the term and have the class identify the term. For example a student may say, The people or animals in a story are the ______. The class will answer, characters. Have students illustrate the main events in Gonzalos story and have them place the events in sequential order. Characters Traits and Characters Challenges Give students a list of character traits (See Attachment: 6.1 Learning Activity Adjectives Describing Character Traits) and have them describe the personalities of their family members. Have them explain why they use these words to describe their family. Compare and contrast characters or classmates using suffixes (Gonzalo is taller than Tio Juan My mom is the kindest and prettiest woman I know My hair is longer than Saras hair but Juanitas hair is the longest in the class). Have students make a list of all the characters in Gonzalos story and have them identify them as major or minor characters and explain their choice. Use a Venn Diagram (See Attachment: 6.1 Graphic Organizer Venn Lines) and the list of character traits (See Attachment: 6.1 Learning Activity Adjectives Describing Character Traits) to write a paragraph comparing and contrasting Gonzalo and Tio Juans characters from the story Gonzalo. Have students write about a time they had to learn something new and have them describe how they solved the problem - based on the actions they took to solve the problem, have them use adjectives that describe their own character. Sample Lessons Lesson on comparing and contrasting character traits (See Attachment: 6.1 Sample Lesson Compare and Contrast Character Traits) Lesson on developing stories through picture books: http://www.readwritethink.org/classroomresources/lesson-plans/creative-writing-through-wordless-130.html?tab=4#tabs Lesson on plot structure: http://www.readwritethink.org/classroom-resources/lessonplans/teaching-plot-structure-through-401.html?tab=4#tabs Lesson plan on understanding characters (See Attachment: 6.1 Sample Lesson Understanding Character) Additional Resources Video: Every Young Person Has Challenges, Ages 8-12: Dealing with peer pressure and other challenges Copyright 2004 / 60 minutes Graphic Organizer: Problem and Solution Diagram (See Attachment: 6.1 Resource Problem and Solution Diagram) Ideas and lessons on teaching challenges (See Attachments: 6.1 Resource Describing the Unknown and 6.1 Resource The Art of Communication) Traits of Fiction (See Attachment: 6.1 Resource Traits of Fiction) Literature Connections The Hundred Dresses by Eleanor Estes (character analysis) Seed Folks by Paul Fleischman (story narratives) June 2011 676
6.1 Narrative Writing: Challenges Facing Characters Subject: ESL Length: 8 weeks New Kids in Town: Oral Histories of Immigrant Teens by Janet Bode The Diary of a Wimpy Kid by Jeff Kinney The Absolutely True Dairy of a Part-Time Indian by Sherman Alexie Little Red Riding Hood (story sequence) Gloria Estefan-Houghton Mifflin Traditions Paul Bunyan-Houghton Mifflin Expeditions
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6.2 Non-Fiction Study: Challenges Facing Communities Subject: ESL Length: 8 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read expository texts about challenges faced by communities. They will learn and use reading and writing strategies specific to expository texts. Content Standards and Learning Expectations Listening/Speaking L/S.6.5 States the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts; applies understanding to summarize the text using acquired vocabulary and appropriate language structure. Reading R.6.1 Analyzes the text and distinguishes text features to enhance comprehension. R.6.4 Sorts and organizes relevant events, identifies cause and effect, makes predictions and inferences, and identifies problem and solution in narrative and expository text. Writing W.6.4 Identifies elements in descriptive, narrative, and expository forms of writing; uses a variety of sentence types and basic organizational patterns to construct narrative, descriptive, and expository paragraphs. W6.5 Uses the writing process; applies pre-writing strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization and ending punctuation errors. Big Ideas/Enduring Understandings: Challenges are openings for new learning. Expository texts have unique features that help readers better understand what they read. The details in a text help explain the bigger picture. The writing process helps more effectively inform our audience. Content (Students will know) Main idea, topic and important details from expository texts Text features to enhance comprehension of expository text Elements of expository writing The steps of the writing process: brainstorming/free-writing, drafting, revising, editing, publishing Pre-writing strategies to generate ideas (webbing, listing) Content Vocabulary Main idea Details Topic sentence June 2011 Essential Questions: How do challenges lead to new learning? How can understanding organizational structures aid the comprehension of text? Are all details in text of equal importance? Why is written expression important?
Skills (Students will be able to) Sort and organize relevant events in expository texts Identify cause and effect in expository texts Identify problem and solution in expository texts Use a variety of sentence types to write expository paragraphs Identify spelling, capitalization and ending punctuation errors using a peer editing checklist
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6.2 Non-Fiction Study: Challenges Facing Communities Subject: ESL Length: 8 weeks Conclusion Brainstorming Drafting Revising Editing Publishing Stage 2 - Assessment Evidence Performance Tasks: Writing About Challenges that Occur in Nature Review the purpose of expository writing (to inform or describe) and the basic structure of an expository paragraph (introductory sentence, major and minor details and a concluding sentence). Have students read about three challenges that occur in nature (natural disasters) earthquakes, volcano eruptions and hurricanes (See Attachments: 6.2 Performance Task Volcanoes, 6.2 Performance Task Earthquakes, and 6.2 Performance Task Hurricanes). After reading the texts, have students each select one natural disaster on which to write two expository paragraphs. As a pre-writing activity, have students create a web to gather all the information they know about their natural disaster (See Attachment: 6.2 Graphic Organizer Web). Have students write the first draft of their paragraphs using Rainbow Writing graphic organizer (See Attachment: 6.2 Graphic Organizer Rainbow Writing). Help students write topic sentences that hook the reader (See Attachment: 6.2 Writing Tool Topic Sentence Starters). Have students revise their paragraphs for ideas, spelling and punctuation errors. Have them use the list of transitional phrases as a reference for transitional words or phrases they want to add to make their ideas flow from one sentence to the next (See Attachments: 6.2 Writing Tool Transitional Phrases and 6.2 Writing Tool Peer Editing Checklist). Have students assess each others writing June 2011 Other Evidence: Reflective journal entries at the end of each project (See Attachment: 6.2 Other Evidence Reflective Journal) Transition quiz (See Attachment: 6.2 Other Evidence Transitional Words Quiz) Fluency Running Records and Paired Reading Fluency Checks (See Attachment: 6.2 Other Evidence Paired Reading Fluency Check) Continue using Word Wall with new unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 6.2 Other Evidence Using Word Walls to Improve Instruction)
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6.2 Non-Fiction Study: Challenges Facing Communities Subject: ESL Length: 8 weeks (See Attachment: 6.2 Writing Tool Expository Paragraph Rubric). Problem & Solution in Non-Fiction Have students read the article titled, About Beaches (See Attachment: 6.2 Text About Beaches) and complete a selected problem solution graphic organizer (See Attachment: 6.2 Resource Spider Graphic Organizer). After reading the article, tell students that they will write two paragraphs about beaches. The first paragraph will summarize the problem that the beaches described in the article experience. The second paragraph will provide three possible solutions, with at least one detail for each solution. Both paragraphs will have an introductory and concluding sentence. Provide students with copies of the Rainbow Writing graphic organizer (See Attachment: 6.2 Graphic Organizer Rainbow Writing), which they will use to create the first drafts of their expository paragraphs. Provide copies of the topic sentence starters handout (See Attachment: 6.2 Writing Tool Topic Sentence Starters) to help students write their topic sentences. Have students revise their paragraphs for ideas, spelling and punctuation errors. Have them use the list of transitional phrases as a reference for transitional words or phrases they want to add to their paragraphs (See Attachments: 6.2 Writing Tool Peer Editing Checklist and 6.2 Writing Tool Transitional Phrases) for students to use while they edit each others work. Have students share their work with the class and assess writing using rubric (See Attachment: 6.2 Writing Tool Expository Paragraph Rubric). Public Service Announcement: Solving Problems in Our Community Have the class brainstorm problems that they see in their community (possible examples: a dirty playground, a beach that is littered or a river that has polluted water) and the negative effect of these problems. June 2011 680
6.2 Non-Fiction Study: Challenges Facing Communities Subject: ESL Length: 8 weeks Have students break into small groups and come up with the problem from the list that they think is the most important to solve. Have each group come up with a public service campaign to educate the community on how to solve the problem they have identified. Their campaign must include at least two forms of educating their fellow students and the community (i.e., a poster that they could post in the school and in the community, a skit that they could perform for classmates or a school assembly, or a newspaper announcement that they could post in the school or local newspaper). At the end of the project have students do a reflective journal entry reflecting on if they plan to execute their public service campaign and how they would do it. Stage 3 - Learning Plan Learning Activities Cause & Effect in Non-Fiction Tell students that every action has an opposite and equal reaction and have them make a list of 5 actions they performed and the consequences of those actions. Read aloud the article on school bullying (See Attachment: 6.2 Text - Bullying in Schools) and ask students to identify the causes and effects of bullying described in this article. Play the Cause and Effect game to match causes and effects using cards (See Attachments: 6.2 Learning Activity Cause and Effect Game and 6.2 Learning Activity Cause and Effect Game Matching Cards). Problem & Solution in Non-Fiction Have students read the local newspaper to identify problems facing the community and possible solutions. Have students create a questionnaire to ask members of community about problems in the community and proposed solutions. The Writing Process Present students with sentence strips from a sample expository paragraph and have them determine where each sentence belongs (See Attachment: 6.2 Graphic Organizer Rainbow Writing). Have students work in pairs to assess sample expository paragraphs (See Attachments: 6.2 Writing Tool Expository Paragraph and 6.2 Writing Tool Expository Paragraph Rubric). Have students write a letter to a local leader about a problem facing the community or write a letter to their principal about a problem they see in the school. Sample Lessons Lesson on cause and effect: http://www.readwritethink.org/classroom-resources/lessonJune 2011 681
6.2 Non-Fiction Study: Challenges Facing Communities Subject: ESL Length: 8 weeks plans/exploring-cause-effect-using-925.html?tab=3#tabs Lesson on expository writing (See Attachment: 6.2 Sample Lesson Expository Writing) Additional Resources Cause and effect connectors (See Attachment: 6.2 Resource Cause and Effect Connectors) Characteristics of expository writing (See Attachment: 6.2 Resource Characteristics of Expository Writing) Literature Connections Communities Pull Together to Save the Environment by Russ Henderson (See Attachment: 6.2 Text Communities Pull Together to Save the Environment) Our Earth Making Less Trash by Peggy Hock Danger! Volcanoes by Seymour Simon Scholastic News: Our Earth Keeping It Clean by Peggy Hock You Can Save the Planet: 50 Ways You Can Make a Difference by Jacquie Wines and Sarah Horne Use newspaper and magazine articles on current event issues
6.3 Non-Fiction Study: Newspapers & Current Events Subject: ESL Length: 8 weeks Stage 1 - Desired Results Unit Summary In this unit students will further explore the genre of non-fiction by studying newspapers and reporting on challenges facing their community. They will examine the differences between fact and opinion through comparing news and editorial articles and create their own classroom newspaper publication, complete with news reporting, editorials and interviews of community or school leaders who are tackling challenges faced by the community. Content Standards and Learning Expectations Listening/Speaking L/S.6.3 Listens, responds to, and analyzes complex instructions and statements; applies instructions and directions; answers and formulates both closed and open-ended questions in a variety of scenarios. L/S.6.4 Applies correct language patterns to identify and organize events in a variety of narrative texts and text styles. Reading R.6.1 Analyzes the text and distinguishes text features to enhance comprehension. R.6.5 Explains the differences between fiction and nonfiction; identifies fact and opinion; states main idea or topic and determines important details. Writing W.6.2 Identifies complete sentences, fragments, and run-on sentences; uses a variety of sentence types in writing. W.6.3 Applies the parts of speech (noun, pronoun); identifies subjects and objects using prepositional phrases in sentences. Big Ideas/Enduring Understandings: Challenges are openings for new learning. Readers must read news with a critical eye. A newspaper is a resource that keeps members of the community informed. Through media we can learn about our local and global community. Content (Students will know) Text features in newspapers that enhance comprehension (headlines, bylines, subheaders, captions, photos, table of contents) Differences between fiction and nonfiction Differences between complete sentences, fragments and run-on sentences Subjects and objects in sentences Prepositional phrases (they explain when, where, why or how) Essential Questions: How do challenges lead to new learning? What is newsworthy? What service does a newspaper provide to a community? How can I learn more about what is going on in my community and around the world? Skills (Students will be able to) Answer and formulate both closed and openended questions in a variety of scenarios such as interviewing subjects for a newspaper article Apply correct language patterns to identify and organize events in news and editorial articles Identify fact and opinion in newspaper articles and editorial articles State main idea or topic and determine important details in news articles and editorial articles Use a variety of sentence types in writing news and editorial articles Identify complete sentences, fragments, and 683
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6.3 Non-Fiction Study: Newspapers & Current Events Subject: ESL Length: 8 weeks run-on sentences in a variety of types of text Identify subjects and objects using prepositional phrases in sentences
Stage 2 Assessment Evidence Performance Tasks: Classroom Newspaper Project (3 parts) Students will write news articles, editorial articles and a profile piece on a local leader in these three Performance Tasks which will be compiled to create a classroom newspaper that reports on the theme of issues and challenges facing their communities (alternately, they can report on issues/challenges facing the school if that is more manageable for the teacher). They can do real life research by reading local newspapers for ideas and also speak to community members for quotes to include in their reporting. I. News Reporting Have students brainstorm a list of challenges facing their community. Have them include ideas from their classmates, family and neighbors. Have them choose one of the challenges to investigate. Have them research the challenge using local newspaper, local government offices. Have them interview local officials or community members about the challenge (alternately, they can read coverage of these topics in which local officials were quoted or interviewed and quote these sources). Have them select quotes from their interviews that they want to use in their newspaper article. Tell students that the newspaper articles are written using an inverted pyramid format. The most important information is at the top (beginning of article) and the least important information is at the bottom (end of article). (See Attachment: 6.3 Performance Task Writing a Newspaper Article). Provide a graphic organizer for students to write their first draft (See Attachment: 6.3 Graphic Organizer Newspaper Article Planning). June 2011 Other Evidence: Subject/Object quiz (See Attachment: 6.3 Other Evidence Subject/Object Quiz) Continue using Word Wall with unit vocabulary and new concepts/words students encounter in texts they read during the unit. (See Attachment: 6.3 Other Evidence Using Word Walls to Improve Instruction) Fluency Running Records and Paired Fluency Checks (See Attachment: 6.3 Other Evidence Paired Reading Fluency Check) Fragments and run-ons quiz (See Attachment: 6.3 Other Evidence Fragments and Run-ons Quiz) Reflective journal entries at the end of each project (See Attachment: 6.3 Other Evidence Reflective Journal)
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6.3 Non-Fiction Study: Newspapers & Current Events Subject: ESL Length: 8 weeks Have students revise their article for clarity and transitions. Have them add transitional phrases to make their writing more descriptive to the reader (See Attachment: 6.3 Writing Tool - Transitional Phrases). Have students edit their work using the Writing Newspaper Article Rubric (See Attachment: 6.3 Performance Task Newspaper Article Rubric). II. Editorial Articles Have students write an editorial for their classroom newspaper. First, have them brainstorm an issue or problem that they want to write about. Have them research the topic before writing their letter. Tell them to use moderate language, facts and strong, logical arguments. Have students use the proper format of an editorial: o Headline o Explain the problem o Explain the other side and its weaknesses o Explain their solution and its strengths o Support their solution with facts, examples o Restate their position plus their view of the future Have students revise their editorial for clarity and transitions. Have them add transitional phrases to make their writing more descriptive to the reader (See Attachment: 6.3 Writing Tool Transitional Phrases). Have students revise each others editorial using a rubric (See Attachment: 6.3 Writing Tool Rubric for an Editorial). III. Leadership Profile Pieces Read examples of profile pieces in magazines or from the Internet that profile an important leader in the community, in Puerto Rico, or in the world and discuss the features of this type of writing. Have students choose a local leader or June 2011 685
6.3 Non-Fiction Study: Newspapers & Current Events Subject: ESL Length: 8 weeks school leader to profile for the newspaper, ideally someone working to improve the community or school, or facing a challenge. The leadership profile piece should include an interview of the leader with at least 5 student-created questions (should be questions that require a descriptive answer, not yes/no or one-word-answer questions). Students should take notes on their interviews (which can be in-person, over email, on telephone, etc.). Use these notes to create an article that includes: o Basic biographical information about the subject o Their role in the community/school o How they demonstrate leadership o What issues/challenges they are working on improving o Accomplishments o Proposed solutions/next steps for addressing issues/challenges Stage 3 - Learning Plan Learning Activities Grammar Write fragments, complete sentences and run-on sentences on sentence strips and have students identify which is a complete sentence, run-on sentence or fragment. Create a very long run-on sentence on a sentence strip and have students read it without pausing. Students will find out, as they read, that they need to pause. Have them rewrite the run-on sentence into several complete sentences. Read news articles and underline prepositional phrases in the articles. Discuss how prepositions help make our writing more descriptive and specific (telling us when, where, why or how). Expository Text Features: Newspapers Examine the structure of the newspaper and talk about why it is organized in that order (i.e. How do they pick what goes on the front page? How do I find where something is in the paper? What do they put in the back of the paper?). Get a class set of newspapers and create a Newspaper Scavenger Hunt to have students identify examples of the different text features in a newspaper (i.e. headlines, photos, captions, bylines, subheadings, captions, table of contents, etc.). Have students brainstorm examples of where they can find expository texts. Explain to students that newspaper articles answer the questions who, what, where, when, and why. Show them an example by answering each of the five W questions using the popular rhyme "Jack & Jill." Example: o Who? Jack and Jill June 2011 686
6.3 Non-Fiction Study: Newspapers & Current Events Subject: ESL Length: 8 weeks o What? Fell down and broke crown o Where? On the hill o When? Sometime in the past o Why? Trying to fetch water Fact & Opinion Have students write 5 facts and 5 opinions about themselves. Have them share their facts and opinions with a partner and have the partner identify which sentences are facts and which are opinions. Play fact and opinion game (See Attachment: 6.3 Learning Activity Fact and Opinion Game): In a group of four, students place all the cards in the center. The first student draws a card and states the number on the card. The student to their right holds the answer key. The student reads aloud their card and tells whether it is a fact or opinion. The student with the answer key checks. If they are right, they keep the card, if they are wrong it goes to the bottom of the pile. They rotate so everyone gets a turn. The student with the most cards "wins" when all cards have been claimed. Have students read examples of news articles and editorial articles and underline facts and opinions in each type of article. Discuss how facts and opinions are used differently in these pieces and which appears more in which type of article. Sample Lessons Unit on writing a news article (See Attachment: 6.3 Sample Lesson Writing News Articles) Lesson on creating a classroom newspaper: http://www.readwritethink.org/classroomresources/lesson-plans/creating-classroom-newspaper-249.html?tab=4#tabs Lesson on writing editorials: http://www.readwritethink.org/classroom-resources/lessonplans/persuading-audience-writing-effective-929.html?tab=4#tabs Lesson on writing an editorials (See Attachment: 6.3 Sample Lesson Writing Editorials 2) Lesson on using question/answer relationship: http://www.readwritethink.org/classroomresources/lesson-plans/guided-comprehension-self-questioning-227.html?tab=4#tabs Additional Resources Resource on prepositions about time and place (See Attachment: 6.3 Resource Prepositions) Activities on complete and run-off sentences and fragments (See Attachment: 6.3 Resource Sentences) Resource on climate change (See Attachment: 6.3 Text Climate Change) Traits of Non-Fiction (See Attachment: 6.3 Text Traits of Non-Fiction) Literature Connections TIME for Kids National Geographic for Kids
6.4 Memoirs: Exploring Personal Challenges Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will explore the genre of memoirs through reading memoirs of individuals who faced challenges in their lives. They will be introduced to several prewriting strategies as they brainstorm ideas for their own personal memoir about their childhood, and experience the writing process in depth as they draft, revise and publish their childhood memoirs. Content Standards and Learning Expectations Listening/Speaking L/S.6.1 Listens and responds during a read aloud from a variety of fiction and text styles to comprehend, identify, and relate to character and setting. Reading R.6.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar and compound words. R.6.4 Sorts and organizes relevant events, identifies cause and effect, makes predictions and inferences, and identifies problem and solution in narrative and expository text. Writing W.6.3 Applies the parts of speech; identifies subjects and objects using prepositional phrases in sentences. W.6.4 Identifies elements in descriptive, narrative, and expository forms of writing; uses a variety of sentence types and basic organizational patterns to construct narrative, descriptive, and expository paragraphs. W.6.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Big Ideas/Enduring Understandings: Challenges are openings for new learning. Experiences can be turned into memoirs. Understanding words help us become better readers and writers. The writing process is made up of a series of strategies that authors use to improve their writing. Essential Questions: How do challenges lead to new learning? Which experiences are worth writing about? How would the world be without words? What makes our writing great?
Content (Students will know) Skills (Students will be able to) Root words and compound words Listen and respond during a read-aloud from a variety of memoirs to comprehend and identify Prefixes (un- not, against, opposite; transcharacter and setting across, beyond, change; re- back, again; disnot, opposite of, exclude) Use prefixes, suffixes and root words to determine the meaning of unfamiliar and Suffixes (-age activity, or result of action, -er, compound words -or person or thing that does something, -ful an amount or quantity that fills) Make predictions and inferences while reading memoirs Parts of speech (nouns & verbs) Use a variety of sentence types and basic The steps of the writing process: organizational patterns to construct descriptive brainstorming/free-writing, drafting, paragraphs as part of a memoir revising, editing, publishing June 2011 688
6.4 Memoirs: Exploring Personal Challenges Subject: ESL Length: 6 weeks Prewriting strategies to generate ideas (writing prompts, drawing) Elements of memoirs (focuses on a particular time period, event or experience; reveals the writers feelings, shows the significance of the time period, event or experience to the author) Content Vocabulary Memoir Descriptive text Setting Event Dialogue Inference Prediction Verb Noun Pronoun Prefix Suffix Root word Compound word Stage 2 - Assessment Evidence Performance Tasks: Using the Writing Process to Write My Personal Childhood Memoir (4 Parts) (1) Prewriting Have students reply to prompts to help students thinks of ideas to write about, such as: o What is your first memory as a child? Walking? A birthday party? A car ride? o What is the most embarrassing thing that happened to you in first grade? o What is the best gift you ever received? o Who were your best friends in second grade? Are they your friends now? o Did you ever get lost in your own neighborhood? Did you spend time outside? Think of something that happened to you outside and write about the experience. Neighborhood Map: Have students create maps of their childhood neighborhoods & June 2011 Other Evidence: At the end of each project, have students do a reflective journal entry (See Attachment: 6.4 Other Evidence Reflective Journal) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit. (See Attachment: 6.4 Other Evidence Using Word Wall to Improve Instruction) Fluency Running Records and Paired Reading Fluency Checks (See Attachment: 6.4 Other Evidence Paired Reading Fluency Check) Verb Tense exercises (See Attachment: 6.4 Other Evidence Verb Tense Activity) Noun Quiz (See Attachment: 6.4 Other Evidence Noun Quiz) Pronoun Quiz (See Attachment: 6.4 Other Evidence Pronoun Quiz) Root and compound word quiz (See Attachment: 6.4 Other Evidence Root and Compound Word Quiz) 689
6.4 Memoirs: Exploring Personal Challenges Subject: ESL Length: 6 weeks connect them to stories from their childhood for ideas by choosing three places on the map and remembering things that happened to them in those places. (2) Rough Draft Ask students to select one of their ideas from the prewriting and write a story from this experience as their own childhood memoir. The student should aim for at least 4 pages double-spaced (See Attachment: 6.4 Resource Characteristics of a Memoir). (3) Revision Have students revise their work (See Attachments: 6.4 Writing Tool SelfRevision Worksheet and 6.4 Writing Tool Peer Revision Checklist). After completing their self-revisions, have them make changes, if necessary, to their memoirs. Next, have students work in pairs to revise their work (See Attachment: 6.4 Writing Tool Peer Editing Worksheet). (4) Final Drafts and Assessment Have students make final revisions based on the feedback they received from you and their peers. Have students keep all pre-writings, revisions, maps, self-revisions and peerrevisions and turn them in with their final drafts. Collect rough drafts and maps for daily grades, and give them back during the same class period. Give the students grades on their finished papers. Have students share their memoirs with the class. Assess using memoir rubric (See Attachment: 6.4 Writing Tool Memoir Rubric). Readers Response Letter Read a memoir about someone who experienced a personal challenge and overcame the challenge. Write a readers response letter to the author of the memoir making connections between the experiences of the author and either: June 2011 690
6.4 Memoirs: Exploring Personal Challenges Subject: ESL Length: 6 weeks 1. Your life 2. The life of a fictional character from another novel 3. The life of a real life character from another memoir or biography Your readers response letter should contain at least three connections, or one connection with three reasons about why the connection is valid.ted about becoming more Stage 3 - Learning Plan Learning Activities Memoirs: Predictions & Connections Show students the titles and covers of various memoirs and have the make predictions and inferences about what the book is about. Have students check to see if their predictions and inferences were correct or not by having them read the back pockets of the books and their summaries. Read aloud an excerpt from the memoir, When I Was Puerto Rican, by Esmeralda Santiago (See Attachment: 6.4 Text When I Was Puerto Rican), keeping in mind the characteristics of a memoir (See Attachment: 6.4 Resource Characteristics of Memoirs). Have students select a part of a memoir that they identify/connect with. Have them do an illustration of the scene they selected and a journal entry reflecting how this scene relates to them. Have them make connections to the setting and the authors experience. The Writing Process: Prewriting & Brainstorming Ask students to choose a brainstorming strategy to write for 3-5 minutes (See Attachment: 6.4 Writing Tool Brainstorming Ideas for a Memoir). After time is up, have students choose a different prompt and write for 3-5 minutes. Repeat this exercise as many times as you see necessary. Ask students to pick two of their brainstorming exercises and have them write details about each event using the senses (See Attachment: 6.4 Graphic Organizer Brainstorming Using the Senses). Give students a list of dialogue tags (See Attachment: 6.4 Resource Dialogue Tags) and copies of an excerpt from Summer of the Monkeys (See Attachment: 6.4 Text Summer Excerpt). Have students revise the dialogue tags in the excerpt using dialogue tags from the dialogue tags list. Vocabulary Strategies Word Hunt: Have students skim through the memoir, When I Was Puerto Rican (See Attachment: 6.4 Text When I Was Puerto Rican), and have them identify ten new words that have prefixes, suffixes or compound words (See Attachment: 6.4 Graphic Organizer My New Words). Practice context clues (See Attachment: 6.4 Learning Activity Context Clues). Practice prefixes (See Attachment: 6.4 Learning Activity Prefixes Worksheet). Sample Lessons Lesson on introduction to memoirs (See Attachment: 6.4 Sample Lesson Memoirs) Lesson on memoir writing (See Attachment: 6.4 Sample Lesson Memoir Writing) Additional Resources Information on compound words (See Attachment: 6.4 Resource Common Compound Words) Information on suffixes (See Attachment: 6.4 Resource Common Suffixes) June 2011 691
6.4 Memoirs: Exploring Personal Challenges Subject: ESL Length: 6 weeks Information on prefixes (See Attachment: 6.4 Resource Common Prefixes) Esmeralda Santiago Interview (See Attachment: 6.4 Resource Esmeralda Santiago Interview) Root words resource (See Attachment: 6.4 Resource Roots) Literature Connections When I was Puerto Rican by Esmeralda Santiago Destined To Live: A True Story of a Child in the Holocaust by Ruth Gruener The Absolutely True Diary of a Part-Time Indian by Sherman Alexie My Thirteenth Winter: A Memoir by Samantha Abeel Sample Childhood Memoirs (See Attachment: 6.4 Text Sample Childhood Memoirs)
6.5 Exploring Poetry Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit students will analyze how poets express their everyday challenges through their poems. Students will read and write poems about everyday experiences. Content Standards and Learning Expectations Listening/Speaking L/S.6.2 Distinguishes between homophones and identifies figurative language. Reading R.6.1 Analyzes the text and distinguishes text features to enhance comprehension. R.6.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar and compound words. Writing W.6.4 Identifies elements in descriptive, narrative, and expository forms of writing; uses a variety of sentence types and basic organizational patterns to construct narrative, descriptive, and expository paragraphs. W.6.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary as an aid in the writing process; identifies spelling, capitalization, and ending punctuation errors. Big Ideas/Enduring Understandings: Challenges are openings for new learning. Poets write poetry about their personal challenges from everyday experiences. Our approach to reading poetry affects our understanding. Content (Students will know) Homophones (morning, mourning, night, knight, week, weak, door and adore) Elements of poetry (similes, rhyme, imagery) Prewriting strategies to generate ideas for writing poetry (such as brainstorming ideas for poems that connect to life experiences) Content Vocabulary Poetry Figurative language Similes Rhyme Metaphors Sensory language Homophones Descriptive text Pre-writing Essential Questions: How do challenges lead to new learning? How do poets reflect their experiences in poetry? What makes a poem a great piece of work? What challenges do poems present to readers? Skills (Students will be able to) Identify figurative language as an element of descriptive writing (poetry) Analyze text of poems to enhance comprehension Apply context clues to determine the meaning of unfamiliar and compound words in poetry Use a variety of sentence types and basic organization patterns write different styles of poetry
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6.5 Exploring Poetry Subject: ESL Length: 6 weeks Stage 2 - Assessment Evidence Performance Tasks: Analyzing Poets and their Poetry Have students work in small groups and read the poem The Road Not Taken, by Robert Frost (See Attachment: 6.5 Text The Road Not Taken). Assign a student facilitator for each group and use the following questions to discuss the poem: o What are the challenges presented to the traveler in this poem? o What choices does the traveler need to make and how do these choices differ? o Which road does the traveler pick? o How does he feel about his choice? o How would you describe the traveler? Have students imagine that they are the traveler in Robert Frost poem. They are confronted with the challenge to make a choice. Have them rewrite the poem from their perspective reflecting an experience from their own life when they had to make a difficult choice. Invite them to use Robert Frost poem as a model for their own poem. Creating a Community of Poets Simile Poetry Explain to students that they will write their own poems to create a book of poetry. Explain to students that poets use a variety of figurative language when writing poems. Tell students that simile is a form of figurative language that writers use. Explain that a simile is "a figure of speech in which two essentially dissimilar things are compared, often in a phrase introduced by the words like or as." Tell them that they will read the poem Willow and Ginkgo, by Eve Merriam (See Attachment: 6.5 Text Willow and Ginkgo), and identify the similes that the poet uses. Read aloud the poem Willow and Ginkgo. Then have students reread the poem and ask them to underline all the similes in the June 2011 Other Evidence: At the end of each project, have students do a reflective journal entry. (See Attachment: 6.5 Other Evidence Reflective Journal). Poetry Notebooks Teacher-created simile quiz Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit. (See Attachment: 6.5 Other Evidence Using Word Walls to Improve Instruction) Fluency Running Records and Paired Fluency Checks (See Attachment: 6.5 Paired Fluency Reading Check)
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6.5 Exploring Poetry Subject: ESL Length: 6 weeks poem. Have them share with a partner the similes they found and have them decide what two things are being compared. Now, invite them to write their own poems using similes. Tell them to describe 10 different parts of the body using similes. For example, My head is round like a melon, My feet move as fast as a moving bike (See Attachment: 6.5 Writing Tool Simile Brainstorm) Homophone Poetry Explain to students that poets like to play with words in their poems. Homophones are words that poets often use to play with words. Explain to students a homophone is a word that is pronounced the same as another word but differs in meaning. The words may be spelled the same, such as rose (flower) and rose (past tense of "rise"), or differently, such as carat, caret, and carrot, or to, two, and too. Read aloud the poem Wishing Well, by Ros Shrapnel (See Attachment: 6.5 Text Wishing Well). As you read aloud, have students identify words that sound alike. Provide copies of the poem and have students underline the homophones that the author uses. Now, invite students to write their own poems using homophones. Provide a list of homophones for students to use as a reference (See Attachment: 6.5 Performance Task List of Homophones). Have students share their poems with the class and have them put them together in a poetry book. Have them come up with a creative title for the book. Challenge them to come up with a title that uses homophones or similes or both. Stage 3 - Learning Plan Learning Activities Poetry Create a class KWL chart on poetry (a three column chart with a K for what students Know about poetry, a W for what students Want to know about poetry, and an L for what students Learned about poetry as the unit progresses) to track what students learn and explore throughout the unit June 2011 695
6.5 Exploring Poetry Subject: ESL Length: 6 weeks and get a sense of their perceptions and misperceptions of poetry. Have students work in groups of 4 to write a Stereotype Poem responding to the question what do people think about you before they get to know you? and starting with the phrase People Think Combine students one-liners to create a group poem on stereotypes. Host a Poetry Slam event for students to share their poetry with classmates and possibly family. Set up the classroom like a coffee house and make it into a community event. Have students read about Robert Frost (See Attachment: 6.5 Resource Robert Frost Facts). Have students predict the topics and themes that Frost's poetry might cover. Read aloud the poem, The Pasture, by Robert Frost (See Attachment: 6.5 Text The Pasture). Discuss the poem with students using the following questions: o What do you see when listening to this poem? o Who is Frost talking to in the poem? o Why does he invite the listener to come out to the pasture with him? o What things does he want the listener to see? o Are there any words in the poem that are unfamiliar? Have students read the poem Speak, by Janet Wong and Harriet Tubman, by Eloise Greenfield and discuss the challenge that the subjects of the poems experienced. Discuss how these challenges have shaped who they are (See Attachments: 6.5 Learning Activity Speak and 6.5 Learning Activity Harriet Tubman). Prewriting Strategies for Poetry Put students in small groups and have them brainstorm ideas for poetry prompts. Remind students that poets often write about what they know and what they have experienced in their own lives. Have students create writing prompts that connect to experiences from their life. Have them evaluate their prompts (See Attachment: 6.5 Writing Tool Poetry Prompt List). Homophones & Figurative Language As students read texts during this unit, have them identify and group homophones in twos or threes (i.e. hour/our, bare/naked, bear/animal, bear/tolerate) Have students illustrate similes they find in poems they read and write during this unit. Provide students with a list of similes and have them identify the two things that are being compared. Have the class select a theme and have students work in small groups to create poems based on the selected theme using similes. (See Attachment: 6.5 Learning Activity Snow Similes) Sample Lessons Lesson on similes and metaphors (See Attachment: 6.5 Sample Lesson Similes and Metaphors) Lesson analyzing Robert Frosts work: http://www.readwritethink.org/classroom-resources/lessonplans/robert-frost-prompts-poet-859.html Lesson on writing poems about everyday objects: http://www.readwritethink.org/classroomresources/lesson-plans/shape-poems-writing-extraordinary-798.html?tab=4#tabs Robert Frost poems that use imagery: http://www.frostfriends.org/imagery.html Robert Frost poems that use figurative language: http://www.frostfriends.org/figurative.html Robert Frost poems that use sound devices: http://www.frostfriends.org/sounddevices.html Additional Resources Poetry and the Writing Process: http://teacher.scholastic.com/writeit/poetry/ Ideas for writing poetry: http://teacher.scholastic.com/writeit/poetry/brainstorm/ June 2011 696
6.5 Exploring Poetry Subject: ESL Length: 6 weeks Activities on similes and metaphors: http://volweb.utk.edu/Schools/bedford/harrisms/1poe.htm Writing Bio-Poems: http://www.canteach.ca//elementary/poetry1.html Who am I? (See Attachment: 6.5 Who am I) Literature Connections Band-Aids by Shel Silverstein Honey, I love and Other Love Poems by Eloise Greenfield Poetry Matters by Ralph Fletcher List of sample poems that use homophones (See Attachment: 6.5 Text Homophone Poetry) Poems by Robert Frost (See Attachment: 6.5 Text Robert Frost) I rise (See Attachment: 6.5 Text I Rise)
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Attachments Grade 6
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6.1 Graphic Organizer Character Traits Chart Subject: ESL
Character Traits Chart
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6.1 Graphic Organizer Story Map Subject: ESL Name: ____________________ Date: ____________________
Story Map
Text: ________________________________________________ Who are the characters in the story? ________________________________________________________________________ ________________________________________________________________________
Describe the setting of the story. ________________________________________________________________________ ________________________________________________________________________ What is the main conflict or problem in the story? ________________________________________________________________________ ________________________________________________________________________
Retell 5 main events that happened in the story. First, ___________________________________________________________________ Second, _________________________________________________________________ Next, ___________________________________________________________________ Then, __________________________________________________________________ Lastly, __________________________________________________________________ What is the resolution of the story? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Source: edCount, LLC 700
Venn Diagram
Write details that tell how the subjects are different in the outer circles. Write details that tell how the subjects are alike where the circles overlap.
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6.1 Learning Activity Adjectives Describing Character Traits Subject: ESL
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6.1 Learning Activity Adjectives Describing Character Traits Subject: ESL
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6.1 Other Evidence Paired Reading Fluency Check Subject: ESL
Paired Reading Fluency Check Evaluation Sheet

Readers name: ____________________________________ Evaluators name: __________________________________ Name of Text: ____________________________________ Reading 1: How did my partner read the first time? (Reader check one)
6.1 Other Evidence Reflective Journal Subject: ESL
Reflective Journal
Directions: Write a short journal to think about your project. In your journal answer the following questions: What I did Explain what you or your group did to finish your project.
What I enjoyed
Write about what you liked most about the project.
What I found difficult
Write about any part of the project you found hard to do.
What really worked
Write about any part that you thought worked well
Next time
Write what you would do differently next time.
What I learned
Write about what you learned from this project.
Questions I still have
List any questions you still about the topic or concept you studied during this project.
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6.1 Other Evidence Spelling Quiz Subject: ESL
Spelling Quiz
Directions: Complete the following sentences. On a sheet of paper, write the suffix spelling rules discussed in this chapter and give your own examples. As homework, read a book and find words with suffixes and group them based on the spelling rules discussed in this chapter. 1. Joe Magik is _______ for his card tricks. a. fameous b. famous 2. Christina won the second place a ______ competition. a. diving b. diveing 3. In the ________, there was a king and a queen. a. beginning b. begining 4. The moon has an unusually _____ glow today. a. reddish b. redish 5. The dent on the car is ________. a. noticeable b. noticable 6. You may leave your luggage in the ________. a. storeage b. storage
Source: http://www.kwiznet.com/p/takeQuiz.php?ChapterID=10015&CurriculumID=26
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6.1 Other Evidence Story Elements Quiz Subject: ESL
Story Elements: Multiple-Choice Quiz

1. The _____ is the action of a story. A. Setting B. Plot C. Solution D. Problem 2. The _____ is what needs to be fixed or solved in a story. A. Setting B. Solution C. Plot D. Problem 3. Where and when a story takes place is the _____. A. Plot B. Setting C. Solution D. Problem 4. A person, animal, or thing that adds details to a story and makes the story better is a _____. A. Main character B. Setting C. Character D. Supporting character 5. The ____ is how the problem of a story is fixed or solved. A. Plot B. Setting C. Main character D. Solution 6. A person, animal, or thing that does an action in a story is a _____ A. Main character B. Character C. Supporting character D. Plot 7. The person, animal, or thing that does most of the action in a story is the _____. A. Supporting character B. Main character C. Character D. Solution
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6.1 Other Evidence Using Word Walls to Improve Instruction Subject: ESL
Using Word Walls to Improve Instruction

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. -Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999
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6.1 Other Evidence Using Word Walls to Improve Instruction Subject: ESL There are Three Tiers of words: Tier 1 basic words, well known, used often: clock, baby Already in oral language concepts Direct instruction rarely required Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd Surprising, precise and conversation Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk Not used in many contexts Direct instruction required to include related concepts where applicable Criteria for tier one and tier two words: Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? How do we develop word knowledge? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies
Source: Christina Casher
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6.1 Resource Describing the Unknown Subject: ESL
Describing the Unknown to Others

Learning Objectives Students will: Utilize creative and descriptive writing skills to communicate ideas to others; Implement the use of graphic organizers to arrange ideas; Simulate the communication challenges faced by the members of the Corps of Discovery as they attempted to describe unfamiliar plants, animals, climates, terrain, and people to people in the eastern United States. Technology Standard 3: Understands the relationships among science, technology, society, and the individual. Materials A copy of the program Lewis and Clark: The Journey of the Corps of Discovery (To order, visit ShopPBS) A television, and a VCR or DVD player Computers with Internet access Selected journal entries from the Archives section of this Web site Lesson 14 Student Activity Sheet (included below) Two to three 45-minute class periods or one to two 90-minute class periods Teaching Strategy 1. Ask students to imagine they are members of the Lewis and Clark expedition team. They have discovered new animals and plants, experienced new climates and challenges with terrain, and met new groups of people. The challenge now is how to preserve this information for people back home. Discuss the following: How are you going to record this information? How will you describe your new discoveries and experiences to your friends and family back home? 2. Once discussion has been completed, tell students they will hear actual journal entries written by members of the Corps. Their job is to listed to each journal entry and try to guess what plant, animal, climate, or terrain the Corps member is describing. Students will then share their guesses and point out specific words or phrases that led them to make their guess. The teacher should be sure to provide the correct answer for each of the journal entries once guesses have been shared or students have answered correctly. Selected Journal Entries Clark: June 6, 1804 "What are greens?" Clark: June 26, 1804 "What kind of Parakeets?" Clark: June 30, 1804 "What kind of very large wolf?" Clark: July 14, 1804 "What kind of storm?" Clark: July 29, 1804 "What species of catfish?" Ordway: July 30, 1804 (Excellent example) "What is a brarow?" Gass: September 3, 1804 "Where could they be located?" Ordway: September 7, 1804 "Read Ordways description of ground hogs." 710
6.1 Resource Describing the Unknown Subject: ESL Clark: October 7, 1804 "What species of white bear?" Clark: November 13, 1804 "Where might the expedition team be located now?" Lewis: May 28, 1805 "Where might the expedition team be located now? What species of bear might they have seen?" Whitehouse: June 16, 1805 "Where would they have found sulfur/mineral water?" Gass: June 25, 1805 "What species of brown bear? Can you eat spear- mint and currant bushes?" Ordway August 3, 1805 (Excellent example) "What species of panther?" 3. Finish the activity by explaining to students that members of the Corps of Discovery faced real communication challenges because they encountered so many new things that had to be documented and shared with others later on. 4. To further illustrate this point, have students view the two segments of the Lewis and Clark documentary described below. Discuss the challenges of documenting and sharing this information after viewing. Video Clips: Landscape View of the Prairies: Part I, 00:33:20-00:38:50. New Species: 0:53:10-0:54:20. 5. Students are now ready to undertake the challenge of describing a mystery plant, animal, climate, terrain, or group of people to another student. To do this, they should read and research information available in the journal entries located in the Archives section of the Lewis and Clark Web site. Students should read until they find the topic of their mystery description. Students should use the graphic organizer from the Lesson 14 Student Activity Sheet to record information about their topic in order to organize it and provide details in their writing. 6. To complete the graphic organizer, students should write the name of the topic in the center, main ideas describing the subject in the extending ovals, and precise details on the fingers of the ovals. 7. Using their graphic organizer, students should write a paragraph describing the "mystery" plant, animal, or climate. They should use as much detail and description as possible in order to paint a word picture for readers who are attempting to guess what the mystery subject is. 8. Students should exchange mystery writings with one another or share them with the entire class. As in the earlier activity, students should guess what is being described based on clues from the writing. Encourage students to discuss specific things in each piece of writing that made them formulate their guesses. 9. Close the lesson by reminding students that this process resembles how Lewis and Clark had to record and explain their observations during the expedition. Discuss the advantages and disadvantages to this type of recording.
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6.1 Resource Describing the Unknown Subject: ESL Assessment Recommendations 1. Create a scoring guide to evaluate the effectiveness of each writers paragraph. This could be completed by the teacher, the writer, or a peer evaluator. 2. Assign participation grades for class discussion and game activities. 3. Assign completion grades for students who finish the graphic organizer and construct their writing according to the established guidelines. Extensions/Adaptations Instead of a written paragraph, have students exchanges graphic organizers, but be sure the center section naming the mystery subject has been kept blank. Have students make guesses about the topic based on the details supplied in the graphic organizer. Students might prefer creating a limerick, poem, or even rap lyrics, to describe their chosen plant, animal, or climate. Pair up with another class from another school to complete the mystery subject writing activity by sharing writing assignments via email.
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6.1 Resource Describing the Unknown Subject: ESL
Source: http://www.pbs.org/lewisandclark/class/l14.html 713
6.1 Resource Problem and Solution Diagram Subject: ESL
Source: http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_ problemdiagram.pdf 714
6.1 Resource The Art of Communication Subject: ESL
The Art of Communication

Learning Objectives Students will: Participate in communication decoding experiences; Experience the international language, Morse Code; Hypothesize how Morse Code may have impacted Lewis and Clarks expedition if it had been available to them. Materials A copy of the program Lewis and Clark: The Journey of the Corps of Discovery (To order, visit ShopPBS) A television and a VCR or DVD player Computers with Internet access Lesson 15 Student Activity Sheet (included below) Time Needed Two or three 45-minute class periods or one to two 90-minute class periods. Teaching Strategy 1. Create interest by having students view the first section of Part II. This segment (0:05:30-0:12:20 ) tells the story of how Chief Cameahwait agreed to sell the Corps of Discovery all the horses they needed to cross the mountains. This segment illustrates the lengths that were necessary in order for the two groups to communicate. 2. Point out that translating from Shoshone to Hidatsa to French to English was what made it possible for the expedition members to communicate. Discuss how much time the translation must have taken, the possible problems translating through so many languages may have caused, and how remarkable it is that the Corps was able to complete the transaction and obtain the horses needed. 3. Next, introduce students to Morse Code. Created by Samuel F. B. Morse in 1838 and still used today, particularly by amateur radio operators, Morse Code was used to transmit messages via telegraph beginning. Explain to students that Morse Code consists of a short sounds (dits) and longer sounds (dahs). Some students may be familiar with Morse Code from involvement in scouting activities or use of walkie talkies, etc. 4. Distribute the Lesson 15 Student Activity Sheet . Review the letter chart and the series of dits and dahs used to represent each letter. 5. Have students decode the message on the sheet and record it in the space provided. Check decoding for accuracy. The message should read: February 6, 1805 The blacksmiths take a considerable quantity of corn today in payment for their labour. 6. Have students write their own Morse Code message and have a peer decode it. 715
6.1 Resource The Art of Communication Subject: ESL 7. After the Morse Code activity is completed, students should write a 1-2 paragraph response to the following question: How would Lewis and Clarks journey have been different if they had been able to communicate with others using Morse Code? Give several examples. Online Resources A Science Odyssey: Sending Messages http://www.pbs.org/wgbh/aso/resources/campcurr/telecommunication.html NOVA: Vanished http://www.pbs.org/wgbh/nova/vanished/sten_morse.html International Morse Code Chart http://freenet.msp.mn.us/people/calguire/morse.html Morse Code Alphabet http://www.zianet.com/sparks/coder.htm National Association for Amateur Radio http://www.arrl.org/FandES/ead/learncw/ Assessment Recommendations 1. Assign participation grades for completion of the Activity Sheet and classroom discussion activities. 2. Assign a completion grade for the written response paragraphs activity. Extensions/Adaptations 1. Have your students learn more about how Morse Code is used by amateur radio operators. Use the internet to research this or contact a local amateur radio operators club or organization and invite a guest speaker in to discuss and demonstrate if possible. 2. Review photographs and information on various communication devices that have been developed. Some to research might include the telegraph transmitter and receiver, early telephone equipment, the first digital electronic computers developed during WWII , the first model of the 45 rpm record player , An Apple 1 Kit Computer, Robot Auto Factory, Digital/cellular telephones, and the Internet and email communications systems. Use information learned from researching to construct a timeline or display that illustrates the evolution of communication devices and the impact they have had on communication and our culture. 3. Draw on multi-lingual students or people in your community and have a short, translated discussion in front of the class.
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6.1 Resource The Art of Communication Subject: ESL
Source: http://www.pbs.org/lewisandclark/class/l15.html 717
6.1 Resource Traits of Fiction Subject: ESL
Source: www.scholastic.com
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6.1 Sample Lesson Compare and Contrast Character Traits Subject: ESL
The Hundred Dresses by Eleanor Estes

Objectives Students will:
describe characters from the story using character traits compare and contrast two main characters from the story apply their knowledge, understanding, and analysis of characters to determine how they would react in a situation Materials The Hundred Dresses book (copy for each student) Character Trait Map Character Comparison Map What Would They Do? Worksheet Vocabulary Words Vocabulary Puzzle Comprehension Quiz Set up and Prepare

Make a class set of copies for each worksheet When copying the Character Trait Map, create a double sided copy with a blank map on both sides. Create a Character Comparison Map on chart paper, or you can use the PDF on a SMARTboard
Directions Before Reading: Have students make predictions about the book based on cover and title. Discuss with students ways that they are different from one another. Also discuss the positive and negative aspects about being different. During Reading: Review with students the meaning of character traits. If the class doesnt already have a list of common character traits, make one before students complete the activity. Distribute a double sided, blank Character Trait Chart to each student. As the students read the story, have them fill in two charts, one for each character. There should be a blank chart on each side of the paper. Have the students leave the boxes labeled character traits empty until after the story is finished. Discuss how a characters actions, words, feelings, and thoughts determine their character. (These charts can be completed over the next couple of days of reading.) After finishing the story, have the students reread their Character Trait Charts, and use the information about their characters to infer traits to describe them. They may use the Character Traits chart made before reading the story for help. After Reading: Once students are finished reading the story and have completed a character map for two characters in the story, they are going to compare and contrast the characters. Model the Character Comparison Map for the students using two characters from another book that the students are familiar with. Then 719
6.1 Sample Lesson Compare and Contrast Character Traits Subject: ESL have the students use the information they collected about the characters from The Hundred Dresses to complete a Character Comparison Map. Next Day: Once the students have successfully compared the two characters, they are going to use that information to determine how each of those characters would react to a certain situation. Explain to students that people respond to situations differently depending on their character and beliefs. Read aloud the example situation on the What Would They Do? worksheet. Explain to the students that they are going to write how they think their two characters would respond to the situation based on their character traits and the character comparison charts. Have students share their responses when finished. Lesson Extension Have the students write a sequel to The Hundred Dresses. They can think about Wandas life in the new city. Is it different from living in Boggin Heights? Do the children tease her there? Does Wanda want to return to her old home and be friends with Maddie and Peggy? Readers Theater is a great way for students to practice reading fluently. Break the class into small groups of 3-5 children. Give each group an important scene or event from the story to create into a Readers Theater script. Students can then perform their scripts for students in the school or other grade level classes. Assess Students Question students and listen to their responses while reading the book. Evaluate the Character Trait chart, Character Comparison Map, and students responses to the What Would They Do? worksheet. Assignments Character Trait Map Character Comparison Map What Would They Do? Worksheet Evaluate the Lesson Are students able to use inference skills to identify character traits based on a characters actions, thoughts, words, or feelings, while independently reading? Are students able to use critical thinking to predict how a character would react or respond to a situation based on their previously determined character traits?
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6.1 Sample Lesson Compare and Contrast Character Traits Subject: ESL Character Trait Map
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6.1 Sample Lesson Compare and Contrast Character Traits Subject: ESL Character Comparison Map
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What Would They Do? Worksheet
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Vocabulary Words
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Vocabulary Puzzle
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Comprehension Quiz
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Source: http://www2.scholastic.com/browse/collateral.jsp?id=38456 728
6.1 Sample Lesson Understanding Character Subject: ESL
Understanding Character
Students will learn various literary terms and how to give a thorough analysis of a character within a piece of literature. Objective Students will: Empathize, for the purpose of understanding, the character. Understand the difference between direct characterization and indirect characterization. Understand the difference between a static and dynamic character. Understand the various complications with which a character must deal. Understand the difference between internal conflict and external conflict. Understand the role of motivation within a character. Understand how poetry elements are an important aspect of character analysis. Materials Materials for the Teacher: Teaching Literary Elements with Short Stories by Tara McCarthy (Available in the Teacher Store) A short story or novel to use as an example Plain white T-shirts, one for each student (cheaper if you buy them in a package from the men or boy's department) Markers, puffy paints Iron transfer printer paper (Use if you have access to technology in the classroom, so students can create their character analysis on the computer. Be sure to assist students with the iron-on transfer.) Overhead projector Transparency paper Activity sheets o Literary Elements and Definitions o Character Analysis Graphic Organizer, helps students analyze a character. o Character Analysis T-Shirt Project Instructions Transparency copies of pages 12-17 from La Bamba by Gary Soto. This is taken from Teaching Literary Elements with Short Stories by Tara McCarthy Materials for Students: A white plain t-shirt Activity handouts: provided by teacher Additional handouts from various literature or teaching resources: provided by teacher Markers: regular, puffy paint, etc. Computer, Internet or library access, if necessary
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6.1 Sample Lesson Understanding Character Subject: ESL Set up and Prepare Create a Character T-shirt before teaching the lesson to get an understanding of the time requirement based on the resources available and to have an example of the final product. Make enough copies of all handouts before introducing the lessons. Be sure to have any additional materials available. Reproducibles 1. Literary Elements and Definitions (included below) 2. Character Analysis Graphic Organizer (included below) 3. Character Analysis T-Shirt Project Instructions (included below) 4. Character Analysis T-Shirt Rubric (included below) Directions Hand out all copies of the various worksheets before beginning each part of the lesson. Part I Step 1: Introduce the literary elements and definitions in the worksheet Understanding Character Have students read through each of the elements and definitions aloud. Step 2: Using the story, La Bamba by Gary Soto, identify examples of the literary elements on an overhead. Conduct a class discussion and allow students to ask questions if necessary. Step 3: Assess understanding of the various elements by quizzing students orally. Part II Step 4: Using the designated piece of literature as a resource (class story, novel, etc.) and the Character Analysis Chart, have students begin analyzing a character of their choosing. This may be facilitated in groups or as an independent activity. Part III Step 5: Introduce the Character T-shirt using your teacher sample. Show how an understanding of literary elements dealing with character was needed in order to create it. Hand out the Character T-shirt Instructions and go over with the class. Step 6: Allow students to begin creating their Character T-shirts. This project may be completed in class or as an at-home assignment. Lesson Extension By extending the lesson, I integrate language arts and reading standards with the multiple intelligences. Any standards aligned rubric or project rubric can work for the assessment of these activities. Here are some examples of what students could do: 1. Have a Character T-shirt Day, where students come to school dressed in their T-shirt and promote the story/novel from which the character comes. 2. Make up flyers to promote daily reading. 3. With permission from the teacher, act out a scene during lunch or class with students from the same class. 4. During break or lunch time, orally read a passage from the story/novel. 5. Post a picture of the Character T-shirt on the Class Homepage. 730
6.1 Sample Lesson Understanding Character Subject: ESL 6. Create a poem in the first person narrative about the character and read it in front of the class. 7. Hang the shirts up in class as examples of the various ways to do character analysis. 8. Hold a class discussion about the different characters that were chosen by students. Discuss their traits and qualities, then compare and contrast their similarities and differences. Allow students to support their opinions of the characters by conducting a debate. Challenge students to support their opinions with facts from the stories. Assess Students Using the Character Analysis T-Shirt Rubric (included below), assess students based on their ability to analyze the chosen character. I also assess students' effort and class participation throughout the unit. Evaluate the Lesson Did students respond to the way I introduced the literary elements? Did using Soto's La Bamba, as an exemplar help students understand how to find various literary elements? Did I provide them with the ability to get started right away? Did students develop an overall understanding of character analysis? Was their understanding evident in their Character Analysis worksheet? Did students remain on task during various activities? Did students create Character T-Shirts that represented an accurate understanding of character analysis? Were students able to articulate their analysis of character in the extended lesson? Should I change anything in the way I model or teach this lesson?
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6.1 Sample Lesson Understanding Character Subject: ESL Literary Elements and Definitions
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6.1 Sample Lesson Understanding Character Subject: ESL Character Analysis Graphic Organizer
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6.1 Sample Lesson Understanding Character Subject: ESL Character Analysis T-Shirt Project Instructions
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6.1 Sample Lesson Understanding Character Subject: ESL Character Analysis T-Shirt Rubric
Gonzalo
The older you are, the younger you get when you move to the United States. Two years after my father and I moved here from Guatemala I could speak English. I learned it on the playground and watching lots of TV. Dont believe what people sayCartoons make you smart. But my father, he worked all day in a kitchen with Mexicans and Salvadorans. His English was worse than a Kindergartners. He would only buy food at the bodega down the block. Outside of there he lowered his eyes and tried to get by on mumbles and smiles. He didnt want strangers to hear his mistakes. So he used me to make phone calls and to talk to the landlady and buy things in stores where you had to use English. He got younger. I got older. Then my younger brothers and mother and Tio Juan, came north and joined us. Tio Juan was the oldest man in his pueblo. But here he became a little baby. He was a farmer, but here he could not work. He could sit out in the plaza and talk, but there are not any plazas here, and if you sit outside in public some gang driving by might use you for target practice. He could not understand TV. So he wandered around the apartment to himself, just like a kid in diapers. One morning he wandered outside and down the street. My mother practically fainted. He does not speak Spanish or English, just an Indian language. I finally found him standing in front of the beauty salon, looking through the glass at a woman with a drier over her head. He must have wondered what weird planet he had moved to. I took him home, holding his hand, the way you would with a three-yearold. Since then Im suppose to baby-sit him after school. One afternoon I was watching TV, getting smart. Suddenly I look up. He was gone. I checked the halls on all five floors of the apartment house. I ran to the street. He was not in the bodega or the pawnshop. I called his name. I could imagine my mothers face when she found out he had fallen through a manhole or been run over. I turned the corner, looking for a white straw hat he always wore. Two blocks down I saw it. I ran down the sidewalk and found him standing in front of a vacant lot, making gestures to a man with a shovel. I took his hand, but he pulled me through the trash and into the lot. I recognized the man with the shovelhe was the janitor at my old school. He had a little garden planted. Different shades of green leaves were coming up in rows. Tio Juan was smiling and trying to tell him something. The man could not understand him and finally went back to digging. I turned Tio Juan around and led him home. That night he told my mother all about it. She was the only one who could understand him. When she got home from work the next day she asked me to take him back there. I did. He studied the sun. Then the soil. He felt it, then smelled it, then actually tasted it. He chose a spot not too far from the sidewalk. My mother bought him four packets of seeds. I cleared the trash, he turned the soil. I wished we were far from the street and I was praying that none of my friends or girlfriends or enemies saw me. Tio Juan did not even notice people. He was totally absorbed in the work. He showed me exactly how far apart the rows should be and how deep. He could not read the words on the seed packets, but he knew from the pictures what seeds were inside. He poured them into his hand and smiled. He seemed to recognize them, like old friends. Watching him carefully sprinkling them into the troughs he had made, I realized that I did not know anything about growing food and that he knew everything. I stared at his busy fingers, then his eyes. They were focused, not far away or confused. He had changed from baby back into a man.
6.1 Writing Tool Peer Editing Checklist Subject: ESL
Peer Editing Checklist

Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment?
Peer Editing Checklist

Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment? Source: http://www.google.com/url?sa=t&source=web&cd=4&ved=0CDAQFjAD&url=http%3A%2F%2F www.wcs.k12.va.us%2Fusers%2Fhonaker%2FComp%26Tech%2F2nd-peer-editing-template.doc &rct=j&q=Peer%20Editing%20Checklist&ei=MpIwTb2tDcH-8Abfmo3vCA&usg= AFQjCNENwj9fgnMnBM2wEQwwk_PlakBeFg&sig2=KLEZtxtpSGE6N LoncpfPgg&cad=rja 738
6.2 Graphic Organizer Rainbow Writing Subject: ESL
Rainbow Writing: One Paragraph Organizer
Blue Sentence Supports Red
Green Sentence Supports Blue
Concluding Sentence: Red
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6.2 Graphic Organizer Web Subject: ESL
Writing Web
Name _____________________________
Source: www.superteacherworksheets.com 740
6.2 Learning Activity Cause and Effect Game Matching Cards Subject: ESL
Index Matching Cards

Write each phrase on an index card.
Your foot trips over a rock at recess My pencil lead broke I skipped dinner last night Your forgot to do your homework Cory hit the switch Jason dropped his glass of orange juice You charge lunch in the cafeteria y cat was hungry Ashley breaks her leg during gymnastics You have earned three tickets You get in a fight at recess
you will fall and hurt yourself. so I had to sharpen it. and I was very hungry this morning! so you will have study hall. so the lights went off. and the glass shattered on the floor. you will have to get a peanut butter and jelly sandwich. so he ran to the bowl and I fed him. so she will have to get a cast put on. so you can buy a piece of candy from the candy box. you will get in trouble with your parents and will get written up.
Source: http://www.mandygregory.com/Mini%20Lessons.htm 741
6.2 Learning Activity Cause and Effect Game Subject: ESL
Cause and Effect Game

Directions: Match possible causes to effects or results.
Fell off bicycle
Got lost
Dropped pencil
Ouch!
Jumped lunch line
Scrapped knee
Didnt listen to instructions
Stayed well
Ate healthy food
Teacher put me at the end of the line
Stubbed toe
Leaned over to pick it up
Wandered off the trait
Didnt know how to do work
Misbehaved on playground
Got punished
Source: http://www.quia.com/mc/94601.html 742

Reflective Journal
What I enjoyed
What really worked
Next time
What I learned
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6.2 Other Evidence Transitional Words Quiz Subject: ESL
Transitional Words/Phrases Quiz

1. What category of transitional words or phrases does 'therefore' belong to? A. Addition B. Emphasis C. Consequence 2. What category of transitional words or phrases does 'to begin with' belong to? A. Exception B. Sequence C. Direction 3. What category of transitional words or phrases does 'on one hand' belong to? A. Contrast and comparison B. Similarity C. Summarising 4. What category of transitional words or phrases does 'over there' belong to? A. Sequence B. Contrast and comparison C. Direction 5. What category of transitional words or phrases does 'except' belong to? A. Exception B. Illustration C. Emphasis D. Exception 6. What category of transitional words or phrases does 'coupled with' belong to? A. Generalizing B. Summarizing C. Addition 7. What category of transitional words or phrases does 'as an example' belong to? A. Illustration B. Exception C. Similarity 8. What category of transitional words or phrases does 'in other words' belong to? A. Contrast and comparison B. Restatement C. Sequence
Source: http://www.scoilnet.ie/Quiz.aspx?id=1135 745

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. -Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999
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6.2 Performance Task Earthquakes Subject: ESL
Earthquakes
Seismic Destruction Photograph by Mosanori Kobayashi Earthquakes, also called temblors, can be so tremendously destructive, its hard to imagine they occur by the thousands every day around the world, usually in the form of small tremors. Some 80 percent of all the planet's earthquakes occur along the rim of the Pacific Ocean, called the "Ring of Fire" because of the preponderance of volcanic activity there as well. Most earthquakes occur at fault zones, where tectonic platesgiant rock slabs that make up the Earth's upper layercollide or slide against each other. These impacts are usually gradual and unnoticeable on the surface; however, immense stress can build up between plates. When this stress is released quickly, it sends massive vibrations, called seismic waves, often hundreds of miles through the rock and up to the surface. Other quakes can occur far from faults zones when plates are stretched or squeezed.
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6.2 Performance Task Earthquakes Subject: ESL Scientists assign a magnitude rating to earthquakes based on the strength and duration of their seismic waves. A quake measuring 3 to 5 is considered minor or light; 5 to 7 is moderate to strong; 7 to 8 is major; and 8 or more is great. On average, a magnitude 8 quake strikes somewhere every year and some 10,000 people die in earthquakes annually. Collapsing buildings claim by far the majority of lives, but the destruction is often compounded by mud slides, fires, floods, or tsunamis. Smaller temblors that usually occur in the days following a large earthquake can complicate rescue efforts and cause further death and destruction. Loss of life can be avoided through emergency planning, education, and the construction of buildings that sway rather than break under the stress of an earthquake.
Source: http://environment.nationalgeographic.com/environment/naturaldisasters/earthquake-profile/ 749
6.2 Performance Task Hurricanes Subject: ESL
Hurricanes
Engines of Destruction Hurricanes are giant, spiraling tropical storms that can pack wind speeds of over 160 miles (257 kilometers) an hour and unleash more than 2.4 trillion gallons (9 trillion liters) of rain a day. These same tropical storms are known as cyclones in the northern Indian Ocean and Bay of Bengal, and as typhoons in the western Pacific Ocean. The Atlantic Oceans hurricane season peaks from mid-August to late October and averages five to six hurricanes per year. Hurricanes begin as tropical disturbances in warm ocean waters with surface temperatures of at least 80 degrees Fahrenheit (26.5 degrees Celsius). These low pressure systems are fed by energy from the warm seas. If a storm achieves wind speeds of 38 miles (61 kilometers) an hour, it becomes known as a tropical depression. A tropical depression becomes a tropical storm, and is given a name, when its sustained wind speeds top 39 miles (63 kilometers) an hour. When a storms sustained wind speeds reach 74 miles (119 kilometers) an hour it becomes a hurricane and earns a category rating of 1 to 5 on the Saffir-Simpson scale.
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6.2 Performance Task Hurricanes Subject: ESL Hurricanes are enormous heat engines that generate energy on a staggering scale. They draw heat from warm, moist ocean air and release it through condensation of water vapor in thunderstorms. Hurricanes spin around a low-pressure center known as the eye. Sinking air makes this 20- to 30-mile-wide (32- to 48-kilometer-wide) area notoriously calm. But the eye is surrounded by a circular eye wall that hosts the storms strongest winds and rain. These storms bring destruction ashore in many different ways. When a hurricane makes landfall it often produces a devastating storm surge that can reach 20 feet (6 meters) high and extend nearly 100 miles (161 kilometers). Ninety percent of all hurricane deaths result from storm surges. A hurricanes high winds are also destructive and may spawn tornadoes. Torrential rains cause further damage by spawning floods and landslides, which may occur many miles inland. The best defense against a hurricane is an accurate forecast that gives people time to get out of its way. The National Hurricane Center issues hurricane watches for storms that may endanger communities, and hurricane warnings for storms that will make landfall within 24 hours.
Source: http://environment.nationalgeographic.com/environment/natural-disasters/hurricaneprofile/ 751
6.2 Performance Task Volcanoes Subject: ESL
Volcanoes
Earth's Fiery Power Photograph courtesy NASA Earth Observatory Volcanoes are awesome manifestations of the fiery power contained deep within the Earth. These formations are essentially vents on the Earth's surface where molten rock, debris, and gases from the planet's interior are emitted. When thick magma and large amounts of gas build up under the surface, eruptions can be explosive, expelling lava, rocks and ash into the air. Less gas and more viscous magma usually mean a less dramatic eruption, often causing streams of lava to ooze from the vent. The mountain-like mounds that we associate with volcanoes are what remain after the material spewed during eruptions has collected and hardened around the vent. This can happen over a period of weeks or many millions of years. A large eruption can be extremely dangerous for people living near a volcano. Flows of searing lava, which can reach 2,000 degrees Fahrenheit (1,250 degrees Celsius) or more, can be released, burning everything in its path, including whole towns. Boulders of hardening lava can
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6.2 Performance Task Volcanoes Subject: ESL rain down on villages. Mud flows from rapidly melting snow can strip mountains and valleys bare and bury towns. Ash and toxic gases can cause lung damage and other problems, particularly for infants and the elderly. Scientists estimate that more than 260,000 people have died in the past 300 years from volcanic eruptions and their aftermath. Volcanoes tend to exist along the edges between tectonic plates, massive rock slabs that make up Earth's surface. About 90 percent of all volcanoes exist within the Ring of Fire along the edges of the Pacific Ocean. About 1,900 volcanoes on Earth are considered active, meaning they show some level of activity and are likely to explode again. Many other volcanoes are dormant, showing no current signs of exploding but likely to become active at some point in the future. Others are considered extinct.
Source: http://environment.nationalgeographic.com/environment/natural-disasters/volcanoprofile/ 2
6.2 Resource Cause and Effect Connectors Subject: ESL COORDINATING CONJUNCTION A coordinating conjunction occur s mid-sentence and joins two independent clauses. A comma is placed before the conjunction (for and, nor, but, or, yet, so). See FANBOYS CORRELATIVE CONJUNCTIO N A correlative conjunction i s paired with another word and is used to join equivalent sentence elements such as one noun or noun-phrase with another noun or noun-phrase. SUBORDINATING CONJUNCTION A subordinating conjunction introduce s a dependent clause, which requires attachment to an independent clause to complete the rest of the thought. When the dependent clause occurs: (1) before the independent clause, a comma separates the clauses; (2) after the independent clause , no comma separates the clauses. CONJUNCTIVE ADVERB / TRANSITION A transition word is used at the beginning of a sentence with a comma after it. It marks a change in thought from one sentence (or paragraph) to the next. A period or semicolon comes before it.
TERM
DEFINITIO N
SENTENCE
He The children People helped. As a raised so much survived because they consequence, the children money that the had help. survived. y created a food Because they had People helped; as a bank. help, the children consequence, the children He raised such a survived. survived. large amount of The children money that survived because of the they created a help. (noun phrase) food bank. CAUSE *for (reason or so . . . that because, since, now For this reason, For all EXPRESSIONS cause) *rarely used (emphasis on that, as, as long these reasons cause) as ,inasmuch such . . . as, because of, due that (emphasis to, owing to, on account on cause) of, despite , if only because EFFECT so (result) so that (purpose-result) Therefore, Consequently, EXPRESSIONS in order (purposeAs a consequence, As a result) result, Thus, Hence
He saw starving children, so he helped. He helped, for he knew they could survive.
Source: http://www.grammar-quizzes.com/8-7.html 754
6.2 Resource Characteristics of Expository Writing Subject: ESL Goal: Characteristics: Expository writing seeks to inform, explain, clarify, define or instruct. The general characteristics of expository writing include: Focus on main topic Logical supporting facts Details, explanations, and examples Strong organization Clarity Unity and coherence Logical order Smooth transitions Expository writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research papers.

Uses:
Exercises:
Write a story about a trip you are going to take and what friend you want to take with you. Explain why this friend would be the best person to go with you. Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution. Explain the process of baking a birthday cake. Find an example of expository writing; explain the elements that make this a good example. http://library.thinkquest.org/10888/expos.html?tqskip1=1 A Think Quest entry, this site explains and offers examples of the different kinds of expository writing. http://jc-schools.net/write/grade8.html A one-page article that describes this genre while also including links to examples of expository writing. http://www.webenglishteacher.com/expwriting.html Visit this list for additional resources gathered by the Web English Teacher.
Additional Internet sites:
Source: http://www.thewritingsite.org/resources/genre/expository.asp 755
6.2 Resource Spider Graphic Organizer Subject: ESL
Source: BalancedReading.com
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6.2 Sample Lesson Expository Writing Subject: ESL
The Personal Touch: A Lesson in Expository Writing

Overview: Human beings use hand-to-hand touch between individuals to convey a wide range of affective communication. This lesson uses examples of such communication as a springboard for practice in expository writing. Purpose: In addition to providing an opportunity to practice clarity and thoroughness in writing, students are made aware of some of the subtle non-verbal messages in common social situations involving hand touching. Objective(s): Affective: Students will understand that much of what we say to one another is communicated without words. Students will reflect on the meanings of some common non-verbal messages communicated through the way we touch each other's hands. Students and teacher will experience a moment of personal communication. Cognitive: Students will express their thoughts in clear, grammatically correct sentences organized into coherent paragraphs. Students will use descriptive words and phrases to describe physical actions and sensations. Students will use feeling words to convey emotional reactions. Students will share their writing with each other. Activities: The teacher will explain that a simple, familiar interpersonal exchange such as a handshake can convey a number of different messages and that she is going to go around the room demonstrating. The teacher then approaches each student and, without saying anything, touches each one's hand in a different way. For example, one student may receive a "power" handshake, another a limp one. She may give one a "High Five" and do a hand jive with another. She may simply hold a student's hand like a little child holds the hand of an adult. She may grasp the wrist of another student as if helping him to stand, or link "pinkies" and swing hands playfully. The possibilities are numerous! Students are then instructed to write about their experience as clearly as possible so that a reader of their paragraph(s) could demonstrate the touch the writer has received. Encourage them to write about how the touch made them feel as well as a description of the actual physical action. Students read each other's finished paragraphs and attempt to replicate the touch described. Remind them to use the written word only and no remembered visual clues. Allow ample time for revisions if needed - and they will be! Ask for volunteers to demonstrate their finished products for the class. Follow with a class discussion and sharing. It will be lively! Tying it all Together This is a great exercise to do early in the year, as it provides the teacher with a vehicle for personal interaction with each student. Students ordinarily respond quite positively, seem to enjoy the "personal 757
6.2 Sample Lesson Expository Writing Subject: ESL touch", and love to talk animatedly about their experience. Even when the rare student reacts negatively, the teacher acquires a better understanding of that individual. It is usually best to limit the touch to that which will leave the student with a positive experience, especially if done before teacher/class bonds have been established. These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teachers from 14 western states dedicated to improving the quality of education in the rural, western United States, particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
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6.2 Text About Beaches Subject: ESL
About Beaches
What is a Beach? A beach is made of very small loose rock (sand) that gathers at the shore of a body of water. Beaches are created by waves or currents. The sand comes from erosion of rocks both far away from and near the water. Coral reefs are a major source of sand. A beach's shape depends on how the waves move. Some waves move material up the beach, while others move it down the beach. On sandy beaches, the waves move sand away from the beach, making gentle slopes. When the waves are not strong enough to move the sand away, the beach is steeper. Crabs, insects, and birds feed on material left by the waves. Some small animals dig into the sand to get their food. Birds use beaches to nest, and sea turtles lay their eggs on ocean beaches. Sea grasses and other beach plants grow on areas of the beach and dunes where there is not much activity. How to Protect Your Beach Things you can do to help protect your beach: Dispose of trash properly - use trash cans at the beach or take your trash home with you Reduce, reuse and recycle as many as possible of the things you use -- anywhere, anytime Cut the rings off plastic six-pack holders so that animals (like fish, turtles or seals) can't get tangled in them leave no solid plastic loops Join local beach, river or stream clean-ups Teach others how to practice good beach safety About the EPA's BEACH Program Everyone wants to have a good time at the beach without worrying about getting sick. EPA helps the states and local governments run a beach protection program will help keep you from getting sick. Beach Protection Programs help reduce your exposure to bacteria, viruses and other micro-organisms that cause people to get sick. EPA's BEACH program aims to create tests that will detect pollution faster and find better ways to keep you informed about problems at beaches near you. We also look for ways to help states and local governments better predict when pollution will occur (like after rain storms). With better ways to predict problems, test the water, and let people know about dangerous conditions, your beach managers can help you decide when and where to swim. EPA is also offering grants (money to help build these programs) to states on the coast so they can get their programs up and running faster. Our beaches web site for grownups has information about those grants and about specific beaches in the United States.
Source: http://water.epa.gov/type/oceb/beaches/basicinfo.cfm 759
6.2 Text Bullying in Schools Subject: ESL
Bullying in Schools Cause and Effect of Bullying

Have you ever wondered why or how bullying in schools even starts? Bullying has a major effect on kids who are subjected to it. Its kind of like if you have a bulldog, and you beat it up constantly as it is growing up. The dog will grow up to be mean, and possibly vicious. This is because the dog now has been trained to think that everyone that comes near it has a hostile attitude. When kids get bullied in school, it has a major impact on them. For one, they now see the person bullying them in a negative tone. Not only that, but since most kids seem to dress in a certain style, the kid being bullied may include everyone that dresses or acts like the bully as a potential bully. If a child is bullied their entire childhood, or all throughout school, they will not grow up to have a positive outlook on society. Bullied kids may grow up to show a rebellious or uncaring nature. Most of the kids that tend to get in trouble a lot are the ones who were bullied in school. Bullies typically do not intend any physical harm to their target; they are usually just looking for a way to get attention. They do not realize the severity of what they are doing. Kids who are being subjected to bullying in schools must learn to rise up against bullies who are coming against them.
Source: http://www.ihatebullies.net/bullying-in-schools-%e2%80%93-cause-and-effect-of-bullying.html 1
6.2 Text Communities Pull Together to Save the Environment Subject: ESL
Source: Baldwin Register, June 20, 2010. 761
6.2 Writing Tool Brainstorming Ideas for a Memoir Subject: ESL
Write about the first time you jumped into water
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Write about a time you hiked up your pants to wade through water.
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Write about the history of your hands, or the hands of someone you know.
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Write about a wedding you once attended.
Source: http://teacher.scholastic.com/writeit/memoir/brainstorm/artresponse.asp 765
6.2 Writing Tool Expository Paragraph Rubric Subject: ESL Name _______________________________________
Expository Paragraph Rubric

4 Introductory sentence A creative introductory sentence made the reader interested in reading the paragraph At least three major details supported by minor details A creative, clear, and interesting concluding sentence was included Information in paragraph was very organized No capitalization, spelling, or punctuation errors 3 An introductory sentence with some creativity was included 2 A simple introductory sentence was included 1 No introductory sentence was included
Major and minor details
Two major details supported by minor details A concluding sentence with some creativity was included Information in paragraph was somewhat organized One to three capitalization, spelling, or punctuation errors
One major detail supported by minor details A simple concluding sentence was included Information in paragraph was poorly organized Four to six capitalization, spelling, or punctuation errors
No major details supported by minor details No concluding sentence was included Information in paragraph was not organized More than six capitalization, spelling, or punctuation errors
Concluding sentence
Logical order/ organization Language conventions
Total Score: ___________
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6.2 Writing Tool Expository Paragraph Subject: ESL
Sample Paragraph
Have you ever thought about what makes a volcano erupt or what happens afterward? The book Danger! Volcanoes by Seymour Simon, describes many cause-and-effect relationships. When the temperature rises deep under the Earths crust, it becomes hot enough to melt rock and turn it into magma. Sometimes this melted rock blasts through the Earths surface, which causes rock, ash, and deadly gases to fly into the air. The lava that flows out of the volcano can knock down trees and destroy houses and even whole towns. Although volcanoes can cause lots of destruction, the volcanos eruption also creates new land. Many times this new land forms an island in the ocean. You might even live on land created by a volcano!
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6.2 Writing Tool Peer Editing Checklist Subject: ESL Peer Editing Checklist Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment? Peer Editing Checklist Title of Work Writers Name Editors Name Check for: Does the writing make sense? Do the sentences sound right? Does each section have two complete, detailed sentences? Are words spelled correctly? Is there a capitol at the beginning of each sentence? Are names capitalized? Is there a period at the end of each sentence? Does the title page clearly state Past or Present/Then or Now? Does the student have evidence of having use the writing process to complete the writing assignment? 768 Source: http://www.google.com/url?sa=t&source=web&cd=4&ved=0CDAQFjAD&url=http%3A%2F%2F www.wcs.k12.va.us%2Fusers%2Fhonaker%2FComp%26Tech%2F2nd-peer-editing-template.doc &rct=j&q=Peer%20Editing%20Checklist&ei=MpIwTb2tDcH-8Abfmo3vCA&usg= AFQjCNENwj9fgnMnBM2wEQwwk_PlakBeFg&sig2=KLEZtxtpSGE6N LoncpfPgg&cad=rja
6.2 Writing Tool Topic Sentence Starters Subject: ESL Name: ____________________________ Date: ___________________________
Topic Sentence Starters

Have you ever thought about ___________________________ Have you ever wondered _______________________________ It is interesting to note that _____________________________ There are many reasons why ____________________________ There are many ways in which ___________________________ Have you ever seen ____________________________________ It all began when ______________________________________ In my experience ______________________________________ Most people believe that _______________________________ Often times __________________________________________ No one will argue that _________________________________ In many ways ________________________________________ Do you remember when ________________________________
769 Source: edCount, LLC
6.2 Writing Tool Transitional Words Subject: ESL Name: _________________________
Date:__________________________
Useful Words to Introduce Ideas First, Second, Third, Next, Then, Later, Useful Words to Connect ideas and Add New Information For example, After, Also, Then, In addition, So, Furthermore, Well, Because, For instance, In other words, Additionally, For Contrast However, On the contrary, On the other hand, But, In contrast, Instead, For Conclusion In conclusion, Consequently, Finally, In summary, Lastly, In short,
Source: http://www.google.com/url?sa=t&source=web&cd=4&ved=0CDAQFjAD&url=http%3A%2F%2F www.wcs.k12.va.us%2Fusers%2Fhonaker%2FComp%26Tech%2F2nd-peer-editing-template.doc &rct=j&q=Peer%20Editing%20Checklist&ei=MpIwTb2tDcH-8Abfmo3vCA&usg= AFQjCNENwj9fgnMnBM2wEQwwk_PlakBeFg&sig2=KLEZtxtpSGE6N LoncpfPgg&cad=rja 770
6.3 Graphic Organizer Character Traits Chart Subject: ESL
Character Traits Chart
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6.3 Graphic Organizer Subject: ESL Identifying Expository Text Features
Identifying Expository Text Features

Expository texts seek to inform, explain, clarify, define or instruct. It appears in newsletters, definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals, non-fiction books, pamphlets, reports and research papers. Directions: Identify which of the text features you can find in the article titled, Climate Change. Place an X if the article has the feature. Write no if the feature is not found in the article. On the last column, list the transition words that you see in the article. Title of Text Table of Contents xiii Example: Poisonous Plants Pictures/ Captions 4, 5, 18, 19, 38 Cutaways /Cross Sections 12, 14 Maps Diagrams Glossary Index Pick 1-2 pages and list the transition words that you see 17-18, Secondly, Therefore, However, On the other hand, As a result, For this reason, To sum up, Even so, etc.
No
55, 105, 126
224
218
Source: http://edweb.tusd.k12.az.us/jmullet/Word%20Docs/Identifying%20Expository%20Text%20Features.doc 772
6.3 Graphic Organizer Newspaper Article Planning Subject: ESL Name ______________________________________
Date ____________________________
Newspaper Story Format
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6.3 Graphic Organizer Question Chart Subject: ESL
Source: www.educationoasis.com
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6.3 Learning Activity Fact and Opinion Game Subject: ESL 1. Wolves are sly, cunning and mean.
2. Wolves live in packs or families.
3. Wolves are carnivores.
4. Chocolate is my favorite flavor of ice cream.
5. Wolves have supernatural powers.
6. Wolves are always hungry.
7. Wolves are very clever.
8. Wolves can dig with their paws.
9. Martin Luther King Jr. was born on January 15, 1929.
10. Martin Luther King believed Gandhi's ideas could help black people in the United States. 12. Martin Luther King's "I Have a Dream" speech was the best speech he ever gave.
11. The Montgomery bus boycott was the most important event in Martin Luther King's life. 13. Martin Luther King Jr. received the Nobel Peace Prize in 1964.
14. Martin Luther King was one of the smartest students in his class at Boston University 16. I think dogs are the best.
15. I guess that cats are not very nice animals.
17. My cats name is Beau.
18. Mrs. Nelson is the best teacher ever!
19. The Boston Massacre killed five colonists.
20. The lobster backs were mean to the colonists!!!
775 Source: http://www.google.com/url?sa=t&source=web&cd=3&ved=0CCIQFjAC&url=http%3A %2F%2Fwww.mandygregory.com%2FDocuments%2Ffact%2520and%2520opinion%2520game.d oc&rct=j&q=fact%20and%20opinion%20game%201.%09Wolves%20are%20sly%2C%20cunning% 20and%20mean.&ei=zCZDTZC8I4WdlgeVq6DoDw&usg=AFQjCNGW_zF7TzbmNkSplG63rHB9DOC swQ&sig2=AfDCdp4hay7Zshj0rI0SPw&cad=rja
6.3 Other Evidence Fragments and Run-ons Quiz Subject: ESL
Fragments and Run-ons Quiz

After each sentence, select the option which best describes that sentence. The first option will always be that the sentence is fine. Other options will not only define the structural flaw but suggest a way of fixing it. Choose the option with the best remedy. 1. Although he had been an often decorated soldier during World War II and had fought many battles for the losing cause of liberalism in Congress. A. There is nothing wrong with the structure of this sentence. B. Run on-: put a comma after World War II. C. Run-on: put a semicolon after World War II. D. Fragment: put a comma after Congress and finish the sentence. 2. This is going to be the most difficult exam of your college career, you had better start studying for it immediately. A. There is nothing wrong with the structure of this sentence. B. Fragment: put a comma after immediately and finish the sentence. C. Run-on: replace that comma with a semicolon. 3. Knowing better than anyone else how the state legislature had ignored the needs of the community college system and created a crisis characterized by an uneducated workforce that had no place to go for proper training and realizing that someone had to do something about the situation or the state would begin to lose jobs to states in the American south that were more aggressive in providing and publicizing excellence in education, Representative Fuentes began to lay plans for an education bill that took into consideration the needs of the state's community colleges and the students who attended them. A. There is nothing wrong with the structure of this sentence. B. This sentence is too long; it must be a run-on C. Even though this sentence is very long, it is actually a fragment. 4. Coach Espinoza really wants this job with Notre Dame University, she is very excited about returning to the college she graduated from. A. There is nothing wrong with the structure of this sentence. B. Fragment: put a comma after from and finish the sentence. C. Run-on: change that comma to a period and start a new sentence. 5. Right after the Christmas holidays and during those three weeks before class begins in January. A. There is nothing wrong with the structure of this sentence. B. Fragment: put a comma after January and finish the sentence. C. Run-on: put a comma after holidays. 6. She ran. A. There is nothing wrong with the structure of this sentence. B. Fragment: the sentence is too short and needs more details to be a complete thought.
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6.3 Other Evidence Fragments and Run-ons Quiz Subject: ESL 7. Perplexed by the rising rates of inflation and alarmed by the decline in major construction projects. A. There is nothing wrong with the structure of this sentence. B. Run-on: put a comma after inflation. C. Fragment: put a comma after projects and finish the sentence. 8. A. B. C. Anabel realizes what she is doing, I think, but she doing it anyway. There is nothing wrong with the structure of this sentence. Fragment: we're missing part of a verb. Run-on: change the comma after doing to a semicolon.
9. Professor Pepin spends a lot of time translating medieval texts on ancient medicine, however, he also stays informed about the latest developments in modern asthma treatments. A. There is nothing wrong with the structure of this sentence. B. Fragment: although this is a long sentence, it's missing part of a verb. C. Run-on: remove the verb from the second independent clause. D. Run-on: change the comma after medicine to a semicolon. 10. If we're ever going to get out of here in time, we're going to have to re-write all these papers, set up the desks, and clean the chalkboards; stack those books in the corner and clean up the mess around the wastebasket; notify security about the broken window, the thermostat that Raoul messed up, and the desk that was stolen before we even got here. 11. A. B. C. There is nothing wrong with the structure of this sentence. Run-on: the sentence should be broken into three smaller sentences. Fragment: although the sentence is very long, it's missing a verb string. Run-on: change those two semicolons to commas.
Source: http://grammar.ccc.commnet.edu/grammar/quiz_list.htm 777

Suggestions: Check the suggestions that best apply to your partner. ______ Remember to read a little faster. ______ Remember to read a little slower. ______ Remember to read with expression. ______ Remember to pause at the end of a comma and stop at the end of a period. ______ You forgot the words _____, _____, and ______. ______ Next time, remember to say __________, not __________. ______ Remember to say the ending of words. For example, the letter s in the word, reads. Notes for my partner: ______________________________________________________________________________ ______________________________________________________________________________
Source: Adapted from Teaching Reading to Black Adolescent Males by Alfred Tatum 778
Reflective Journal
What I enjoyed
What really worked
Next time
What I learned
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6.3 Other Evidence Subject/Object Quiz Subject: ESL
Subject and Object Questions Quiz

Put the following words in order to make a question. Remember to conjugate the verbs and add an auxiliary verb if required. 1. 2. 3. 4. 5. 6. he/who/visit/last week/ which/car/kind of/300 k.p.h/go him/invite/who/dinner/to/yesterday which/you/tv/buy book/thy/read/which/for/class who/ask/question/the
Write questions to fill in the missing information. ________ (who) bought a new car last week. It is a beautiful new Cadillac. He bought the car because ______________ (why). My father has driven a Cadillac for many years. _______ (who) says it's the kind of car that people respect. In fact, ____________ (who) have always driven Cadillacs. I remember that __________ (who) used to drive a Cadillac. When my _________ (who) first met Elvis, he saw that he was driving a___________ (what). It was then that my father decided to buy a__________ (what).
Full text Answer Key My father bought a new car last week. It is a beautiful new Cadillac. He bought the car because he says it's the best car in the world. My father has driven a Cadillac for many years. He says it's the kind of car that people respect. In fact, rich and famous people have always driven Cadillacs. I remember that Elvis Presley used to drive a Cadillac. When my father first met Elvis, he saw that he was driving a pink Cadillac. It was then that my father decided to buy a Cadillac.
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6.3 Performance Task Newspaper Article Rubric Subject: ESL
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6.3 Performance Task Writing a Newspaper Article Subject: ESL
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6.3 Resource Prepositions Subject: ESL
Prepositions
A preposition describes a relationship between other words in a sentence. In itself, a word like "in" or "after" is rather meaningless and hard to define in mere words. For instance, when you do try to define a preposition like "in" or "between" or "on," you invariably use your hands to show how something is situated in relationship to something else. Prepositions are nearly always combined with other words in structures called prepositional phrases. Prepositional phrases can be made up of a million different words, but they tend to be built the same: a preposition followed by a determiner and an adjective or two, followed by a pronoun or noun (called the object of the preposition). This whole phrase, in turn, takes on a modifying role, acting as an adjective or an adverb, locating something in time and space, modifying a noun, or telling when or where or under what conditions something happened. Consider the professor's desk and all the prepositional phrases we can use while talking about it. You can sit before the desk (or in front of the desk). The professor can sit on the desk (when he's being informal) or behind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaning next to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder about the desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk. All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the professor can sit there in a bad mood [another adverbial construction]. Those words in bold font are all prepositions. Some prepositions do other things besides locate in space or time "My brother is like my father." "Everyone in the class except me got the answer." but nearly all of them modify in one way or another. It is possible for a preposition phrase to act as a noun "During a church service is not a good time to discuss picnic plans" or "In the South Pacific is where I long to be" but this is seldom appropriate in formal or academic writing. Common Prepositions about before beyond above behind by across below down after beneath during against beside except around besides for at between from
in inside into like near of off
on out outside over since through throughout
till to toward under until up upon
with without according to because of by way of in addition to in front of
in place of in regard to in spite of instead of on account of out of
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6.3 Resource Prepositions Subject: ESL Prepositions of Time: at, on, and in We use at to designate specific times. The train is due at 12:15 p.m. We use on to designate days and dates. My brother is coming on Monday. We're having a party on the Fourth of July. We use in for nonspecific times during a day, a month, a season, or a year. She likes to jog in the morning. It's too cold in winter to run outside. He started the job in 1971. He's going to quit in August. Prepositions of Place: at, on, and in We use at for specific addresses. Grammar English lives at 55 Boretz Road in Durham. We use on to designate names of streets, avenues, etc. Her house is on Boretz Road. And we use in for the names of land-areas (towns, counties, states, countries, and continents). She lives in Durham. Durham is in Windham County. Windham County is in Connecticut. Prepositions of Location: in, at, and on and No Preposition IN (the) bed* the bedroom the car (the) class* the library* school* AT class* home the library* the office school* work ON the bed* the ceiling the floor the horse the plane the train NO PREPOSITION downstairs downtown inside outside upstairs uptown
* You may sometimes use different prepositions for these locations. Prepositions of Movement: to and No Preposition We use to in order to express movement toward a place. They were driving to work together. She's going to the dentist's office this morning. 784
6.3 Resource Prepositions Subject: ESL Toward and towards are also helpful prepositions to express movement. These are simply variant spellings of the same word; use whichever sounds better to you. We're moving toward the light. This is a big step towards the project's completion. With the words home, downtown, uptown, inside, outside, downstairs, upstairs, we use no preposition. Grandma went upstairs Grandpa went home. They both went outside. Prepositions of Time: for and since We use for when we measure time (seconds, minutes, hours, days, months, years). He held his breath for seven minutes. She's lived there for seven years. The British and Irish have been quarreling for seven centuries. We use since with a specific date or time. He's worked here since 1970. She's been sitting in the waiting room since two-thirty. Prepositions with Nouns, Adjectives, and Verbs. Prepositions are sometimes so firmly wedded to other words that they have practically become one word. (In fact, in other languages, such as German, they would have become one word.) This occurs in three categories: nouns, adjectives, and verbs. NOUNS and PREPOSITIONS approval of awareness of belief in concern for confusion about desire for fondness for grasp of hatred of hope for interest in love of need for participation in reason for respect for success in understanding of
ADJECTIVES and PREPOSITIONS afraid of angry at aware of capable of careless about familiar with fond of happy about interested in jealous of made of married to proud of similar to sorry for sure of tired of worried about
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6.3 Resource Prepositions Subject: ESL VERBS and PREPOSITIONS apologize for ask about ask for belong to bring up care for find out give up grow up look for look forward to look up make up pay for prepare for study for talk about think about trust in work for worry about
A combination of verb and preposition is called a phrasal verb. The word that is joined to the verb is then called a particle. Please refer to the brief section we have prepared on phrasal verbs for an explanation. Idiomatic Expressions with Prepositions

agree to a proposal, with a person, on a price, in principle argue about a matter, with a person, for or against a proposition compare to to show likenesses, with to show differences (sometimes similarities) correspond to a thing, with a person differ from an unlike thing, with a person live at an address, in a house or city, on a street, with other people
Unnecessary Prepositions In everyday speech, we fall into some bad habits, using prepositions where they are not necessary. It would be a good idea to eliminate these words altogether, but we must be especially careful not to use them in formal, academic prose.

She met up with the new coach in the hallway. The book fell off of the desk. He threw the book out of the window. She wouldn't let the cat inside of the house. [or use "in"] Where did they go to? Put the lamp in back of the couch. [use "behind" instead] Where is your college at?
Prepositions in Parallel Form When two words or phrases are used in parallel and require the same preposition to be idiomatically correct, the preposition does not have to be used twice. You can wear that outfit in summer and in winter. The female was both attracted by and distracted by the male's dance. 786
6.3 Resource Prepositions Subject: ESL However, when the idiomatic use of phrases calls for different prepositions, we must be careful not to omit one of them. The children were interested in and disgusted by the movie. It was clear that this player could both contribute to and learn from every game he played. He was fascinated by and enamored of this beguiling woman.
Source: http://grammar.ccc.commnet.edu/grammar/prepositions.htm 787
6.3 Resource Sentences Subject: ESL
What is a sentence?
A sentence is a group of words that has a complete thought. A sentence can stand alone with no other sentences around it and make sense. Which group of words contains a complete thought? 1. I found some slick little trails out in the garden down under some tall hollyhocks. 2. Once I decided to make friends with him. 3. Thinking they were game trails. 4. Mama had another talk with Papa. The main parts of a sentence are the subject and the predicate. The subject tells who does the action, and the predicate contains the verb and tells what the action is. Tell which part of the sentence (subject or predicate) is missing in each group of words below. 1. 2. 3. 4. A whole bucketful of tears. My dog-wanting. Bawling and yelling for Mama. Had a talk with him.
All sentences begin with capital letters and end with punctuation - period, question mark, or exclamation point. If you have a group of words that does not contain a complete thought or is missing the subject, verb, or both then you have a sentence fragment. Understanding sentence fragment errors may help you avoid making them. Here are some common mistakes:
A detached phrase or clause phrase - a group of words that adds information to a sentence and does not have a subject or a predicate
o o
His long tail was swishing. This way and that. (sentence fragment - phrase) Oh, he came in once in a while. All long and lean. (sentence fragment - phrase)
clause - a group of words that adds information to a sentence and does have a subject and a predicate
o
She said he was going to have to say something to me. Because if I caught that cat one more time. (sentence fragment - clause)
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6.3 Resource Sentences Subject: ESL o He was lying all sprawled out in the sunshine. With all four paws bandaged and sticking straight up. (sentence fragment - clause)
Separating an appositive o I want dogs. Coon hounds. (sentence fragment - separated appositive) o The first thing I caught was Samie. Our house cat. (sentence fragment - separated appositive) Dividing up a compound predicate o He spit and yowled. And dared anyone to get close to him. (sentence fragment - divided predicate) o She put the forked end over Samie's neck. And pinned him to the ground. (sentence fragment - divided predicate)
Practice Part A - One group of words in each pair is a fragment. Determine which group is the fragment and rewrite it to form a complete sentence. 1. 2. The ones that fascinated me the most. He follows me around all day long. __________________________________________________________________________________ ______________________________________________________________ 3. 4. Begging for hounds. I figured out a way to help. __________________________________________________________________________________ ______________________________________________________________ 5. 6. With me that night. One would be enough. __________________________________________________________________________________ ______________________________________________________________ 7. 8. Allotted to my mother because of the Cherokee blood that flowed in her veins. I saw the hurt in his eyes. __________________________________________________________________________________ ______________________________________________________________
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6.3 Resource Sentences Subject: ESL 9. Like someone was squeezing water out of my heart. 10. I hugged him and told him what a wonderful papa he was. __________________________________________________________________________________ ______________________________________________________________
Part B - Multiple Choice 1. Choose the sentence that is written correctly. a. If Santa Claus himself had come down out of the mountains. Reindeer and all. I would not have been more pleased. b. If Santa Claus himself had come down out of the mountains, reindeer and all, I would not have been more pleased. c. If Santa Claus himself had come down out of the mountains. d. If Santa Claus himself had come down out of the mountains. I would not have been more pleased. 2. Read this sentence. He showed me how to set them by mashing the spring down with my foot, and how to work the trigger. What is the correct way to write this sentence? a. He showed me how to set them by mashing the spring down with my foot. And how to work the trigger. b. He showed me how to set them. By mashing the spring down with my foot, and how to work the trigger. c. How to set them by mashing the spring down with my foot and how to work the trigger. d. Best as is. 3. Which sentence is written correctly? a. I figured something drastic must have happened in his life. As it is very unusual for a hound to be traveling all alone. b. As it is very unusual for a hound to be traveling all alone. c. I figured something drastic must have happened in his life, as it is very unusual for a hound to be traveling all alone. d. For a hound to be traveling all alone. 4. Which of the following is NOT a complete sentence? a. My sisters yelled their fool heads off, all the time saying, "Poor Samie! Poor Samie!" b. He would gobble down his milk and then scoot for the timber. c. In neat little rows I tacked the hides on the smokehouse wall. d. When the hunting season opened that fall. 5. Choose the sentence that is written correctly. a. The newness wore off. And I was right back where I started from. b. Down in the canebrakes back of our fields and trap. 790
6.3 Resource Sentences Subject: ESL c. I was firmly convinced that a smart old coon had deliberately poked that stick in my trap. d. Only this time it was worse. Much worse. 6. Which of the following is NOT a complete sentence? a. I was a hunter from the time I could walk. b. It made me feel all empty inside, and I cried a little too. c. I offered to get him a dog. But he doesn't want just any kind of dog. d. I had overheard this conversation from another room. 7. Read this sentence. By the little wrinkles that bunched up on her forehead. I could tell that Mama wasn't satisfied. What is the correct way to write this sentence? a. By the little wrinkles. That bunched up on her forehead, I could tell that Mama wasn't satisfied. b. By the little wrinkles that bunched up on her forehead, I could tell that Mama wasn't satisfied. c. By the little wrinkles. That bunched up on her forehead. I could tell that Mama wasn't satisfied. d. Best as is. 8. Which sentence is written correctly? a. To him it made no difference how long the road or how tough or rocky. b. His old red feet would keep jogging along. On and on. Mile after mile. c. After my friend had disappeared in the darkness. d. Memories of my boyhood days, an old K. C. Baking Powder can, and two little red hounds. Part C - There are three sentence fragments in the paragraph below. Draw a line through the fragments. Write a complete sentence for each fragment on the lines below. When the hunting season opened that fall, something happened that was almost more than I could stand. Lying in bed one night. I was trying to figure out a way I could get some dogs when I heard the deep baying of a coon hound. I got up and opened my window. The deep bark. The deep voice rang loud and clear in the frosty night. Now and then I could hear the hunter. Whooping to him. 1. ______________________________________________________________________________ __________________________________________________________________________________ ____ ______________________________________________________________________________ __________________________________________________________________________________ ____ ______________________________________________________________________________ __________________________________________________________________________________ ____
2.
3.
791 Source: http://www.mce.k12tn.net/dogs/fern/sentences/lesson_1.htm
6.3 Sample Lesson Writing Editorials 2 Subject: ESL
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Source: http://www.newspapersineducation.ca/eng/level_7to9/lesson11/lesson11_eng.html 797
6.3 Sample Lesson Writing News Articles Subject: ESL
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6.3 Text Climate Change Subject: ESL
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6.3 Text Climate Change Subject: ESL
Source: NOAA National Weather Service 818
6.3 Text Traits of Nonfiction Subject: ESL
Source: www.scholastic.com
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6.3 Writing Tool Rubric for an Editorial Subject: ESL Name: ________________________________
Rubric for an Editorial

Title: __________________________________________________________________________ Level 1 Lead Persuasive Argument Does not relate to topic No logical progression of information, opinion or ideas No research included Level 2 Needs to be more focused on topic Some logical progression of information, opinion or ideas Some research included Level 3 Focused on topic Logical progression of information, opinion or ideas through most of the writing Well researched topic Level 4 Focused on topic and cleverly written Logical progression of information, opinion or ideas. Well researched topic with more than three sources of information All paragraphs contain a complete thought No spelling errors
Research
Paragraphs
Paragraphs do not Some paragraphs Most paragraphs contain a complete contain a complete contain a complete thought thought thought Editorial has more Editorial has three than five spelling to five spelling errors errors Editorial contains more than five errors Editorial has three to five errors Editorial has one to three spelling errors Editorial has one to three errors
Spelling
Punctuation
No errors
Writing an Editorial Marking Sheet Student Name: _____________________________________ Editorial: ___________________________________________ The editorial contains facts: __ marks __One fact __Two fact __Three fact __Four or more facts
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6.3 Writing Tool Rubric for an Editorial Subject: ESL The review contains opinion: __ marks __Personal opinion backed up with an example __Opinions expressed by others, including experts in a field of study
Conventions of Language Are Followed: __ marks __Place names, titles and proper names capitalized __Words are spelled correctly __Sentences contain one thought __ Proper punctuation
Ideas are Expressed Clearly: __ marks __Some of the time __Most of the time __All of the time
Two stars and a wish: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Source: http://www.newspapersineducation.ca/eng/level_7to9/lesson11/lesson11_eng.html 821
6.3 Writing Tool Transitional Phrases Subject: ESL
Name: _________________________
Date:____________________
Useful Words to Introduce Ideas First, Second, Third, Next, Then, Later, Useful Words to Connect ideas and Add New Information For example, After, Also, Then, In addition, So, Furthermore, Well, Because, For instance, In other words, Additionally, For Contrast However, On the contrary, On the other hand, But, In contrast, Instead, For Conclusion In conclusion, Consequently, Finally, In summary, Lastly, In short,
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6.4 Graphic Organizer Subject: ESL Brainstorming Using the Senses Date: _________________________________
Name: _____________________________ Directions: Using the senses, describe an event in your life.
What sounds did you hear?
What did you see?
What did the place, people, or things smell like?
What flavors do you remember?
What did it feel like? Source: edCount, LLC 823
6.4 Graphic Organizer My New Words Subject: ESL
My New Words
Sentence containing word (underline word) Prefix Root Suffix Definition of word
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6.4 Learning Activity Context Clues Subject: ESL
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Source: Houghton Mifflin Harcourt Publishing Company 827
6.4 Learning Activity Prefixes Worksheet Subject: ESL
Source: www.firstschoolyears.com
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6.4 Other Evidence Noun Quiz Subject: ESL
Noun Quiz
Noun Quiz- Level A
A. 1. 2. 3. 4. 5. 6. B. Instructions: Circle the nouns in these sentences. Hint: there are 20. The cat and the dog were playing in the park. Misha plays the piano and the drums. David said to take the cake, cookies, and cups to the picnic. Danielle went to see the Avatar at the theater. Love and peace are better than hate and war. My family plays as a team. Instructions: Circle the proper nouns and underline the common nouns. 1. To make cookies, Mother need eggs, flour, sugar, and butter. 2. Jose read The Giving Tree last week. 3. Every Tuesday in June, my team goes to Sonic. 4. Spongebob is my favorite show on television. 5. Disneyland is a fun place to be with my friends and parents.
Noun Quiz- Level B

A. Instructions: Circle the proper nouns and underline the collective nouns. HINT: There are 10 all together. 1. Bob is on the faculty and is the head of his department. 2. My family is going to Florida on vacation. 3. I love August because school starts. 4. The jury was picked on Monday. 5. I want a puppy and a computer for Christmas. B. Instructions: In each sentence a noun is underlined. Put A if it is abstract, and C if it is concrete. 1. ___ Democracy is the best kind of government. 2. ___ The baby beluga whale was just born. 3. ___ Curiosity killed the cat. 4. ___ Patience is a virtue. 5. ___ The school needed new desks. 6. ___ There is nothing to fear but fear itself. 7. ___ The Chinese culture is ancient. 8. ___ Yesterday, I saw a good movie. 9. ___ Trust is a two-way street. 10. ___ Eat your vegetables to stay healthy. C. Instructions: In each sentence a noun is underlined. Put C if it is a countable noun, U if it is uncountable. 1. ___ I really love chocolate! 2. ___ She has coffee every morning. 3. ___ My dog had five puppies. 4. ___ You need to change the oil in the car.
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6.4 Other Evidence Noun Quiz Subject: ESL 5. ___ I have three final tests tomorrow.
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6.4 Other Evidence Noun Quiz Subject: ESL
Answers Level A
A. cat, dog, park, Misha, piano, drums, David, cake, cookies, cups, picnic, Danielle, Avatar, theater, love, peace, hate, war, family, team. B. common nouns: cookies, eggs, flour, sugar, butter, week, team, show, television, place, friends, parents proper nouns: Mother, Jose, The Giving Tree, Tuesday, June, Sonic,
Answers Level B
A. proper: Bob, Florida, August, Monday, Christmas collective: faculty, department, family, school, jury B. B: 1. A, 2. C, 3. A, 4. A, 5. C, 6. A, 7. A, 8. C, 9. A, 10. C C. C: 1. U, 2. U, 3. C, 4. U, 5. C
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6.4 Other Evidence Noun Quiz Subject: ESL Study Sheet for Noun Test- Level B The following is a study sheet for the noun quiz for level B. It covers common and proper nouns, as well as countable, uncountable, collective, abstract, and concrete. Noun Study Sheet A noun names a person, place, thing, or idea. Proper nouns refer to a specific idea or living or non-living thing and are capitalized. These include days of the week, months of the year, books, movies, places, musical compositions, magazines, and more. Common nouns are everything else and are not capitalized. Countable nouns can be shown with a number, like eight houses. Just like the name, they are a noun that is able to be counted. Uncountable nouns are neither singular nor plural. They refer to something which has mass but cannot be counted. Examples include: air, sugar, money, furniture, and sadness. Collective nouns refer to a set of things, a unit. You may think of it as a collection. Some examples are: class, society, team, family, and army. Concrete nouns are physical and you can see, smell, touch, taste, or hear them. They can be common or proper, countable or uncountable, singular or plural, or collective. Examples are: bears, Mary, cars, butter, nose, feet, and school. Abstract nouns refer to things that are not physical. They are ideas, feelings, traits, concepts etc. Examples include: sympathy, curiosity, tyranny, love, and patience.
Source: http://www.yourdictionary.com/grammar/nouns/noun-quiz.html 832

6.4 Other Evidence Pronoun Quiz Subject: ESL
Circle the correct answer.

1. A pronoun takes the place of a. a noun b. a preposition c. an adjective d. a verb e. a conjunction 2. Which is not a subject pronoun? a. we b. it c. they d. her e. you 3. Which is not a plural pronoun? a. you b. us c. themselves d. it e. we 4. Which is not a possessive pronoun a. his b. her c. yours d. mine e. theirs 5. The form of the intensifying pronoun is the same as the ______ pronoun a. object b. possessive c. reflexive d. subject e. interrogative 6. Which is not a 3rd person pronoun? a. themselves b. it c. his d. they e. you 7. What is the form of the 1st person plural object pronoun? a. my b. ours c. us d. we e. I
8. What is the form of the 3rd person singular feminine subject pronoun? a. they b. mine c. she d. her e. it 9. What is the form of the 2nd person singular possessive pronoun? a. she b. ours c. we d. his e. yours 10. What is the form of the 1st person singular reflexive pronoun? a. they b. myself c. hers d. itself e. our
Source: http://eslus.com/LESSONS/GRAMMAR/POS/pos6.htm#Pop Quiz 1 834
Reflective Journal
What I enjoyed
What really worked
Next time
What I learned
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6.4 Other Evidence Root and Compound Word Quiz Subject: ESL
Source: http://www.englishmedialab.com/Quizzes/advanced/prefixwordbase.htm 836

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999 There are Three Tiers of words: Tier 1 basic words, well known, used often: clock, baby Already in oral language concepts Direct instruction rarely required Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd Surprising, precise and conversation 837
6.4 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk Not used in many contexts Direct instruction required to include related concepts where applicable Criteria for tier one and tier two words: Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? How do we develop word knowledge? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies
838
6.4 Other Evidence Verb Tense Activity Subject: ESL Name: _____________________________ Date: ______________________________
Verbs Tenses
Past Tense Present Tense Live Lives Future Tense Meaning in My Language
Is Are
Come Comes
Go Goes
Help Helps
Want Wants
Love Loves
Meet Meets
Know Knows
839
6.4 Resource Characteristics of a Memoir Subject: ESL
Characteristics of a Memoir
life Focuses on a person, place, object, or animal which has a particular significance in the writer's Has a particular focus, an element which receives the most emphasis Recreates for the reader incidents shared with the person, place, or animal Reveals writer's knowledge of and feelings about the person, place, or animal Shares new insights gained in recalling the significance of the subject of the memoir Makes the person, place, or animal come alive for the reader
Source: http://crc.bullittschools.org/WritingResources/Characteristics%20of%20Writing%20Genres/ Characteristics%20of%20a%20Memoir.doc 1
6.4 Resource Common Compound Words Subject: ESL
Common Compound Words

sand flower news paper petal stand storm bud paper box pot clip
Source: http://www.janbrett.com/piggybacks/compound.htm 841
6.4 Resource Common Prefixes Subject: ESL
Common Prefixes
un- not, against, opposite o unceasing (adjective): never ending, continuous un + ceas + ing trans- across, beyond, change o transform (verb): to change shape trans + form re- back, again o readmit (verb): to allow in again re + ad + mit disnot, opposite of, exclude o distrust (verb): to have no confidence or trust dis + trust
Source: http://www.southampton.liunet.edu/academic/pau/course/webroot.htm 842
6.4 Resource Common Suffixes Subject: ESL
Suffixes
-age
o
Noun: activity, or result of action courage : having the spirit to overcome fear cour + age Noun: person or thing that does something porter : a person who carries things port + er collector: a person who collects or gathers things col + lect + or Noun: an amount or quanity that fills mouthful : an amount that fills the mouth mouth + ful
-er, -or
o
-ful
o
Source: http://www.southampton.liunet.edu/academic/pau/course/webroot.htm 843
6.4 Resource Dialogue Tags Subject: ESL
Dialogue Tags
844
6.4 Resource Esmeralda Santiago Interview Subject: ESL Esmeralda Santiago, the oldest of 11 children, grew up moving back and forth between the countryside and the city in Puerto Rico. She came to the United States in 1961, attended junior high school in Brooklyn and Performing Arts High School in New York City. She received degrees from Harvard University and Sarah Lawrence College. Santiago now lives in Westchester County, New York, with her husband and children. An interview with Esmeralda Santiago When an editor suggested she write her memoirs, Santiago started a journey through her childhood. Her first book, When I Was Puerto Rican, tells of her poverty-stricken but happy upbringing in Puerto Rico. Its sequel, Almost a Woman, carries the story into her challenging adolescence in Brooklyn, where she moved with her mother and siblings in 1961, when she was thirteen. Both books have become classics in the literature of emotional and cultural awakening, and have won Santiago an enthusiastic readership. Santiago has also written a highly praised novel, Amrica's Dream; she is currently working on her second novel and her third volume of memoirs. What prompted you to write about your life? It was the experience of returning to Puerto Rico right after I graduated from Harvard. This was about twelve years after I had come to the United States, and I had not been back in all that time. I was very proud of myself -- the daughter of the island of enchantment returns! But to my surprise, I had a very negative reception. Many Puerto Ricans questioned my 'Puerto Rican-ness,' because I had lived in the United States for so long. The Puerto Rican culture that I had with me was the one of twelve years earlier, and that's the one that I was functioning in, not realizing that everything had changed. So when I came back to the United States, I began to write about these issues, really for myself so I could understand them. Two or three years later, I was by then married and had a child, and I began to think about my mother and what it must have been like for her. At the same age, she had already had nine children. That's when I began to write these personal essays that I thought were good enough to be published. The first one was about how my life is lived in English, but my internal life is in Spanish. A few years later, I was discovered by [book editor] Merloyd Lawrence, who saw one of the essays in the Radcliffe Quarterly and offered me the opportunity to write a book of memoirs. How were you able to remember your childhood in such rich detail? When Merloyd asked me to do the first book, I said to her, 'Merloyd, I don't remember my childhood! I only have two strong memories, and I don't think I can build a book around two strong memories. She said, why don't you take those two strong memories and write them out and see where they lead you?' That's exactly what happened. I began the book when my family moved to Macn [Puerto Rico] when I was four. I touched the sunny side of the metal wall of the house and burned my fingers; that was the first strong memory. The second one was also a tactile memory, of closing a dead baby's eyes, which happened when I was around nine or ten. So I began with the first memory, and before I knew it I had written a couple of hundred pages. I was surprised at how much I remembered and how accurate the memory was, because later on, when my sisters and brothers read the book, none of them argued with the way I remembered things. 845
6.4 Resource Esmeralda Santiago Interview Subject: ESL What is it like to see your life turned into a movie? It is the most bizarre thing that has ever happened to me! It is so strange to see scenes from your life being played out by somebody who looks the way you did, because Ana Maria Lagasca looks a lot like I did at that age. Plus everything is so distilled and compressed and combined. Something that might have taken place over the space of a year happens within two minutes. Those things were bizarre for me. I had to constantly be reminded by [executive producers] Marian Rees and Anne Hopkins that, in fact, this was a movie; it was not a documentary. And also I had to control myself not to get emotionally involved in the process of the film, because it would have interfered with my ability to be of use to the filmmakers. So it was an emotionally exhausting time for me. Since you were trained as an actress, were there aspects of the performances that you particularly liked? I loved the way Wanda De Jesus conveyed the dignity that my mother has. No matter how many times people tried to beat her down, she just wouldn't stay down. And I think Ana Maria was very successful in capturing my bewilderment, innocence, and wide-eyed wonder. Also, in their scenes together, there is this prickly relationship that mothers and daughters have; they did a wonderful job conveying that. It's a very complex relationship, and I think a lot of it came through. Do you get a lot of mail from people who read your books? I get a lot of mail from all ages, in both English and Spanish, because my books are in published both languages. It's really remarkable to see the variety of experiences that are related to me in response to what I write. That is the dream of any writer -- to make that very personal and intimate connection with your reader. Do your readers tend to identify with your life? They tend to compare the experiences in the book to similar incidents in their lives. For instance, somebody would write and say, I grew up in Kentucky, but when I went to school in Connecticut it was like learning a whole new culture. The letter has nothing to do with being Puerto Rican, or a woman, or having Spanish as a first language, or moving to New York. It really has to do with an experience that is universal: the experience of being faced with something new in which your identity is challenged. People do make these leaps based on my writing, and that is so satisfying. You're in wide demand for school appearances... My books are in a lot of schools -- high schools and colleges mostly. I've done long tours, talking to students and to the professors that teach them. And I also talk to a lot of librarians and teachers' groups. The questions from the younger groups, in middle school, tend to reflect more what's going on in their own lives. They'll say something like, when your uncle touched you inappropriately, why didn't you tell your mother? They're interested in the things that are left out of the story, situations where the behavior would be different today than it would have been in 1961. When I get into the older groups, they're much more interested in the craft of writing. If I talk to college students, they ask, how did you remember so much? How did your family react to your books? What was it like to say so many intimate 846
6.4 Resource Esmeralda Santiago Interview Subject: ESL things in such a public forum? So it really varies by the age group. What other feedback do you get from readers? Many times I'll get letters from kids who'll say, 'In our class we had to read the prologue and the first two chapters of your book. But I liked it so much I read the whole thing!' I get letters from people who say, 'this is the first book I have ever read cover to cover.' This might be from kids who've been in gangs or young women who got pregnant at fourteen and are dealing with life as a single mother. I've gotten letters from people in prison who've been sent the book. I get a lot of mail from people who find the book serendipitously, on their aunt's bedside table or someplace. The reactions I love the most are the ones that say, 'your book has inspired me to continue my education; your book has taught me that even though there is prejudice and racism, and people treat me badly because I'm poor, or short, or blind, or whatever, I know I can succeed.' They thank me for sharing a story that ultimately helps them feel inspired to do something that is very, very difficult to do. It's so great to get that kind of reaction. When I was a young woman struggling with a lot of these issues, I so wished that there had been a book like this to help me feel that way. In Almost A Woman, you say the first book you ever bought was The Power of Positive Thinking by Norman Vincent Peale, which sounds like it served that function for you... I was desperate. There was no one I could turn to for help through this morass of my life. If you belong to a church at least you have God, but I didn't even have that. So I was just searching for a way to learn if people like me had ever existed, and if they had existed, what happened to them? I must have been sixteen or seventeen. The reason it came to my attention was because it was a popular book at the time. What this book did was tell me that I didn't have to look outside myself for a role model; I could look inside and if that person didn't exist, I could be that person. I don't know that I entirely understood everything the book was saying. But at the time it was the perfect book for me, because it gave me very specific things to do in order to get where I wanted to go. It talks about setting goals, making lists, being organized -- all the things that I didn't have in my life. I didn't get them from anywhere else. It's the example of the right book at the right time. When you were younger, you were very influenced by Archie comics... Archie was my best friend. The thing that was great about Archie is that it had these bubbles with dialog, where I actually could read the slang of my generation -- very clean slang, not like the slang that was being spoken on my street. I really looked forward to going to my cousin's house, because she had a subscription to Archie. To me the characters were real people. They were American kids. Did you have any contact with people like that? Not at all. The very first time I did was when I was in my early twenties and living in Lubbock, Texas. I was in a neighborhood of ranch houses and very neat streets. That's when I said to myself, oh my God, I am in Archieland! Later, I lived in Lincoln, Nebraska, for six or seven months, and I said, I am in Archieland again! The way people behaved, the way teenagers were, the way they dressed wasn't really that far from what I had imagined from the Archie comic books. 847
6.4 Resource Esmeralda Santiago Interview Subject: ESL Was your mother's strictness unusual for a mother in your neighborhood? I think it was not at all unusual for that generation. It isn't unusual now if you look at some of the families coming up to the United States from Mexico, Guatemala, and similar places. They have a lot of the same values, especially for male/female roles, protection of virginity, and that sort of thing. My mother thought that the kids who were allowed to run all over the place were the unusual ones. She would say that the United States has done this to them, that in American culture families don't stick together; they don't love being with one another every second of the day. To her, family values meant that we were this little tribe. I think of the circumstances in which I grew up as like a village; it was a village of eleven children and three adults. When I left the apartment, I literally left the village and was in a completely different culture. And when you went to high school in Manhattan? I was just wide-eyed. My graduating class from high school has recently started getting together for reunions. So I have come to know a lot of those people who were not my friends when I was there, because I was not part of that culture. Now, as I talk to them, the things they say about me are so funny. They talk about my being very innocent and happy. They say, 'you were just always smiling!' I remember my adolescence as the most miserable time of my life! But somehow I managed to convey something completely different. Did any of your high school classmates become famous? There are several who are musicians in orchestras around the country. One of the men had a long stand on Sesame Street before he died. A couple classmates have been working actors. So none of us has reached the kind of fame, perhaps, that we dreamed about. They talk about me as being the most famous in our graduating class, in terms of public recognition. But, you know, I think we all wanted to be Jennifer Lopez, but not one of us reached that goal. What are you working on now? Right now, I'm working on a historical novel that follows five generations of a Puerto Rican family, beginning in 1844 and ending in the late 1990s. For me, it's a way of exploring the Puerto Rico of another era before I was born; and then the generation that I am a part of will make up the last third of the book. The research involved is tremendous. I was saying to somebody yesterday, if I ever say I'm going to write a historical novel again, shoot me first! Will there be a third volume of your memoirs? Yes. I'm about one-fifth of the way through it. It's about creating an identity from the raw materials that have been given to you. I will talk about the kinds of adventures that I had as a mature woman. Some of them happened to me because of my innocence; and some of them happened to me because I chose to do certain things. It was a very long and painful process and it's also a book that I don't think will be appropriate for some of my younger readers. I will devote myself to it after I finish the novel, which I hope will be this summer (of 2002). 848
6.4 Resource Esmeralda Santiago Interview Subject: ESL What became of your parents? My father is still alive and lives in Puerto Rico and is still married to the woman that he married right after we left. We've stayed in touch. He's very proud of the work that I do, and he's just thrilled with the film. My mother lives in Florida. Did she ever learn to speak English? Yes. She speaks very good English, but she refuses to do it around us because she's very proud, and she thinks she doesn't pronounce it well. She has a job in Orlando, where she works in social services, and I know that she has to speak English. We used to speak in English to each other so that she wouldn't know what we were saying, until we finally figured out that she knew exactly what we were saying.
Source: http://www.pbs.org/wgbh/masterpiece/americancollection/woman/ei_santiago.html 849
6.4 Resource Roots Subject: ESL
Roots
Following is a list of roots for English vocabulary. The list is formatted so that the root with its definition is shown first, then the source of the root (Latin, Greek, etc.) with the source word's definition, and then last is an example of the root as used in a word and the word's definition. The sample words are linked to additional words with the same root.
act, ag: do, act, drive Latin, agere: to drive, lead, act, do active (adjective): moving about am, ami: love, like Latin, amare: to love amorous (adjective): loving anim: mind, life, spirit, anger Latin, animus: spirit animal (noun): a living creature annu, enni: yearly Latin, annuus: yearly annual (adjective): yearly auc, aug, aut: to originate, to increase Latin, augere: to originate, increase augment (verb): to increase, to add to aud, audit, aur: hear Latin, audire: to hear audible (adjective): can be heard
850
o o o o o o o o
bene, ben: good, well, gentle Latin, bene: good benign (adjective): harmless, mild, gentle bio, bi: life Greek, bios: life biography (noun): a book written about a person's life bibli, biblio: book Greek, biblion: book bibliophile (noun): a person who likes or collects books brev: short Latin, brevis: short abbreviate (verb): to shorten
cad, cap, cas, ceiv, cept, cid: to take, to seize, to hold Latin, capere: to seize receive (verb): to take in, to acquire ceas, cede, ceed, cess: go, yield Latin, cedere: to go exceed (verb): to go beyond a limit, to be greater than chron: time Greek, khronos: time chronological (adjective): arranged in order of time or sequence clam, claim: shout Latin, clamare: to call out, shout clamor (verb): to make noise cogn, gnos: know to know Latin, cognoscere: to know recognize (verb): to know, to identify corp: body Latin, corpus: body 851

o o o o o o o
corporate (adjective): formed into a body or association, united in one group cre, cresc, cret: grow Latin, crescere: to grow create (verb): to originate, to produce through imagination cred: trust, believe Latin, credere: to believe incredible (adjective): unbelievable cour, cur, curr, curs: run, course Latin, currere: run occur (verb): to happen, to come to mind
dic, dict, dit: say, speak Latin, dicere: to say indicate (verb): to show, to point out doc, doct: teach, prove Latin, docere: to teach docile (adjective): obedient, easily taught dog, dox: thought, idea Greek, dokein: seem, think dogma (noun): an established opinion dec, dign: suitable Latin, decere: to be suitable decent (adjective): conforming to standards, suitable, good duc, duct**: lead Latin, ducere: to draw or lead conduct (verb): to lead or guide (noun) - a person's behavior *ducere is one of the most prolific sources of English words
ev, et: time, age o Latin, aevum: lifetime
852

o
medieval (adjective): related to the Middle Ages (500 - 1500 AD)
o o o o o o o o o o o o o o o o
fac, fact, fec, fic, fas, fea: make do, do Latin, facere - make, do difficult (noun): hard to do, troublesome fer: bear, carry Latin, ferre: bear, carry infer (verb): to come to a conclusion from looking at facts, to guess fict, feign, fain: shape, make, fashion Latin, fingere: shape, make fiction (noun): something produced from imagination, an invented story fid: belief, faith Latin, fidere: to trust confide (verb): to trust, to trust another person with a secret fig: shape, form Latin, figura: form, shape, figure figurem (noun): shape, pattern, drawing (verb) - decide, plan, decipher flu, fluct, flux: flow Latin, fluere: to flow fluid (adjective): capable of flowing, a smooth easy style (noun) - a liquid form: shape Latin, forma: beauty, shape, form format (noun): the shape and size of something fract, frag, frai: break Latin, frangere: to break frail (adjective): easily broken, not strong, weak
gen, gin: to give birth, kind Greek, genus: birth
853

o o o o o o o o
generate (verb): to produce, to create geo: earth Greek, ge: earth geography (noun): a science that describes the earth's surface gor: to gather, to bring together Greek, ageirin: to gather category (noun): a class or set in which a thing is placed grad, gress, gree: step, go, move Latin, gradus: step degree (noun): a step or stage in a process graph, graf: write, draw Greek, graphein: write, scratch, carve o graphic (adjective): written, drawn, vividly shown
854
o o
her, hes: to stick Latin, haerere: to stick adhere (verb): to stick
o o o o
jac, ject, jet: to throw Latin, jacere: to throw, to lie reject (verb): to throw out, unwilling to accept jug, junct, just: to join Latin, jungere: to join junction (noun): a place at which two things join
o o o o o o o o o
lex, leag, leg: law Latin, lex: law legal (adjective): based on law lect, leg, lig: choose, gather, select, read Latin, legere: to choose collect (verb): to gather, to bring together loc: place, area Latin, locare: to place location (noun): a place, a position occupied log: say, speech, word, reason, study Greek, logos: speech, word, reason logic (noun): the study of reason, reasoning luc, lum, lust: light Latin, lucare: shine
855

o o o
Latin, lumen: light Latin, lustrare: light-up translucent (adjective): permitting some light to come through
man: hand, make, do Latin, manus: hand manage (verb): to handle with skill, to be able to do mem: recall, remember Latin, memor: mindful memory (noun): the ability to recall or to bring to mind ment: mind Latin, mens: mind mental (adjective): related to the mind min: little, small Latin, minuere: to lessen minor (adjective): less important, lesser mit, miss: send Latin, mittere: put, send admit (verb): to accept, to allow entry mob, mov, mot: move Latin, movere: move motion (noun): act of moving, action
o o o o o
nasc, nat, gnant, nai: to be born Latin, nasci to be born nascent (adjective) - just born nom, nym: name Latin, nomen: name nominate (verb): to name for office nov: new latin, novus: new
856

o
novice (noun): a beginner or newcomer
oper: work o Latin, opus: work o operate (verb): to work, to perform
o o o o o o o o o o o o o o o o
pat, pass: feel, suffer Latin, pati: suffer passion (noun): a strong feeling or emotion path: feel Greek, pathos: feeling sympathy (noun): sharing another person's feelings ped: foot Latin, pes: foot impede (verb): to hinder, to slow down pod: foot Greek, pous: foot podium (noun): a platform, an area raised above the surrounding ground pel, puls: drive, push Latin, pellere: to drive, push, beat repel (verb): to drive away or push back pend, pond: to hang, weigh Latin, pendere: to hang, to weigh append (verb): to add or correct phan, phas, phen, fan, phant, fant: show, make visible Greek, phainein: show phantom (noun): something seen but having no physical existence, a ghost phil: love Greek, philos: loving philosopher (noun): a person who seeks (loves) wisdom
857

phon: sound Greek, phone: voice, sound phonetic (adjective): related to speech sounds pict: paint, show, draw Latin, pingere: to paint picture (verb): to paint or draw port: carry Latin, portare: carry import (verb): to bring in from a foreign country pli, ply: fold Latin, plicare: fold reply (verb): to respond, to answer pon, pos: put, place Latin, ponere: to lay down, put, place postpone (verb): to put off to a later time psych: mind Greek, psukhe: soul, spirit psychology (noun): study of how the mind works
quir, quis, quest, quer: seek, ask o Latin, quaerere: seek, ask o query (verb): to ask questions
rupt: break o Latin, rumpere: break o rupture (verb): to break or burst
858
o o o o o o o o o o o o o o o o o o o o o o
sci, scio: to know Latin, scire: to know conscious (adjective): aware, having knowledge of oneself scrib, scrip: write Latin, scribere: to write script (noun): handwriting, something written sent, sens: feel, think Latin, sentire: feel sentiment (noun): a thought prompted by feeling sequ, secut, sue: follow Latin, sequi: to follow sequence (noun): a continuous series sist: to withstand, make up Latin, sistere: to make a stand insist (verb): to be firm about something needed, to demand soci: to join, companions Latin, sociare, socius: to join, a companion sociable (adjective): inclined to seek friendship, companionship sol: alone Latin, solus: alone, single solitary (adjective): being alone solv, solu, solut: loosen, explain Latin, solvere: too loosen, release solve (verb): to find an answer spec, spi, spic, spect: look Latin, specere: look, look at spectator (noun): a person who watches spir: breath, soul Latin, spirare: breathe respiration (noun): breathing stab, stat: stand Latin, stare: to stand stature (noun) - height of a standing body, importance of position strain, strict, string, stige: bind, pull
859

o o o o
Latin, stringere: to bind or pull tight constrict (verb) - to squeeze, to make narrow stru, struct, stroy: build Latin, struere: to build destroy (verb): to ruin, to pull down
o o o o o o o o o o o o o o o o o o
tact, tang, tig, ting: touch Latin, tangere: to touch tactile (adjective): related to the sense of touch tele: far away Greek, telos: end telepathy (noun): communication from one mind to another without verbal or written communication tend, tens: stretch Latin, tendere: to stretch contend (verb): to strive or reach for, to argue tain, ten, tent, tin: hold, keep, have Latin, tenere: to hold retain (verb): to keep, to hold in place term: end, boundary, limit Latin, terminusm: limit, boundary exterminate (verb): to kill off, to get rid of terr: earth Latin, terra: earth territory (noun): area of land test: see, witness Latin, testis: witness attest (verb): to provide proof, to say something is true therm: heat Greek, therme: heat thermometer (noun): a device for measuring heat tor, tors, tort: twist Latin, torquere: twist torsion (noun): twisting of the body tract, trai, treat: pull, draw 860

o o
Latin, trahere: pull attract (verb): to draw toward, to arouse interest
uni: one o Latin, unus: one o unite (verb): to make one, to join together
o o o o o o o o o o o o o o o o o
vac: empty Latin, vacare: to be empty vacant (adjective): empty, not occupied ven, vent: come Latin, venire: to come convene (verb): to assemble, to come together ver: true Latin, venus: true verify (verb): to confirm that something is true verb, verv: word Latin, verbum: word verbalize (verb): to express in words, to put into words vers, vert: turn,change Latin, versare: to turn versatile (adjective): capable of changing or adapting, useful vid, vie, vis: see Latin, videre: to see; Latin, videre: to separate visible (adjective): able to be seen divide (verb): to separate vit, viv: live Latin, vivere: to live vital (adjective) - necessary for life voc, voke: call Latin, vocare: call, voice vocal (adjective): spoken or uttered by the voice
861

o
volv, volt, vol: roll, turn Latin, volvere: to roll, turn
Source: http://www.southampton.liunet.edu/academic/pau/course/webesl.htm 862
6.4 Sample Lesson Memoir Writing Subject: ESL
Memoir Writing
Overview: In this unit, students will explore the genre of memoir. They will see that writers write about the ordinary happenings of their lives and that their own lives are packed with meaningful experiences and memories that can form the basis of their own writing. Students will be encouraged to reflect upon the significance of remembered events and to keep a notebook of their thoughts and feelings. Topics for the Memoir Include: Focus #1: What Will I Be? Focus #2: Sibling Rivalry Focus #3: Parents Focus #4: What is Memoir? Focus #5: A Treasured Object Focus #6: A Photo Focus #7: Emblematic Moments Focus #8: Tales from the Prairie Pioneers Objectives: The learner will demonstrate increasing: Ability to use oral langauge to generate, clarify and extend their personal understandings of what they observe, feel, hear and read through personal reflection and interaction with others Ability to communicate ideas orally and in writing to a variety of peer, adult and group audiences with growing confidence, sensitivity, fluency and clarity Ability and confidence to adapt oral and written language to various settings, purposes and the needs of their audiences Respect for the ideas, language and communication styles of others and ability to respond sensitively and thoughtfully Interest in reading as a means of understanding themselves . . . Interest in reading as a means of understanding themselves and their world Ability to adjust oral and silent reading rates to the complexity of the material and the purpose for reading Ability to integrate the cueing systems and monitor for meaning during oral and silent reading Awareness of, and respect for, the similarities and differences found among cultures, human behaviors, experiences, emotions and ideas conveyed through literature Maturity of thought in interpreting and responding to various media and print materials Ability to convey ideas using various media Materials: Picture Books: A Chair for My Mother by Verna B. Williams Belle's Journey by Marilyn Reynolds Coat of Many Colors by Dolly Parton Dakota Dugout by Ann Turner 863
Grandpa Baxter and the Photographs by Caroline Castle Great Grandma Tells of Threshing Days by Verda Cross Hattie and the Wild Waves by Barbara Cooney How My Parents Learned to Eat by Ina R. Freedman My Mom is so Unusual by Iris Loewen My Prairie Christmas by Brett Harvey My Prairie Yearby Brett Harvey The Pain and the Great One by Judy Blume This Quiet Lady by Charlotte Zolotow Poetry Books: Hey World, Here I Am! by Jean Little Secrets of a Small Brother by Richard M. Margolis Volumes of Memoirs: Little by Little by Jean Little Stars Come Out Within by Jean Little. Novels for Lessons and Literature Studies: Dear Mr. Henshaw by Beverly Cleary Journey. by Patricia MacLachlan (Lesson #6) Lost and Found.by Jean Little Tales of a Fourth Grade Nothing by Judy Blume The War with Grandpa by Robert Kimmel Smith Resources for Lesson #4 (What is Memoir?): Home Place by Crescent Dragonwagon Watch the Stars Come Out by Riki Levinson Annie and the Old One by Miska Miles The Relatives Came by Cynthia Rylant When I was Young in the Mountains by Cynthia Rylant Owl Moon by Jane Yolen All the Places to Loveby Patricia MacLachlan Jessica Moffat's Silver Locket by Allen Morgan My Kokum Called Today by Iris Loewen The Old Barn.by Rose Miller Up North in Winter by Deborah Hartley Miss Rumphius by Barbara Cooney The Big Big Seaby Jennifer Eachus. My Great-Aunt Arizonaby Gloria Houston I Have a Sister; My Sister is Deaf by Jeanne Whitehouse Tar Beach by Faith Ringgold Novels for Independent Reading or Reading Aloud: The Remembering Box by Eth Clifford 864
6.4 Sample Lesson Memoir Writing Subject: ESL In the Year of the Boar and Jackie Robinsonby Bette Bao Lord Sarah, Plain and Tall by Patricia MacLachlan Woodsong by Gary Paulsen Family Secrets by Susan Shreve Skylark by Patricia MacLachlan Missing May by Cynthia Rylant Ongoing Activities and Procedures for the Duration of the Unit: Students share their writing using Author's Chair, book making, wall displays, etc. Books used in the lessons are made available for students to read independently Students keep a record of their writing and its status: incomplete, rough, published, etc. Students keep all of their writing, including rough drafts, in their writing folders Teacher keeps anecdotal records Various pieces of writing are selected for detailed documentation of the student's progress Students peer-edit Students edit their own writing using a classroom checklist Students are encouraged to find connections to the unit in current events, books, and in their own lives Invented spelling is encouraged in rough drafts
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LESSON #1: What Will I Be? Learning Objectives: Sequence significant events in a reading selection. Identify literary elements - characters, setting. Interpret the traits of main characters. Use personal writing to develop self-awareness. Plan and organize a task sequentially. Incorporate own experiences in writing attempts. Resources: Hattie and the Wild Waves by Barbara Cooney Strategies Used: Instruction Silent sustained writing Reading to students Discussion Story Grammar Point of View stories "Notebook" (journal) writing Pattern writing Assessment Anecdotal records Writing folder Note students willing to share SSW, journal writing, etc. Engaging Activities: Silent sustained writing - have students write about what they think they would like to be "when they grow up" or the kind of person they would like to be. Sit in a circle and quietly (seriously) share their thoughts, hopes, fears, etc. Those who do not wish to share may pass. Tell students that the author, Barbara Cooney, has written this book about her mother. Exploring Activities: Examine the cover and note the alliteration in the title. Predict the setting of the story. Students review the parts of a story grammar and take note of these elements as they listen to the story. Read Hattie and the Wild Waves to the students. Discuss Hattie's decision to become an artist and students' response to the book. Complete the story grammar. Discuss why the author uses German expressions. Reread the book to the students. Tell part of the story from Hattie's point of view: o Sunday and holidays with the aunts & uncles o Mama's treasures
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6.4 Sample Lesson Memoir Writing Subject: ESL Piano lessons Learning needlework Life at the summer house Moving to Long Island The wedding The opera Visiting the fortune teller Students may work in pairs to prepare an interview. One student assumes the role of Hattie and the other of interviewer. Students present their interviews to the class. Discuss the book as an example of memoir. Write about a memory that this book triggers for you in your "notebook" (journal writing). Memories might include family traditions, how you differ from your siblings, your home, your talents, etc. Lesson Extensions: Plot strands of Hattie's life on a time line. One strand could be the places where Hattie lives. Another strand could be how Hattie becomes an artist. Make a time line of your life choosing events that are important to you and that show what kind of person you are. Write these events into a story. Use the book as a pattern for your writing. The time line might be of one particular strand of your life - how you became a hockey player, piano player, lover of books, computer whiz, etc. o o o o o o o
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LESSON #2: Sibling Rivalry Learning Objectives: Explore writing models and patterns. Determine an appropriate format for writing. Participate in class and small group discussions. Resources: Poem: "All My Hats" from Secrets of a Small Brother by Richard J. Margolis The Pain and the Great One. Judy Blume Strategies Used: Instruction Brainstorming Reading to students Reading logs Pattern Writing Writing Workshop Book sharing Discussion Assessment Memoir reading record SSR to be used throughout the unit Writing Record for memoir to be used throughout the unit Engaging Activities: In small groups brainstorm advantages and disadvantages of (1) having older brothers or sisters (2) having younger brothers or sisters (3) being the only child (4) being the oldest (5) being the youngest. Each group could have a different topic. Exploring Activities: Read "All My Hats" to the students. Students write their responses to the poem in their reading log. Students could discuss the poem in small groups. Read The Pain and the Great One to the students. Students could sit in a circle and orally share memories triggered by the book. Writing Workshop - allow students time to write about their families - perhaps write their "secret" feelings. Students may choose to write a poem, story, or "notebook" (journal) entry. Lesson Extensions: Examine the pattern of "All My Hats" and follow this pattern to write a poem. Book share Judy Blume novels. Students could prepare talks about novels they have read. Make these novels available to the students to read during SSR. Students could keep a reading log of memories triggered by these novels.
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LESSON #3: Parents Learning Objectives: Tell and retell personal experiences. Express ideas and feelings with increasing clarity, fluency and sentence variation. Share personal thoughts, feelings and images evoked by literary selections. Resources: My Mom is so Unusual. Iris Loewen. "About Loving" from Hey World, Here I Am! by Jean Little. How My Parents Learned to Eat. Ina R. Friedman Strategies Used: Instruction Discussion Read to students Personal writing Assessment Writing Folder Anecdotal records Checklist to show participation Writing Record for memoir Engaging Activities: Think-pair-share: How can you show someone (best friend, parent, relative, etc.) that you care about them? Students should write their thoughts, then share their ideas with a partner. This may be followed by a whole class discussion. Exploring Activities: Read My Mom is so Unusual to the students. Discuss and list how the mother and daughter show that they care for each other. Read "About Loving" to the students. Compare to My Mom is so Unusual. Discuss and list how this family shows that they care for each other. Write about a scene from your own life that shows feelings of caring. Perhaps think of a special experience you've had with your parents, sisters, brothers, grandparents, friends, etc. Lucy Calkins in The Art of Teaching Writing suggests the following starters: o I remember ... o Once, when I was young ... o One time, a long time ago ... o In my family, we usually ... o He/she remembers ... Lesson Extensions: Read chapter one of Little by Little by Jean Little. Then write about a scene from your own life. Read other published memoirs and write about your own memories. Read Little by Little or Stars Come Out Within by Jean Little to the students - use literature to ignite memories. Students could write in response one day and tell stories in response the next. Students 869
6.4 Sample Lesson Memoir Writing Subject: ESL could tell stories in a class circle (pass an imaginary microphone), small groups, or pairs. Read How My Parents Learned to Eat by Ina R. Friedman and respond in one of the ways described above.
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LESSON #4: What is Memoir? "A memoir is not what happens but the person to whom things happen." Virginia Woolf Learning Objectives: Attempt and practice reading behaviors. Recognize a literary genre: memoir. Develop a tentative outline to guide information gathering. Share information. Resources: Use a variety of picture books that are possibly memoir. Strategies Used: Instruction Brainstorming Discussion Display Research Categorizing Assessment Cooperative Group Learning rating scales: Teacher Assessment Group Assessment Student's Reading Record for memoir Engaging Activities: Brainstorm characteristics of memoir. Discuss and display definitions for memoir. o Virginia Woolf: "A memoir is not what happens, but the person to whom things happen." o William Zinsser: "Memoir is a window into a life." o Jean Little: "Memoir is not the whole head of hair but one or two strands of hair." o Lucy Calkins: "Our memoir will come not only from our memories but also from our imaginations." o Gage Canadian Dictionary: "mem-oir (mem' war or mem' wor) n. a record of a person's own experiences." Students could rewrite these in "kid language". Exploring Activities: Small groups read picture books to determine if they would qualify as memoir. Help students plan a guide sheet for their research. Students should also find out the different kinds of memoir. Students share their research findings with another group or the whole class. Brainstorm and chart the kinds of memoir based on students' research and books read in the course of the unit so far. Lesson Extensions: 871
Make a selection of picture books that are possibly memoir available for SSR. Students could write reading log entries for these books.
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LESSON #5: A Treasured Object Learning Objectives: Relate story events to personal experiences. Create personal narratives. Share or display published works. Resources: A Chair for my Mother. Vera B. Williams Strategies Used: Instruction Discussion Brainstorming Book making Reading to students Journal writing Assessment Anecdotal records Writing folder Engaging Activities: Discuss favorite places to read, watch T.V., etc. Exploring Activities: Read A Chair for my Mother. Discuss how the author starts with an object - the money jar - and writes a story around this. What other object is important to the story? (the chair) Brainstorm a list of objects that are important to you. Choose one object and write about its importance in your life. Students might bring their object and read their story to the class. Students might make their story into a book. Lesson Extensions: Discuss how coins were saved in the story. How are coins collected in your family? Are you saving for anything special? Write about this in your "notebook" (journal writing).
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LESSON #6: A Photo Learning Objectives: Express ideas and feelings with increasing clarity, fluency and sentence variation (orally and in writing). Identify and describe literary elements - personification. Resources: Grandpa Baxter and the Photographs. Caroline Castle and Peter Bowman Journey. Patricia MacLachlan Strategies Used: Instruction Storytelling Discussion Brainstorming Reflective Writing (memoir) Assessment Anecdotal records Writing folder Engaging Activities: Make a display of baby pictures of your class. Have students match names with pictures. (Number each picture and give students a class list - write the number beside the name. See who can identify the most.) Each student could tell the "story" of his photo. Discuss the purpose of taking photographs. Exploring Activities: Examine the cover and predict the story. Read Grandpa Baxter and the Photographs to the students. Discuss how the bears in the story use the photographs. Brainstorm ways that the bears are like humans (personification). Read a section of Journey pp. 11-13 (See The Art of Teaching Writing by Lucy Calkins p. 408). Discuss how Journey looks at a photo and remembers his past. Do what Journey did. Take one photograph and write about what you see, wonder, feel, remember. Lesson Extensions: Have students bring photographs or albums to share orally with a group. Write captions for photos taken of school activities to make a display or album. Read This Quiet Lady by Charlotte Zolotow.
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LESSON #7: Emblematic Moments "In writing memoir, we select moments that reveal our own experiences of our lives." Lucy Calkins The Art of Teaching Writing p. 407 Learning Objectives: Use language to develop and clarify thoughts and feelings. Participate in class and small group discussions and collaborative tasks. Tell and write about personal experiences. Resources: Coat of Many Colors. Dolly Parton Poem: "Teased" from Secrets of a Small Brother. Richard J. Margolis Strategies Used: Instruction Reading to students Brainstorming Discussion Journal Writing Author's Chair Research Assessment Anecdotal records. Checklist to show participation Engaging Activities: Read the poem "Teased" to the students and discuss. Brainstorm times when someone made fun of you. Discuss how you handled these incidents. Exploring Activities: Read Coat of Many Colors to the students. * Note the dedication. Discuss how the story of the coat reveals the kind of person Dolly Parton is. How did she handle a situation where other children made fun of her? Listen to the song "Coat of Many Colors" and sing along. Write about memories triggered by this selection in your "notebook" (journal writing). Activities #1 & #2 come from The Art of Teaching Writing by Lucy Calkins p. 407. Lesson Extensions: Choose a single item in the classroom that best conveys the spirit of our class. Share these objects in small groups, asking the others in the group to help us explore ways our object might be emblematic of our classroom. Record specific observations about a single person in our lives - a parent, grandparent - and then tell about that person by selecting one detail that seems to "say it all". Share using Author's Chair. Read the Bible story of Joseph's coat of many colors. Research Dolly Parton (independent activity).
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LESSON #8: Tales from the Prairie Pioneers Learning Objectives: Collaborate and cooperate with peers to participate in dramatic activities. Recognize and appreciate, through interaction with literature their own cultural identities. Describe, share and discuss resources, events. Organize research plans and determine independent strategies. Resources: a selection of pioneer stories Dakota Dugout. Ann Turner Belle's Journey. Marilynn Reynolds My Prairie Christmas. Brett Harvey My Prairie Year. Brett Harvey Great-Grandma Tells of Threshing Days. Verda Cross Strategies Used: Instruction Journal writing Letter writing Read orally Story mapping Contextual drama Book making Research Assessment Conferences Anecdotal records Drama checklist o Willing to assume role o Stays in role Engaging Activities: Choose from the following: Invite a community resource person to show pioneer artifacts. Write a notebook (journal) entry about the presentation. Visit a museum and write a "notebook" (journal) entry about the experience. Invite an "old timer" to tell about his childhood. Write a thank you letter. Exploring Activities: Students choose a pioneer picture book to read orally with a partner or in a small group. Partners map the story and share their map with another group or the whole class. Partners assume the roles of pioneer and interviewer and prepare an interview based on their book to be presented to the rest of the class and videotaped. (Contextual drama) Lesson Extensions: Interview family members for pioneer stories and prepare a class book of remembrances. 876
Some students could research their family history by interviewing family members and/or using local history books.
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LESSON #9: Literature Study Learning Objectives: Read with comprehension by relating previous experience and knowledge to what is read. Share personal thoughts, feelings and images evoked by literary selections. Communicate personal interpretations of literature through dramatization, illustrations, written and oral language, etc. Resources: Tales of a Fourth Grade Nothing. Judy Blume Dear Mr. Henshaw. Beverly Cleary The War With Grandpa. Robert Kimmel Smith Lost and Found. Jean Little Journey. Patricia MacLachlan Strategies Used: Instruction Book Share Literature study Reflective discussion Assessment Videotape discussions and presentations Reading logs Checklist for Small Group Discussions Student Self-Assessment for Responding to Literature Engaging Activities: Book share - give a one minute talk on each of the novels to be offered (including level of difficulty). Offer one more novel than you plan to use. Line up the novels on the chalkboard ledge and allow students time to sample each of the novels (silent reading time). Students discuss the novels with friends, partners or in small groups. Students write their first, second and third choice of novel on a slip of paper and are grouped by the teacher. Exploring Activities: Students read an assigned amount (1-2 chapters) each day and respond in their reading logs. Each day the groups meet to discuss the novel. Students are asked to star (*) important ideas in their reading logs that they wish to discuss with the group. When the group has finished reading the novel they choose an activity to present their novel to the rest of the class. The activity usually will require some rereading and writing. Examples: write a script for a chapter and dramatize it, design a diorama with written or oral explanation, prepare a story map with illustrations and captions, etc. Often the project comes out of the group discussions. Lesson Extensions: 878

Choose a second novel and repeat the literature study. Author study.
Source: http://www.educationoasis.com/curriculum/LP/LA/memoir_stuff_life.htm 879
Unit Culminating Activities Display all of the resources used in the unit. Students choose their favorite, tell why they liked it, and how it relates to the topic of memoir. Students examine their writing (in their writing folder) and order their pieces from best to worst. Students choose their most powerful piece of writing (perhaps only part of a piece) and read it to a circle of classmates. Invite parents, another class, principal, librarian or others to hear students read their memoirs. Videotape students telling their favorite "I remember..." story.
Bibliography Calkins, Lucy McCormick, with Shelley Harwayne. Living Between the Lines. Portsmouth, NH: Heinemann, 1991. Calkins, Lucy McCormick. The Art of Teaching Writing (New Edition). Portsmouth, NH: Heinemann, 1994 NOTE: Chapter 24 "Making Memoir Out of the Pieces of Our Lives" is the inspiration for this unit and is an excellent reference for the topic of memoir.
Source: http://www.educationoasis.com/curriculum/LP/LA/memoir_stuff_life.htm 880
Subject: ESL
6.4 Sample Lesson Memoirs
Memoirs
Activity 1: Introduction to the Genre of Memoir: Writing a Comparison/Contrast Essay, ONCE I WAS; NOW I AM (adapted from BEAT NOT THE POOR DESK, by Marie Ponsot and Rosemary Deen, Boynton/Cook Publishers, Portmouth, N.H., 1981). Steps: 1. Tell the class they are going to do some personal experience writing to begin the study of a genre known as memoir. Then write on the board: Once I was; now I am. 2. Tell students you would like them to write as many sentences as they can using the structure you have written on the board. Provide several model sentences, such as those which follow, to help them get started: Once I was a frightened stranger in a new land; now I am a bold American. Once I was a depressed housewife; now I am a happy student. Once I was a laid-back young girl from the islands; now I am a sophisticated city woman. Once I was an angry, rebellious teenager; now I'm a father with teenage sons of my own. Once I was a smoker and a drinker; now I'm a health food nut. 3. Read through the sample sentences you provide, and then ask students to write as many of their own as they can within the next five to ten minutes. When students have finished writing, ask them to share their sentences with the class. Leave time for students to respond to each other's sentences, and to speculate about the experiences underlying them. The sharing time will allow students a chance to feed off of each other's ideas, and to think through the possibilities of some of their own sentences. 4. Have students choose one of the sentences they have written and use it as the first sentence of an essay. Tell them, as they write, to follow two rules for organizing the essay: a) put all the "Once sentences" in one part of the essay and all the "Now sentences" in another part, and b) keep both parts positive - each part should focus on what the student was and is, respectively, not what they were not/are not. Students who are not satisfied with the sentences they have written so far should write a few more before they get started on the essay. 5. When students have finished writing, ask a few of them to volunteer to read their essays to the class. After each volunteer reads his/her essay, ask listeners to write for two or three minutes immediately after the volunteer finishes reading. Have the listeners jot down (a) parts they remember/like the most from the essay; b) parts which they didn't understand, and c) parts which they wanted to know more about. Then have the listeners read their observations, going around the room. Help to guide student attention by reading your own responses to students. 6. Divide the class into groups, and have students read and respond to students in their groups, using the framework for observation modeled with the class. As students read in groups, circulate and provide support as necessary. 7. Collect essays and respond to them in writing, asking clarification/expansion questions and drawing attention to memorable elements. (When their essays are returned to them, ask students to redraft, keeping in mind the responses they received from their peers and their instructor. Assist with editing when students have drafted a final version of the essay.) Activity 2: Introducing Memoir Through Developing a Framework for Analysis. Steps:
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Subject: ESL
1. After students have written and shared two versions of the "Once I Was/ Now I Am" essay, ask them to list a) two or three reasons why they selected the life experiences they wrote about from among the many they had initially brainstormed during Step 2 of Activity One (above), and b) what they liked most about their "favorites" of all the essays written by their classmates. 2. Divide the class into groups. Distribute sheets of newsprint to each group, and have students share their lists in their group and compile a group master list. 3. Have each group report back to the class. Discuss student ideas about how and why an author chooses to write about certain life experiences. Discuss ideas about the students' own "tellings," and how these led to successful essays (as students respond, categorize their observations according to stylistic elements such as "descriptive," tonal elements such as "dramatic" or "humorous," structural elements such as "surprise ending," etc.). 4. Create a class master list on a sheet of newsprint and post it on the wall. Tell students to keep their ideas about topic selection and successful writing in mind as they read one of the two memoirs selected for the study of this genre. As they read, make sure the students pay attention to the elements the author has chosen to use to make their writing interesting to the reader. Refer and add to the master list as students read and respond to the material over the next several class sessions. Activity 3: Making and Revising Predictions. Steps: 1. Divide the class into groups of four or five students. Assign WHEN I WAS PUERTO RICAN to half of the groups, and THE COLOR OF WATER to the other half. Set aside class time for sustained silent reading. 2. Before students begin reading, have students read book and chapter titles and make predictions about what the books will be about. 3. List their predictions on the board. Have them then read the prologues for their books and check their initial predictions. After students have read the prologues, ask them if their predictions seem accurate? If they answer yes, have them read the first chapter and, at the end of it, ask them to make a new prediction. If their predictions do not seem accurate, have them revise their predictions before they read the first chapter. 4. At the end of each chapter, have students evaluate their predictions. Then have them make a prediction for what the next chapter will be about. Have the students list each of their predictions in their notebooks, and evaluate them after reading two or three pages of each chapter. Activity 4: Story Mapping. Steps: 1. After students have read the first five chapters of their books, have them work in groups to map the events in the story so far. Ask each group to list: a) each major event; and b) its cause(s) and effects. 2. When each group has completed its story map for the first five chapters, have groups reading the same memoir compare their maps and use the text to support the decisions they made. 3. Have groups report back on similarities/differences among their story maps.
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Subject: ESL
4. Ask students to create two or three story maps throughout the reading of these texts as a way for them to monitor their understanding of cause and effect, and as means to clarify sequence of events in each text.
Activity 5: Creating Character Charts. Steps: 1. When students have read about halfway through their books, have them work in groups to create character charts. Have each group list the main characters of the book so far. Ask the group to choose two or three characters from their assigned text. 2. For each character they choose, have groups think of two or three adjectives. Then have them find at least six examples from the text which support this description. Ask students to find examples of what the character does, what other characters say about the character, and what the results of the character's actions are. 3. Have students draw a chart for each character. 4. When groups have completed their charts for each of the characters, have them excerpt one or two portions of dialogue or description of each character from the text, omitting any mention of the character's name. When they have found excerpts for each of their characters, have them scramble the excerpts on a new sheet of paper. 5. Ask each group to exchange its character charts and excerpts with a group that has not read their book. Ask groups to match excerpts to characters, using the character charts to guide them. 6. Have groups report back and discuss how they made their decisions. Extensions Homework Ask students to write a second "Once I Was/ Now I Am" essay after students have responded to the first essay. Writing About the Memoir When students have finished reading the text assigned them, have them use their story maps and character charts to help them write essays about the major events in the author's life, and the personal qualities of the authors and those around them which contributed to their sense of identity. Comparing Fiction and Non-Fiction a. Have students rewrite one of their "Once I Was/ Now I Am" essays as a fictional account. Have them read both essays, the fiction and non-fiction, in their groups, and have group members identify changes that need to be made to the essays: omissions, elaboration, and reorganization. b. Ask students to read an excerpt from THE AUTOBIOGRAPHY OF MALCOLM X, and, if possible, then view the movie MALCOLM X, directed by Spike Lee (available at many video stores). Have them compare and contrast the excerpt they read with Lee's film. Establishing Historical Context Have groups research and write group reports on the economic and geographic context within which each memoirist grew up. Ask students to include in their reports their ideas on the relationship between geographic/economic conditions and their author's experiences.
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6.4 Text Sample Childhood Memoirs Subject: ESL
Sample Childhood Memoirs

Tough Times By Nicole C. Age: 12 Michigan My name is Nicole and Im a seventh grader. When my parents divorced, the person that had the biggest influence on me was, and still is, my mom. I remember so many arguments that I have had with my dad and I have always gone and talked to my mom. Shes my hero, and in some ways, has kept my from going nuts and having major break-downs (none too serious to worry about... I would never go as far as hurting myself). I shall start from the beginning. After my parents' divorce, Dad and I disconnected. When he moved out, I felt that we were from two different worlds with little in common. My whole attitude changed. Instead of being timid and afraid of him, I started to stand up for myself (your attitude is effected by the people around you). I couldnt have done it without my mom helping my through tough times like these and so many more. When my dad gets mad, he lets it all out- hard! His loud, bellowing voice yelling at me made me want to go hide under a rock. I have cried, and cried again, over the stupidest stuff that he was explaining to me, and I just didnt get what he was trying to tell me. What do you do when you dont understand anything? You get frustrated. My mom is always there for me. I really learned that when my dad moved about an hour away to Oxford, Michigan. The first time that I went to his new location, my mom taught me how to make long distance calls, just in case. Her exact words were, If you need me, Ill come and get you. I may not know where you are, but Ill find you. At that moment, I knew that if I didnt want to fight with my dad, I didnt have to. My mom was there for me. Out of all the times that I have wanted to call her, I only called once. I went to his house for a one-night weekend. To me, a one-night weekend is when I go to his house for one night and then return home. I felt my face red and hot with anger. I cant remember why, but I was. I tried calling my mom to help me calm myself down. Unfortunately, no one was home to answer the phone. I left a message telling her briefly about my dreadful night, asking her to call me back in an hour or so. I didnt think that she would call me back, so I remember thinking that my mom wasnt always going to be there and I needed to take all the advice that was given to me, and to never forget it. I took some deep breaths. As I did this, I went into a calmer mood and day-dreamed to relax a little bit more. Then, I up and headed for the kitchen to get a glass of water. I walked past my dad, but didnt say a word to him. I didnt want to chance saying something that I might regret later in life. My mom never did call me back. In the morning, I was up and ready to go home earlier than normal. I was ready to go home at around two oclock. The normal time for me is maybe around four oclock. I felt relieved when I finally returned home. Even though I see my dad about twice a month, I wrote down directions to his house. I know it sounds 884
6.4 Text Sample Childhood Memoirs Subject: ESL shallow, but if I needed my mom that bad, then I would want her there to rescue me fast! I did this because I remembered what she said to me when he first moved out to Oxford; she would be there for me. After all of the extra things that have happened since then, my mom has had the biggest influence on me. She influenced the life that Im living now. I have learned to calm myself down before I get all worked up about something, and I have gained personal strength to help me keep myself together; all from her. I know that everything would change if anything was just a tiny bit different. In my mind, its good that all of this has happened to me and nothing is different from the way it is now. Its good because when Im older, I can give my children all the little life lessons that she has given to me. I can only wish that I can be as big an influence on their lives as my mom was in mine! Abuleo (Grandpa) By Serena O. Age: 14 Ohio It was a Saturday. My best friend, Jessica had called to ask to have me spend the night. My mom agreed. Some hours later, I was packed and ready to go. My mom dropped me off. As usual, the two moms talked. Jessica and I did the normal things we did whenever we spent the night at one another's house. We played in her room and went on the computer. Day soon became night and it was time for bed. The next day, we hung out a little bit. I was already dark when my dad picked me up. After coming home, we went to abuela's house. In spanish, 'abuela' means grandma. My mom smiled at me when I walked in the door. There were many people there. I wondered what was going on. My mom took me by the hand and led me to the room that was never used and sat me on the bed. She kneeled down. I knew something was wrong. We were supposed to celebrate four holidays: Thanksgiving, Christmas, New Year's and his birthday. My grandpa had died. I knew he was in the hospital because I was old enough to visit the room. I cried that night. There were five of us in my sister's Alexis' room. Herself, my sister Grace, and my cousins Hannah and Ciara. All of them thinking it was Ciara when one of them asked how many wanted to go to bed. I was in sixth grade then. When the obituary came out, my teacher gave me her sympathy and a hug. I'm in eighth grade now, two years since the death. Sometimes we go the cold, lonely mausoleum. And my mind wanders to the sixth grade moment.
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6.4 Text Sample Childhood Memoirs Subject: ESL I remember By Ashley P. Age: 12 New York I remember my birthday party. I remember going rollerblading. I remember all the good songs they played. I remember there was only a disco ball and no lights in the ring. I remember me and my friends dancing. I remember that I fell a hundred times. I remember hearing my name being called over the loudspeaker so that we could all eat and cut my cake. I remember how good my cake was. I remember my little 3 year old cousin, Maxine trying to roller skate. I remember my SpongeBob balloons and what presents I got. I remember me and my friends trying to catch up to the boys because they were so fast. I remember the last song. I remember giving everyone their goody bag. I remember my best friend sleeping over. I remember that it was a perfect day.
Source: scholastic.com
886
6.4 Text Summer Excerpt Subject: ESL
Source: Wilson Rawls Summer of the Monkeys (Yearling Books, 1998), p. 107. 887
6.4 Text When I Was Puerto Rican Subject: ESL
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890
891
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Source: Literary Cavalcade
894
Write about the first time you jumped into water
895
Write about a time you hiked up your pants to wade through water.
896
Write about the history of your hands, or the hands of someone you know.
897
Write about a wedding you once attended.
Source: http://teacher.scholastic.com/writeit/memoir/brainstorm/artresponse.asp 898
6.4 Writing Tool Memoir Rubric Subject: ESL A) Writing Style Voice 1 Try again. I don't hear your voice. Many words or expressions are bland. (B) DEVELOPMENT AND DETAILS 1 Try again. There is little development. Add details. (C) KNOWLEDGE AND REASONING 1 Try again. What did you learn from this experience? (D) REVISIONS / PROOFREADING 1 Try again. Did you read your paper out loud? Some sentences are not complete. Many errors found. E) OVERALL IMPRESSION 1 You didn't really try. Spend more time developing ideas for writing.
3 I can hear your voice. Some words or expressions can be improved.
5 Yes! Fresh words, honest writing! I can hear you loud and clear!
x4=
__________
3 Complete story. Look at your beginning or ending, how could it be made better?
5 Wow! Exciting vivid details, kept me reading until the end! Good job
x4=
__________
3 Good! Try using more descriptive words. How did this change your life? Did it?
5 I am there! I can tell why you chose this experience. Great writing!
x4=
__________
3 Several errors remain. Try reading story out loud. Proofread carefully.
5 I can see the effort! Very few if any errors! I'm impressed!
x2=
__________
3 Yes. I see lots of potential here. Keep working and your writing will shine.
5 I was touched by your writing. You really made a connection with the audience.
x 6=
__________
Total ________
Source: http://www.wku.edu/3kinds/rwawsgchildhood.html 899
6.4 Writing Tool Peer Editing Worksheet Subject: ESL
Peer Editing Worksheet for Memoirs

Writers Name ____________________________ Editors Name ___________________________ 1. The names of the people involved in the memory, and their relationship to the author are clear to the audience. Names & relationships: ______________________________________________________________ 2. The subject of the memory is clear to the audience, as is the importance of it to the author. Subject & importance: _______________________________________________________________ 3. It is clear when and where the memory took place, as well as why the event happened When: _____________________________________________________________ Where: ____________________________________________________________ Why: ______________________________________________________________ 4. Descriptive Mode: Action verbs in the present tense Figurative language Sensory detail used Sensory detail used appropriately Interesting hook Well-developed Strong closing I made suggested changes in spelling. I made suggested changes in mechanics such as verb tense, subject/verb agreement, and word choice. I made suggested changes in sentence structure. What I liked best about your memoir is? (Be specific!) Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes No No No No No No No No
No
An area of weakness you need to work on is? (Be specific!)
*The editor receives points for completeness and detail. Score ________
900
6.4 Writing Tool Peer Revision Checklist Subject: ESL
Story Peer Revision Checklist

Writers Name _____________________________ Reviewers Name ___________________________ Questions Has the writer narrowed the topic and focused on the purpose? Is there evidence of an individual voice? Can you "hear" the writer? Does the piece begin in an interesting way? Does the piece develop ideas by using interesting or important experience of the writer? Does the piece include sensory details (things for the reader to hear, see, smell, feel and taste)? Can you "see" the location? Can you tell the time period of the experience? Is it framed? Does the writer place ideas and details in meaningful order? Does the writer provide the reader with a natural flow and sequence to the story? Does the writer use imagination and creativity? Can the reader understand the purpose of writing about the incident in the writer's life? Can the reader understand the importance of the relationship between the writer and the subject of the writing? Does the ending leave the reader wondering? Does the ending go on and on? Respond in writing: What is your favorite part of the story? _____________________________________________________________________________________ What is the weakest part of the story? _____________________________________________________________________________________ Questions? _____________________________________________________________________________________ Comments? Yes No. . . . . . . . . . . . . . . . . . . . . . . . . . .
Source: http://www.wku.edu/3kinds/rwawcheckchildhood.html 901
6.4 Writing Tool Self-Revision Worksheet Subject: ESL
Self-Revision Worksheet for Memoirs

Name _________________________ Title of Piece Revised ________________________
1. I told the names of the people involved in my memory. List their names: _________________________________________________ 2. I told what the subject of my story is. (Example: I got caught sneaking out.) List the subject: _________________________________________________ 3. I told when the story takes place. List when here: ________________________________________________ Choose one of these methods of time: a. Day (Monday, Tuesday, etc.) ________ b. Time (12:00, late afternoon, etc.) ________ c. Season (spring, fall) ________ d. Other (specify) _________________ ________ 4. I told where the story takes place. List where here: ________________________________________________ 5. I told why this memory is special to me. List why here: _________________________________________________ 6. I described what happened in five or more sentences. YES NO 7. I described what happened using at least three of the five senses, and used them appropriately. Circle the senses you used: see hear taste touch smell
8. My story has an interesting hook. List it here: _________________________________________________________________________ 9. My story has a strong resolution. List it here: _________________________________________________________________________ 10. My Descriptive Writing Utilizes action verbs in the present tense (underline in blue) Includes figurative language (underline in red) Incorporates sensory detail appropriately Does NOT revert to narrative mode Relates the event as if it is occurring RIGHT NOW
YES YES YES YES YES
NO NO NO NO NO
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6.5 Learning Activity Harriet Tubman Subject: ESL
Harriet Tubman by Eloise Greenfield

Harriet Tubman didn't take no stuff Wasn't scared of nothing neither Didn't come in this world to be no slave And wasn't going to stay one either "Farewell!" she sang to her friends one night She was mighty sad to leave 'em But she ran away that dark, hot night Ran looking for her freedom She ran to the woods and she ran through the woods With the slave catcher right behind her And she kept on going till she got to the North Where those mean men couldn't find her Nineteen times she went back South To get three hundred others She ran for her freedom nineteen times To save black sisters and brothers Harriet Tubman didn't take no stuff Wasn't scared of nothing neither Didn't come in this world to be no slave And didn't stay one either And didn't stay one either
Source: http://poetryforchildren.tripod.com/poetryforchildren/id32.html 903
6.5 Learning Activity Snow Similes Subject: ESL
Source: http://www.abcteach.com/free/p/poetryprompts_simile_snow.pdf 904
6.5 Learning Activity Speak Subject: ESL
Speak Up by Janet Wong

*You're Korean, aren't you? Yes. *Why don't you speak *Korean? Just don't, I guess. *Say something Korean. I don't speak it. I can't. *Cmon. Say something. Halmoni. Grandmother. Haraboji. Grandfather. Imo. Aunt. *Say some other stuff. *Sounds funny. *Sounds strange. Hey, let's listen to you for a change. *Listen to me? Say some foreign words. *But I'm American, *can't you see? Your family came from somewhere else. Sometime. *But I was born here. So was I.

Reflective Journal
What I enjoyed
What really worked
Next time
What I learned
907

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999
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909 Source: Christina Casher
6.5 Performance Task List of Homophones Subject: ESL
List of Homophones
acts/ax ad/add ads/adds/adz aid/aide ail/ale air/heir/err aisle/isle/I'll all/awl all ready/already all together/altogether allowed/aloud alter/altar ant/aunt arc/ark assent/ascent assistance/assistants ate/eight aural/oral away/aweigh aye/eye bail/bale bait/bate ball/bawl band/banned bard/barred bare/bear baron/barren base/bass bases/basis bazaar/bizarre be/bee beach/beech beat/beet beau/bow bell/belle berry/bury billed/build berth/birth bite/byte blew/blue bloc/block boar/bore faze/phase feat/feet find/fined fir/fur flair/flare flea/flee flew/flu/flue flour/flower flocks/phlox for/four/fore foreword/forward fort/forte forth/fourth foul/fowl friar/fryer gait/gate gene/jean gild/guild gilt/guilt gnu/knew/new gored/gourd gorilla/guerilla grate/great grease/Greece groan/grown guessed/guest hail/hale hair/hare hall/haul halve/have hangar/hanger hay/hey heal/heel/he'll hear/here heard/herd heed/he'd hertz/hurts hew/hue/Hugh hi/high higher/hire him/hymn hoard/horde 910 pause/paws pea/pee peace/piece peak/peek/pique peal/peel pearl/purl pedal/peddle/petal peer/pier per/purr pi/pie plait/plate plain/plane pleas/please plum/plumb pole/poll pore/pour pray/prey presence/presents prince/prints principal/principle profit/prophet rack/wrack rain/reign/rein raise/rays/raze rap/wrap rapped/rapt/wrapped read/red read/reed real/reel reek/wreak rest/wrest retch/wretch review/revue right/rite/write ring/wring road/rode/rowed roam/Rome roe/row role/roll root/route rose/rows rote/wrote
6.5 Performance Task List of Homophones Subject: ESL board/bored boarder/border bode/bowed bolder/boulder born/borne bough/bow bouillon/bullion boy/buoy bread/bred brake/break brewed/brood brews/bruise bridle/bridal broach/brooch browse/brows but/butt buy/by/bye cache/cash callous/callus cannon/canon canvas/canvass capital/capitol carat/carrot/caret/karat carol/carrel cast/caste cede/seed ceiling/sealing cell/sell cellar/seller censor/sensor cent/scent/sent cents/scents/sense cereal/serial cession/session chance/chants chased/chaste cheap/cheep chews/choose chic/sheik chilly/chili choral/coral choir/quire hoarse/horse hole/whole holey/holy/wholly hoes/hose hold/holed hostel/hostile hour/our idle/idol illicit/elicit in/inn insight/incite instance/instants intense/intents its/it's jam/jamb colonel/kernel knap/nap knead/kneed/need knight/night knit/nit knot/not know/no knows/nose laid/lade lain/lane lay/lei leach/leech lead/led leak/leek lean/lien leased/least lee/lea lessen/lesson levee/levy liar/lier/lyre lichen/liken lie/lye lieu/Lou links/lynx load/lode loan/lone locks/lox rough/ruff rung/wrung rye/wry sail/sale scene/seen scull/skull sea/see seam/seem seas/sees/seize serf/surf sew/so/sow shear/sheer shoe/shoo shone/shown side/sighed sighs/size slay/sleigh sleight/slight slew/slue/slough soar/sore soared/sword sole/soul some/sum son/sun staid/stayed stair/stare stake/steak stationary/stationery steal/steel step/steppe stile/style straight/strait suite/sweet surge/serge tacks/tax tail/tale taught/taut tea/tee team/teem tear/tier tern/turn their/there/they're
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6.5 Performance Task List of Homophones Subject: ESL chute/shoot chord/cord cite/sight/site clause/claws click/clique close/clothes/cloze coal/cole coarse/course colonel/kernel complement/compliment coo/coup coop/coupe core/corps correspondence/correspondents council/counsel creak/creek crews/cruise cruel/crewel cue/queue currant/current curser/cursor cymbal/symbol dam/damn days/daze dear/deer defused/diffused desert (abandon)/dessert dew/do/due die/dye disburse/disperse discreet/discrete doe/dough/do (musical note) done/dun draft/draught dual/duel earn/urn ewe/you/yew eye/I faint/feint fair/fare faun/fawn loot/lute low/lo made/maid mail/male main/mane/Maine maize/maze mall/maul manner/manor mantel/mantle marry/merry/Mary marshal/martial massed/mast maybe/may be meat/meet/mete medal/metal/mettle/meddle might/mite mince/mints mind/mined miner/minor missed/mist moan/mown mode/mowed moose/mousse morn/mourn muscle/mussel mustard/mustered naval/navel nay/neigh none/nun oar/or/ore ode/owed oh/owe one/won overdo/overdue overseas/oversees pail/pale pain/pane pair/pare/pear palate/palette/pallet passed/past patience/patients theirs/there's threw/through thrown/throne thyme/time tic/tick tide/tied to/too/two toad/towed toe/tow told/tolled trussed/trust vain/vane/vein vale/veil vary/very vial/vile vice/vise wade/weighed wail/whale waist/waste wait/weight waive/wave want/wont ware/wear/where way/weigh/whey ways/weighs we/wee weak/week we'll/wheel weather/whether we'd/weed we've/weave wet/whet which/witch while/wile whine/wine who's/whose wood/would yoke/yolk yore/your/you're you'll/Yule
912
6.5 Performance Task List of Homophones Subject: ESL
913
6.5 Sample Lesson Similes and Metaphors Subject: ESL
Sample Lesson Plan for Teaching Similes and Metaphors

Goal: Students should be able to use their knowledge of similes and metaphors to promote their appreciation and understanding of poetry. Objectives: 1. Students will be able to interpret similes and metaphors. 2. Students will be able to write similes and metaphors. 3. Students will be able to write similes and metaphors that describe a person from your city, TV, or an era in history Materials: Introductory poem with examples of similes and metaphors Introductory questions to stimulate discussion: 1. What are some ways authors write to make their details more vivid? 2. What are some good describing words to describe a (list something)? 3. How can we write things to show comparisons? Introduction Activity: Students should be given definitions of both the simile and metaphor and those definitions should be discussed. Body: 1. Read or display the introductory poem. 2. Have the students identify the similes and metaphors and what is being compared. 3. Have the students change the similes to metaphors and the metaphors to similes. 4. Use the list of sample similes and metaphors and have the students identify each. 5. As a class, choose a person from TV or an era in history and write several similes and metaphors to describe the person. 6. Have each student choose a different person write similes and metaphors to describe that person. Tell the students to base their comparisons on facts. Evaluation Activity: Assess students similes and metaphors:-Did they use like or as in similes?-Did they use comparisons?-Is the information accurate about the person they chose?
914
6.5 Sample Lesson Similes and Metaphors Subject: ESL
THE SIMILE
A simile is a comparison using like or as. It usually compares two dissimilar objects. For example: His feet were as big as boats. We are comparing the size of feet to boats. Using the poem below underline all of the similes. Decide which items are being compared. (Simile) Willow and Ginkgo Eve Merriam The willow is like an etching, Fine-lined against the sky. The ginkgo is like a crude sketch, Hardly worthy to be signed. The willows music is like a soprano, Delicate and thin. The ginkgos tune is like a chorus With everyone joining in. The willow is sleek as a velvet-nosed calf; The ginkgo is leathery as an old bull. The willows branches are like silken thread; The ginkgos like stubby rough wool. The willow is like a nymph with streaming hair; Wherever it grows, there is green and gold and fair. The willow dips to the water, Protected and precious, like the kings favorite daughter. The ginkgo forces its way through gray concrete; Like a city child, it grows up in the street. Thrust against the metal sky, Somehow it survives and even thrives. My eyes feast upon the willow, But my heart goes to the ginkgo. THE METAPHOR A metaphor states that one thing is something else. It is a comparison, but it does NOT use like or as to make the comparison. For example: Her hair is silk. The sentence is comparing (or stating) that hair is silk. Take a piece of blank white paper and fold it into fourths. In one block, write a simile and illustrate it. In the block immediately to the right, write the same sentence as a metaphor. Do the same for the other two blocks.
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6.5 Sample Lesson Similes and Metaphors Subject: ESL NAME ____________________
Identifying Similes and Metaphors Poetry Worksheet #1 Decide whether each sentence contains a simile or a metaphor. Write the word SIMILE if the sentence contains a simile. Write the word METAPHOR if the sentence contains a metaphor. 1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves. 2. As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!" 3. The giants steps were thunder as he ran toward Jack. 4. The pillow was a cloud when I put my head upon it after a long day. 5. I feel like a limp dishrag. 6. Those girls are like two peas in a pod. 7. The fluorescent light was the sun during our test. 8. No one invites Harold to parties because hes a wet blanket. 9. The bar of soap was a slippery eel during the dogs bath. 10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
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6.5 Sample Lesson Similes and Metaphors Subject: ESL NAME ____________________
Identifying The Words and Meaning of Metaphors and Simile Poetry Worksheet #2 On your own paper or the computer's word processor, find the metaphor and write it down, and write the words being compared on your paper. Write the meaning of the simile or metaphor based on the context of the sentence. 1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves. 2. As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!" 3. The giants steps were thunder as he ran toward Jack. 4. The pillow was a cloud when I put my head upon it after a long day. 5. I feel like a limp dishrag. 6. Those girls are like two peas in a pod. 7. The fluorescent light was the sun during our test. 8. No one invites Harold to parties because hes a wet blanket. 9. The bar of soap was a slippery eel during the dogs bath. 10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
Source: http://volweb.utk.edu/Schools/bedford/harrisms/2poe.htm 917
6.5 Text Homophone Poetry Subject: ESL
Homophone Poetry
Night" It's dark outside, and the moon casts Its eerie glow over the shadowy world. It's nearly midnight, and a cat swishes Its agile tail while pursuing Its prey. It's windy, and the breeze passes Its twisting arms over leaves and branches that shudder in Its wake. It's dark outside, and chilly. "There in the Night" There are so many of them. They're depressed, they're miserable. Their bodies long ago succumbed to the cold and Their minds to the darkness. There in the night, they lie with Their thoughts pounding sharp daggers into Their long-numbed consciousnesses until They're reduced to bloody black nothings. They're gasping, grasping for someone who understands Their agony, but There is no one so They're going to give up, and then Their pain will be no more. "Who Can Judge?" Who's worthy to judge me? Whose knowledge lets them understand someone Who's lived such totally different life? Someone Whose thoughts, and Whose experiences are so different? Who's wisdom can possibly encompass a person Whose shoes they've never walked in? Who's ever going to be able to understand me, and Who's at all fit to judge me, save myself?
Source: http://h.whyville.net/smmk/whytimes/article?id=3523 918
6.5 Text I Rise Subject: ESL
I Rise, I Rise
I rise, I rise, I, whose tread makes the earth to rumble. I rise, I rise, I, in whose thighs there is strength. I rise, I rise, I, who whips his back with his tail when in rage. I rise, I rise, I, in whose humped shoulder there is power. I rise, I rise, I, who shakes his mane when angered. I rise, I rise, I, whose horns are sharp and curved. Collected by Virginia Driving Hawk Sneve in Dancing Teepees (Holiday House, 1989) Introduction This is a serious poem from an Osage prayer offered before a young man's first buffalo hunt-- a rite of passage into adulthood. Extension Divide the children into two groups to read the alternating lines chorally.
6.5 Text Robert Frost Subject: ESL
Robert Frost
Robert Frost was born in San Francisco on March 26, 1874. He moved to New England at the age of eleven and became interested in reading and writing poetry during his high school years in Lawrence, Massachusetts. He was enrolled at Dartmouth College in 1892, and later at Harvard, though he never earned a formal degree. Frost drifted through a string of occupations after leaving school, working as a teacher, cobbler, and editor of the Lawrence Sentinel. His first professional poem, "My Butterfly," was published on November 8, 1894, in the New York newspaper The Independent. In 1895, Frost married Elinor Miriam White, who became a major inspiration in his poetry until her death in 1938. The couple moved to England in 1912, after their New Hampshire farm failed, and it was abroad that Frost met and was influenced by such contemporary British poets as Edward Thomas, Rupert Brooke, and Robert Graves. While in England, Frost also established a friendship with the poet Ezra Pound, who helped to promote and publish his work. By the time Frost returned to the United States in 1915, he had published two full-length collections, A Boy's Will and North of Boston, and his reputation was established. By the nineteen-twenties, he was the most celebrated poet in America, and with each new bookincluding New Hampshire (1923), A Further Range (1936), Steeple Bush (1947), and In the Clearing (1962)his fame and honors (including four Pulitzer Prizes) increased. Though his work is principally associated with the life and landscape of New England, and though he was a poet of traditional verse forms and metrics who remained steadfastly aloof from the poetic movements and fashions of his time, Frost is anything but a merely regional or minor poet. The author of searching and often dark meditations on universal themes, he is a quintessentially modern poet in his adherence to language as it is actually spoken, in the psychological complexity of his portraits, and in the degree to which his work is infused with layers of ambiguity and irony. In a 1970 review of The Poetry of Robert Frost, the poet Daniel Hoffman describes Frost's early work as "the Puritan ethic turned astonishingly lyrical and enabled to say out loud the sources of its own delight in the world," and comments on Frost's career as The American Bard: "He became a national celebrity, our nearly official Poet Laureate, and a great performer in the tradition of that earlier master of the literary vernacular, Mark Twain." About Frost, President John F. Kennedy said, "He has bequeathed his nation a body of imperishable verse from which Americans will forever gain joy and understanding." Robert Frost lived and taught for many years in Massachusetts and Vermont, and died in Boston on January 29, 1963.
920
6.5 Text Robert Frost Subject: ESL A Selected Bibliography Poetry A Boy's Will (1913) North of Boston (1914) Mountain Interval (1916) New Hampshire (1923) West-Running Brook (1928) The Lovely Shall Be Choosers (1929) The Lone Striker (1933) From Snow to Snow (1936) A Further Range (1936) A Witness Tree (1942) Come In, and Other Poems (1943) Masque of Reason (1945) Steeple Bush (1947) Hard Not to be King (1951)
Source: http://www.poets.org/poet.php/prmPID/192 921
6.5 Text The Pasture Subject: ESL
The Pasture
by Robert Lee Frost I'm going out to clean the pasture spring; I'll only stop to rake the leaves away (And wait to watch the water clear, I may): I sha'n't be gone long.--You come too.
I'm going out to fetch the little calf That's standing by the mother. It's so young, It totters when she licks it with her tongue. I sha'n't be gone long.--You come too.
Source: http://www.emule.com/poetry/?page=poem&poem=4002 1
6.5 Text The Road Not Taken Subject: ESL
The Road Not Taken

by Robert Lee Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I -I took the one less traveled by, And that has made all the difference.
Source: Robert Lee Frost 1
6.5 Text Who Am I? Subject: ESL
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Source: Scholastic Professional Books
927
6.5 Text Willow and Ginkgo Subject: ESL
Using the poem below underline all of the similes. Decide which items are being compared.
Willow and Ginkgo

by Eve Merriam The willow is like an etching, Fine-lined against the sky. The ginkgo is like a crude sketch, Hardly worthy to be signed. The willows music is like a soprano, Delicate and thin. The ginkgos tune is like a chorus With everyone joining in. The willow is sleek as a velvet-nosed calf; The ginkgo is leathery as an old bull. The willows branches are like silken thread; The ginkgos like stubby rough wool. The willow is like a nymph with streaming hair; Wherever it grows, there is green and gold and fair. The willow dips to the water, Protected and precious, like the kings favorite daughter. The ginkgo forces its way through gray concrete; Like a city child, it grows up in the street. Thrust against the metal sky, Somehow it survives and even thrives. My eyes feast upon the willow, But my heart goes to the ginkgo.
928 Source: Eve Merriam
6.5 Text Wishing Well Subject: ESL
WISHING WELL
By Ros Shrapnel With long graceful strides to a door To adore, To bare witness a dazzling vivid seen Vivid scene, Up top his hair prospers fair Prospers fare, O shiny white my night My knight, Lo, his redolent charming sent Charming scent, My hearts aflutter for days to a week So weak, I draw nigh to the wishing well Wishing well, Parting with a golden coin, penny, cent Sent, To wish it cometh to be leased At least, As I dwell in this mourning This morning, Tis he whom I thee missed I the mist, Drift thy prayers and chants And chance, That he shall love me forever holy Forever wholly!
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6.5 Writing Tool Poetry Prompt List Subject: ESL
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6.5 Writing Tool Simile Brainstorm Subject: ESL
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7.1 Being Puerto Rican through Folktales Subject: ESL Length: 7 weeks Stage 1 - Desired Results Unit Summary In this unit, students will reflect on what it means to be Puerto Rican through discussion, writing personal narratives and folktales. Students will study folktale structure and compare and contrast Puerto Rican folktales to folktales around the world, culminating in writing their own folktale. Content Standards and Learning Expectations Listening and Speaking L/S.7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text. L/S.7.4 Applies correct language patterns to organize events in a variety of narrative texts and identifies problem and solution within presented literature. Reading R.7.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. R.7.3 Distinguishes main character from supporting characters, compares and contrasts characters traits, describes and explains setting in fiction. R.7.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions and inferences; draws conclusions; states the problem and solution in fiction and nonfiction. Writing W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences. W.7.5 Uses the writing process; applies prewriting strategies to generate ideas; uses the dictionary and thesaurus as an aid in the writing process; revises writing; proofreads to identify errors in spelling, capitalization, and ending punctuation when prewriting, drafting, revising, editing, and writes a final draft. Big Ideas/Enduring Understandings: Our home country influences who we are through its language, culture, and customs. The setting of our lives shapes who we are by providing novel experiences. Folktales provide entertainment, but also share local wisdom or lessons to be learned. Content (Students will know) Correct language patterns to organize events in a variety of narrative texts such as folktales orally and in writing Folktale Structure (focused on a problem, solution aided by magic or unreal events, a lesson or moral is learned) Problem and solution within presented literature such as folktales June 2011 Essential Questions: What does it mean to be Puerto Rican? Does our home make us who we are? Why do people tell stories?
Skills (Students will be able to) Listen and respond to read alouds of folktales in order to comprehend, generalize, relate to character and setting and make connections to text Apply context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning 933
7.1 Being Puerto Rican through Folktales Subject: ESL Length: 7 weeks Proverbs from other countries (will also collect their own from Puerto Rico) o One finger cannot lift a pebble (Iranian). o When elephants battle, the ants perish (Cambodian). o If you chase two hares, you will not catch either (Russian). o The pot calls the kettle black (United States). o It is better to turn back than to get lost (Russian). o Handsome words don't butter cabbage (German). o Talk does not cook rice (Chinese). o After the rain, there is no need for an umbrella (Bulgaria) . o When the kettle boils over, it overflows its own sides (Yiddish). o You can't chew with somebody else's teeth (Yiddish). o Mistrust is an axe at the tree of love (Russian). The writing process (prewriting, drafting, revising and editing with peers, final draft, publishing) Content Vocabulary Proverb Folktale Lesson Moral Wisdom Inference Connection Prediction Exaggeration Proofread Performance Tasks: Stories from my Home Country Write a personal narrative on an event that happened in their home country that influenced who you are. Select a clear, powerful memory of an event that shaped what being Puerto Rican means June 2011
Distinguish main character from supporting characters in folktales Compare and contrast characters traits of characters in folktales Describe and explain setting in folktales Sort and organize relevant events in folktales (sequencing events) Make connections, predictions and inferences in order to draw conclusions while reading folktales State the problem and solution in folktales Combine sentences and ideas by using simple transitional phrases Use the writing process when drafting and revising folktales Apply prewriting strategies to generate ideas for writing folktales Use the dictionary and thesaurus as an aid in the writing process for writing folktales Revise writing of folktales Proofread folktales to identify errors in spelling, capitalization, and ending punctuation when prewriting, drafting, revising, editing, and writing a final draft
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 7.1 Other Evidence Vocabulary Inference Chart) Word Detective: Select Seven vocabulary words from a text and have students complete a Word Detective Organizer for 934
7.1 Being Puerto Rican through Folktales Subject: ESL Length: 7 weeks to you. Include description of sensory language that makes the reader feel as if they were there (See Attachment: 7.1 Writing Tool - Sensory Language). Write in the first person and include dialogue and internal thought. Use transitions to guide the reader (See Attachment: 7.1 Writing Tool - Transition Words). Follow the writing process (prewriting, drafting, revising and editing with peers, final draft, publishing). Peer edit and self assess published piece using rubric (See Attachment: 7.1 Writing Tool Personal Narrative Rubric). Modern Day Puerto Rican Folktales Prewriting: Read Puerto Rican folktales, collect folktales and proverbs from family members and friends. Invite family members into the classroom to share folktales and proverbs, discuss how folktales impart local wisdom and culture. Select a Puerto Rican proverb or create your own lesson that will share an important part of Puerto Rican culture or beliefs to your readers. Plan out your folktale (See Attachment: 7.1 Graphic Organizer Folktale Story Map). Include humorous dialogue and some magic or unreal events that lead to the solution of the problem. Follow the writing process (prewriting, drafting, revise and edit with peers, final draft, publishing). Peer edit and self assess published piece using rubric (See Attachment: 7.1 Writing Tool - Folktale Rubric). Share folktales in a celebration: invite family members to come and read students folktales and have students discuss the process they went through to write them. Readers Theater: Adapt a Puerto Rican Folktale in to a play Edit and revise the text of a Puerto Rican June 2011 935
each one (See Attachments: 7.1 Other Evidence Word Detective Organizer and 7.1 Other Evidence Word Detective Example) Vocabulary Analysis (See Attachment: 7.1 Graphic Organizer Vocabulary) While students are reading folktales, have them keep a dialogue journal of their inferences and connections (See Attachment: 7.1 Other Evidence Dialogue Journal, Making Inferences)
7.1 Being Puerto Rican through Folktales Subject: ESL Length: 7 weeks folktale into a play format (cutting out lines, revising narration by shortening it for the narrator) (See Attachment: 7.1 Performance Task Sample Readers Theater Script). Revise and proofread the script to ensure it has the description of setting, characters, problem and solution, dialogue of characters. Guidance on how to adapt a story to a script: http://www.aaronshep.com/rt/Tips1.html Guidance on how to Stage a play: http://www.aaronshep.com/rt/Tips2.html Guidance on how to read or perform a play: http://www.aaronshep.com/rt/Tips3.html Teacher has the option of having all students perform in one play, or having two plays. Have students select roles (have multiple narrators), and crew (directors, props, plan and create background scenery). Stage 3 - Learning Plan Learning Activities What does it mean to be Puerto Rican? Introduce the theme of the year of Being Puerto Rican by having a free write on the question: What does it mean to be Puerto Rican? Share writing and have a discussion. Create a poster showing: Being Puerto Rican means. and have students keep a list in their journal. Write a Who I am poem about Puerto Rico (See Attachment: 7.1 Learning Activity Who I am Poem) Read the poem, Coca-Cola and Coco Frio by Martin Espada. Share connections and inferences based on the poem and free write Am I more Coca-Cola or Coco Frio? Then share and engage in a discussion about what it means to be Puerto Rican. Is it one or the other, or a mix of cultures? (See Attachment: 7.1 Text Coca Cola or Coco Frio). Folktales: Problem and Solution and Character Analysis Discuss how folktales follow a narrative of a problem and a solution. Typically the solution is solved by an unreal event occurring or by magic. While reading folk tales, emphasize examples of magic solutions in a class chart. Have students also create the chart in their journals (See Attachment: 7.1 Graphic Organizer Folktale Problem and Solution Chart). Summarize problem and solution of folktales (See Attachment: 7.1 Graphic Organizer Folktale Story Map). Compare and contrast lessons learned from Puerto Rican Folktales (See Attachment: 7.1 Graphic Organizer Folktale Comparison Chart). Compare and contrast characters from folktales (See Attachment: 7.1 Graphic Organizer Character Comparison Chart). Sequencing Cut a folktale into separate parts and with pairs rearrange the story in the appropriate sequence, using time sequencing words to organize the events (See Attachment: 7.1 Writing Tool Transition June 2011 936
7.1 Being Puerto Rican through Folktales Subject: ESL Length: 7 weeks Words). Copy a folktale from a printed anthology and cut it up into sections or scenes. Paste each section on a separate page. Give out the sheets to students who each prepare to retell their small piece of the whole story. Assemble the story by having each student retell his or her part in the plot's sequence. Have students keep the flow going as the story is told so that the performance moves along as though one person were telling it. Do a second round by giving students different sections to retell. Notice how differently students retell the same sections. Proofreading When introducing the proofreading (revising and editing) in the writing process of writing, model how to edit for capitalization, spelling, sentences, by writing a sample paragraph with errors and having students find the errors with a partner. Select a topic for editing every week (capitalization, punctuation, correcting fragments, correcting run-on sentences, correcting dialogue) and edit the same text as a class on a chart, the chalkboard, or an overhead projector. Sample Lessons Lessons on Analyzing Puerto Rican Folktales (See Attachment: 7.1 Sample Lesson Analyzing Puerto Rican Folktales) Lesson on Analyzing Folktales from Around the World: http://www.readwritethink.org/classroomresources/lesson-plans/exploring-world-cultures-through-91.html Proofreading Lesson (See Attachment: 7.1 Sample Lesson Sentence Proofreading) Additional Resources Puerto Rican Folktale: The Pesky Goat (See Attachment: 7.1 Resource Puerto Rican Folktale 1) Puerto Rican Folktale: Rabbit and the Tiger (See Attachment: 7.1 Resource Puerto Rican Folktale 2) Folktales from around the world: http://www.unc.edu/~rwilkers/title.htm Literature Connections Golden Tales: Myths Legends and Folktales from Latin America by Lulu Delacre Best Loved Folktales from Around the World by Joanna Cole 12 Fabulously Funny Folktale Plays: Super-Engaging Fractured Tales That Boost Fluency, Vocabulary & Comprehension by Justin McCory Martin
7.2 What Do I Love About Puerto Rico? Subject: ESL Length: 7 weeks Stage 1 - Desired Results Unit Summary In this unit, students will do a non-fiction study on what they love about Puerto Rico. They will also research the climate and geography of Puerto Rico to create travel guide to their home country, with a writing focus on prefixes, suffixes, commas, and sentence variation. Content Standards and Learning Expectations Listening and Speaking L/S.7.5 Explains the main idea or topic; identifies important details from learned concepts or read alouds in a variety of expository texts; applies sequence of events to summarize. Reading R.7.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. R.7.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions and inferences; draws conclusions; states the problem and solution in fiction and nonfiction. Writing W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences. W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs. Big Ideas/Enduring Understandings: Our home country influences who we are through its language, culture, and customs Personal expression can promote pride and a sense of identity. Punctuation serves a purpose and provides meaning to sentences. Content (Students will know) Correct usage of commas to vary sentences (in a list, with adjectives, with conjunctions, with adverbial clauses, with quotation marks, and appositives) Content Vocabulary Appositive Conjunction Prefix Suffix Comma Quotation mark Adverbial clause Clause June 2011 Essential Questions: What does it mean to be Puerto Rican? What do I love about Puerto Rico? What do our creations say about us? Why use punctuation at all?
Skills (Students will be able to) Explain the main idea or topic in nonfiction texts Identify important details from learned concepts or read alouds in a variety of expository texts Apply sequence of events to summarize nonfiction texts Use prefixes and suffixes to determine the meaning of unfamiliar, multiple-meaning, and compound words Sort and organize relevant events in nonfiction State cause and effect in nonfiction Make connections, predictions, and inferences in order to draw conclusions in nonfiction 938
7.2 What Do I Love About Puerto Rico? Subject: ESL Length: 7 weeks Phrase Arts Culture Music Sports Crafts Literature Climate Geography Performance Tasks: Puerto Rican Travel Brochures Research the climate and geography of Puerto Rico and create a brochure describing the geographic treasures of Puerto Rico. Brochure must have: Description of three must visit places to enjoy the natural beauty of Puerto Rico Description of what clothes visitors need to bring to be prepared for the climate and the best time to visit Proper use of commas to create a variety of sentences Puerto Rican Pride Posters Select and research examples of Puerto Rican culture that make you proud (e.g. sports, sport players, music style or musicians, art or artists, history, dance, etc.) Each topic must have an expository paragraph describing the activity or artist that has a clear main idea, supporting details, and conclusion Select a graphic organizer that will best help organize information (See Attachments: 7.2 Graphic Organizer Sequencing Chart, 7.2 Graphic Organizer Timeline, 7.2 Graphic Organizer Main Idea and Details Pyramid, 7.2 Graphic Organizer Cause and Effect, and 7.2 Graphic Organizer Venn Lines) Use rainbow writing strategy to organize paragraphs (See Attachment: 7.2 Performance Task Rainbow Writing Paragraph Organizer) Have students engage in peer and selfediting (See Attachment: 7.2 Writing Tool June 2011
State the problem and solution in nonfiction Apply commas to correctly punctuate and construct sentences Self edit and peer edit for comma use Use a variety of sentence types to construct a paragraph
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 7.2 Other Evidence Vocabulary Inference Chart) Word Detective: Select Seven vocabulary words from a text and have students complete a Word Detective Organizer for each one (See Attachments: 7.2 Other Evidence Word Detective Organizer and 7.2 Other Evidence Word Detective Example) Weekly prefix and suffix quiz (for this unit) (See Attachment: 7.2 Other Evidence Prefix and Suffix Quiz) Comma quiz created by students (See Attachments: 7.2 Resource Commas in Clauses and 7.2 Resource Commas in list for examples) Draw conclusions and identify effects in nonfiction (See Attachment: 7.2 Other Evidence Dialogue Journal Drawing Conclusions)
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7.2 What Do I Love About Puerto Rico? Subject: ESL Length: 7 weeks Paragraph Checklist) Illustrate poster and present to class Comma Posters Have students get into groups and create a poster for one of the six ways of using commas to vary sentences (in a list, with adjectives, with conjunctions, with adverbial clauses, with quotation marks, and appositives) Examples of comma use and example sentences (See Attachment: 7.2 Resource Comma Rules and Lessons) Each poster must explain how to properly use the comma, give examples that are correct and incorrect, and include illustrations Students must explain clearly and present to the group Stage 3 - Learning Plan Learning Activities Non Fiction Reading: Puerto Rico Connect to the previous unit on folktales and Puerto Rican culture to brainstorm points of Puerto Rican pride for the students. What makes Puerto Rico unique? As a class brainstorm a list of examples of creativity and culture in Puerto Rico. During a read aloud, model how to use facts from a non-fiction to draw conclusions (See Attachment: 7.2 Learning Activity Drawing Conclusions). Prefixes and Suffixes Select four prefixes and four suffixes a week to review with students. Add them to the word wall and have them find examples of these prefixes and suffixes in reading, dictionaries (See Attachment: 7.2 Learning Activity Prefix and Suffix List). Create flashcards of words that use the prefix and/or suffix and have students find their pairs (example: pre- and occupied can match to create preoccupied). Find Spanish cognates (if word is Latin based, there is a Spanish cognate). Look up words in the dictionary that use the prefix and give their meaning in students own words. Select suffixes that correspond with people ( -ant, -ent, -er, -or, -ian, and -ist all mean a person who when added to a verb or noun) have students come up with description of themselves or a partner that use a suffix (e.g. paint +er = painter). Commas and Sentence Variation Commas separate a series of items in a list. Have students orally list what their favorite activities are to a partner. Have a partner take the list and write it as a sentence using commas (e.g., I love basketball, football, and soccer. Also have them list phrases: I enjoy reading books, writing letters to friends, and cooking). Commas help vary our sentences by combining two independent clauses with a conjunction (and, but, or, yet, so). Select a topic or have partners select a topic. Have partners write sentences on sentence strips on the topic and see how they can combine their sentences using commas and June 2011 940
7.2 What Do I Love About Puerto Rico? Subject: ESL Length: 7 weeks conjunctions. Commas help add detail to sentences through adverbial phrases. Write simple sentences, such as: A boy ran through the park. Show how you can add on to the sentence using adverbial phrases, such as: In the middle of the night, through the darkness, a boy ran through the park. Or A boy ran through the park, just in time to catch dinner. Commas help describe people or places by giving descriptions (known as an appositive) (e.g. James, my older brother, now lives in Bolivia). Have students work with a partner to describe themselves or a family member using appositives. Sample Lessons Lesson on prefixes, suffixes, and root words: http://www.readwritethink.org/classroomresources/lesson-plans/improve-comprehension-word-game-1042.html Lessons on comma uses (See Attachment: 7.2 Sample Lesson Comma Rules and Lessons) Additional Resources Encyclopedia on Puerto Rican Culture: http://enciclopediapr.org/ing/ On Six Regions of Puerto Rico: http://www.seepuertorico.com/regions On Puerto Ricos Geography: http://welcome.topuertorico.org/geogra.shtml Literature Connections Atlas de Puerto Rico by Angel David Cruz Bez EL YUNQUE: Exploring the rain forest of Puerto Rico by Lisa Johnson Vargas Fiesta en Puerto Rico by Tere Davilad Puerto Rico Natural by Alfonso Silva Lee
7.3 Poetry: Ode to Puerto Rico Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will analyze poetry by Langston Hughes and Newyorican poets to identify their message and understand their use of poetic devices. By studying these poets, students will perform and write their own poetry that celebrates their own identity and passion. A word study of root words and subject-verb agreement is also included. Content Standards and Learning Expectations Listening/Speaking L/S.7.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, and make connections to text. Reading R.7.6 Identifies imagery and the elements of poetry. R.7.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Writing W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences; uses correct subject-verb agreement. W.7.4 Uses poetry and sensory elements to develop simple poems. Big Ideas/Enduring Understandings: Our home country influences who we are through its language, culture, and customs. People write poetry to release emotion and capture an essence. Words are powerful and can make readers connect emotionally to the writer. Figurative language is used in poems to strengthen their essence and convey a message to the listener or reader. Content (Students will know) That poetry is organized into stanzas and lines Different forms of poetry (free verse, rhyming, ode) The difference between a simile and metaphor Sensory language (sight, sound, taste, touch, feel, smell) Root Words (e.g. equa-, hydro-, arch-, -graph, -morph, -nym, scrib-, spec-, -spire, terr-, theo-) Subject-Verb agreement (e.g. I eat, she/he/it eats, you eat, they eat, we eat, everyone June 2011 Essential Questions: What does it mean to be Puerto Rican? How do writers use words to capture an experience? Why write poetry? How is poetry a celebration?
Skills (Students will be able to) Listen and respond during a read aloud from a variety of poems to make connections to text Apply context clues, reference sources, and other vocabulary expansion strategies to assess the meaning of unknown words Identify imagery (through sensory language, and figurative language) and elements of poetry such as repetition, rhythm, stanzas, and lines Use poetry and sensory elements to develop simple poems Identify root words to determine the meaning of unfamiliar, multiple-meaning, and 942
7.3 Poetry: Ode to Puerto Rico Subject: ESL Length: 5 weeks eats) Content Vocabulary Stanza Line Free-verse Rhyming Sensory language Figurative language Simile Metaphor Onomatopoeia Repetition Rhythm Root word Ode Subject-verb agreement Performance Tasks: Class Poetry Book Have students write and publish two original poems for a class poetry book. Poems must have: Figurative Language (a simile or metaphor) Sensory Language (description using the senses) Organization into lines and stanzas Rhythm when read aloud Have students peer edit work for subject verb agreement and poetic devices Have students have a Poetry Slam where they select a poem from the book they would like to read aloud. Student must practice poem to read with rhythm, fluency, and intonation. Revise and edit Who I am Poem from Unit 7.1 Poem must: Include figurative Language (a simile or metaphor) Include sensory Language (description using the senses) Be organized into lines and stanzas Have a rhythm when read aloud Be peer edited for subject verb agreement and poetic devices June 2011
compound words Use correct subject-verb agreement in writing
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 7.3 Other Evidence Vocabulary Inference Chart) Word Detective: Select Seven vocabulary words from a text and have students complete a Word Detective Organizer for each one (See Attachments: 7.3 Other Evidence Word Detective Organizer and 7.3 Other Evidence Word Detective Example) Weekly root word quiz (for this unit) (See Attachment: 7.3 Other Evidence Root Word Quiz) Subject Verb Quiz (See Attachment: 7.3 Other Evidence Subject-Verb Quiz) Poetry Assessment (See Attachment: 7.3 Other Evidence Poetry Assessment) Figurative Language Assessment (See Attachment: 7.3 Other Evidence Figurative Language Assessment) Poetry Unit Reflection (See Attachment: 7.3 Other Evidence Poetry Unit Reflection)
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7.3 Poetry: Ode to Puerto Rico Subject: ESL Length: 5 weeks Ode to Puerto Rico Posters Writing an Ode poem to Puerto Rico and illustrating its imagery (See Attachment: 7.3 Performance Task Ode to Puerto Rico Posters) Include figurative language and sensory language Have peer edit work for subject verb agreement and poetic devices Proofread poem with a partner Perform poem in front of class with accuracy, fluency, and intonation Stage 3 - Learning Plan Learning Activities Poetry Introduce unit as a celebration of Puerto Rico through rhythm and words. Have students discuss and free write on the topic Why do people write poetry? Read aloud Here and Not Neither by Sandra Maria Esteves (See Attachment: 7.3 Text Newyorican Poetry) to discuss question Why do people write poetry? and come up with a group definition why: Identity? Emotion? Expression? Celebration? Analyze the poetry of Langston Hughes for a variety of poetic devices: onomatopoeia, figurative language, simile, metaphor, rhythm, and message (See Attachment: 7.3 Text Langston Hughes). Once students are comfortable with poetic devices and analyzing the speakers message of poetry, have them self select poetry (See Attachment: 7.3 Text Newyorican Poetry) to analyze for message and poetic devices. Have students find examples of sensory language in poetry (See Attachment: 7.3 Graphic Organizer Sensory Language) Cut up a poem (Suggested Poem: Juan by Margarita Engle) and have students organize the words into lines and stanzas to infer where pauses would create rhythm and emphasis (See Attachment: 7.3 Learning Activity Lines and Stanzas). Find poetry in everyday life by having students select a song and analyze song lyrics for poetic devices for sound: rhyme, pattern, alliteration, repetition. Perform a poem (See Attachment: 7.3 Text Newyorican Poetry) with fluency, accuracy, and intonation. Root Words Select six root words a week to review with students. Add them to the word wall and have them find examples of these root words in reading, dictionaries (See Attachment: 7.3 Resource Root Words List) Create root word trees from the root words with a partner or by themselves (See Attachment: 7.3 Graphic Organizer Root Word Trees) Create word cards of words that use the root words and have students find their pairs (example: spec- and tacle create spectacle). Brainstorm words they already know that use the root words as a class and create posters or drawings that represent the root word. Search for words that come from the root words from the reading to add to a class chart and keep June 2011 944
7.3 Poetry: Ode to Puerto Rico Subject: ESL Length: 5 weeks a list in their journals. Subject-Verb Agreement Explain how subject-verb agreement means that the number of subjects determines what tense the verb is (e.g. one brother finds a dollar, two brothers find a dollar). A singular subject has no s on the end, but a singular verb has an s, whereas the opposite is true for plural subjects and verbs. Have students write down a sentence with the word everyone Discuss if everyone is singular or plural. Write a paragraph on the board or overhead that has mistakes with subject-verb agreement. Have students find the mistakes and fix them. Have them explain what clue helped them find the mistake Find examples of subject-verb agreement in poetry. Sample Lessons Lesson on analyzing an ode poem (See Attachment: 7.3 Sample Lesson The Elements of Poetry) Lessons on subject-verb Agreement (See Attachment: 7.3 Sample Lesson Subject-Verb) Lessons on teaching root words (See Attachment: 7.3 Sample Lesson Teaching Root Words) Lessons on teaching figurative language through similes (See Attachment: 7.3 Sample Lesson Similes) Additional Resources Reading poetry aloud (See Attachment: 7.3 Resource Reading Poetry Aloud) Subject-verb agreement (See Attachment: 7.3 Resource Subject-Verb Agreement) Literature Connections Boricuas: Influential Puerto Rican Writings - An Anthology by Roberto Santiago The poet slave of Cuba: a biography of Juan Francisco Manzano by Margarita Engle Neighborhood Odes by Gary Soto Honey, I Love by Eloise Greenfield Hip Hop Speaks to Children by Nikki Giovanni Poetry Matters by Ralph Fletcher
7.4 Authors Purpose Subject: ESL Length: 9 weeks Stage 1 - Desired Results Unit Summary In this unit, students will study four types of authors purpose (to entertain, to persuade, to inform, to teach) in order to produce four pieces of writing that exemplify each type of writing. Students will also do daily free writes in order to improve their writing fluency and peer-edit their writing for sentence fragments and run-on sentences. Content Standards and Learning Expectations Listening and Speaking L/S.7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions. L/S.7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations. Reading R.7.1 Analyzes the text, establishes purpose, recognizes authors purpose, and distinguishes text features to enhance comprehension. Writing W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences. W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences; uses correct subject-verb agreement. W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs. Big Ideas/Enduring Understandings: Our home country influences who we are through its language, culture, and customs. Writing can have the power to persuade, teach, and convince people with carefully selected words. Clear writing can help a writer best communicate his or her thoughts. Patriotism comes from a love of ones country, not of ones government. Content (Students will know) Directions sequencing vocabulary (first, second, third, then, next, afterwards, lastly) Authors purpose (to entertain, to inform, to explain a procedure, to persuade) Elements in descriptive writing (sensory and descriptive language, showing not telling) Elements in narrative writing (story structure: introduction of character, setting, June 2011 Essential Questions: What does it mean to be Puerto Rican? What do I love about Puerto Rico? How can my writing help others to understand me better? What is patriotism to you?
Skills (Students will be able to) Vividly describe an event through figurative and sensory language, showing the reader what is happening, rather than telling them directly Focus on main idea and details, follow a logical, sequential order, and use transition words in expository writing Take a position, summarize an issue, support a 946
7.4 Authors Purpose Subject: ESL Length: 9 weeks and problem, rising action, climax, falling action, resolution) Elements in expository writing (main idea and details, sequencing, transition words) Elements in persuasive writing (point of view, persuasive language, taking a position, suggesting solutions to a problem) Content Vocabulary Fragment Subject Object Run-on sentence Free write Authors purpose National pride Worth, self-worth Patriot, patriotism, patriotic
position with facts, use persuasive language, and suggest solutions to a problem through persuasive writing Listen, respond, and analyze complex instructions and statements (use sequence words to follow order of steps, use transition words to connect ideas in both instructions and responses) Apply and clarify instructions and directions (ask questions when there is a misunderstanding, use sequence words to give directions) Use appropriate language structure to problem solve and to explain a process (follow instructions by identifying key sequence and transition words, separate instructions into steps) Analyze the text and establish authors purpose (e.g. by identifying genre, by asking the question, Why was this written?, by analyzing plot structure, etc. Note: non-fiction can use narrative structure as well Distinguish text features to enhance comprehension (e.g. by identifying the elements of a writing genre, through organization, you can find the authors purpose, use titles, captions, pictures to enhance comprehension in expository) Distinguish complete sentences from fragments and run-on sentences Identify the subjects and objects in sentences Apply organizational patterns to construct narrative, descriptive, and expository paragraphs (use genre-appropriate transition and sequencing words)
Stage 2 - Assessment Evidence Performance Tasks: Other Evidence: Inference chart for vocabulary from word wall Writing to Entertain (See Attachment: 7.4 Other Evidence Select a form of writing that is intended to Vocabulary Inference Chart) entertain (story, poem, jokes, a song) and write Word Detective: Select Seven vocabulary with the purpose to entertain your audience words from a text and have students complete Peer edit each others work (See Attachment: a Word Detective Organizer for each one (See 7.4 Writing Tool Paragraph Checklist if its Attachment: 7.4 Other Evidence Word in paragraph form) and to check your work to Detective Organizer) make sure it has no fragments or run on June 2011 947
7.4 Authors Purpose Subject: ESL Length: 9 weeks sentences Writing to Persuade Select a form of writing to persuade (advertisement or a commercial) and create a poster with a partner or act out a commercial with a group Study advertisements and commercials for techniques that persuade consumers (See Attachment: 7.4 Performance Task Writing to Persuade) Peer edit each others work for run on sentences or fragments Select clear verbs and adjectives that will persuade your audience of your product Writing to Teach Select an activity you are good at and can teach others. It can be cooking, sports, crafts, or explaining a game. Write out step-by-step instructions in order to explain the process. Sequence instructions in order (See Attachment: 7.4 Performance Task Writing Instructions). Select transition words to explain the process step by step (See Attachment: 7.4 Writing Tool Transition Words). Add illustrations to your steps. Have a peer check your work to make sure it has no fragments or run-on sentences. Create a classroom book of all of the instructions (or if everyone selects recipes, you can have a class cookbook). Writing to Inform Select one topic and write an encyclopedia entry of one paragraph to create a classroom encyclopedia of Puerto Rico. Each topic must have an expository paragraph describing the activity or artist that has a clear main idea, supporting details, and conclusion. Use rainbow writing strategy to organize paragraphs (See Attachment: 7.4 Performance Task Rainbow Writing Paragraph Organizer). Have students peer and self-edit their work (See Attachment: 7.4 Writing Tool June 2011 948
Twice during the unit, have students self-select a free write from this unit that they will selfcorrect for fragments and run-ons to write a second draft.
7.4 Authors Purpose Subject: ESL Length: 9 weeks Paragraph Checklist) Stage 3 - Learning Plan Learning Activities Authors Purpose Students will continue to go in-depth with their exploration of Puerto Rican culture and history to find examples of various examples of authors purpose. Begin unit with a discussion of what is authors purpose and have the students give examples of each type they see in daily life (e.g. to persuade: letters to the editor, persuading family members and friends, politics; to entertain: music, poetry, stories, jokes; to inform: newspapers and magazine articles, encyclopedias, brochures; to teach: recipes, directions, instructions for building or making crafts). Compare and contrast text features of writing with different purposes (See Attachment: 7.4 Graphic Organizer Venn Lines). During this unit, select texts with a new type of authors purpose every two weeks to have students read and create a class list of text features that best communicate the style. Have students find the organizational pattern and self-select a graphic organizer that organizes the information (See Attachments: 7.4 Graphic Organizer Story map, 7.4 Graphic Organizer Sequencing Chart, 7.4 Graphic Organizer Timeline, 7.4 Graphic Organizer Main Idea and Details Pyramid, 7.4 Graphic Organizer Cause and Effect, and 7.4 Graphic Organizer Venn Lines). Have students look through their writing journal with their work from the year (or other texts) and sort their writing into categories by the authors purpose (See Attachments: 7.4 Learning Activity Authors Purpose 1 and 2) Sentences: Subject and Object, Fragments and Run-on Sentences Introduce sentences as having a subject (a who) and a verb (a what happened). Create cards with a subject (e.g. An angry shopkeeper, Puerto Rico, The President, A hermit crab, A tree frog, etc.) and cards with verbs (ran, jumped, laughed at, paraded around, is going to, went to, has never eaten, etc.) and have them go around and make sentences with another person who has the missing subject or object (e.g. a subject and subject cannot make a sentence). Another round can have two subjects and one object or one subject and two objects, or a round with a conjunction group (and, or, if, but, so, yet). For the unit, begin the class with a quick ten minute free write on a topic (See Attachment: 7.4 Learning Activity Free-writing Prompts). Every three days have students select a free write they would like a peer to edit for run-ons or sentences fragments. Have students share how they found fragments or run-ons and share how they fixed them. Sample Lessons Lessons on identifying fragments and run on sentences (See Attachment: 7.4 Sample Lesson Sentences) Lessons on persuasive writing: http://www.readwritethink.org/professional-development/strategy-guides/persuasive-writing30142.html Additional Resources On elements of descriptive writing (See Attachment: 7.4 Resource Descriptive Writing) On elements of narrative writing (See Attachment: 7.4 Resource Narrative Writing) On elements of expository writing (See Attachment: 7.4 Resource Expository Writing) On elements of persuasive writing (See Attachment: 7.4 Resource Persuasive Writing) June 2011 949
7.4 Authors Purpose Subject: ESL Length: 9 weeks Puerto Rican Recipes: http://www.elboricua.com/recipes.html Literature Connections Stories from Puerto Rico by Robert Muckley and Adela Martinez-Santiago Puerto Rico: A to Z by Jeff Reynolds Puerto Rico (True Books) by Howard Gutner Cracking Open the Authors Craft by Lester Laminack
7.5 Debate and Persuasion Subject: ESL Length: 8 weeks Stage 1 - Desired Results Unit Summary In this unit, students will select topics of interest in current events or in history to analyze and debate. From their debates, they will then write a persuasive speech and present it to their classmates. Content Standards and Learning Expectations Listening and Speaking L/S.7.2 Listens, responds to, and analyzes complex instructions and statements; applies and clarifies instructions and directions; answers and formulates closed and open-ended questions. L/S.7.3 Uses appropriate language structure to problem solve and to explain a process; interacts in discussions and presentations. Reading R.7.5 Identifies and states fact and opinion, paraphrases and states main idea or topic, and determines important details in narrative and expository texts. Writing W.7.1 Combines sentences and ideas by using simple transitional phrases; applies commas to correctly punctuate and construct sentences; distinguishes complete sentences from fragments and run-on sentences. W.7.3 Identifies elements in descriptive, narrative, expository and persuasive forms of writing; uses a variety of sentence types to construct a paragraph; applies organizational patterns to construct narrative, descriptive, and expository paragraphs. Big Ideas/Enduring Understandings: Our home country influences who we are through its language, culture, and customs. Writing can have the power to persuade, teach, and convince people with carefully selected words. Persuasion cannot happen with a heavy hand you must connect with a persons beliefs and let them decide. Content (Students will know) The structure of a debate (proposing side, opposing side, rebuttal, direct and indirect refutation) Features found in political cartoons (exaggeration, symbolism, labels, analogy) Structure of persuasive speeches (state topic, take opinion, support with facts, refute opposition, conclude) Transition words to organize thoughts (thus, therefore, however, for example, in addition, on the contrary, thus, in conclusion) Content Vocabulary Oratory June 2011 Essential Questions: What does it mean to be Puerto Rican? Is the pen mightier than the sword? How do we judge a countrys success? Can anyone be persuaded?
Skills (Students will be able to) Answer and formulate closed and open-ended questions during an academic debate Interact in discussions and presentations such as academic debates Combine sentences and ideas by using simple transitional phrases to organize thoughts during a debate Identify and state fact and opinion from nonfiction text such as letters to the editor in order to write a persuasive letter or debate Paraphrase and state main idea or topic from non-fiction reading, as well as from students writing or debate Determine important details in narrative and 951
7.5 Debate and Persuasion Subject: ESL Length: 8 weeks Speech Debate Propose Oppose Refute Indirect Direct Persuasion Political cartoons Performance Tasks: Persuasive Political Cartoons Create a political cartoon that persuades the reader to take your side on an issue in Puerto Rico. Political cartoon must have examples of political cartoon text features (exaggeration, labels, symbolism, analogy) Include connection to facts but show an opinion Use organizer to plan (See Attachment: 7.5 Performance Task Political Cartoon Organizer) Persuasive Speech Writing Write a persuasive speech and perform your speech on how you would help Puerto Rico. Select from topics: If I were the governor of Puerto Rico I would. Or If I had a million dollars, I would (See Attachment: 7.5 Performance Task Persuasive Speech Writing) Speech should: Include a strong introduction that grabs the reader Persuade your audience with clear facts that support your opinions (See Attachment: 7.5 Graphic Organizer Persuasion Map) Include the magic of three to set up the topic (See Attachment: 7.5 Performance Task Magic of Three) Summarize main points in the conclusion Use transition words to organize writing (See Attachment: 7.5 Writing Tool Transition Words) Be peer edited and self edited using rubric June 2011
expository texts (read a text and organize information into main idea, details and supporting details) Apply organizational patterns to construct expository paragraphs (clear main idea in expository or position for persuasive writing, supporting details, conclusion summarizing key points)
Stage 2 - Assessment Evidence Other Evidence: Inference chart for vocabulary from word wall (See Attachment: 7.5 Other Evidence Vocabulary Inference Chart) Word Detective: Select Seven vocabulary words from a text and have students complete a Word Detective Organizer for each one (See Attachments: 7.5 Other Evidence Word Detective Organizer and 7.5 Other Evidence Word Detective Example) Twice during the unit, have students self-select a free write from this unit that they will selfcorrect for fragments and run-ons to write a second draft.
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7.5 Debate and Persuasion Subject: ESL Length: 8 weeks (See Attachment: 7.5 Performance Task Speech Rubric) Debating Issues Facing Puerto Rico Have students work in a group to present a debate on a current event or a political issue in Puerto Rico. Students conduct research to have points and counter points Follow debate rules and procedures: http://www.middleschooldebate.com/resour ces/documents/MSPDP.Teachers.Guide.pdf Have a group of teachers judge the debate (See Attachment: 7.5 Performance Task Debate Judge Rubric) Stage 3 - Learning Plan Learning Activities Analyzing Political Cartoons Political cartoons are a great visual representation of persuasion through images. Select political cartoons from a local newspaper. Use lesson on analyzing Political Cartoons to introduce the features found in political cartoons(exaggeration, symbolism, labels, analogy): http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-purpose-meaningpolitical-794.html?tab=3#tabs. Analyze the features from the lesson and from modern political cartoons (See Attachment: 7.5 Graphic Organizer Political Cartoon). Study the American Opinion of the Philippines and Puerto Rico (See Attachment: 7.5 Resource Political Cartoons) and analyze the cartoon (See Attachment: 7.5 Performance Task Political Cartoon Organizer). Ask, Is the pen mightier than the sword? What is the purpose of the messages of the political cartoons? Discuss the role of political cartoons in spreading imperialism in the United States. Analyzing Persuasive Writing Identify the authors purpose in various texts and follow questions to find the position of the author (See Attachment: 7.5 Learning Activity Questions to Identify Persuasive Text). Find the facts and opinions of a text (See Attachment: 7.5 Learning Activity - Fact vs. Opinion) Read a speech or letter to the editor or opinions piece from the newspaper to analyze how the author constructed his or her argument with supporting evidence (See Attachment: 7.5 Graphic Organizer Persuasion Map) Find transition words that organize the authors writing and create a classroom list of powerful persuasive vocabulary for the word wall Have students write a letter to the editor regarding a current event: http://www.readwritethink.org/classroom-resources/lesson-plans/persuading-audience-writingeffective-929.html Debate Spark students interest by having the free writing prompt require students to take a stand. After free writing, have students take sides and share their responses (See Attachment: 7.5 Free-writing Prompts) June 2011 953
7.5 Debate and Persuasion Subject: ESL Length: 8 weeks State a strong opinion (e.g. Kids under 18 should have a 10pm curfew to prevent problems) and have one side of the room be completely agree the middle be Im not sure and the other side of the room be I completely disagree and have students stand in the place that represents their opinion. Have students volunteer to share their opinion and explain why they stood there. Additional Resources How to write a persuasive essay organizer and checklist: http://www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634424,00.html Writing a persuasive essay: http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developingpersuasive-writing-56.html?tab=1#tabs Literature Connections Mom, Can I Have a Stegosaurus, Mom? Can I? Please!? by Lois G. Grambling 50 Debate Prompts for Kids: Reproducible Debate Sheets Complete With Background and Pro/Con Points That Get Kids Reading, Writing, Speaking, and Thinking About the Topics That Spark Their Interest by Michael Dahlie and Patrick Daley Speak Out! Debate and Public Speaking in the Middle Grades by John Meany and Kate Shuster Boricuas: Influential Puerto Rican Writings - An Anthology by Roberto Santiago

Attachments Grade 7
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Select two characters from the same story and compare what they say, do, think, and feel. Then find something similar and different about them from the chart. Character: Says.. Character: Says
Thinks.
Thinks
Does.
Does.
Feels
Feels
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7.1 Graphic Organizer Folktale Comparison Chart Subject: ESL Name:______________________________________ Date:________________
Folktale Comparison Chart

Compare folktales of Puerto Rico by summarizing what are the lessons learned. What do these folktales tell us about our culture? Folktale Lesson learned What does it tell us about our culture Do I agree or disagree with the lesson? Why?
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7.1 Graphic Organizer Folktale Comparison Chart Subject: ESL Name:______________________________________ Date:________________
Folktale Problem and Solution Chart

Folktales follow the narrative of problem and solution. What is unique is that they have unreal events or magic that help solve the problem. Lets compare what are the problems and creative solutions to folktales from around the world!
Folk Tale Title
Country of Origin
Problem
Solution
What was magical or unreal about how it was solved?
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7.1 Graphic Organizer Folktale Story Map Subject: ESL Name:______________________ Date: _______________
Folktale Story Map

Folktale Title: ___________________________________________________________ Who is the main character? ______________________________
How would you describe this character?
Where does this story take place? ______________________________
How does the setting affect the story?
What is the problem of the story?
How is the problem solved?
Are there any magic or unreal events in the story? Explain
What is the lesson learned?
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7.1 Graphic Organizer Vocabulary Subject: ESL
Source: http://www2.sd5.k12.mt.us/hdgs/CITW%20-%20BBK/notebook-vocab.pdf 960
7.1 Learning Activity Who I Am Poem Subject: ESL Name __________________________________________ Date ________________________________
Who I Am Poems (Introductory-Level)

Preparing and Assigning: This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with "I am," encouraging them to describe in their own words who they are and what's salient to their identities. Objectives: In any attempt to increase awareness and encourage self-development, it is crucial to engage participants in activities that call for introspection and self-reflection. It is also important to provide opportunities for participants to make connections across, and even within, identity borders. The "Who I Am" activity can provide a non-threatening starting point for encouraging self-reflective thought and introspection. It is a safe way for participants to think about and share the influences that have shaped their identities. Also, it continues the connection-making process as participants find unexpected similarities and differences between themselves and others in the group. This activity also can be an excellent closing activity, allowing folks to re-connect at a self-defined and human level at the end of an experience in which they are discussing difficult issues. Instructions: Ask participants to take ten to fifteen minutes to write a poem called "Who I Am." Instruct them that the only rule is that each line should begin with the words "I am..." Leave it open to their interpretation as much as possible, but suggest that they can, if they wish, include statements about where they're from regionally, ethnically, religiously, and so on; memories from different points in their lives; interests and hobbies; mottos or credos; favorite phrases; family traditions and customs; and whatever else defines who they are. Be sure to let them know that they will be sharing their poems. Facilitator Notes: In order to ensure that everybody has an opportunity to share her or his story, you might consider breaking the group into diverse small groups of 8-10 if necessary. Give participants the option either to read their poems or to share parts of their poems from memory. Points to remember: 1. Because some individuals will include very personal information, some may be hesitant to read their poems, even in small groups. It is sometimes effective in such situations for facilitators to share their poems first. Consider sharing your poem before asking students to write their own pieces. If you make yourself vulnerable, others will be more comfortable doing the same. 2. Be sure to allow time for everyone to be able to speak, whether reading their poems or sharing them from memory. 3. If you're using this as a final activity, not much processing is necessary. Encourage applause and thank folks for sharing their poetry. 4. If you use this activity in the middle of a class or workshop, have some process questions ready. When everyone has shared, ask participants how it felt to share their poems. 961
7.1 Learning Activity Who I Am Poem Subject: ESL 5. Ask what, if any, connections people made with each other from this activity. What were some commonalities across poems? Did any of these surprise you? 6. You might also consider asking people to get up and talk to someone with whom she or he felt a connection through the poetry.
Sample - My Personal "I Am From" Poem:

I am basketball on a snowy driveway. I am fishsticks, crinkle-cut frozen french fries and frozen mixed vegetables. I am primarily white, upper-middle class neighborhoods and racially diverse schools. I am Donkey Kong, Ms. Pac Man, Atari 2600 and sports video games. I am football on Thanksgiving and New Year's Day. I am "unity in diversity" and "speaking from your own experience." I am triple-Wahoos, earning three degrees from the University of Virginia. I am diversity, multicultural education, identity, introspection, self-reflection, and social action. I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn, and other cartoons. I am Tae Kwon Do, basketball, the batting cages, a soccer family, and the gym. I am a wonderful family, close and loving and incredibly supportive. I am films based on true stories and documentaries I am the History Channel, CNN, ESPN, BRAVO, and Home Team Sports. I am a passion for educating and facilitating, personal development and making connections.
Source: http://www.edchange.org/multicultural/activities/poetry.html 962
7.1 Other Evidence Dialogue Journal: Making Inferences Subject: ESL
Dialogue Journal: Making Inferences

Text: ________________________________________________ Reading Focus: Making inferences from connections and clues from the text Directions: As you read, record parts of the text that you find interesting into the left column. In the right column, record your inferences and connections the text. Be ready to share your thoughts with the class. Quote/word/sentence from text This makes me connect to. I infer this will happen or this is how the character feels
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Clues can be: From the text (say what it was), illustrations, or in the sentence. Unknown Word What I think it Means What Clues helped me? Check the dictionary or a friend
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7.1 Other Evidence Word Detective Example Subject: ESL Detectives Name: Sentence where I found the word:
Albert E.
The release of energy in a nuclear transformation was so great that it could cause a detectable change in the mass of the nucleus.
Context Clue:
The word change is used in the sentence.
WORD:
Part of Speech:
transformation
Noun
Context Clue: If energy were released, it would cause the nucleus to lose mass.
My Own Sentence:
I saw a transformation in the day when the rain stopped and the sun came out.
My Own Definition:
It caused a makeover in the mass of the nucleus. It changed.
A picture that will remind me of what this word means to me:
changes to
Source: http://wvde.state.wv.us/strategybank/WordDetective.html
7.1 Other Evidence Subject: ESL Detectives Name: Word Detective Organizer Sentence where I found the word:
Context Clue: WORD:
Part of Speech:
Context Clue:
My Own Sentence:
My Own Definition:
7.1 Performance Task Subject: ESL Sample Readers Theater Script
Savitri A Tale of Ancient India

Told by Aaron Shepard
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7.1 Performance Task Subject: ESL Sample Readers Theater Script
Source: www.aaronshep.com/rt
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7.1 Resource Puerto Rican Folktale 1 Subject: ESL
The Pesky Goat

Translated and retold by Marisa Montes Doa Josefina lived on the outskirts of Ciles, a small town in the highlands of Puerto Rico. Her tiny house was as spotless as a porcelain teacup. Although she lived alone, except for her dog, Ladrn, and her cat, Misif, Doa Josefina was too busy to ever be lonely. She spent all her waking moments tending her beloved garden. Doa Josefina was known throughout the island for her mano santa--the blessed hand that turned all plants she touched into breathtaking specimens of splendrous color and robust good health. In the garden, she grew prize-winning roses and orchids, hibiscus and hydrangea, and dozens of jewelcolored flowers that grow only in the tropical climate of the lush Caribbean Islands. The garden air was forever perfumed with the scent of roses and honeysuckle. Since Doa Josefina had no children of her own, she watched over her garden as a mother watches over her children. Each of her flowers was precious to her. She thanked God daily for the gift of being the caretaker of such a delightful paradise. During the day, her paradise attracted butterflies and hummingbirds, bees and ants, and nightingales whose song was as sweet and pure as the water from a secret spring. At night, the garden attracted worms and toads and coques, tiny Puerto Rican tree frogs. One unfortunate night, the garden paradise also attracted a pest. The next morning, Doa Josefina noticed, much to her distress, that the blossoms and tender branches of several young hydrangea plants had been badly chewed. The following morning, the leaves and flowers at the bottom of the large vine in front of the house had disappeared. On the third morning, Doa Josefina discovered that her begonias were gnawed almost to the root. Only stubby, mangled fingers remained, protruding from the rich, black soil. On each occasion, Doa Josefina searched the ground for footprints or other signs as to what was destroying her precious garden. But she could find no clue. That night, Doa Josefina didn't sleep. She stayed up all night watching from her window for the culprit to appear. Just before dawn, something crept into the garden. Doa Josefina held her breath and waited. As she watched, the thing seemed to rise into the air and take the shape of a small white goat. The goat floated toward a hydrangea plant. When it reached the plant, the goat began to feast on the large balls of blossoms. "Ay, ay, ay!" cried Doa Josefina. "A cabra is destroying my precious darlings!" Doa Josefina ran through the living room and out the front door. When she raced down the slick, tilecovered steps, her heel slipped, and she twisted her ankle. "Oh, no!" she cried. "What shall I do?"
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7.1 Resource Puerto Rican Folktale 1 Subject: ESL Unable to continue into the garden, Doa Josefina hobbled back into the house and called her dog. "Ladrn, I will give you an extra helping of meat today if you'll go into the garden and chase away that cabra." "Seguro!" Ladrn replied with an enthusiastic bark. "Of course I'll do it!" Ladrn raced to the garden, his jowls drooling at the thought of an extra helping of meat. He sniffed loudly as he trotted around the flower beds, searching for the goat. The goat heard him and prepared herself for an attack. She climbed onto a boulder that was hidden behind a bush. Then she took a deep breath to make herself appear larger and said in a deep, loud voice: "Heed my words and stay away. I'll devour the first to disobey!" To Ladrn, the tiny goat seemed to have grown ten times its size. He swore that the goat's evil eyes glowed like burning coals. Its teeth would put a crocodile to shame. He didn't want to put those terrible teeth to a test, not for all the delicious meat in Puerto Rico! Ladrn became a blur of spots and dust. He didn't stop running until he was safely under Doa Josefina's bed. There, he turned into a mass of trembling fur and clattering teeth. He refused to come out until morning, untempted by Doa Josefina's promises of roasted meats and spicy sausages. "Ay, ay, ay!" cried Doa Josefina. "Now, what shall I do?" At that moment, Misif rubbed up against the old woman's leg. "Ah, Misif!" said Doa Josefina, stooping to pick up the white cat. "I'll give you two extra helpings of fish tonight if you'll just go into the garden and chase away that pesky cabra." "Why not?" Misif replied with flick of her tail. "Porqu no? It might be interesting to chase a goat." In no particular hurry, Misif sauntered out to the garden. Because she made no effort to hide herself, the goat spotted her strolling down the main garden path. The pesky little goat prepared herself for battle. She climbed halfway up a sturdy trellis, poking her head between the vines. In a deep, loud voice, the pesky goat said: "Heed my words and stay away. I'll devour the first to disobey!"
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7.1 Resource Puerto Rican Folktale 1 Subject: ESL Misif froze in her tracks. Her luminous eyes widened and searched the darkness like lanterns for the owner of the voice. High above her head, Misif saw a horrible head, the shape and size of a dragon's. Huge horns stuck out above its eyes. At its sides flapped large, wide wings. Its serpentine body entwined itself around the trellis. Misif swore that from the creature's nostrils flames escaped and licked the sky. This was no pesky goat--this was a dragon! And there weren't enough helpings of fish in all of Puerto Rico to tempt Misif to tangle with a dragon. Misif became a streak of white in the darkness and didn't stop running until she was safely under Doa Josefina's bed next to Ladrn. No promises of sweet cream and tender giblets could entice her out. Doa Josefina placed her hands on top of her head. "Ay, ay, ay! Qu har? What shall I do?" In the meantime, a bee had flown into the house through an open window. "Qu pasa, Doa Josefina? What's the problem?" "Ah, brave abejita," began Doa Josefina, feeling some hope returning, "I'll give you ten drops of honey if you'll chase that pesky, pesky cabra from my garden." The bee considered Doa Josefina's proposition, and replied: "Seguro! It'll be easy. The pesky goat will be gone in no time." The bee buzzed out the window and into the garden. He buzzed in and out of the flowers and vines looking for the pesky goat. But the goat heard him and was ready. Rearing up on her hind legs, she said in a deep, loud voice: "Heed my words and stay away. I'll devour the first to disobey!" The bee stared at the white phantom that loomed up before him. Never had he seen anything so large and hideous! It had to be the ghost of a dreadful ogre. No amount of honey was worth standing up to a phantom ogre! In the next instant, the bee zoomed from the garden and didn't stop flying until he had passed two barrios. He had no intention of ever returning to Doa Josefina's garden paradise. Doa Josefina waited and waited for the bee to announce that the pesky goat was gone for good. When the bee did not return, Doa Josefina began to cry. "Ay, ay, ay! My beloved garden. That pesky, pesky, pesky cabra is going to destroy it all!" The elderly woman felt a sting on her ear. "No llores, Doa Josefina. Please, don't cry," said a tiny voice. "Tell me your problem and perhaps I can help."
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7.1 Resource Puerto Rican Folktale 1 Subject: ESL Doa Josefina flicked her ear and a little black ant dropped onto the palm of her hand. She stared at the little ant in disbelief. If her faithful Ladrn, her irascible Misif, and a brave little bee could not chase away that pesky goat, how could a tiny little ant?
"Hormiguita," began Doa Josefina, feeling desperate, "are you brave enough to chase that pesky, pesky, pesky cabra from my garden?" "I'm willing to try," said the little ant. She crawled off Doa Josefina's hand and into the garden. Because the little ant was so tiny and quiet, she was able to sneak up on the pesky goat. Before the goat realized what was happening, the little ant climbed onto the goat's hind leg. She stung the goat in the leg, then on the stomach, then on the chest, and headed for her ear. All the while, the pesky goat jumped and kicked and scratched. She rolled and rolled on the ground. But she couldn't make the stinging stop. Suddenly, a voice sang out: "Heed my words and go away. I'll sting the one Believing the garden had been invaded by an army of nasty stinging ants, the pesky goat ran off, never to be heard from again. Doa Josefina rewarded the spunky little ant with all the sugar and bread crumbs she and her friends could carry to their ant hill. When her ankle healed, Doa Josefina went back to tending her beloved garden. With her help, the flowers and vines that the goat had chewed quickly mended and all traces of the pesky goat disappeared.
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL
The Rabbit and the Tiger

Translated and retold by Marisa Montes Many years ago, all the animals were friends except for Tiger, who had sworn to eat all small animals that crossed his path. Especially Rabbit. Rabbit was agile and witty and very, very clever, while Tiger was clumsy and dull and quite stupid. And Tiger couldn't stand for anyone to be more clever than he. So Tiger made it his goal in life to rid himself of the pesky little rabbit. Rabbit knew this and was always on the lookout for Tiger. But Rabbit could not always avoid Tiger because they both enjoyed a good stroll in the forest. One day, after a generous lunch, Rabbit lay in the shade of a huge boulder, ready to begin an afternoon siesta. As he was about to doze off, he heard a twig crack somewhere behind him. Always ready for a possible attack from Tiger, Rabbit jumped up and pushed his back against the boulder, as though he were holding it up. Sure enough, an orange face with black stripes emerged from behind the boulder. The face alone was larger than Rabbit's entire body. "Aha, amigo Conejo, I have caught you. Any last wishes?" Tiger's voice was so deep and loud that it vibrated through Rabbit's bones, making him shake even harder than he was already shaking. But frightened as he was, Rabbit was determined to go through with his plan and save his life. "Only, friend Tiger, that you help me save the world. I care not for myself. After we have saved the world, you can do with me what you will." "What is this?" said Tiger, looking around in terror. "The world is in danger?" Rabbit knew he had the foolish tiger hooked. "This boulder is slipping. If it rolls down the side of the hill, the world will collapse. I am trying to hold it up, but I am small and weak . . ." "Of course, I will help! I do not wish the world to end!" Tiger pushed his back against the boulder and held it up with all his strength. "I will go get help," said Rabbit, starting to hop away. "Good idea," said Tiger. "What a smart rabbit you are!" "I'll hurry. Don't move until I return with all our friends." Rabbit bounced off, chuckling to himself and leaving the stupid tiger huddled against the rock. Hours later, Tiger finally collapsed next to the boulder, exhausted from pushing. Trembling and crying, he resigned himself to his fate and waited for the boulder to roll over him and for the world to end.
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL To his amazement, the boulder did not budge and the world did not come crashing down around him. He stood and touched the boulder. It was solid. In the treetops, monkeys giggled and birds chirped in amusement. It was then that Tiger realized he'd been tricked. "Rabbit!" Tiger roared and shook his fist in the air. "Wait till I get my claws on you!" Tiger hunted Rabbit for weeks, but Rabbit knew how furious Tiger was and kept out of his way. A few months later, it had been so long since he'd seen Tiger that Rabbit grew a bit careless. He was chatting with a monkey friend at the foot of an ancient tamarind tree, when a wide shadow slid over the two friends. "Aha, amigo Conejo! I have you now. This time I will eat you in one bite!" The booming voice vibrated Rabbit's bones. The monkey shrieked and scrambled up the tree. Rabbit knew he could not outrun Tiger. However, he might outwit him once more. Rabbit turned to face his enemy. Tiger had a coil of rope around his shoulder, and he was grinning so hard, all his terrible teeth gleamed in the sunlight. "Oh, friend Tiger, please do eat me! Hurry!" cried Rabbit. "It would be kinder than allowing me to suffer a more horrible death." Tiger narrowed his glistening eyes. "What is this?" "Friend monkey was doing his best to keep my mind off our dreadful fate, but--" "What dreadful fate? Tell me Rabbit!" "Haven't you heard? The hurricane that's approaching. It'll be here within the hour. The worst one in years." "Hurricane!" Tiger began to tremble. He was terrified of hurricanes--the crashing trees, the howling wind, the pouring rain! "Help me Rabbit, please! You are small and can hide anywhere. But I am so large. And the hurricane will be here before I can return to my cave. What shall I do?" "There is only one thing you can do, amigo," said Rabbit, eyeing the coil of rope. "You must tie yourself up to this tree. It is very strong and has withstood many hurricanes." "S, friend Rabbit, that is a splendid idea. But I cannot tie myself . . . will you do it for me?" "Well . . . I should be looking for a hiding place. It will take time to tie you--" Tiger threw himself on his knees. "Please, friend Rabbit, have pity!" Rabbit tried not to smile. "S, s, I will tie you. But please stop blubbering."
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL Rabbit took the coil of rope and wrapped it round and round and round the tamarind tree, firmly tying Tiger to the trunk. "Good luck, amigo Tigre. I must find a place to hide." Rabbit hopped from branch to branch till he was high in the tamarind tree. He settled back to watch Tiger. A few minutes later, a herd of young goats passed by the tree. When they saw Tiger tied firmly to the tree, they laughed and jumped for joy. "Laugh now, but you won't be laughing for long," said Tiger. "Why not?" asked one of the goats. "Haven't you heard? A horrible hurricane is coming. There isn't much time." "A hurricane!" The goats laughed and laughed. A frisky young goat leapt forward. "We have been traveling up and down the hills for hours, and we've neither seen any signs of a hurricane nor heard anyone speak of one." "There is no hurricane!" cried another goat and rolled on the grass, giddy with laughter. As Tiger watched the plump goats cavort about, he began to grow hungry. Soon his hunger overpowered his fear. His mouth drooled as he imagined how tasty a tender little goat would be. "Say, little goat, won't you please untie me?" But the goats saw the gleam in Tiger's eye, and they bounded away, down the mountain trail. As they ran, they told all they passed that everyone could celebrate because Tiger was firmly tied to the tamarind tree. In the meantime, Tiger pulled and tugged and tried to wiggle free. But nothing he did would loosen the rope. Just then, the little monkey who'd been playing with Rabbit grew restless and began to swing above Tiger's head. "Little monkey," said Tiger. "Won't you please untie me?" "Not I," said the monkey. "If I do, you will eat me." "No, no! I promise not to eat you if you'll just untie me. I will even repay you with a bunch of ripe bananas." Now, the young monkey had a serious weakness for bananas. And it had been weeks since he'd taken a bite of the sweet fruit. He couldn't resist Tiger's offer.
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL The monkey swung to the next tree. "If my friends will help, I'll untie you." He scampered up the tree and returned with a dozen monkeys. They each gnawed and pulled at the rope till it broke loose. Meanwhile, Tiger's hunger had been growing and growing. The moment the rope fell to the ground he pounced on the monkeys. He clawed and gnashed his teeth, but the slippery little monkeys were too fast for him. They all escaped, but one--Rabbit's friend. Just as Tiger was about to pop the monkey in his mouth, Rabbit called down: "Tiger, shame on you! That's no way to eat a monkey." "Oh?" said Tiger, swinging the terrified monkey in front of his nose. "So how would you do it?" "It's much more appetizing to throw the monkey into the air and catch him in your open mouth." "I can do that." So Tiger tossed the little monkey high in the air and waited for the tender delicacy to drop into his open mouth. As he floated up into the branches, the agile monkey hooked his tail on a branch to break his fall and scampered higher into the tree. Rabbit shook a branch full of tamarinds, dropping several large, tart pods into Tiger's open mouth. Tiger choked and coughed and spit up the sour fruit. He tore off into the forest, his mouth puckering as though he had eaten a dozen limes. As he ran, he swore he would devour Rabbit the very next time he saw him. For many months, Rabbit managed to avoid Tiger. One day, as he was hopping down a steep mountain trail, he passed a farmer and his donkey who were going to market. The donkey carried heavy covered baskets on his sides. The baskets were full to the brim with large rounds of cheese. As Rabbit passed under the donkey, he noticed something. "Seor," he said. "You are in danger of losing one of your banastillas." The farmer stopped the donkey and examined the baskets. Sure enough, the basket nearest the edge of the cliff was coming loose. If he didn't fix it soon, the entire basket--cheese and all--would topple down the steep incline. "Gracias, little rabbit," said the farmer after he had secured the basket. "You saved my cheese and a great deal of income for my family. You deserve a reward. Do you like cheese?" "Oh, s Seor," replied Rabbit. "I love a good queso."
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL "Well, this is a very good cheese." And the farmer handed Rabbit two large rounds for his good deed. Pleased with his reward, Rabbit tucked a cheese under each arm and bounced away to a nearby lagoon. In the shade of several palms, Rabbit lay back and enjoyed a lunch of fresh cheese and fruit. Before long, his peace and solitude was shaken by a booming voice that rattled his bones. "Aha, this time you will not escape! I will finally eat you." "Right you are, amigo Tigre, you have me at last," replied Rabbit. "But why don't you eat a bit of queso as an appetizer first?" Tiger took the cheese Rabbit offered. "Mmm-mm, I do enjoy a good cheese. And so fresh. Wherever did you find it?" "Why, right down there at the bottom of the lagoon. See,"--Rabbit held up the remaining round of cheese--"I have another right here." The cheese was so delicious, Tiger forgot his promise to eat Rabbit. "How did you gather them?" "Quite simple, really. I just tied heavy stones to my legs and jumped in. There are dozens of rounds of cheese floating near the bottom." Tiger nodded. "I must do the same!" "I won't keep you then. I'll just take my queso and be on my way." Before Tiger could remember his threat, Rabbit disappeared into the forest. Tiger tied one large rock to each of his four legs and jumped into the lagoon. "Glug-glug-glug!" As he sank deeper and deeper, Tiger swallowed large gulps of water. He glanced around him, but he could not see the promised cheeses. Soon he realized Rabbit had fooled him again. Sure he would drown, Tiger began to struggle against the ropes. But he had tied them so well, he could not free himself. Fortunately a strong current carried him to shallow water. He dragged himself to the edge, gasping for air. When he could breathe normally again, Tiger untied the ropes. This was it! Never again would that nasty little Rabbit fool him. Next time, Tiger would have Rabbit pie for lunch! Tiger looked for Rabbit everywhere, but was unable to find him. After many months, he lost interest. During that time Rabbit had been cleverly hiding from Tiger. One day, while Rabbit was visiting his friend Fox, the topic of Tiger came up.
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL "He is such a clever, intelligent fellow," said Fox, who was a great admirer of Tiger. "No one can outsmart Tiger!" Hearing this, Rabbit began to howl with laughter. The laughter turned to silly giggles that made him wiggle and squirm until he fell off his chair and rolled around on the ground. "What is so funny?" Fox said, rather annoyed. "It's--it's just that Tiger is fool! There is no bigger bobo. Why, he will even let himself be used as a horse by his friends." "Not amigo Tigre! I cannot believe it!" "Someday, I will prove it to you," said Rabbit. "I will ride by on my Tiger-horse, and I'll even make him rear up while I wave to you." "Humph!" With a flick of his bushy tail, Fox dismissed Rabbit's talk of nonsense. Soon, Fox forgot their conversation. A few weeks later, Fox decided to have a ball at his home. He would serve a lavish feast and hire an orchestra. With Tiger's help, Fox lined up the best musicians in the land. The best, that is, except for a guitarist. "How can I have a fabulous ball without a guitarist?" whined Fox. Tiger hated to see his friend so distraught. He wanted Fox's ball to be a success, and he agreed that it would fall far short of that without a guitarist. He was determined to help Fox find a guitarist. Tiger asked around and discovered that the best guitarist in the forest was Rabbit. Tiger set out to find him. He had often gone to Rabbit's home looking for him, but Rabbit was far too clever to let Tiger know he was home. This time when Tiger knocked at the door, Rabbit was waiting for him. Rabbit had heard about the ball and knew why Tiger was looking for him. "Go away," Rabbit called from his bedroom. "I'm sick, and I don't want visitors." "Rabbit, it's Tiger." His booming voice rattled the door and shook the windows. "I've come on Fox's behalf. He needs you to play your guitar at his ball tonight." "Too sick. Can't go." Tiger knocked again. "Open up, Rabbit. You must come. The ball will be a disaster without you."
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7.1 Resource Puerto Rican Folktale 2 Subject: ESL Rabbit chuckled to himself. Tiger was begging for him to play at the ball. Rabbit's plan was beginning to work. He wrapped a handkerchief around his head and grabbed a cane. He hobbled to the door and opened it. Leaning on the cane, Rabbit said, "As you can see, I cannot walk." Tiger was anxious to get Rabbit to the ball. "No problem, amigo, I will carry you." Rabbit tried to climb on Tiger's back, but he kept slipping off. "Ay, ay, ay! I cannot get onto your back without a saddle. But I do have one in the back . . . " Annoyed, Tiger twitched his long tail. But he couldn't disappoint Fox. "Fine, get the saddle." When Rabbit had saddled Tiger, he tried again to get on, but slid right off. "I'm afraid I'll need a bridle and some spurs . . . " "Fine, fine, fine! Just hurry up!" Saddled and harnessed, Tiger trotted down the forest path to Fox's house. On Tiger's back sat Rabbit, wearing spurs and carrying a riding crop. As Tiger trotted, he moaned and groaned as though he were in horrible pain. "It would be best to pick up the pace," said Rabbit. "The sooner we arrive, the sooner I'll be out of pain." Tiger began to run at a quick clip. When Rabbit saw Fox's house, he tossed off his kerchief, snapped the whip, and dug the spurs into Tiger's sides. Tiger reared up and began to race toward the house. "Amigo Fox, come out, come out!" cried Rabbit. "It's your friend Rabbit riding his Tiger-horse!" Fox dashed out to the porch. When he saw his friend Tiger saddled and harnessed and ridden like a horse, he put his paws on his head. "Rabbit was right. Tiger is truly a fool. A very great bobo!" Rabbit gave Tiger one more kick with the spurs and made him rear up in front of Fox's house. Rabbit waved and whooped. With another snap of his whip, he sent Tiger racing through the forest. In a dense area of the forest, Rabbit hopped off Tiger's back and hid in the bushes until Tiger was far away. Then he went home, packed up, and found a new home, where Tiger wouldn't find him. To this day, Tiger still looks for Rabbit, swearing to gobble him up before he can utter a word.
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7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL Name __________________________________________ Date ________________________________
Puerto Rican Folktales: Student Activity

HISTORICAL BACKGROUND
The folktales of Puerto Rico reflect the culture of the people who have lived or influenced the lifestyle of those people living there, the Tainos, the Spaniards, and the Africans. The historical reality of Puerto Rico is that it became part of the modern world as we know it today after Cristobal Colon encountered the island on November 19, 1493. Taino stories, which would be the only authentic and pure expression of pre-Columbian natives of Puerto Rico, are non-existent. It is believed that the Tainos were Arawaks who migrated northward from South America and had been living in Borinquen for nearly 1,000 years when the Spaniards arrived. There had been other cultures in Puerto Rico before the Tainos, but they were nomads and left little evidence of their time and life on the island. The Tainos were fishermen, who eventually became farmers or hunters and established villages in different points of the island they called Borinquen. They did not have a written language and there are no written accounts of their culture or history passed on by them to future generations. Archaeologists are still trying to piece together what their lifestyle must have been like before their rapid and almost total extinction in the early sixteenth century due to illnesses and inhuman treatment given to them by the first colonists, the Spaniards. There are, however, records written from oral tradition by the early Spanish settlers, especially by religious order members. Following orders given to him by Admiral Cristobal Colon (Christopher Columbus) Friar Ramon Pane wrote in 1505 a series of detailed descriptions of the Tainos that lived on Hispaniola, now Haiti and the Dominican Republic. These natives had the same customs and beliefs as those of Borinquen (Puerto Rico). In his lengthy report, Friar Ramon wrote of Taino myths, such as; where the Tainos came from, how the sea came to be, the origin of the Sun and the Moon, and where the dead go and what they look like. There are descriptions of the Taino medicine man and many of the religious beliefs of the Tainos. With the rapid extinction of the Tainos and as the Spanish colonization of Puerto Rico continued, black and white slaves were brought to Puerto Rico in the late sixteenth century to provide brute labor in the new colony being set up by Spain in Puerto Rico. They were needed to work in the sugar plantations, the mainstay of Puerto Rico for many years. Their legacy can be found in their music and dances. Like the Tainos before them, they have added some words to the Spanish vocabulary but did not make a strong impact in the developing culture of the colony. In general, with the passing of time, the black population of Puerto Rico assimilated into the Spanish culture. Stories from this group of people reflected their struggles and often-futile attempts to be free.
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7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL
The culture of the Puerto Rico of today is predominantly Spanish with traces of Taino Indian and Black influences. According to the American Heritage Dictionary, culture is defined as the arts, beliefs, customs, institutions, and all other products of human work and thought created by a people or group at a particular time. The Spanish acculturation process of Puerto Rico began almost five hundred years ago; three cultures (possibly multiple cultures) came together in Puerto Rico soon after that fateful day of November 19, 1493. The folk tales that are told in Puerto Rico today reflect basically Spanish themes with island adaptations and very little Taino or African participation. The tales, in general, have undergone changes in numbers, names, or settings, which are more tropical or similar to Puerto Rico.
OBJECTIVES
This curriculum unit will contain several tales from the oral tradition from Puerto Rico. In each case, a short summary will be given for each tale with a brief historical background and if possible the location of the tale will be included. In order to work with these folk tales, the students will be asked to analyze the story through identification of its characters, the problem or problems in the tale, the setting, sequence of events, and the solution of the problem(s). Other elements that will also have to be identified are: the lesson or moral, magic, evil vs. good, good conquers evil, talking animals, ordinary people, magic numbers, punishment/reward, trickery, greed, exaggeration. Not all the elements will or can be found in a single folk tale, but students need to know which ones are present in the tale that they are reading. Student opinions on the tales are also important; these stories teach a lesson and should be entertaining at the same time.
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MYTH
Taino Origin of the Sea
There was a man named Yaya who had a son Yayael, whose name means son of Yaya. Yayael wanted to kill his father. When Yaya found out that his son wanted to kill him, he had him exiled for four months and then killed him himself. Yaya put his sons bones in a gourd, which he hung from the ceiling of his house, and here it hung for some time. One day, Yaya wanted to see his son and said to his wife, I want to see our son Yayael. His wife felt great joy, brought the gourd to her husband, and turned it over to empty out the sons bones. Large and small fish came out of the gourd, and they realized that their sons bones had turned into fish and decided to eat them. Later, one day when Yaya was out in his conucos, which means possessions or lands, the four children of a woman named Itiba Tahuvava came to his house. Their mother had died giving birth to the four and the first one to be born was Caracaracol, whose name means scabby or leprous. The others did not have names. Itiba Tahuvavas four identical sons went together to steal Yayals gourd where the bones of his son Yayael were kept. Of the four brothers only Dimivan Caracaracol dared to bring the gourd down from its place but all four ate the fish they found inside it. While they were eating, they heard Yaya returning from his conucos, and in the confusion that followed, when they tried to put the gourd back in its place, it fell and broke. People say that so much water came out of the gourd that it covered the whole earth and along with the water fish of all sizes came out too. This, according to Taino myth is the origin of the sea. This and other fascinating myths and descriptions are found in the work of Friar Ramon in his report to Admiral Cristobal Colon, which can be read in its totality in Crnicas de Puerto Rico by Eugenio Ferndandez Mendez.
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LEGEND
One of the first legends retold in Puerto Rico is that of Guanina by Dr. Cayetano Coll y Toste. Once the Taino Indians had proven that the Spaniards were not immortal through the death of Diego Salcedo, they rebelled. The legend of Guanina tells of that rebellion.
GUANINA
Guanina was a Taino Indian princess in love with Don Cristobal de Sotomayor, a Spanish officer who had come to Borinquen to conquer and colonize. Her brother, Guaybana, was the principal chief of the Tainos who hated the Spaniards because of the way they had mistreated and betrayed the Tainos. He swore revenge against the Spaniards. Juan Gonzalez, Sotomayors aide, found out about the plan to kill his captain and tried to warn him. Sotomayor would not hear of the planned uprising. He sent for Guaybana and for some of his men to carry his baggage, since he was going to Caparra, the capital. Guanina begged him not to go because she knew that he was going to die and that it would be her own brother who would kill him. Sotomayor did not change his plans, and the next morning set out with Guaybana and his men to the city. On the way, he and five other Spaniards were attacked by the Tainos, and Sotomayor was killed. When Guanina was given the news of her lovers death, she tried to bring him back to life through her kisses and caresses. The Taino elders considered Guanina a traitor, and decided to offer her as a sacrifice to the gods as a sign of their gratitude in succeeding in their attack. When they went to get Guanina, they found her dead with her head resting on Sotomayors bloody chest. The two were buried together near a giant ceiba tree and on their tomb red hibiscus and white lilies appeared as if by magic. These flowers represent the true and passionate love these two souls felt for each other. The legend has it that on occasion, the huge ceiba tree casts a shadow over the land, a soft breeze gently moves the leaves and
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7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL whispering sounds are heard, then Guanina and Sotomayor come out of the tomb to look at the evening star and kiss each other under the light of the moon.
TALE OF ENCHANTMENT/FAIRY TALE

Stokes of ghosts and the devil abound in Puerto Rican folktales. In the southern part of the island, it is said that most of these stories or events have happened, because many people say they are true. The following is one such story.
THE ARROGANT PRINCESS

Once upon a time, there was a young lady who was very pretty but very conceited. She was as proud as a peacock. She put on heavy make-up, wore expensive dresses, and turned down all the suitors that came her way because none of them was rich or handsome enough. In just a few years, she had broken the hearts of many an honest man who wanted to marry her. She insisted that she deserved no less than a prince. The years passed by and her beauty was fading when a very handsome suitor swept her off her feet. She knew her prince had finally come. She fell madly in love with him. The man asked her parents for her hand in marriage and they were engaged. Rosamada, that was her name, was the happiest woman in the world. They were married in a fabulous wedding. The groom was more handsome than ever in his high hat and tuxedo. A reception followed with plenty to eat and drink. She looked beautiful in her lace wedding gown, her veil, and flower crown. After the reception, the newlyweds went on their honeymoon. When they arrived at a castle in the forest that the groom had chosen, she embraced and smiled at her husband lovingly. He returned the smile and she noticed that his teeth were very long, sharp, and shone 984
7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL like gold. Rosamada was quite surprised; she had not noticed that his teeth were like this before. Her husband then took off his coat and then she saw that he had a two-pointed tail. She started to tremble with horror. What was happening? She had married a very handsome young man, who was this person? Her husband very abruptly took off his hat and the new wife almost fainted. The man had two horns and two very big and pointed ears. He then took off his shirt and she saw that his chest was covered with long black hairs. When he started taking off his gloves, Rosamada tried to escape from his sight but he caught her with his hairy arms and very long claws. He held her while he took off his shoes and she was able to see that his feet were hoofs. She started to scream for help but no one could hear her. She understood at once that she had married the devil himself, and that she was being punished for her arrogance. They say that the devil and the castle disappeared all at once. By pure luck, a hunter found Rosamada lying on the ground and took her back to the city. She was sick six months with hot and cold chills and then she died, which always happens.
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FOLKTALE
El medio pollito (Half-a-chick)
Summary Half-a-chick decides to travel to the capital to find a doctor to repair or add his missing half. He has one leg, one eye, and one wing but believes he is better than everyone in the chicken coop and cannot stand being there anymore. Before leaving, his mother gives him advice, which he does not follow. On his way to the capital he refuses to help river, wind, and fire. When he finally arrives to the big city, he confuses the king and queen with the cooks of the palace. He is overcooked and thrown out of the kitchen window. The wind picks him and takes him high in the air and puts him on top of the cathedral where he becomes a weathercock at the mercy of the rain, the wind, and the hot sun. The story focuses on the punishment of arrogance and conceit. Half-a-chick pays dearly for his attitude and treatment of those in need. The full translation of this tale is found in the following pages.
EL MEDIO POLLITO (HALF-A-CHICK)

Once upon a time and two more makes three, a beautiful hen hatched many chicks but among them there was one that was different from the others, with only one eye, one leg, and one wing. Mother Hen loved him just a little more because she felt sorry for him. So it happened that with all this extra attention Half-a-chick became very arrogant and conceited; he would look down upon his brothers and sisters with dislike. If the others made fun of him, he thought it was because they were jealous of him. If the pretty chicks looked at him with disgust or anger, he thought it was because lie did not pay attention to any of them. One day Half-a-chick told his mother that the chicken coop where he lived was too small and not good enough for him and that he was going to go to the big city where he could be with really important people. Mother Hen started to tremble when she heard this because she knew that everyone would make fun of him and that he would be very unhappy there. My son, she said, where did you get such a silly idea? Your father has never left this chicken coop and we have been very happy here. Where are you going to find more love than here with us? Half-a-chick answered, I sent to go where the king and queen live, I want to meet them! Everyone here is very stupid and inferior to me. Mother Hen could not stand to hear him any longer and said, Son, havent you seen your reflection in the pond? You have only one wing, one leg, and one eye! That is your disgrace because your father was very handsome. Dont talk to me about my fathers good looks! grumbled Half-a-chick, Its your fault that I look like this! It was your egg . . . Mother Hen sadly lowered her head until her until her beak touched the ground. She felt helpless; she couldnt give Half-a-chick his missing half. She whispered, Forgive me, my son, even though it is not my fault. Yours was the last egg I laid, maybe thats the reason . . . 986
7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL Half-a-chick interrupted her and said coldly, In the big city I will find a doctor who will operate on me and add the parts that Im missing. Im leaving as soon as I can! Since it was useless to change Half-a-chicks mind, Mother Hen decided to give him some advice. Listen to me, my dear son, never walk in front of a church: Saint Peter and the saint there do not like roosters. Stay away from cooks: those are your worst enemies, they are experts at wringing chickens necks. She then gave him her blessing and prayed to Saint Raphael to protect him. Finally she told him to get his fathers blessing even if they did not get along very well. Half-a-chick went to see his father, kissed his foot, and asked for his blessing. His father, who also loved him out of pity, was very kind in his farewell. Mother Hen hid and cried. She did not want her son to see her crying. Half-a-chick flapped his only wing, crowed three times, and hopped out of the chicken coop to conquer the world. After following the road for a while he came upon a river that was almost dry. Down the center he could see a thin trickle of water. The trickle of water said faintly to Half-a-chick, Friend, I feel so weak that I cannot push those branches out of my way, and Im too tired to go around them. Can you move them out of the way for me? You can use your beak. I beg you! Help Me! Looking down on the trickle, Half-a-chick responded showing no real interest, I could get those branches out of your way, but I dont feel like it. You are a miserable little stream. Once he said this, he went on his way. The trickle screamed, You will need me someday, you fool! Further down the road, he found a dying breeze lying on the ground. Oh good Half-a-chick, said the weak breeze, I am lying here and cannot get up. I am really a powerful, strong wind. I would like to go and push some waves and get tangled in the high branches of the trees. Can you lift me up with your beak? If you gave me a little shove with your wing, I could get going. The heat is killing me down here! Look, you dumb wind, you are getting what you deserve. Youre staying right where you are! You have bothered me enough already. You have spread my feathers apart and since I only have one leg, you have pushed me against the wall. I have gotten a lot of bumps and bruises because of you, mean bad wind. Half-a-chick yelled furiously and turned to go on his way. The wind that could not get up off the ground screamed, Every chicken gets cooked! You are a fool! A little while later, Half-a-chick came across a field on fire. Smoke rose high in the sky and fire was everywhere. He came closer to the flames and heard a tiny voice that said, Half-a- chick, friend, I am a little spark that does not want to go out. I want to go up to the top of the mountain. If I go out, I will never be able to look at the sky from up high. Put some dry grass on me so that I can be a flame again. Have pity on me, Half-a-chick!
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7.1 Sample Lesson Analyzing Puerto Rican Folktales Subject: ESL I am not a farmhand to gather hay for you. Snuff out! replied Half-a-chick. The spark gathered together its last energy and yelled, Ill remember you! Someday you might need me, you fool! Half-a-chick got so angry at the spark that he stomped on it with his only leg until it became ashes. When Half-a-chick finally arrived at the big city, the first thing he did was to disobey his mothers advice. He went straight to the cathedral door and started to crow loudly so that Saint Peter would get angry. He then set out for the palace. In front of the palace, where the king and queen lived, the guards told him to stop. For the first time in his life, he was afraid. The guards had guns! Instead of stopping, he turned around and sneaked in through a side door. Once inside the palace, Half-a-chick kept hopping and walked into a huge kitchen where the men were wearing tall white hats. He thought that they were the king and queen. He walked straight up to them. One of the cooks grabbed him and wrung his neck. The cook yelled at his helper, Get me some hot water to feather this sneak! Oh Water, dear friend, dont scald me too much, have pity on me! begged Half-a-chick. Did you have pity on me when I asked you to push the branches that were in my way? Do you remember me? Water asked. After the cook had feathered Half-a-chick, he put him in the oven. Half-a-chick screamed at the fire, Fire, dear friend, you are so powerful and destructive, have pity on me. Dont burn me, please! You fool! Now you come with that. Dont you remember me? I was that little spark that begged you for help and to not let me die, said the fire and roasted Half-a-chick until it burned him to a crisp. Now when the cook saw the burned chick, he cursed and threw it out the window. Then the Wind swept it up. Dear Wind, I want to lie down on the earth, drop me anywhere, under a tree, dont take me up high, dont drop me . . . I have already suffered so much, Half-a-chick sobbed. What are you saying? roared the furious Wind, while rolling Half-a-chick around and around. You have a terrible memory . . . Dont you remember when I pleaded with you to give me just a little shove, to lift me off the ground? Did you help me? No! You insulted me! Then the Wind started to go higher and higher in the sky, over the houses, over the buildings, until it got up to the top of the cathedral. Saint Peter grabbed Half-a-chick and put him on top of the steeple and changed him into a weathercock. And now, for the rest of his days, Half-a-chick will pay for his conceit and meanness at the mercy of the wind, the sun, and the rain; going around, and around, and around . . .
988
Lesson Plan #1
Topic: Culture and its different forms of expression. Objectives: 1. Students will improve research skills. 2. Students will understand the different components found within CULTURE. 3. Students will define myth, legend, folktale and fairy tale. Procedure 1. Introduce the concept of culture by presenting several videos, musical samples, and artistic expressions through painting, drawings, artifacts, and stories from different countries and times. 2. Each group will come together again to list different kinds of stories, oral or written, that they have heard either through a storyteller or someone that they know. 3. The students will separate their stories into groups. The stories will then need to be categorized into fairy tales, myths, legends, or folktales. At this time, they may need to do further research to define each of the terms and/or to look for stories to fit the category. 4. After the students have listed stories under the fairy tale category, they will choose one that they remember/liked best and write it down in their own words. They may add drawings and decorations to their story. 5. The group will put together a storybook, which they will present to the rest of the class in a storytelling session.
989
Lesson Plan #2
This next lesson may last several days. In the preceding lesson, the students came together to work on stories that they had heard, read, or seen on film. Now they will focus on their ethnic roots. Topic: Stories from My Ancestors Objectives: 1. Students will become familiar or reacquaint themselves with stories from their parents, grandparents, and other relatives. 2. Students will record stories told to them in journals. 3. Students will group stories into the different categories studied in the previous lesson. They need to have at least one story of each type. 4. Each group will share their stories with its members and other members in the class. Procedure: Each group will then rearrange its members so that there will be new people in it. To do this, one original member remains seated and the others move to other empty seats in other parts of the room. The basic rule to follow is that there should not be two or more members from one previous group in the new group. Each new member is to tell a story from his original group.
990
Lesson Plan #3
Topic: Our Own Folktales In this lesson plan, the students will write a folktale of their own. In the first activity, the students researched the different kinds of tales. Then they told each other tales and have read many others. Before they can actually start the writing process, the students need to develop a list of essential elements needed to write a good folktale. This list will be used as the framework of their story. Basically, the list should include the following elements: 1. Characters; who is(are) in the tale? 2. Setting; where and when does the tale take place? 3. 3 Problem(s) 4. Goal; what does the hero/ine want to accomplish? 5. Events; what important things happen(ed)? 6. Moral or outcome. The list needs to be expanded to include characteristics found only in folktales, such as the use of trickery or enchantment, animal as helpers or doers, the use of numbers, the use of exaggeration and fantasy, many of the characters are regular people who do incredible feats, good overcomes/tricks evil, the hero or heroine is usually young, and in the end there is punishment or reward for an action. Procedure: 1. The students will decide which type of tale they will write. Once this decision has been made, the student will take the basic elements list (above) and fill it in with the names, places, etc. from their proposed tale. This will serve as an outline or framework from which they will work and will facilitate the organization of their tale. 2. The students will work individually on their first draft in the classroom and finish writing it for homework. 3. In class, the students will break up into groups that are working in the same type of tale. They will read their tales to each other or silently, adding notes on the margins with suggestions or comments from other members of their group. There should be at least three people in the group. After this session of group interaction, the students will once again revise/rewrite their tale. 4. The second draft is presented to the teacher for additional comments or suggestions. At this time, if the student wishes to illustrate his/her tale, he should include where these drawings or pictures will be and give a brief description of the illustration. 5. The third and final draft will form part of a book of folktales that will be on display or read to other students in the school library. The students are encouraged to share their stories with other students in their school.
Source: http://www.cantaremusic.com/stories/puertorican.htm 991
7.1 Sample Lesson Sentence Proofreading Subject: ESL
Source: http://www.ncpublicschools.org/docs/curriculum/languagearts/elementary/greatgrammaradv. pdf
7.1 Text Coca Cola or Coco Frio Subject: ESL
Are you more Coca-Cola or Coco Frio?

Read the Poem, Coca-Cola and Coco Frio by Martin Espada. While you read, take notes on the sides of any connections or inferences you make to this poem. Coca-Cola and Coco Frio by Martin Espada On his first visit to Puerto Rico, island of family folklore, the fat boy wandered from table to table with his mouth open. At every table, some great-aunt would steer him with cool spotted hands to a glass of Coca-Cola. One even sang to him, in all the English she could remember, a Coca-Cola jingle from the forties. He drank obediently, though he was bored with this potion, familiar from soda fountains in Brooklyn. Then, at a roadside stand off the beach, the fat boy opened his mouth to coco frio, a coconut chilled, then scalped by a machete so that a straw could inhale the clear milk. The boy tilted the green shell overhead and drooled coconut milk down his chin; suddenly, Puerto Rico was not Coca-Cola or Brooklyn, and neither was he. For years afterward, the boy marveled at an island where the people drank Coca-Cola and sang jingles from World War II in a language they did not speak, while so many coconuts in the trees sagged heavy with milk, swollen and unsuckled. My Connections and Inferences
993
7.1 Text Coca Cola or Coco Frio Subject: ESL
Vocabulary
Folklore: stories passed down by generations Scalped: To cut off the skin of the top of the head with a knife Swollen: When something is so full, it expands Suckle: to drink milk from a nipple, like a calf suckles milk from a cows udder In your journal, respond to this question: Are you more Coca Cola or Coco Frio? Why?
Source: Martin Espada
994
7.1 Writing Tool Folktale Rubric Subject: ESL
Rubric for Evaluating Folktales

Criteria 1 No language is used to indicate that the tale or legend is about to begin. 2 There is an opening statement, but it does not reflect traditional folk tale or legend format. There is some sense of story, but the story does not flow clearly from beginning to end. The characters are described with detail, but the traits are not clearly understood or do not add to the understanding of the story. There is some sense of an ending. 3 There is a traditional beginning which indicates that this is a traditional folk tale or legend. There is a clear sense of story with transition words to facilitate the understanding of the listener/reader. The characters are described with detail and the traits are evident and easily understood to represent key parts of the story. There is a traditional ending which leaves the listener/reader with a clear understanding of the story. There is a clear moral or lesson that is easily understood and can be restated by the listener/reader. Story contains all the four story elements (setting, characters, problem, solution) The folk tale/legend has been carefully edited and is ready for publication.
Beginning
There is no sense of story. Narrative format
Characters with easily identified traits
The character(s) are listed but not described with detail.
Ending
No language is used to indicate that the tale or legend is finished.
Moral
There is no reference to a lesson or moral in the tale or legend
There is some reference to a moral or lesson, but it is not easily understood. Story contains some of the four story elements (setting, characters, problem, solution) There are some grammatical and/or spelling mistakes, but they do not interfere with the ability to understand the story.
Story Elements
Conventional form
Story contains few of the four story elements (setting, characters, problem, solution) Grammatical and/or spelling mistakes interfere with the ability to understand the story
Source: http://www.salemschools.com/uploads/file/SMS/malloyj/Rubric%20for%20Folk%20Tal e%20or%20Legend.doc
7.1 Writing Tool Personal Narrative Rubric Subject: ESL
Personal Narrative/Descriptive Writing Rubric

Advanced4 Content
Lead Strong lead makes the reader want to find out more Length of paper is appropriate and flows smoothly from one idea to the next Paper has excellent structure and is well organized Good lead but could be altered though the reader still wants to continue A few instances of clutter and/or not enough elaboration, but for the most part flows evenly Paper has structure and organization though lacks unity because of occasional confusing details Authors voice and personality is evident and effort was clearly put into the piece making piece enjoyable to read Paper uses good word choice and some varied wording Paper has some strong sensory details making it enjoyable to read but there may be too few or not enough details, at times telling rather than showing The ending is good but does not fully clinch the paper, leaving the reader wanting more 996 Lead is unremarkable and needs some work Good ideas but at times overshadowed by too much and/or too simplistic writing making paper seem choppy Paper has some structure evident but at times is hard to follow or is not well organized Authors voice is developing and shows some effort but at times the piece needs more work Paper has simplistic word choice and some words are at times repetitive Paper has too few sensory details or far too many so the piece mainly tells rather than shows or use clichs causing reader to lose interest The ending is too simpleit doesnt fit the flow of the story or contains weak language leaving the reader confused Lead is unimaginative or too obvious and needs to be rewritten Paper is far too long/short and loses focus or is boring because of overwriting and or no elaboration Papers structure is greatly lacking, interfering with readers ability to understand piece Authors voice is not evident and the entire story needs more work
Proficient3
Needs Improvement2
Not Yet1
Idea Development
Organization
Voice
Word Choice
Sensory Details
Closing
Authors voice is clearly evident and piece is thoughtful and well-written in a sophisticated and unique style Paper uses rich and sophisticated word choice and varied language throughout Paper is rich in sensory details and shows rather than tells creating a vivid picture without overloading the reader The final sentences clinch the piece well leaving the reader completely satisfied
Paper has too simplistic word choice and is far too repetitive Paper is lacking in sensory details and tells rather than shows using empty words and too many clichs There is no real ending leaving the reader unsatisfied
7.1 Writing Tool Personal Narrative Rubric Subject: ESL
`Advanced4 Mechanics
Sentence Structure Paper is well written using a variety of simple and complex sentence structures creating a smooth rhythm to the piece Strong paragraph placement throughout paper
Proficient3
Papers has a few sentence errors and/or is lacking in variety or complexity Paragraphs are generally appropriate throughout though at times are too long and/or short Paper has between 3 to 5 errors Verb tense is mainly consistent, though sometimes moves from past to present
Needs Improvement2
Paper is beginning to be difficult to understand as there are many poorly constructed sentences or fragments Paragraphs are only somewhat evident throughout paper
Not Yet1
Paper is difficult to read because of too simplistic sentence structure and/or many fragments Paragraph placement is almost entirely or lacking all together
Paragraph Placement
Conventionsspelling, punctuation, grammar, and capitalization Verb Tense
Paper is proofread well with only 1 or 2 errors Verb tense remains consistent throughout
Paper has between 6 to 8 errors as proofreading was not done well Verb tenses are inconsistent throughout, affecting readers understanding of paper
Paper has more than 9 errors and shows little to no evidence of proofreading Verb tenses are so inconsistent, paper is difficult to understand
Comments: Grade _________
997 Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1424405&
7.1 Writing Tool Sensory Language Subject: ESL Name: _______________________ Date: ________________
Writing with Sensory Language

Directions: Using the senses, describe what you experienced at an important moment in your life.
I heard
I saw
I smelled
I tasted
I felt
998
7.1 Writing Tool Transition Words Subject: ESL
Transitional Words/Phrases for Ideas

Good Writers use transitional words to guide the reader through the text. Use these words when you are writing non-fiction! Useful Words to Introduce Ideas First, Second, Third, Next, Then, Later,
Transitional Words/Phrases for Time

Good Writers use transitional words to guide the reader through their story. Using time transitions gets you thinking as a writer also how to sequence your events! Words to describe the time before Earlier Before Shortly before that, A moment before
Useful Words to Connect ideas and Add New Information For example, Furthermore, After, Well, Also, Because of this, Then, For instance, In addition, In other words, For example, Additionally, To Contrast Ideas However, On the contrary, On the other hand, To Conclude In conclusion, Consequently, Finally, In summary, Lastly, In short, As you can see, 999 In contrast, Instead,
Words to describe at the same time Meanwhile At that very moment, During all this, While this was happening,
1000
7.2 Graphic Organizer Main Idea and Details Pyramid Subject: ESL
Main Idea and Details Pyramid of __________________________

Organize the Main Idea and Details of a text into a pyramid. Select transition words that will link the main idea and details together Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
1002
7.2 Graphic Organizer Timeline Subject: ESL
1003
7.2 Graphic Organizer Venn Lines Subject: ESL
Source: www.superteacherworksheets.com
1004
7.2 Learning Activity Drawing Conclusions Subject: ESL
1005
1006
1007
Source: Curriculum Associates, Inc. 1008
7.2 Learning Activity Drawing Conclusions Subject: ESL Name: ____________________ ___________________ Date:
Dialogue Journal: Drawing Conclusions in Non-Fiction

Text: ________________________________________________ Directions: As you read, record parts of the text that you find interesting into the left column. In the right column, record your inferences and connections the text. Be ready to share your thoughts with the class.
Quote/word/sentence from text
This makes me connect to.
I infer/ I conclude the effect of this will be
Source: Curriculum Associates, Inc.
1009
7.2 Other Evidence Prefix and Suffix Quiz Subject: ESL Name:_______________________ Date:_________________
Prefix and Suffix Quiz

Prefix Means/how does it change a word Examples of two words that use this prefix
Suffix
Means/how does it change a word
Examples of two words that use this suffix
1010

Clues can be: From the text (say what it was), illustrations, or in the sentence. Unknown Word What I think it Means What Clues helped me? Check the dictionary or a friend
1011
Albert E.
Context Clue:
WORD:
Part of Speech:
transformation
Noun
Context Clue:
My Own Sentence:
If energy were released, it would cause the nucleus to lose mass.
My Own Definition:
changes to
7.2 Other Evidence Word Detective Organizer Subject: ESL Detectives Name: Sentence where I found the word:
Context Clue: WORD:
Part of Speech:
Context Clue:
My Own Sentence:
My Own Definition:
7.2 Performance Task Rainbow Writing Paragraph Organizer Subject: ESL Rainbow Writing: One Paragraph Organizer
1014
7.2 Resource Commas in Clauses Subject: ESL
1015
7.2 Resource Commas in Clauses Subject: ESL
1016 Source: www.superteacherworksheets.com
7.2 Resource Commas in List Subject: ESL
1017
7.2 Resource Commas in List Subject: ESL
7.2 Resource Prefix and Suffix List Subject: ESL
Prefixes and Suffixes

Prefixes
PREFIX a-, anabadambianaantiapoautobenecata-, catcentro, centricircumcomconcontradedia-, didisdyseectoen-, emendoepiesoeuexheterohomohyperhypoilimiminininterintrairmacromal, malemetaMEANING not, without away from to, toward both up, back, again against from, away from self good down, against around, center around with, together with, together against down, away through, across apart, not ill, difficult, bad out of, from on the outside in within, inside upon inward, within well, good out of, from other, different same over under not not into not into between within not large bad, evil beyond EXAMPLES amoral, anesthetic, apolitical, asocial abduction, abstain, abnormal adjoin, adjacent (lying near to) ambidextrous, ambivalent analogy, anatomy, anagram antipathy, antiwar, antisocial apology, apologize autobiography, automobile, autocracy, automaton benediction benevolent benefactor catastrophe--a turning down concentric, centrifugal circumlocution circumference, circumvent communal, community connect, confide conspire contradict, contravene descend, deject (cast down) diameter, division disengage, discord, discomfort dysfunctional, dysentery elect (choose out of), eject (throw out) ectoderm--outer skin empathy--feeling in endoscope--instrument for observing inside epitaph epidermis, epicenter esoteric--more inward, esophagus euthanasia--good death exhume, exhale, exodus heterosexual, heterodoxy, heterodox heterogeneous homosexual, homogeneous, homogenized hypertension, hypersensitive, hyperactivity hypotension, hypodermic illegitimate, illicit, illegal, illegible imperfect, impolite, impossible imbibe (drink in, take in) indiscreet, invisible incorporate (take into the body) intervene (come between), interstate intrastate, intramural irregular, irrational, irredeemable macrocosm, macroeconomics malediction malevolent, malnutrition metaphysical 1019
7.2 Resource Prefix and Suffix List Subject: ESL micromononeoobpalin-, palipanparaperperiphil-, philopolypostpreproprosprotopseudo reretrosesubsur-, supersyn-, sym-, syl-, systeletranssmall one, single new, recent against back, again all, every false through around like, lover of many, several after before for, forward toward, in front first false again, back back away from under over, above with, together distant, far off across DEFINITION leader kill(ing) cutting act, state having to do with things having to do with small the belief in one who believes in one connected with study field of resembling, like-shaped one who takes part in exaggerated fear act, state, condition of microscope, microcosm, microeconomics monologue, monotheism, monarchy, monogamy neologism, neo-liberal, neonatology. neolithic object, obstruct (build against) palindrome pantheism, Pan-Hellenic, panorama, pandemic paramilitary, paralegal, parachute percolate (flow through) perforate (punch through) perimeter, periscope philosophy, Francophile, bibliophile, philanthropy polygon, polygamy, polytechnic, polytheism postgraduate, posthumous postpone precede, predict (tell before) promote, project prospectview in front, something coming up prototype, protoplasm, protobiology pseudonym, pseudoscience repeat, recede, regress (step back) retrogression, retroactive seduce (lead away), secede submarine, subject, subhuman subterranean superhuman, superego, superintend, surpass symphony, synonym, system, syllable telephone, telepathy, television, telegram transient, Transatlantic, transport (carry across) EXAMPLE demagogue, pedagogue patricide, infanticide, herbicide. suicide appendectomy, splenectomy amnesia, mania, democracy, anarchy anthropomorphic, dramatic, biblical, cardiac optics, physics asterisk--a little star pacifism, terrorism, socialism, communism pacifist, terrorist, socialist, communist meteorite, polite, cosmopolite biology, geology, etymology, cardiology asteroid, spheroid doctor, actor, teacher, driver photophobia, claustrophobia, agoraphobia analysis
Suffixes
SUFFIX -agog, -agogue -cide -ectomy -ia, -y -ic, -tic, -ical, -ac -ics -isk, -iscus -ism -ist -ite -logy -oid -or, -er -phobia -sis
Source: http://www.betterendings.org/homeschool/Words/Root%20Words.htm 1020
7.2 Sample Lesson Comma Rules and Lessons Subject: ESL
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032 Source: http://www.ncpublicschools.org/docs/curriculum/languagearts/elementary/greatgrammaradv. pdf
7.2 Writing Tool Paragraph Checklist Subject: ESL Name: ____________________ Date: _____________________
Paragraph Student Checklist

Yes
Does the paragraph have a clear topic sentence? Is the paragraph indented? Does the paragraph have major details that connect to the topic sentence? Does the paragraph have minor details that connect to the major details? Does the paragraph have a concluding sentence? Did the writer use proper capitalization? Is the paragraph free of spelling errors? Are all sentences complete? Did the writer use the correct conjugation of verbs? Did the writer use correct punctuation at the end of each sentence?
No
Notes
1033
7.3 Graphic Organizer Root Word Tree Subject: ESL Name:__________________ Date:________
Root Word Tree

Instructions: Select a Root word and write it at the root of the tree. Write the meaning of the root word in the trunk. Then find words that come from the root and write the word and its meaning in the branches.
_____________________ _____ means: _____________________ _____ means: _____________________ _____ means:
This root word means: _____________________ _____ _____________________ _____ means: means:
Root Word: __________________
1034
7.3 Graphic Organizer Sensory Language Subject: ESL Name: _______________________ Date: ________________
Poetry: Writing with Sensory Language

Directions: Find examples of sensory language in poetry. Write the line that describes something with the senses. Be sure to write which poem and which poet wrote it!
Example from poem: __________________________ by: ________________
1035
7.3 Learning Activity Lines and Stanzas Subject: ESL
Organize Poetry into Lines and Stanzas

Poets separate their poems into lines to create pauses and stanzas to help organize the poem. With a partner, cut out the poem, Juan by Margarita Engle and separate it into lines and stanzas. Think: where should there be pauses? Where are there topics that should be separated into stanzas? After organizing the poem into lines and stanzas, read how Margarita Engle organized the poem, Juan. What was similar and/or different between how you organized the poem and how Margarita Engle organized it?
Juan by: Margarita Engle

My mind is a brush made of feathers painting pictures of words I remember all that I see every syllable each word a twin of itself telling two stories at the same time one of sorrow the other hope I love the words written with my feathery mind in the air and with my sharp fingernails on leaves in the garden When my owner catches a whiff of the fragrance of words engraved in the flesh of succulent geranium leaves of perfumed petals of aleli flowers then she frowns because she knows that I dream with my feathers my wings Poetry cools me, syllables calm me I read the verses of others the free men and know that Im never alone Poetry sets me aflame I grow furious dangerous, a blaze of soul and heart, a fiery tongue a lantern at midnight
1036
7.3 Learning Activity Lines and Stanzas Subject: ESL
My mind is a brush made of feathers painting pictures of words I remember all that I see every syllable each word a twin of itself telling two stories at the same time one of sorrow the other hope I love the words written with my feathery mind in the air and with my sharp fingernails on leaves in the garden When my owner catches a whiff of the fragrance of words engraved in the flesh of succulent geranium leaves of perfumed petals of aleli flowers then she frowns because she knows that I dream with my feathers my wings
Poetry cools me, syllables calm me I read the verses of others the free men and know that Im never alone Poetry sets me aflame I grow furious dangerous, a blaze of soul and heart, a fiery tongue a lantern at midnight
Source: Juan by Margarita Engle
1037
7.3 Other Evidence Figurative Language Assessment Subject: ESL Name: ____________________________ Date: _______
Assessment of Figurative Language!

Read the poem Dreams by Langston Hughes and write a paragraph of 3 to 5 sentences on what is the lesson we learn from this poem. Use EXAMPLES from the poem to support your thinking! Dreams Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.
When finished, decorate the poem with your VISUALIZATIONS!
Source: Dreams by Langston Hughes
1038
7.3 Other Evidence Poetry Assessment Subject: ESL Name: __________________________ Date:_______________
Poetry Power
Directions: Read the three poems and answer the questions below
My Tongue is Like a Map

Mami said yes, Abuelita sang s. They said, two languages makes you a rich man, But words never paid for my penny candy. Agua, water. Arroz, rice. Nio, me! Arroz con leche, sang Abuelita As my mami said, A is for Apple. My ears were like a radio, so many stations. Sometimes I would dream in English and Spanish I was a millionaire each time I said yes and s. By: Rane Arroyo
Describe who the speaker is: ___________________________________________________ ____________________________________________________________________________ How many stanzas are in this poem? __________________ How many lines does each stanza have? ________________ Give an example of repetition that makes a rhythm:_______________________________ What is the simile in this poem? ________________________________________________ What does it mean? ___________________________________________________________ ____________________________________________________________________________
1039
7.3 Other Evidence Poetry Assessment Subject: ESL
Rain Sound
At first its like drumming, As it patters down, then stops. Now its an animal Outside the window Quietly licking its chops. By: Lillian Morrison
What words rhyme together? __________________________________________ Circle them in the poem. What lines rhyme? ___________________________________________________ What is the metaphor in this poem? _____________________________________ What does it mean? ___________________________________________________________
1040
7.3 Other Evidence Poetry Assessment Subject: ESL
New Baby Poem (II)

sleep coming down bringing dreams that swish like the sound of warm water rocking the baby rocking the baby swish, swish swish By: Eloise Greenfield
What is an example of onomatopoeia? _______________________________________ What is an example of alliteration? ___________________________________________
If you are finished early, draw your visualizations around the poems!
Source: Rane Arroyo, Lillian Morrison, and Eloise Greenfield 1041
7.3 Other Evidence Poetry Unit Reflection Subject: ESL Name:___________________________ Date:__________
Poetry Unit Reflection

All good learners reflect on their work to make it stronger. Lets take 10 minutes to reflect on our poetry unit.
What do you love about reading poetry? Why?
What do you love about writing poetry? Why?
What did I learn about reading and writing poetry?
1042
7.3 Other Evidence Root Word Quiz Subject: ESL Name:_______________________ Date:_________________
Root Word Quiz

Root Word Means Examples of three words that use this root
1043
7.3 Other Evidence Subject-Verb Quiz Subject: ESL
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7.3 Other Evidence Subject-Verb Quiz Subject: ESL
7.3 Other Evidence Subject: ESL Vocabulary Inference Chart

Unknown Word What I think it Means What Clues helped me? Check the dictionary or a friend
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Albert E.
Context Clue:
WORD:
Part of Speech:
transformation
Noun
Context Clue:
My Own Sentence:
My Own Definition:
changes to
Context Clue: WORD:
Part of Speech:
Context Clue:
My Own Sentence:
My Own Definition:
7.3 Performance Task Ode to Puerto Rico Posters Subject: ESL
How to Write an Ode Poem

1. Select a topic for your ode, and make a list attributes for that topic. 2. Consider how your ode can be used as a metaphor to illustrate a typical problem or situation. Decide on a scene that will begin the poem and set up the ode so that it points the reader to the conclusion you will assert. 3. Plan the structure of the ode. Decide how many lines each stanza will contain and how many stanzas will make up the ode; most odes are serious poems comprised of several stanzas. Decide on a rhyme scheme. 4. Fit the ideas from your planning process into phrases and stanzas. Use a thesaurus to find synonyms for words that may not fit the structure and rhyme scheme of your ode. 5. Read your draft aloud to see if it flows easily and makes sense. 6. Shift words and phrases around to make it sound better. Add alliteration and internal rhymes to strengthen it. Eliminate words that make the poem sound clumsy. 7. Allow other people to critique your ode.
Source: http://www.ehow.com/how_4895212_write-ode-poe.html 1049
7.3 Resource Reading Poetry Aloud Subject: ESL Tips for the Enjoyment of Poetry by Robert G. Shubinski 1. 2. 3. 4. 5. 6. 7. Read it aloud Be receptive Read carefully Follow the leader Read it over again Forget the technical aspects Consider it as a whole
1. Read it aloud Poetry is word-music, an art which paints pictures with words and sounds. Since the sounds greatly increase the effect of the words, poems must be read aloud to provide your fullest enjoyment. Silent reading just won't do poetry justice--it's like trying to enjoy a concert by reading the score. Reading aloud enables the poem to reproduce the music of rhythm, rhyme, alliteration, assonance, and harmony to enhance the emotional colors of the words. Make your first reading a silent one, if you like, to get a "feel" for the content--but you should read aloud to experience the full potential of poetry. 2. Be receptive Read poetry with an open mind. Try to match your mood to the tone of the content. Be receptive to the word music of the poet--let him speak through you, as if the words were your own. This positive approach will allow the poem an opportunity to awaken a satisfying emotional response. Unless you're willing to have your feelings aroused the way good poetry can stir them, wait until a better time. Should the poem still fail to "deliver" after your best receptive effort, you needn't feel a sense of inadequacy--just as we differ in musical tastes or sense of humor, we each have our own unique artistic criteria for the appreciation of poetry. You cannot expect to like every poem, because no-one does. Look for and enjoy poetry that does something special for you, but you must be in a receptive frame of mind to allow it the opportunity. 3. Read Carefully Relax, slow down; there's no rush. Read with understanding, rather than speed. Speak the words crisply, with good diction, especially the beginning consonants. Don't read with monotony or lack of inflection. Words and phrases can flow like a sparkling stream or be jarring--let them do it their way. As you read the lines, feel their excitement, their joy, their sadness; sense their look, smell and taste. Only by reading carefully will you experience an emotional response to the word sounds and images by which the poet transfers his sense impressions to you. 4. Follow the Leader Pretend you're dancing with the poem and following its lead. Slow down or stop where the punctuation indicates. Hesitate ever so slightly at run-on line endings and pause between stanzas. Don't impose a mechanical "tee-dum tee-dum" meter in your reading--let the words of the poem provide the rhythm and the meter will fend nicely for itself. Enjoy the poetic music as you dance, as well as the visual aspect of a poem's layout on the page, which often represents a careful preparation by the poet to complement the texture of his work. 5. Read it over again Very often we are unable to fully appreciate a poetic work on the first reading. Maybe a distracted mood was interfering with our receptive antennae. Perhaps there are elusive undertones or subtleties not initially perceived which could make a world of difference in our response to subsequent readings. The incremental appreciation of art and music--of which poetry is 1050
7.3 Resource Reading Poetry Aloud Subject: ESL both--is dependent on repetition. What may not have impressed us at all on first exposure may become a beloved favorite if repeated. So if a poem failed to "grab" you the first time, give it another chance. Read it over again. 6. Forget the technical aspects Don't be overly concerned with the technical aspects of poetic construction. It's not vital to understand the metrical variations. The definitions of esoteric terminology are no more necessary for pleasurable reading than to be a connoisseur of vintages in order to enjoy a glass of wine. The only thing that matters is whether or not you like the poem; you don't have to analyze it--let the English professors do that. On the other hand, if you feel such additional knowledge will enhance your pleasure, by all means, pursue it. 7. Consider it as a whole There is truth in the saying that a poem is only as good as its weakest line. A well-written piece of poetry--meaning one which is successful in imparting effective word images and sounds to the reader--results from the unity of its segments with the whole, whether it be a simple sonnet or a sweeping epic. We all like to remember and quote favorite lines which have a memorable meaning or beauty of expression. Other lines, words and phrases, however, which have little apparent significance by themselves, can be integral components in the context of their relationship to the rest of the poem. The obvious conclusion is that the ultimate worthiness of a poetic composition is dependent upon the contributions made by each word and every line to the complete work. Therefore, don't fragmentize the poem in your reading, but evaluate and enjoy it as a whole
Source: https://www.msu.edu/~miazgama/aapoets_day_one_handout2.htm 1051
7.3 Resource Root Words List Subject: ESL
Common Root Words and Word Origins

ROOTS alter ami, amicamphi ann, enni anthrop aqua, aque arch arthro aud bell biblio biobrev cap carn ced chromchroncogn cord/chord corp crac, crat cred cruc crusta crypt culp dei demodent dermdic dox duc, duct duo dynamMEANING other love both ends or all sides year human, man water chief, leader, ruler joint sound war book life short take, seize meat yield, go color time know cord body rule, ruler believe cross shell hidden guilt god people tooth skin speak, say belief, opinion lead two power WORD alternate, alter ego amiable, amicable amphibian anniversary, annual, biennial, perennial anthropology, anthropomorphic, misanthrope aquatic, aquarium, aqueduct archangel, monarch, archaic, archenemy arthritis auditorium, audible, audiologist, audiotape belligerent, bellicose bibliography, bibliophile biography, autobiography, biology, antibiotic brief, abbreviate capture, captivate, capacity carnivorous, chili con carne recede, secede, proceed, intercede, concession chromatic, monochrome, polychrome chronicle, chronology, chronometer, synchronize recognize, cognitive, incognito harpsichord corpus, corpse, corporal autocrat, democracy, bureaucrat, democracy credible, credulous, credibility, credit, credo crucifix, crucial crustacean cryptogram, cryptology, cryptic culpable, culprit deity, deify demography, democracy, epidemic dentist, dentifrice, dentin dermatology, epidermis, hypodermic dictate, predict, diction, indict orthodoxy, paradox, heterodoxy induce, deduce, seduction, conduct, abduct duo dynamo, hydrodynamics
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7.3 Resource Root Words List Subject: ESL ego equ fac fil frater gamgeoglyph grad, gress graphgym gynhemo, hema, hem holo hydro, hydr iso ject jud leg, lect liter loc log luc magn man mar mater mere meta, met metri, metermin mit, miss mob, mot, mov self equal make, do threadlike brother marriage earth vertical groove step writing, printing naked woman blood whole, entire water equal, identical throw judge read, choose letter place word light large hand sea mother part, segment behind, between measure small send move egotist, egomania equal, equity, equanimity, equate, equidistant manufacture, factory, benefactor filament fraternal, fraternize monogamy, polygamy, bigamy geopolitical, geology, geography, geothermal HieroglyphicsEgyptian sky writing gradual, progression, transgression graphology, biography, telegraph, geography gymnasium gynecologist, androgynous hemophilia, hematology, hemoglobin holograph dehydrate, hydraulics, hydroelectric, hydroplane isolate inject, reject, subject, projection judicial, judge, adjudicate legible, lectern, lecturer, election literature, illiterate, literal local, location monologue, epilogue lucid, elucidate magnify, magnate, magnificent manufacture, manual, manuscript marine, mariner maternal, maternity, matriarchy, matricide mere metacognitionbehind the thinking geometric, thermometer, odometer minority, minuscule, minute permit, submission, mission, emit, mobile, automobile, motion, promote, movie
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7.3 Resource Root Words List Subject: ESL mon mor, mort morph mut neuro nomen /nomin nov nym, onym odonto orthopac pater path ped, pod pel, puls pend phon-, phonoplan pneum pod port pot psychpugna quer, quis scent, scend schizo, schiz sci sciss scrib, script sec, sect sed, sess sens, sent sequ, secu serv simil siphon sol son soph spec, spic spir spir spond, spons spont warn death form, structure change nerve name new word, name tooth straight, correct peace father feeling, suffering foot push hang, weigh sound, voice flat lung feet carry power soul, spirit, mind fight ask climb division, split know cut write cut sit feel, be aware follow serve, protect same tube sun sound wisdom, knowledge look, see coil breathe promise, answer for by one's own force premonition, admonition mortal, mortician, immortality metamorphosis, amorphous, morphology mutant, mutability, mutate neurology, neurosis, neurobiology nominal, nominate, nomenclature novel, renovate, innovation, novella synonym, acronym, anonymous, pseudonym orthodontistone who straightens teeth orthodox, orthodontist, orthopedic pacify, Pacific Ocean, pacifist paternal, paternity, patricide, patrilineal, patriotic sympathy, apathy, empathy, telepathy, pathology pedal, pedometer, centipede, gastropod pulsate, repulsive, impulse, compel, propel pendulum, pendant, suspend, pending telephone, euphony, cacophony, phonograph planar, plantation, plane pneumatic podiatrist portable, transport, portage, report, potent, omnipotent, potentate psychology, psychic, psychobiography pugnacious, pugilist query, inquisition, ascend, ascent schizophrenic scientific scissors manuscript, scribe, proscribe, scripture dissect, section sedentary, session sensible, sentient sequence, sequel, consecutive service similar, assimilate, simile, facsimile (fax) siphon solar sonar, resonate, unison philosophy, sophisticated, sophomore (wise fool) spectacles, spectator, inauspicious, prospect spiral inspire, respiration, conspire, perspiration respond, responsible spontaneous
Source: http://www.betterendings.org/homeschool/Words/Root%20Words.htm
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7.3 Resource Root Words List Subject: ESL stat tang, tact temp ten, tent terr theo thermtrophy uro vac ven, vent ver vert vit voc zoo stay, position touch time hold earth god, deity heat nutrition, food urine empty come, go truth turn life call animal station tactile, tangible temporary, temporize tentative, tenable, tenuous subterranean, terrain, terrestrial, disinter theology, polytheism, atheist, monotheism thermal, thermos, thermometer atrophywithout nutrition urologist vacation, vacuum, vacuous, vacant intervene, convene, contravene veracity, verify, verity introvert, irreversible, vertigo vital, revitalize, vitamin revoke, invocation, vocal, evocative, convocation zoo, zoology, zoolatry
Source: http://www.betterendings.org/homeschool/Words/Root%20Words.htm
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7.3 Resource Subject-Verb Agreement Subject: ESL
Subject-Verb Agreement
1. The indefinite pronouns anyone, everyone, someone, no one, nobody are always singular and, therefore, require singular verbs. Everyone has done his or her homework. Somebody has left her purse.
Some indefinite pronouns such as all, some are singular or plural depending on what they're referring to. (Is the thing referred to countable or not?) Be careful choosing a verb to accompany such pronouns. Some of the beads are missing. Some of the water is gone.
On the other hand, there is one indefinite pronoun, none, that can be either singular or plural; it often doesn't matter whether you use a singular or a plural verb unless something else in the sentence determines its number. (Writers generally think of none as meaning not any and will choose a plural verb, as in "None of the engines are working," but when something else makes us regard none as meaning not one, we want a singular verb, as in "None of the food is fresh.") None of you claims responsibility for this incident? None of you claim responsibility for this incident? None of the students have done their homework. (In this last example, the word their precludes the use of the singular verb.
2. Some indefinite pronouns are particularly troublesome Everyone and everybody (listed above, also) certainly feel like more than one person and, therefore, students are sometimes tempted to use a plural verb with them. They are always singular, though. Each is often followed by a prepositional phrase ending in a plural word (Each of the cars), thus confusing the verb choice. Each, too, is always singular and requires a singular verb.
Everyone has finished his or her homework.

You would always say, "Everybody is here." This means that the word is singular and nothing will change that. Each of the students is responsible for doing his or her work in the library.
Don't let the word "students" confuse you; the subject is each and each is always singular Each is responsible. 3. Phrases such as together with, as well as, and along with are not the same as and. The phrase introduced by as well as or along with will modify the earlier word (mayor in this case), but it does not compound the subjects (as the word and would do). The mayor as well as his brothers is going to prison. The mayor and his brothers are going to jail. 1056
7.3 Resource Subject-Verb Agreement Subject: ESL 4. The pronouns neither and either are singular and require singular verbs even though they seem to be referring, in a sense, to two things. Neither of the two traffic lights is working. Which shirt do you want for Christmas? Either is fine with me.
In informal writing, neither and either sometimes take a plural verb when these pronouns are followed by a prepositional phrase beginning with of. This is particularly true of interrogative constructions: "Have either of you two clowns read the assignment?" "Are either of you taking this seriously?" Burchfield calls this "a clash between notional and actual agreement."* 5. The conjunction or does not conjoin (as and does): when nor or or is used the subject closer to the verb determines the number of the verb. Whether the subject comes before or after the verb doesn't matter; the proximity determines the number. Either my father or my brothers are going to sell the house. Neither my brothers nor my father is going to sell the house. Are either my brothers or my father responsible? Is either my father or my brothers responsible?
Because a sentence like "Neither my brothers nor my father is going to sell the house" sounds peculiar, it is probably a good idea to put the plural subject closer to the verb whenever that is possible. 6. The words there and here are never subjects. There are two reasons [plural subject] for this. There is no reason for this. Here are two apples.
With these constructions (called expletive constructions), the subject follows the verb but still determines the number of the verb. 7. Verbs in the present tense for third-person, singular subjects (he, she, it and anything those words can stand for) have s-endings. Other verbs do not add s-endings. He loves and she loves and they love_ and . . . .
8. Sometimes modifiers will get betwen a subject and its verb, but these modifiers must not confuse the agreement between the subject and its verb. The mayor, who has been convicted along with his four brothers on four counts of various crimes but who also seems, like a cat, to have several political lives, is finally going to jail.
9. Sometimes nouns take weird forms and can fool us into thinking they're plural when they're really singular and vice-versa. Consult the section on the Plural Forms of Nouns and the section on Collective Nouns for additional help. Words such as glasses, pants, pliers, and scissors are 1057
7.3 Resource Subject-Verb Agreement Subject: ESL regarded as plural (and require plural verbs) unless they're preceded the phrase pair of (in which case the word pairbecomes the subject). My glasses were on the bed. My pants were torn. A pair of plaid trousers is in the closet.
10. Some words end in -s and appear to be plural but are really singular and require singular verbs. The news from the front is bad. Measles is a dangerous disease for pregnant women.
On the other hand, some words ending in -s refer to a single thing but are nonetheless plural and require a plural verb. My assets were wiped out in the depression. The average worker's earnings have gone up dramatically. Our thanks go to the workers who supported the union.
The names of sports teams that do not end in "s" will take a plural verb: the Miami Heat have been looking , The Connecticut Sun are hoping that new talent . See the section on plurals for help with this problem. 11. Fractional expressions such as half of, a part of, a percentage of, a majority of are sometimes singular and sometimes plural, depending on the meaning. (The same is true, of course, when all, any, more, most and some act as subjects.) Sums and products of mathematical processes are expressed as singular and require singular verbs. The expression "more than one" (oddly enough) takes a singular verb: "More than one student has tried this." Some of the voters are still angry. A large percentage of the older population is voting against her. Two-fifths of the troops were lost in the battle. Two-fifths of the vineyard was destroyed by fire. Forty percent of the students are in favor of changing the policy. Forty percent of the student body is in favor of changing the policy. Two and two is four. Four times four divided by two is eight.
12. If your sentence compounds a positive and a negative subject and one is plural, the other singular, the verb should agree with the positive subject. The department members but not the chair have decided not to teach on Valentine's Day. It is not the faculty members but the president who decides this issue. It was the speaker, not his ideas, that has provoked the students to riot.
Source: http://grammar.ccc.commnet.edu/grammar/sv_agr.htm
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7.3 Sample Lesson Similes Subject: ESL
Teaching Point: I opened the poem poems

CONNECTION: Class, we have worked so hard this year on long writing projects and we have gotten so much done. I was very impressed by how much you wrote about in your Social Studies books about different cultures, and for your reading responses. Now that we are getting towards the end of the year, the third grade teachers thought it might be fun to do a unit on writing poetry, to go along with our reading unit on reading poetry. These activities will be fun for everyone, and wont be nearly as difficult as some of the other writing projects weve done this year. Now I know some of you have done some work in poetry in Ms. Boggs class, so there may be days where we learn about something that is already familiar to you. This is completely ok, because poetry is something you can always re-do, and each time you can use a new idea, or improve on an old idea you already tried. Today we are going to start with a kind of poem you may have tried before, the I opened the poem poem. How many of you are familiar with this kind of poem? TEACH: One good way to write a poem like this is to do something called word association. When you do word association, one person says a word, and the other person responds to them with the first word that comes into their head. For example, if I said beach you might think sand. Since that is the first word you think of, you say sand back. Lets see if I can try this with one of you [choose a student who you think might pick up on this quickly, and use the following list of words, which you can write up on the board as you say them. Write their response under it so you have a long list of words by the end]. Numbers [their response] Rice [their response] Colors [their response] Rainbow [their response] Fire [their response] Water [their response] Did you see how ______ listened to the word I said and then said the first word that came into his/her head? [you may want to have them turn and talk to try doing this on their own]
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7.3 Sample Lesson Similes Subject: ESL Now I want you to watch me as I create a poem using our list that weve made together. I opened the poem and numbers came out, I opened the numbers and [their response] came out, I opened the [their response] and rice came out, I opened the rice, and [their response] came out, I opened the [their response], and colors came out, I opened the colors, and [their response] came out [stop after a few lines b/c you will use the rest of the list for the active engagement section] Did you see how I used my word association list to create a I opened the poem poem? ACTIVE ENGAGEMENT: Now Id like to see you all try to continue this poem, using the rest of the list we have on the board. Turn and tell your neighbor what the next 2 lines would be in the poem Students turn and talk, elicit their responses and complete the poem to ensure they all understand the pattern. LINK: When we go back to our seats today, I will be pairing you with a partner to work with. You and your partner will try doing a word association game together. Each of you will make a list of 5 words to use. Then you will try it with each other and record your partners responses. Using the list you come up with, you can write your own I opened the poem poem. We will be keeping our drafts of poetry in our writers notebooks [or you can have them make a poetry folder and keep drafts in there. Whichever you prefer] until we choose ones we want to revise. NOTE: you could also just have them write these poems without using word association activities, if that is too complicated for them. You could just say to them they are doing their own word association by starting with a word of their choice and picking out a list of things that they think of as they go along. I am not sure which way I will teach it. LINK: Students share poems with class.
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Teaching Point: learning to use similesusing the like what list

CONNECTION: Writers, we started our poetry unit yesterday and many of you wrote great opening poems. I think we are going to do a great job with this unit. Today, I want to introduce a strategy that many poets use when they are writing poetry. How many of you remember what a simile is? Remember, we learned this spring that similes are when you compare two things using the words like or as. Many poets use similes in their poems, filled with beautiful language and descriptions, so that the reader of the poem gets an amazing picture in their mind of what the poet was trying to say. This picture created in your mind is called imagery. TEACH: Today I am going to teach you how you can begin to collect beautiful similes in your writers notebooks that can be used in your poetry. One way to brainstorm similes is to look at the Like What list that I have created here on a chart [you can come look at mine if the format is unclear here, which it might be, use a big bracket to indicate that all of these words would be followed by like _______]: LIKE WHAT color hot cold sounds tastes smells looks feels makes me feel [possible ending] Let me explain to you what this LIKE WHAT list means. When you are writing similes, a lot of you might know you can use the five senses to compare what you are talking about to something else. For example, you might say My t-shirt is yellow like a bright sunny day That would be an example of how you would explain a color to be like something else, using a simile. Another simile you could create is if you were saying something was hot, like my floor was hot like black pavement in August.If you were going to write a sounds-like simile, you might say something like The book fell to the floor, crashing like thunder in a rain storm. [you may want to write down these similes as you go down the list, so they have a point of reference]. like _________________
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7.3 Sample Lesson Similes Subject: ESL Did you see how I looked at my LIKE WHAT list to think of ways to write similes? ACTIVE ENGAGEMENT: I want us to create some similes together as a class. Lets all think about something we want to describe [you can either elicit ideas here, or use the ones I came up with]. What if I wanted to describe the lunchyard at recess time? How might I use similes to explain the lunchyard? Remember to think about all of the things on the LIKE WHAT list, color, temperature, and the five senses Students turn and talk to create similes about the lunchyard. You can put them all up on a chart in verse form. This may or may not end up being a poem in and of itself. Point out that poems can really be created just like that. For example, the following would be a list of similes about recess that would end up being a poem if you went through the whole LIKE WHAT list.
Lunchyard
The lunchyard is bright like a sunny spring day. The lunchyard is hot like black pavement in the summertime. The lunchyard is loud like a marching band before practice. The lunchyard smells like sweat and dirt and candy. The lunchyard looks like rush hour with people rushing everywhere. The lunchyard feels like a bruise on my shins. LINK: Students, so now that we have practiced writing some similes together, we are going to go back to our seats and try writing some of our own similes. [at this point you may choose to have all of your students write about one topic, like the lunchyard or something else they are all familiar with, or you can have them pick their own. tomorrows lesson will be similar but with them all using their own topics, so you may want to have them all try to use the same topic for today to make conferencing easier]. I want you to think about the LIKE WHAT list that I will hang in front of the room, and going through each item, make a list of similes for color, hot, cold, sounds, smells, looks, tastes, feels. We will all get a chance to share the list of similes we come up with in the end, and maybe some of them will end up as terrific poems. Remember, it is not important that every simile be the best thing you ever thought of. These similes are meant to get your brain started, and to get used to writing using similes. SHARE: Students share poems with classmates. NOTE: You might want to choose great examples of kids work to put on charts to hang in class. it will motivate students to get their work published on a chart, and it will perhaps give ideas to others who are having trouble coming up with their own poems. I have a book that I am getting these lesson ideas from that has student work samples if you feel your class needs some examples outside of the ones I am making up in these lessons. You can even teach mini lessons based on your classes work if they come up with good poems.
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Teaching Point: Writing our own simile poems

CONNECTION: Writers, we have all gotten some practice using similes with our LIKE WHAT list this week. Yesterday, we created similes about the lunchyard and some of you even came up with your own ideas or wrote entire poems using lunchyard similes. Today we are going to continue with something very similar. Instead of us all writing about one thing, like the lunchyard, we are going to all write about our own topics instead. TEACH: I want you to watch me as I think of my own idea for a simile poem using the LIKE WHAT list, and write out each simile to create the poem. Model brainstorming ideas: the beach, the classroom, grandmas house, summer vacation, the park, the subway, etc. Choose one idea to model, or use my example: Ok, so if I wanted to use the topic Grandmas house, I would look at my LIKE WHAT list to think of some similes to write about. Remember, if you cant think of a simile for every part of the list, that is OK. Use the ones that work best for you.
Grandmas House
Grandmas house is orange and red like the sunset Grandmas house is warm like hugging someone with a sweater on Grandmas house sounds like television, with the volume turned way down Grandmas house tastes like apple pie, the kind she makes for Thanksgiving Grandmas house smells like pipe tobacco from when Grandpa used to smoke Grandmas house looks like an antique shop crowded with lamps and tables Grandmas house feels like warm fuzzy blankets so old they have holes in them Did you notice how I took the idea I came up with and went through the LIKE WHAT list to write similes? Notice I skipped cold like because I think Grandmas house is warm, and I didnt want to write about cold. ACTIVE ENGAGEMENT: Writers, now its time for us to try this as a class. Lets see if we can come up with a topic to write about together. Turn and tell your neighbor one idea that youd like to use to write a simile poem about. [Elicit some ideas and choose one you like to use as the shared writing poem. Let students turn and talk and create similes using the LIKE WHAT list and elicit answers to start a list of similes. You can either go through the whole list to really get them comfortable, or stop after a few when theyve gotten the idea]. LINK: Writers, today when we go back to our seats, we are going to write our own simile poems, either using the idea you came up with when you turned to talk to your neighbor, or coming up with a completely new idea. Remember, you can use the LIKE WHAT list to come up with ideas for similes, but you dont need to use every part of the list. We will share some of our poems in the end of Writers Workshop and I may even put up some of your poems in class like I did today. SHARE: Share student poems, perhaps pick one to be published on a chart.
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Teaching Point: Taking the object out of our simile poems

NOTE: This lesson is good b/c it will give your fast writers a chance to try something new with the poem they already wrote, and your slower writers a chance to finish up what they have been working on in the past few days. You can also always have students just use the techniques to write a 2nd idea if they are finishing too quickly] CONNECTION: Writers I am so impressed with the simile poems you have been writing. Some of you have been working so hard to come up with new ideas. As you can see, Ive even put up some of your poems around the room for inspiration. Last night, when I was taking a look at some of your poems, I noticed something amazing about them. I want you to take a look at this poem here, and tell me what you notice about it. Show them chart of the following, which is a poem we wrote together in an old lesson, but removing the the lunchyard is like part and just leaving in the similes.
Lunchyard
Bright like a sunny spring day. Hot like black pavement in the summertime. Loud like a marching band before practice. Smells like sweat and dirt and candy. Looks like rush hour with people rushing everywhere. Feels like a bruise on my shins. Have students turn and talk to say what they notice about the poem. Elicit answers, hopefully having them notice that it is the same poem you wrote the other day but without the beginnings of each line. So I was thinking to myself, this sounds even better than the poem sounded before when it has the lunchyard is at the beginning of each sentence. What do you guys think? TEACH: Today I am going to teach you how you can take the simile poem that you wrote, and do the same thing, just to see if the poem might sound even better than it did originally. I want you to watch me as I take the poem I wrote called Grandmas House, and get rid of Grandmas house is at the beginning of each line. You can model this using that poem or whatever poems you have created in previous lessons. You can either take the existing chart and cross out the Grandmas house is, and then recopy it, or just read it aloud to them so they hear what it sounds like.
Grandmas House
Grandmas house is orange and red like the sunset Grandmas house is warm like hugging someone with a sweater on Grandmas house sounds like television, with the volume turned way down Grandmas house tastes like apple pie, the kind she makes for Thanksgiving Grandmas house smells like pipe tobacco from when Grandpa used to smoke Grandmas house looks like an antique shop crowded with lamps and tables
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7.3 Sample Lesson Similes Subject: ESL Grandmas house feels like warm fuzzy blankets so old they have holes in them Did you notice how I took the poem I wrote this week and just got rid of the first part of it so that it didnt have as much repetition in it? ACTIVE ENGAGEMENT: Writers, now lets take a look at another poem weve written together and try this same strategy for practice. [use either a student example from the first days, or a lunchyard poem that you liked and create a chart of it on the board for students to look at. Have students turn and talk to say the poem to each other the way it would sound with out the beginning of each sentence. Elicit student answers to read the poem in that way to the class. LINK: Writers, today when we go back to our seats, some of us will just be continuing work on the simile poem we started yesterday. Others, who are done, can try this strategy to see if their poem sounds even better with out the same beginning on each line repeated. Also, remember, if you are finished with both of these things, you can practice the whole strategy over again, choosing a new idea to write about and using the LIKE WHAT list. SHARE: Students share poems.
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7.3 Sample Lesson Subject-Verb Subject: ESL
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Source: http://www.ncpublicschools.org/docs/curriculum/languagearts/elementary/greatgrammaradv. pdf 1069
7.3 Sample Lesson Teaching Root Words Subject: ESL
Activities for Teaching Root Words Activity 1: Matching Game

Teaching root words is more fun with a game. Divide a sheet of white computer paper into squares four squares wide by five squares in length. Create 20 squares by dividing the paper in this manner. On one side of the line write the root. Below the line write the meaning. Complete this process for all squares leaving the edges of the paper blank. Copy and laminate for repeated use in the classroom. Cut the squares apart using the lines you drew earlier. The object is for the students to match the root word with the definition. At first, it will take a couple of minutes, but as students become more familiar with the root words the process will become faster.
Activity 2: Create a Root Tree

Teaching Root words is more fun with crayons. Model for students how to draw a root tree. On the trunk of the tree, write the root and definition. Draw several branches and write a word on each branch using the root word. Follow up the word with its definition or a sentence using the new word.
Activity 3: Memory Game

Create a game just like you played when you were a kid. On one card write the root word. On the other card write a word using the root, a simple picture of a word using the root or the definition. Put students in groups of 3-5 and encourage them to play memory. The student with the most pairs of cards is the winner.
Activity 4: Create Silly Words

Coordinate this activity with studying prefixes and suffixes. Create a worksheet for students to write a prefix, root word, suffix and definition of the new word. Encourage students to create silly and nonsensical words. Offer prizes for the silliest words.
Activity 5: Pull it out the Hat

Teaching root words is more fun with a hat. Throw several root words into a hat, basket or other container. Divide students into two or three teams. Outline the rules. Students will draw a root, supply the definition, use the root with a word and in a sentence correctly. Adjust these rules and procedures to fit your needs.
Source: http://www.brighthub.com/education/k-12/articles/32601.aspx 1070
7.3 Sample Lesson The Elements of Poetry Subject: ESL
What Are the Elements of Poetry?

Students will develop an overall appreciation for the genre of poetry, as well as develop active reading, listening and critical thinking skills through the understanding that all literature can be explained, interpreted, and delivered differently.
Objective Students will:

1. Demonstrate an understanding of standard-specific poetry elements and vocabulary. 2. Demonstrate an understanding of standard-specific writing strategies and apply them to poetry writing. 3. Demonstrate an understanding of standard-specific speaking strategies and apply to oral poetry presentations. 4. Demonstrate an ability to respond, analyze and think critically about poetry.
Materials
You will need the following printables from Paul B. Janeczko's book Opening a Door: Reading Poetry in the Middle School Classroom, available in Scholastic's Teacher Store. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. Elements of Poetry Concept Calendar Gary Soto's Ode to Pablo's Tennis Shoes" - Make overhead transparency "Ode to Pablo's Tennis Shoes" Exploration "Ode to Pablo's Tennis Shoes" Reproducible - Make an overhead transparency "Ode to Pablo's Tennis Shoes" Response Sheet - Make an overhead transparency Students: Notebook to keep important "Elements of Poetry" vocabulary "Ode to Pablo's Tennis Shoes," duplicated for all students Reproducible 1, duplicated for all students A transparency of each for the teacher Require notebook for each student or create one
Set Up and Prepare
Directions
Step 1: Before reading the poem, ask students to list a few common things for which they are grateful. Have them pick one of their "common things" and explain why it's important to them. (Example: tooth paste, pencils) Step 2: Distribute the poem and reproducible 1. Have students read the poem silently and then in pairs or small groups. Pick at least two volunteers to read the poem to the entire class. Step 3: Display the Response Sheet 1 transparency on the overhead and ask to students to answer the questions in their notebook. Step 4: Now, review the poetic terms from the same transparency and have students write the terms and definitions in their notebooks.
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7.3 Sample Lesson The Elements of Poetry Subject: ESL Step 5: Explore the poem with the class by focusing on: Form: an "Ode" celebrates a subject; Mood: how the poem makes you feel; Figurative Language: similes and metaphors. Step 6: Now, using Reproducible 1, have students reread the poem. They will now write what they learned about Pablo in the left column and write down evidence from the poem that supports their statements in the right column.
Assess Students
The completeness of the notebook answers to Response Sheet 1 and listed poetic terms and definitions will be reviewed. Teacher observation of student participation will also be noted.
Evaluate the Lesson

What part of this lesson was most interesting to the students? Are most of them engaged in the lesson? Are students looking at their tennis shoes in a new way? Should I change anything in the way I do this lesson?
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7.3 Text Langston Hughes Subject: ESL
Langston Hughes Poetry Pack

Onomatopoeia: Creating a word that sounds like its action
(From Greek and Latin onoma, onomat- name + -poios making) Examples: Sizzle, hush, zip, clap, slurp (These are words that were created to replicate the sound they make. Can you think of more? Come up with some as a group!) Langston Hughes wrote poems with onomatopoeia to sound like the sounds that he heard around him in Harlem. This song has sounds that are inspired by Jazz music. Notice the sounds like boogie-woogie rumble (hear how rumble has a low sound like the roll of thunder?) Also, Hey, Pop / Re-bop! Mop! sound like Jazz singers that sang along freely with the instruments. Note: Dream deferred means a dream that has been put off or postponed for a later time.
Dream Boogie by: Langston Hughes

Good morning, daddy! Aint you heard The boogie-woogie rumble Of a dream deferred? Listen closely Youll hear their feet Beating out and beating out aYou think Its a happy beat? Listen to it closely: Aint you heard something underneath like aWhat did I say? Sure, Im happy! Take it away! Hey, pop! Re-bop! Mop! Y-e-a-h!
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The Negro
By: Langston Hughes I am a Negro: Black as the night is black, Black like the depths of my Africa. Ive been a slave: Caesar told me to keep his door-steps clean I brushed the boots of Washington. Ive been a worker: Under my hand the pyramids arose. I made mortar for the Woolworth Building. Ive been a singer: All the way from Africa to Georgia I carried my sorrow songs. I made ragtime. Ive been a victim: The Belgians cut my hands off in the Congo. They lynch me now in Texas. I am a Negro: Black as the night is black. Black like the depths of my Africa.
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Vocabulary
Mortar: (noun) the cement used to bind bricks together Woolworth: (noun) a popular store (like Target) from the 1870s 1900s Ragtime: (noun) Popular piano music from the 1890s. Lynch: (verb) When a mob (group of unruly people) kill someone (normally by hanging) because they suspect (think) they are guilty of a crime. People are lynched without a proper trial.
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How do writers use words to capture an experience?

Draw/Write/make a web of what comes to mind when you hear the word: Negro
What is the message the speaker wants to share?
What poetic devices does this poet use? ___________________________________________
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7.3 Text Langston Hughes Subject: ESL How does that help get the message across?
Refugee in America
By: Langston Hughes There are words like Freedom Sweet and wonderful to say. On my heart-strings freedom sings All day everyday. There are words like Liberty That almost makes me cry. If you had known what I knew You would know why. Refugee: (noun) A person who has been forced to leave their country in order to escape war, persecution, or natural disaster
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7.3 Text Langston Hughes Subject: ESL What is the message the speaker wants to share?
What poetic devices does this poet use? ___________________________________________ How does that help get the message across?
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I, too By: Langston Hughes

I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen," Then. Besides, They'll see how beautiful I am And be ashamed-I, too, am America. What is the message of this poem?
Poetic Device Repetition Metaphor Word Choice Lines separation
Examples from the Poem that show this
How does this make the poem strong?
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Democracy by Langston Hughes

Democracy will not come Today, this year Nor ever Through compromise and fear. I have as much right As the other fellow has To stand On my two feet And own the land. I tire so of hearing people say, Let things take their course. Tomorrow is another day. I do not need my freedom when I'm dead. I cannot live on tomorrow's bread. Freedom Is a strong seed Planted In a great need. I live here, too. I want freedom Just as you. Compromise: (noun, and verb) an agreement / settlement after an argument where both sides have to give up something Write a reflection on what this poem makes you think of. It can be a personal connection, a connection to the world, or a connection to another book. (4 to 6 sentences!)
Fill out the three word boxes for the vocabulary words: Refugee, Democracy and Injustice.
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7.3 Text Langston Hughes Subject: ESL Word: ______________ Part of Speech: ____________ Divide Word into Syllables: Sentence:
Meaning:
Illustration:
Word: ______________ Part of Speech: ____________ Divide Word into Syllables: Prefix:
Sentence:
Meaning:
Illustration:
Word: ______________ Part of Speech: ____________
Sentence:
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7.3 Text Langston Hughes Subject: ESL Divide Word into Syllables:
Meaning:
Illustration:
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Write a poem inspired by Langston Hughes!

Connect to your feelings about the topics Langston Hughes wrote about: living in the city, racial injustice, a desire for democracy and equality. In your poem, be sure to include a vocabulary word or two (Injustice, Democracy, Refugee) and a metaphor or simile!
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7.3 Text Langston Hughes Subject: ESL What is the message of your poem?
Source: Langston Hughes
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7.3 Text Newyorican Poetry Subject: ESL Select poems from these poets to: 1. 2. 3. 4. Read aloud to practice rhythm, intonation, pauses Analyze the poetic devices (figurative language, sensory language) Analyze the message of the poem Note the power of the words: why are some words in Spanish and others in English? Sandra Maria Esteves Poet Sandra Mara Esteves is a "Puerto Rican-Dominican-Boriquea- QuisqueyanaTaino-African-American," born and raised in the Bronx. One of the founders of the Nuyorican poetry movement, she has published six collections of poetry including Finding Your Way (2001); Contrapunto In The Open Field (1998); Undelivered Love Poems (1997); Bluestown Mockingbird Mambo (1990); Tropical Rain: A Bilingual Downpour (1984); and Yerba Buena (1981) which was selected as Best Small Press in 1981 by the Library Journal. Here Sandra Maria Esteves I am two parts/a person boricua/spic past and present alive and oppressed given a cultural beauty . . . and robbed of a cultural identity I speak the alien tongue in sweet boriqueno thoughts know love mixed with pain have tasted spit on ghetto stairways . . . here, it must be changed we must change it I may never overcome the theft of my isla heritage dulce palmas de coco on Luquillo sway in windy recesses I can only imagine and remember how it was But that reality now a dream teaches me to see, and will bring me back to me.
Source: Yerba Buena, Greeneld, NY: Greeneld Review Press, 1981. 1091
7.3 Text Newyorican Poetry Subject: ESL Not Neither Sandra Maria Esteves Being Puertorriquea Dominicana Born in the Bronx, not really jibara Not really hablando bien But yet, not Gringa either Pero ni portorra, pero si portorra too Pero ni que what am I? Y que soy, pero con what voice do my lips move? Rhythms of Rosa wood feet dancing Bomba Not even here, but here, y Conga Yet not being, pero soy, and not really Y somos, y cmo somos? Bueno, eso si es algo lindo Algo muy lindo We defy translation Ni tengo nombre nameless, we are a whole culture once removed Lolita alive for twenty-five years Ni soy, pero soy Puertorriquea commo ella Giving blood to the independent star Daily transfusions into the river of La Sangre Viva.
Source: Stone on Stone/Piedra Sobre Piedra, edited by Zoe Anglesey. Seattle: Open Hand, 1994. 1092
7.3 Text Newyorican Poetry Subject: ESL Cry of the Kinky Haired Girl by Julia de Burgos Ay, ay, ay, I am black, pure black; kinky hair and Kafir lips; and a flat Mozambican nose. A jet black woman, I cry and I laugh at the thrill of being a black statue; of being a piece of the night, where my white teeth flash like lightning; and being a black whip that is twisted on blackness to shape the black nest where the crow lies. Black piece of blackness where I carve myself ay, ay, ay, for my statue is all black. My grandfather was the slave they say the master bought for thirty pieces of silver. Ay, ay, ay, my grandfather was the slave that's my pain, that's my pain. Had he been the slave master that would have been my shame; for among men and among nations, if the slave has no rights, the master has no conscience. Ay, ay, ay, the sins of the white King, let the black Queen wash them in forgiveness. Ay, ay, ay, my black race is slipping away with a buzz toward the white race it flies to sink in its clear waters; or perhaps the white race will grow dark in the black. Ay, ay, ay, my black race is slipping away running with the white race to become brown; to become the race of the future, fraternity of America!
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7.3 Text Newyorican Poetry Subject: ESL My Name is Maria Christina by Sandra Maria Esteves My name is Maria Christina I am a Puerto Rican Woman born in el barrio Our men they call me negra because they love me And in turn I teach them to be strong I respect their ways Inherited from our proud ancestors I do not tease them with eye catching clothes I do not sleep with their brothers or cousins Although I have been told it is a liberal society I do not poison their bellies with instant chemical food: Our table holds food from the earth and the sun My name is Maria Christina I speak two languages broken into each other But my heart speaks the language of the people Born in oppression I do not complain about cooking for my family Because abuela taught me that woman is the master of fire I do not complain about nursing my children Because I determine the direction of their values I am the mother of a new age of warriors I am the child of a race of slaves I teach my children how to respect their bodies So they will not o.d. under the stairways shadow of shame I teach my children to read and develop their minds 1094
7.3 Text Newyorican Poetry Subject: ESL So they will understand the reality of oppression I teach them with discipline and love So they will become strong and full of life My eyes reflect the pain Of that which has shamelessly raped me But my soul reflects the strength of my culture My name is Maria Christina I am a Puerto Rican woman born in el barrio Our men they call me negra because they love me And in turn I teach them to be strong.
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7.3 Text Newyorican Poetry Subject: ESL The Lower East Side of Manhattan by Victor Hernandez Cruz By the East River of Manhattan Island Where once the Iroquois canoed in style A clear liquid caressing another name for rock, Now the jumping Stretch of Avenue D housing projects Where Ricans and Afros Johnny Pacheco / Wilson Pickett The portable radio night Across the Domino sugar Neon lights of the Brooklyn shore Window carnival of megalopolis lights From Houston Street Twenty kids take off On summer bikes Across the Williamsburg Bridge Their hair flying With bodega bean protein 1096
7.3 Text Newyorican Poetry Subject: ESL Below the working class jumping like frogs Parrots with new raincoats swinging canes of bamboo Like third legs Down diddy-bop 6th Street of the roaring Dragons Strollers of cool flow
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7.3 Text Newyorican Poetry Subject: ESL The Latest Dance Craze First You throw your head back twice Jump out onto the floor like a Kangaroo Circle the floor once Doing fast scissor works with your Legs Next Dash towards the door Walking in a double cha cha cha Open the door and glide down The stairs like a swan Hit the street Run at least ten blocks Come back in through the same Door Doing a mambo-minuet Being careful that you dont fall And break your head on that one You have just completed your first Step.
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7.3 Text Newyorican Poetry Subject: ESL Martin Espada "For more than a decade now," according to the Bloomsbury Review, "with growing confidence and ease, [Martin] Espada has been emerging as our modern Walt Whitman." Many of Espada's poems arise from his Puerto Rican heritage and his work experiences ranging from bouncer to tenant lawyer. His books of verse include A Mayan Astronomer in Hell's Kitchen: Poems (2000), Imagine the Angels of Bread (1996), which won an American Book Award and was a finalist for the National Book Critics' Circle Award; City of Coughing and Dead Radiators (1993); and Trumpets from the Islands of Their Eviction (1987). Rebellion is the Circle of a Lover's Hands (1990), a bilingual collection, won the PEN/Revson Fellowship and the Paterson Poetry Prize. The PEN judges were unanimous: "This is political poetry at its best...The greatness of Espada's art, like all great art, is that it gives dignity to the insulted and the injured of the earth." Public School 190, Brooklyn 1963 Martin Espada The inkwells had no ink. The flag had 48 stars, four years after Alaska and Hawaii. There were vandalized blackboards and chairs with three legs, taped windows, retarded boys penned in the basement. Some of us stared in Spanish. We windmilled punches or hid in the closet to steal from coats as the teacher drowsed, head bobbing. We had the Dick and Jane books, but someone filled in their faces with a brown crayon. When Kennedy was shot, they hurried us onto buses, not saying why, saying only that something bad had happened. But we knew something bad had happened, knew that before November 22, 1963.
Source: Imagine the Angels of Bread. New York: W.W. Norton, 1996. 1099
7.3 Text Newyorican Poetry Subject: ESL Coco-Cola and Coco Frio Martin Espada
On his first visit to Puerto Rico, island of family folklore, the fat boy wandered from table to table with his mouth open. At every table, some great-aunt would steer him with cool spotted hands to a glass of Coca-Cola. One even sang to him, in all the English she could remember, a Coca-Cola jingle from the forties. He drank obediently, though he was bored with this potion, familiar from soda fountains in Brooklyn. Then, at a roadside stand off the beach, the fat boy opened his mouth to coco frio, a coconut chilled, then scalped by a machete so that a straw could inhale the clear milk. The boy tilted the green shell overhead and drooled coconut milk down his chin; suddenly, Puerto Rico was not Coca-Cola or Brooklyn, and neither was he. For years afterward, the boy marveled at an island where the people drank Coca-Cola and sang jingles from World War II in a language they did not speak, while so many coconuts in the trees sagged heavy with milk, swollen and unsuckled.
Source: City of Coughing and Dead Radiators. New York: W.W. Norton, 1993. 1100
7.3 Text Newyorican Poetry Subject: ESL We Live by What We See At Night Martin Espada for my father When the mountains of Puerto Rico flickered in your sleep with a moist green light when you saw green bamboo hillsides before waking to East Harlem rooftops or Texas barracks when you crossed the bridge built by your grandfather over a river glimpsed only in interrupted dreaming, your craving for the island birthplace burrowed, deep as thirty years' exile, constant as your pulse Exerpt from the Caves of Camuy Gather good brushes and good paper, collect your colors and your rags. Paint the caves of the river Camuy. Paint the faces chanting in stone before the wind presses a finger against their lips. Paint the dripstone, flowstone, rimstone, limestone. Paint the caverns where conquistadores and geologists went mad hearing the echo of waterfalls they could never find. Paint the blue crabs escaping your footsteps. Paint the trilobites waking up hungry after millions of years. Paint the bats fleeing the flashlight with panicky wings. Paint my face squinting in the flashlight, amazing the discoverers who swore they were first. Paint my skin smooth again, like a boy Source: Here is My Kingdom, edited by Charles Sullivan. New York: Harry N. Abrams, 1994. 1101
7.3 Text Newyorican Poetry Subject: ESL who leaps from the rock to the river. Paint my white hair streaming in the chamber they call the Hall of White Maidens. Paint my black eyes hunting in the dark. Paint so I can walk from the cemetery to sit at the window of the house where I was born a hundred years ago, contemplating the Puerto Rican parakeet extinct everywhere but the tree by my window.
Source: Here is My Kingdom, edited by Charles Sullivan. New York: Harry N. Abrams, 1994. 1102
7.3 Text Newyorican Poetry Subject: ESL
Judith Ortiz Cofer Judith Ortiz Cofer is a poet, novelist and essayist who explores the process of change and assimilation in Hispanic American culture. Her first novel, The Line of the Sun (1989), a young woman's coming-of-age story set in an impoverished village in Puerto Rico and in Paterson, N.J., prompted The New York Times Book Review to praise Cofer as "a prose writer of evocatively lyrical authority, a novelist of historical compass and sensitivity." Cofer writes and teaches in English but as a child spoke only in Spanish. She won the 1994 O. Henry Prize for Short Story, as well as the 1990 Pushcart Prize for Non-fiction for her collection of autobiographical essays, Silent Dancing. Her books of poetry include Peregrina (1986) and Terms of Survival (1987). The New York Times Book Review has recognized Cofer as "a writer of authentic gifts, with a genuine and important story to tell." Cofer is Franklin Professor of English and Creative Writing at the University of Georgia. The Other Judith Ortiz Cofer A sloe-eyed dark woman shadows me. In the morning she sings Spanish love songs in a high falsetto, filling my shower stall with echoes. She is by my side in front of the mirror as I slip into my tailored skirt and she into her red cotton dress. she shakes out her black mane as I run a comb through my closely cropped cap. Her mouth is like a red bull's eye daring me. Everywhere I go I must make room for her; she crowds me in elevators where others wonder at all the space I need. At night her weight tips my bed, and it is her wild dreams that run rampant through my head exhausting me. Her heartbeats, like dozens of spiders carrying the poison of her restlessness, drag their countless legs over my bare flesh.
Source: Here is My Kingdom, edited by Charles Sullivan. New York: Harry N. Abrams, 1994. 1103
7.3 Text Newyorican Poetry Subject: ESL The Changeling Judith Ortiz Cofer As a young girl vying for my father's attention, I invented a game that made him look up from his reading and shake his head as if both baffled and amused. In my brother's closet, I'd change into his dungarees -- the rough material molding me into boy shape; hide my long hair under an army helmet he'd been given by Father, and emerge transformed into the legendary Ch of grown-up talk. Strutting around the room, I'd tell of life in the mountains, of carnage and rivers of blood, and of manly feasts with rum and music to celebrate victories para la libertad. He would listen with a smile to my tales of battles and brotherhood until Mother called us to dinner. She was not amused by my transformations, sternly forbidding me from sitting down with them as a man. She'd order me back to the dark cubicle that smelled of adventure, to shed my costume, to braid my hair furiously with blind hands, and to return invisible, as myself, to the real world of her kitchen.
Source: The Latin Deli by Judith Ortiz Cofer, New York: W.W. Norton and Company, 1993. 1104
7.3 Text Newyorican Poetry Subject: ESL Ballad Sonia Sanchez (after the spanish) forgive me if i laugh you are so sure of love you are so young and i too old to learn of love. the rain exploding in the air is love the grass excreting her green wax is love and stones remembering past steps is love, but you. you are too young for love and i too old. once. what does it matter when or who, i knew of love. i fixed my body under his and went to sleep in love all trace of me was wiped away forgive me if i smile young heiress of a naked dream you are so young and i too old to learn of love.
Source: http://www.poets.org/poet.php/prmPID/276 1105
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7.4 Graphic Organizer Authors Purpose Chart Subject: ESL
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Source: Adapted from Nonfiction Strategies Grades 4-8 1109
7.4 Graphic Organizer Main Idea and Details Pyramid Subject: ESL
Main Idea and Details Pyramid of __________________________

Organize the Main Idea and Details of a text into a pyramid. Select transition words that will link the main idea and details together Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
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7.4 Graphic Organizer Story Map Subject: ESL
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7.4 Graphic Organizer Timeline Subject: ESL
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7.4 Graphic Organizer Venn Lines Subject: ESL
1114 Source: www.superteacherworksheets.com
7.4 Learning Activity Authors Purpose 1 Subject: ESL
Source: http://www.teach-nology.com/test_parser/html_parser.php 1115
7.4 Learning Activity Authors Purpose 2 Subject: ESL
Source: http://www.teach-nology.com/test_parser/html_parser.php 1116
7.4 Learning Activity Free-writing Prompts Subject: ESL Many teachers are more comfortable providing a daily prompt for students than they are letting them write freely. A prompt might be a sentence to complete, a question to respond to, or a quote to explain. Below are some teacher-tested prompts guaranteed to motivate your young journal writers! If I were the teacher, I would... If I could give one piece of advice to any person in history, that advice would be... Describe a dream that you had recently. Provide as many details as possible. The best lesson my grandparent (or parent or any relative) ever taught me was... [on the day after the Grammy Awards are announced.] Do you think the right artists won? Why or why not? Tell five things you'd like to do on your next birthday. Imagine a friend of yours is considering whether to take steroids. What would you tell that friend to persuade him or her not to do that? In 20 years, I will be... Tell about an event in your life that has caused a change in you. I was most angry when... If you could design one room in a house to suit only your needs, what would it look like? (Challenge kids to be as fanciful as they like. For example, would someone have a desk made of chocolate?) Describe your perfect vacation. My worst mistake was... Do you believe in love at first sight? If you and your best friend could have a free limo for 24 hours, where would you go and what would you do? You have the freedom to travel to any city or country in the world. Where would you go and why? What would you do if you were president of the United States? You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money? The qualities that make a best friend are... If you were an insect, what kind would you be and why? Describe your room at home in detail. What are you proudest of and why? [using a current local controversy] Do you agree with the decision? Why? Would you change if anything? What?
Quotes: 1. "Like a ten-speed bike, most of us have gears we do not use." -- Charles Schulz 2. "Everyone must row with the oars he has." -- English proverb 3. "When spider webs unite, they can tie up a lion." -- Ethiopian proverb 4. "Reading is to the mind what exercise is to the body." -- Joseph Addison 5. "You can't win unless you know how to lose." -- Kareem Abdul-Jabbar 6. "You cannot shake hands with a clenched fist." -- Indira Gandhi 7. "He that is good at making excuses is seldom good at anything else." -- Benjamin Franklin 8. "Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly." -- Langston Hughes 9. "Don't worry about knowing people; just make yourself worth knowing." -- Unknown 10. "If you have much, give your wealth. If you have little, give your heart." -- Arab proverb 1117
7.4 Learning Activity Free-writing Prompts Subject: ESL 11. "An angry man opens his mouth and shuts his eyes." -- Cato the Elder 12. "There is a great distance between said and done." -- Puerto Rican proverb 13. "Beware of a wolf in sheep's clothing." -- Aesop 14. "Make friends before you need them." -- Unknown 15. "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime." -- Chinese proverb 16. "The way to be nothing is to do nothing." -- Nathaniel Howe 17. "If you were another person, would you like to be a friend of yours?" -- Unknown 18. "To speak kindly does not hurt the tongue." -- proverb 19. "Man was made at the end of the week's work when God was tired." -- Mark Twain 20. "Thinking is the hardest work there is, which is the probable reason why so few engage in it." -Henry Ford 21. "Don't judge a book by its cover." -- English proverb 22. "The reason a dog has so many friends is that he wags his tail and not his tongue." -- Unknown 23. "You will never have a friend if you must have one without faults." -- Unknown 24. "If you fail to plan, you plan to fail." -- Unknown 25. "You can encounter many defeats, but you must not be defeated." -- Maya Angelou 26. "We haven't failed. We now know a thousand things that won't work, so we are much closer to finding what will." Thomas Edison 27. "We must be authors of the history of our age." -- Madeleine Albright 28. "You can't unscramble eggs." -- John Pierpont Morgan 29. "A book is like a garden carried in a pocket." -- Chinese proverb 30. "No individual has any right to come into the world and go out of it without leaving behind him distinct and legitimate reasons for having passed through it." -- George Washington Carver 31. "We may all have come on different ships, but we're in the same boat now." -- Martin Luther King Jr. 32. "Choose your socks by their color and your friends by their character. Choosing your socks by their character makes no sense. Choosing your friends by their color is unthinkable."-- Unknown 33. "Genius is 1 percent inspiration, 99 percent perspiration." -- Thomas Edison 34. "Each life is like a letter of the alphabet. Alone it can be meaningless. Or it can be part of a great meaning." -- Unknown 35. "Your children need your presence more than your presents." -- Jesse Jackson 36. "A friend who lies for you may also lie against you." -- Unknown 37. "The price of your hat isn't the measure of your brain." -- African-American Saying 38. "The wastebasket is a writer's best friend." -- Isaac Bashevis Singer 39. "We are wiser than we know." -- Ralph Waldo Emerson 40. "Friendship with oneself is all important because without it one cannot be friends with anyone else in the world." Eleanor Roosevelt 41. "People don't get along because they fear each other. People fear each other because they don't know each other. They don't know each other because they have not properly communicated with each other." -- Martin Luther King, Jr. 42. "Sloth, like rust, consumes faster than labor wears, while the used key is always bright." -- Benjamin Franklin 43. "He that flings dirt at another dirties himself most." -- Thomas Fuller 44. "Be kind; everyone you meet is fighting a hard battle." -- John Watson 45. "The trouble with life isn't that there is no answer, it's that there are so many answers." -- Ruth Benedict, anthropologist 1118 Sources: http://www.educationworld.com/a_curr/curr144.shtml http://teachers.net/lessons/posts/1860.html
7.4 Other Evidence Subject: ESL Vocabulary Inference Chart

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Albert E.
Context Clue:
WORD:
Part of Speech:
transformation
Noun
Context Clue:
My Own Sentence:
My Own Definition:
changes to
Context Clue: WORD:
Part of Speech:
Context Clue:
My Own Sentence:
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7.4 Performance Task Rainbow Writing Paragraph Organizer Subject: ESL Rainbow Writing: One Paragraph Organizer
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7.4 Performance Task Writing Instructions Subject: ESL
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Source: www.lessonsnips.com
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7.4 Performance Task Writing to Persuade Subject: ESL
Convince Me!
Background
Your students may be aware of the techniques used by advertisers to sell products and services. They may be less conscious of the purposes and intents of advertisements that try to shape their opinions and affect their behavior. In this activity, they look for and analyze examples of those ads.
What You Need

Magazines and newspapers that can be cut up Paper and pencil An Analysis Chart for each group (print and copy) Stapler
What To Do
1. Discuss with students what they already know about advertising techniques for selling products and services. Then ask them to think of ads that try to sell a particular point of view in order to shape public opinion and affect readers' behavior. Examples might include the following: Health and safety issues such as fire safety, seat-belt or bicycle helmet use, and anti-smoking messages Political ads for or against candidates Environmental issues, such as those involving carpooling to cut down on pollution from cars, land use, and logging versus animal protection. 2. Have students look through magazines and newspapers for examples of opinion-shaping ads and cut them out. 3. Divide the class into groups and distribute the ads among them. Explain that you would like each group to take several ads and analyze them, using the Analysis Chart. Have them staple the ad to its analysis chart. 4. Bring students together as a class to discuss their findings. In summation, point out that while some ads take a stand that most readers can agree with (such as fire safety), it is important to consider the source of each ad, its purpose, and what other points of view might be worth discussing before making a decision.
Teaching Options
There may currently be an issue of importance to your community on which there is a difference of opinion. An example might be the imposition of a curfew on youths under 16 years of age. Ask students to consider the positions of different groups, such as youths, adults, local business people, and police. Then have groups of students representing each point of view create an ad that is designed to shape public opinion and/or affect its behavior. As a class, compare the ads, using the questions in the Analysis Chart.
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7.4 Performance Task Writing to Persuade Subject: ESL
Analysis Chart
What person or organization is the source of the ad?
What audience do you think the ad is trying to reach?
What position have the people who placed this advertisement taken?
What kind of opinion or action are they hoping to get from readers?
Can you determine from the ad what other views people might have on this subject? Explain.
Do you recognize any advertising techniques you've seen in other advertisements? Explain.
What attention-grabbing and/or persuasive words did the advertisers use?
Source: http://www.eduplace.com/rdg/gen_act/view/convince.html 1127
7.4 Resource Descriptive Writing Subject: ESL
Descriptive Writing
Goal: Descriptive writing vividly portrays a person, place, or thing in such a way that the reader can visualize the topic and enter into the writers experience. The general characteristics of descriptive writing include: elaborate use of sensory language rich, vivid, and lively detail figurative language such as simile, hyperbole, metaphor, symbolism and personification showing, rather than telling through the use of active verbs and precise modifiers
Characteristics:
Uses:
Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative.

Exercises:
Observe, and then describe an event. Think of a person or object that stands out in your memory. Write a description of that subject. Find an example of descriptive writing; explain the elements that make this a good example.
Additional Internet Sites:
A Lesson Plan: Writing to Photography http://www.kodak.com/global/en/consumer/education/lessonPlans/les sonPlan040.shtml This lesson's goal is to improve students' writing by incorporating photography into descriptive and narrative writing exercises. Description Paragraph http://www2.actden.com/writ_den/tips/paragrap/describe.htm Access a one-page article that offers tips on adding descriptive words. Descriptive Writing with Virginia Hamilton http://teacher.scholastic.com/writewit/diary/index.htm Maintained on Scholastic's website, this online tutorial includes a teacher's guide and student resources for teaching this genre. Descriptive Writing Resources http://www.webenglishteacher.com/descriptive.html Visit this list for additional resources gathered by the Web English Teacher.
Source: http://www.webenglishteacher.com/descriptive.html 1128
7.4 Resource Expository Writing Subject: ESL
Expository Writing
Goal: Expository writing seeks to inform, explain, clarify, define or instruct.
Characteristics: The general characteristics of expository writing include: Uses: focus on main topic logical supporting facts details, explanations, and examples strong organization clarity unity and coherence logical order smooth transitions
Expository writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research papers. Write a story about a trip you are going to take and what friend you want to take with you. Explain why this friend would be the best person to go with you. Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution. Explain the process of baking a birthday cake. Find an example of expository writing; explain the elements that make this a good example.
Exercises:
http://library.thinkquest.org/10888/expos.html?tqskip1=1 A Think Quest entry, this site explains and offers examples of the different kinds of expository writing. http://jc-schools.net/write/grade8.html A one-page article that describes this genre while also including links to examples of expository writing. http://jc-schools.net/write/grade8.html Visit this list for additional resources gathered by the Web English Teacher.
Source: http://www.thewritingsite.org/resources/genre/expository.asp 1129
7.4 Resource Narrative Writing Subject: ESL
Narrative Writing
Goal: Characteristics: Narrative writing tells a story or part of a story. The general characteristics of narrative writing include: plot structure o introduction o rising action o climax o falling action o resolution conflict characterization setting theme point of view sequencing transitions
Uses:
Narrative writing appears in and is not limited to novels, short stories, biographies, autobiographies, historical accounts, essays, poems, and plays. Write a story about the best celebration you have ever had; tell why this is your favorite. Think of a time when you were nervous. It might be your first plane ride or the first time you slept over night with a friend. Tell what happened and how you reacted. Write a fictional story about being an eyewitness at a historical event. Find an example of a narrative; explain the elements that make this a good example.
Exercises:
http://members.accessus.net/~bradley/narrativeprompts2.html A one-page article that describes this genre while also including links to examples of narrative writing. http://members.accessus.net/~bradley/narrativeprompts2.html Visit this list for additional resources gathered by the Web English Teacher.
Source: http://www.thewritingsite.org/resources/genre/narrative.asp 1130
7.4 Resource Persuasive Writing Subject: ESL
Persuasive Writing
Goal: Persuasive writing intends to convince the reader of a stated opinion or belief.
Characteristics: The general characteristics of persuasive writing include: Uses: stated position or belief factual supports persuasive techniques logical argument call to action
Persuasive writing appears in and is not limited to speeches, letters to the editor, editorials, advertisements, award nominations, pamphlets, petitions, scholarly writing, and opinion pieces. Write a letter to your congressman telling him why you think daylight savings time should or should not be changed. Write a speech to be delivered to the school board to convince them to require or not require school uniforms. Find an example of persuasive writing; explain the elements that make this a good example.
Exercises:
http://www.powa.org/argumentative-essays/occasions-forargumentative-essays.html This is an award winning online tutorial on how to develop an argumentative essay. http://www.powa.org/argumentative-essays/occasions-forargumentative-essays.html Developed by Purdue University, this is a great resource on how to develop your persuasive argument. http://www.webenglishteacher.com/argument.html Visit this list for additional resources gathered by the Web English Teacher. http://www2.asd.wednet.edu/Pioneer/barnard/wri/per.htm A one-page article that describes this genre while also including links to examples of persuasive writing.
Source: http://www.thewritingsite.org/resources/genre/persuasive.asp 1131
7.4 Sample Lesson Sentences Subject: ESL
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Source: http://www.ncpublicschools.org/docs/curriculum/languagearts/elementary/greatgrammaradv. pdf 7
7.4 Writing Tool Paragraph Checklist Subject: ESL Name: ____________________ Date: _____________________
Paragraph Student Checklist Yes No

Does the paragraph have a clear topic sentence? Is the paragraph indented? Does the paragraph have major details that connect to the topic sentence? Does the paragraph have minor details that connect to the major details? Does the paragraph have a concluding sentence? Did the writer use proper capitalization? Is the paragraph free of spelling errors? Are all sentences complete? Did the writer use the correct conjugation of verbs? Did the writer use correct punctuation at the end of each sentence?
Notes
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Useful Words to Connect ideas and Add New Information For example, Furthermore, After, Well, Also, Because of this, Then, For instance, In addition, In other words, For example, Additionally, To Contrast Ideas However, On the contrary, On the other hand, To Conclude In conclusion, Consequently, Finally, In summary, Lastly, In short, As you can see, In contrast, Instead,
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7.5 Graphic Organizer Persuasion Map Subject: ESL
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7.5 Graphic Organizer Political Cartoon Subject: ESL Name:________________________ Date:___________
Political Cartoon Organizer

Study the features of political cartoons that help the artist communicate his or her opinions. Where do you see these examples? Write down the examples you see. Are there any labels? (Writing labeling what is happening, speech bubbles)
Are there any symbols? (Flags, metaphors of animals or other things)
Are there any examples of exaggeration? (Making something bigger or smaller than it really is)
Is there an analogy? (Comparing the problem to an everyday problem that is familiar to the reader)
Source: Adapted from Library of Congress Lesson 1142
7.5 Learning Activity Fact vs. Opinion Subject: ESL
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Source: www.educationoasis.com 1145
7.5 Learning Activity Free-writing Prompts Subject: ESL Many teachers are more comfortable providing a daily prompt for students than they are letting them write freely. A prompt might be a sentence to complete, a question to respond to, or a quote to explain. Below are some teacher-tested prompts guaranteed to motivate your young journal writers! If I were the teacher, I would... If I could give one piece of advice to any person in history, that advice would be... Describe a dream that you had recently. Provide as many details as possible. The best lesson my grandparent (or parent or any relative) ever taught me was... [on the day after the Grammy Awards are announced.] Do you think the right artists won? Why or why not? Tell five things you'd like to do on your next birthday. Imagine a friend of yours is considering whether to take steroids. What would you tell that friend to persuade him or her not to do that? In 20 years, I will be... Tell about an event in your life that has caused a change in you. I was most angry when... If you could design one room in a house to suit only your needs, what would it look like? (Challenge kids to be as fanciful as they like. For example, would someone have a desk made of chocolate?) Describe your perfect vacation. My worst mistake was... Do you believe in love at first sight? If you and your best friend could have a free limo for 24 hours, where would you go and what would you do? You have the freedom to travel to any city or country in the world. Where would you go and why? What would you do if you were president of the United States? You have an extra $100,000 to give away; you cannot spend it on yourself. What would you do with the money? The qualities that make a best friend are... If you were an insect, what kind would you be and why? Describe your room at home in detail. What are you proudest of and why? [using a current local controversy] Do you agree with the decision? Why? Would you change if anything? What?
Quotes: 46. "Like a ten-speed bike, most of us have gears we do not use." -- Charles Schulz 47. "Everyone must row with the oars he has." -- English proverb 48. "When spider webs unite, they can tie up a lion." -- Ethiopian proverb 49. "Reading is to the mind what exercise is to the body." -- Joseph Addison 50. "You can't win unless you know how to lose." -- Kareem Abdul-Jabbar 51. "You cannot shake hands with a clenched fist." -- Indira Gandhi 52. "He that is good at making excuses is seldom good at anything else." -- Benjamin Franklin 53. "Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly." -- Langston Hughes 54. "Don't worry about knowing people; just make yourself worth knowing." -- Unknown 55. "If you have much, give your wealth. If you have little, give your heart." -- Arab proverb 1146
7.5 Learning Activity Free-writing Prompts Subject: ESL 56. "An angry man opens his mouth and shuts his eyes." -- Cato the Elder 57. "There is a great distance between said and done." -- Puerto Rican proverb 58. "Beware of a wolf in sheep's clothing." -- Aesop 59. "Make friends before you need them." -- Unknown 60. "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime." -- Chinese proverb 61. "The way to be nothing is to do nothing." -- Nathaniel Howe 62. "If you were another person, would you like to be a friend of yours?" -- Unknown 63. "To speak kindly does not hurt the tongue." -- proverb 64. "Man was made at the end of the week's work when God was tired." -- Mark Twain 65. "Thinking is the hardest work there is, which is the probable reason why so few engage in it." -Henry Ford 66. "Don't judge a book by its cover." -- English proverb 67. "The reason a dog has so many friends is that he wags his tail and not his tongue." -- Unknown 68. "You will never have a friend if you must have one without faults." -- Unknown 69. "If you fail to plan, you plan to fail." -- Unknown 70. "You can encounter many defeats, but you must not be defeated." -- Maya Angelou 71. "We haven't failed. We now know a thousand things that won't work, so we are much closer to finding what will." Thomas Edison 72. "We must be authors of the history of our age." -- Madeleine Albright 73. "You can't unscramble eggs." -- John Pierpont Morgan 74. "A book is like a garden carried in a pocket." -- Chinese proverb 75. "No individual has any right to come into the world and go out of it without leaving behind him distinct and legitimate reasons for having passed through it." -- George Washington Carver 76. "We may all have come on different ships, but we're in the same boat now." -- Martin Luther King Jr. 77. "Choose your socks by their color and your friends by their character. Choosing your socks by their character makes no sense. Choosing your friends by their color is unthinkable."-- Unknown 78. "Genius is 1 percent inspiration, 99 percent perspiration." -- Thomas Edison 79. "Each life is like a letter of the alphabet. Alone it can be meaningless. Or it can be part of a great meaning." -- Unknown 80. "Your children need your presence more than your presents." -- Jesse Jackson 81. "A friend who lies for you may also lie against you." -- Unknown 82. "The price of your hat isn't the measure of your brain." -- African-American Saying 83. "The wastebasket is a writer's best friend." -- Isaac Bashevis Singer 84. "We are wiser than we know." -- Ralph Waldo Emerson 85. "Friendship with oneself is all important because without it one cannot be friends with anyone else in the world." Eleanor Roosevelt 86. "People don't get along because they fear each other. People fear each other because they don't know each other. They don't know each other because they have not properly communicated with each other." -- Martin Luther King, Jr. 87. "Sloth, like rust, consumes faster than labor wears, while the used key is always bright." -- Benjamin Franklin 88. "He that flings dirt at another dirties himself most." -- Thomas Fuller 89. "Be kind; everyone you meet is fighting a hard battle." -- John Watson 90. "The trouble with life isn't that there is no answer, it's that there are so many answers." -- Ruth Benedict, anthropologist
Sources: http://www.educationworld.com/a_curr/curr144.shtml http://teachers.net/lessons/posts/1860.html 1147
7.5 Learning Activity Questions to Identify Persuasive Text Subject: ESL
Source: Kristi Orcutt, ESSDACK 2005 1148

Unknown Word Clues can be: From the text (say what it was), illustrations, or in the sentence. What I think it Means What Clues helped me? Check the dictionary or a friend
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Albert E.
Context Clue:
WORD:
Part of Speech:
transformation
Noun
Context Clue:
My Own Sentence:
My Own Definition:
changes to
Context Clue: WORD:
Part of Speech:
Context Clue:
My Own Sentence:
My Own Definition:
7.5 Performance Task Debate Judge Rubric Subject: ESL
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7.5 Performance Task Debate Judge Rubric Subject: ESL
Source: www.middleschooldebate.com 1153
7.5 Performance Task Persuasive Speech Writing Subject: ESL
Persuasive Speech Writing

Speechwriting and delivery isn't just for politicians. The skills needed to write and speak your ideas will help you in every aspect of your life. Learn the tricks with two Scholastic experts who take you step by step through the process of writing and delivering a speech. Lou "The News Guy" Giansante and speechwriter Karen Finney help with idea generation, research, writing, and delivery.
Step 1: Write It
Congratulations! You have been elected President of the United States. Now the whole country is waiting to hear your vision for the future inaugural address. It's an incredible opportunity. What should you say? As you prepare for your inauguration, you need a speech that will uplift the country and provide hope for a bright future. How do you begin? Let's start by thinking about the overall structure of your speech. Here are some ideas that can help. Get Their Attention Nobody likes to be bored. So put yourself in your audience's shoes. Find an interesting way to start your speech. For instance, Abraham Lincoln's most famous speech was the "Gettysburg Address." It began: "Four score and seven years ago, our Fathers brought forth on this continent a new nation." He could have just said "Eighty-seven years ago." But "Four score and seven" has a nice poetic ring to it and gets your attention better. Tell Them What You're Going to Tell Them Speeches are different from written communication. People hear the words instead of reading the words. When people read and don't understand something, they can go back and read it again. But with a speech, listeners have to get your points the first time. They can't "re-listen." So it's a good idea to explain quickly what your main point is going to be. That helps the audience know what to listen for. For instance: "Today I want to talk to you about America and how we can continue to shine as a great country." End With a Bang! After you've laid out your plan for the future, it's a good idea to end your speech with a rousing conclusion. Leave people feeling excited and that's what they'll remember about you. For instance: "Together we can make this nation truly great. And together we can build a better world for our children!"
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Step 2: Say It
After you've written your speech, it's time to practice saying it before you record it for Scholastic.com. There are two main tips to help you get ready. 1. Say It Out Loud 2. Mark Up Your Script Say It Out Loud You can't just mumble to yourself! You must practice reading your speech like you're really talking to a group. Why? First you'll find out how long it is. Remember, one minute is the maximum. Second, when you read out loud you hear problems that your eyes didn't notice, like sentences that are way too long and seem to go on forever like this sentence does so that I can make a point about sentences that are too long. (Whew! Can you say that sentence without taking a breath or stumbling?) Third, when you read out loud you'll hear accidental tongue-twisters. For example, these sentences are easy to read to yourself. But try to say them out loud! (You'll hear what we mean!) o The President pleasantly prepared to pack his putter for the trip. o Sarah sold her seashells slowly Saturday.
Mark Up Your Script What script? Your speech! It's a good idea to think of anything you write to read aloud as a script. So when your speech is finished, get a pencil and mark it up. That means actually making marks on the speech to help you remember how you want to sound when you record your words aloud Professional announcers, newscasters, and actors do this all the time. And so do people giving speeches. You can underline words that you want to emphasize by saying them louder or with more energy. And you can mark places where you want to pause for dramatic effect, or where you need to take a breath. There are no special marks to use. Just make up your own. Maybe put a "P" where you want to pause. Here's an example of a marked-up script. The words are from a speech by President John F. Kennedy. Can you tell how it was meant to be said?
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Step 3: Deliver It
Okay! You've written your speech, and you've practiced reading it aloud. Now it's time to present your work. Here are some tips to remember as you present your final product: Slow It Down Many people experience stage fright when called upon to speak publicly. The result can be racing through your speech without pausing. Try to speak slowly and clearly in a voice that is loud without shouting. Keep It Lively While its important to speak slowly enough that people will hear what you have to say, it's also important to speak with enough emotion and feeling that people will want to listen. Practice speaking with conviction. Include some pauses and emphasize your key points with your voice. Refer to your marked-up script. Make Eye Contact Look up from your paper whenever you can. Your goal is to engage your audience and make them feel as if you are addressing them personally. If you feel nervous, one trick is to look out at your audience as if youre making eye contact, but dont actually look at anyone directly
Source: http://teacher.scholastic.com/writewit/speech/index.htm 3
7.5 Learning Activity Political Cartoon Organizer Subject: ESL Name: _____________________________________ Date:____________
Political Cartoon Organizer

I am _________________ and I will make a political cartoon on ___________________.
Facts from reading
What is your opinion of this?
Political Cartoons use humor to send a message to persuade the reader to believe in your opinion. What will be the message of your political cartoon?
Study the features of political cartoons. What techniques do you see that you will use to persuade the reader of your message? Labels (writing labeling what is happening), Speech bubbles Symbols (flags, metaphors of animals or other things) Exaggeration (making something even bigger or smaller than it really is) Analogy (comparing the problem to an everyday problem that is familiar to the reader)
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7.5 Learning Activity Political Cartoon Organizer Subject: ESL Title of newspaper:
Draw your Political Cartoon:
My message:
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7.5 Performance Task Speech Rubric Subject: ESL
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7.5 Performance Task The Magic of Three Subject: ESL
The Magic of Three: Techniques for the Writer's Craft

Overview Theres something about our English language that lends itself to threes. Putting words and ideas in a group of three can add rhythm and cadence to the sound of the language and add inspiration and passion to the message. Benjamin Franklin once wrote, Tell me and I forget. Teach me and I remember. Involve me and I learn. Not only was this a worthy sentiment, it was also a powerful rhetorical technique. A series of three parallel words, phrases, or clauses is known as a tricolon in literary parlance. In intermediate classrooms, we call it the Magic of Three. Tricolons are easy to read, easy to say, and easy to remember. See what I mean? In this lesson, students will learn how to apply this useful writing technique to make their writing more engaging, fluent, and rhythmical. Materials and Technology Interactive whiteboard, flip chart, or overhead projector Computers with Internet Magic of Three Sentence Frames Song of the Seasons Magic of Three Rubric http://elections.nytimes.com/2008/results/president/speeches/obama-victory-speech.html http://grammar.about.com/b/2008/11/06/barack-obamas-secret-for-stirring-a-crowd.htm
Printouts
Websites
Preparation 1. Familiarize yourself with the literary technique of the tricolon and how it is used. 2. Gather a collection of examples of tricolons from literature or popular culture (e.g., political speeches) or use those provided in this lesson. Prepare these for display to students. 3. If you would like to use Barack Obama's Victory Speech as an example of writing with Magic of Three, familiarize yourself with the text. (Barack Obamas Secret for Stirring a Crowd is for teacher use only and will help in identifying the words, sentences, and phrases in threes.) You may choose to make a hard copy of the victory speech for display or bookmark the site for student use, as it has a video as well as the text. 4. Reproduce the Magic of Three Sentence Frames to display for shared or interactive writing. Be prepared with some ideas of your own if students have trouble contributing ideas. 5. Make a copy of the Song of the Seasons printout for each student or pair of students to be used as guided writing practice. Take time to try the technique yourself before asking students to do it. Student Objectives Demonstrate an understanding of tricolons through whole-group and small-group discussions Learn how to craft words and phrases in groups of three for rhythm and power by creating tricolons within a defined framework Demonstrate an understanding of the Magic of Three by drafting or revising an independent writing piece that contains tricolons
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7.5 Performance Task The Magic of Three Subject: ESL Whole Group Instruction 1. Display the following samples of tricolons from famous texts (or find some of your own). Tell me and I forget. Teach me and I remember. Involve me and I learn." (Benjamin Franklin) "Life, liberty and the pursuit of happiness (US Declaration of Independence) Peace, order and good government (Canadian Constitution Act) A happy life is one spent in learning, earning, and yearning. (actress Lillian Gish) "Government of the people, by the people, for the people." (Abraham Lincoln) 2. Tell students that each of these quotes is an example of Magic of Three. Writers (and speakers) often put three words, ideas, or groups of words together to make writing sound more rhythmical and to convey images or ideas more effectively. Tell students that in this lesson, they will learn to use the Magic of Three to make their writing sound more interesting and rhythmical. 3. Point out to students the pattern in the first example by Benjamin Franklin. Each of the three parts is a complete sentence with the same structure: _________ me and I _____________. One of the things that makes Magic of Three magical is that each of the three parts should be of the same length and structure. Invite students to turn and talk to a partner about the common structures in the other samples. 4. As a class, discuss the students' observations. Point out that there is a comma between each of the items in the group of three (unless it is three sentences, in which case there is a period after each, of course). You will need to decide whether or not you want to teach the serial comma before and. 5. Read the phrases aloud together and listen for the rhythm of the language. Tell students that another part of the "magic" is how the words sound together. Try to read each phrase, changing the order of the words, such as "life, the pursuit of happiness, and liberty." That doesn't have the same musical quality as the original.
Guided Practice You may want to choose only one of the guided practice activities to keep the lesson short and allow more time for student writing, or you can conduct the activities on separate days. 1. Together, read Barack Obama's Victory Speech. (This text may be too difficult for some of your students to read on their own, so you may want to read it aloud and have students follow along.) Have students identify examples of Magic of Three and discuss how this technique affected both the sound and the emotional impact of the speech. 2. Distribute or display the Magic of Three Sentence Frames. Use shared writing (students contribute ideas while teacher scribes) or interactive writing (students compose collaboratively and take turns writing) to complete each of the sentences with interesting images and ideas. Encourage students to try the words and phrases in different sequences to listen for the most rhythmical patterns. Obviously, expectations for the sophistication of the language used will vary with the developmental level of the students. Teachers may wish to create sentence frames of their own to meet the needs of their students.
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7.5 Performance Task The Magic of Three Subject: ESL 3. Have students work individually or in pairs to complete the Song of the Seasons printout using Magic of Three phrases.
Independent Practice Students should select a piece of writing from their own writing folders to revise or incorporate into a new piece of writing an example of the Magic of Three.
Extensions Encourage students to be aware of Magic of Three in the texts that they read, and discuss the impact this technique has on the way they respond to the reading. Brainstorm out-of-class but in-school opportunities (like student elections or debate team) where students can use the Magic of Three for fluency and impact. Encourage students to incorporate the Magic of Three when possible in these opportunities.
Student Assessment/Reflections Observe students' contributions to whole-group discussions and guided practice activities to informally assess general understanding of the technique of Magic of Three.
Observe students working in groups and assess the guided practice pieces on Song of the Seasons to evaluate individual students' ability to apply the technique. Remind students of the following criteria:
o o o o
The words or phrases must be the same length and pattern or structure. The words or phrases must convey a key image or idea. The order of the words should flow smoothly and rhythmically. There should be a comma between each word or phrase.
Evaluate students independent writing revisions using the Magic of Three Rubric.
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Source: http://www.readwritethink.org/classroom-resources/lesson-plans/magic-three-techniqueswriter-30689.html?tab=3#tabs 1165
7.5 Resource Political Cartoons Subject: ESL
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Source: Cartoons and Conquest 1179


Useful Words to Connect ideas and Add New Information For example, Furthermore, After, Well, Also, Because of this, Then, For instance, In addition, In other words, For example, Additionally, To Contrast Ideas However, On the contrary, On the other hand, To Conclude In conclusion, Consequently, Finally, In summary, Lastly, In short, As you can see, 1180 In contrast, Instead,

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8.1 Analyzing Characters Decisions Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read and analyze the plots of short stories. In particular, students will look at moments in the stories where characters make important decisions that move the plot of the story. Students will then create their own stories containing the required plot elements. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. L/S.8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts. Reading R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view. R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts. Writing W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences. W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition. W.8.5 Uses basic editing marks and reference sources to revise writing; verifies information; writes a final draft using the writing process. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. The decisions characters make help move the plot of the story. It takes both small and large details build a good story. Taking the time to edit our work improves our writing. Essential Questions: Why do decisions matter? How do characters decisions move the plot in a story? Do all characters and events matter in a story? Why do we edit our work?
Content (Students will know) Skills (Students will be able to) Listen and respond during a read aloud to Setting in fiction make generalizations The difference between main and supporting Make predictions regarding plot development characters in short stories Plot development: introduction, rising action, June 2011 1182
8.1 Analyzing Characters Decisions Subject: ESL Length: 6 weeks climax, falling action, and resolution. Content Vocabulary Main character/protagonist Minor characters/supporting characters Plot Rising action Falling action Climax Resolution Mood
Apply sequences of events to clarify, discuss, and summarize topics of short stories Compare and contrast character traits Sort and organize relevant events in short stories Determine problem and solution in short stories Draw conclusions in narrative texts such as short stories Combine sentences and ideas using simple transitional phrases (because, and, then, after, for example, in addition) Apply organizational patterns and elements of narrative form to construct a three-paragraph composition (introductory paragraph, body paragraph and concluding paragraph) Use basic editing marks (capital letters, lower case, delete, insert, no space, insert period) and reference sources to revise writing Other Evidence: As students read texts, have them complete the decision-making reading log to document the decisions characters make (See Attachment 8.1: Other Evidence Decision Making Reading Log) Have students create a plot diagram of the short stories they read during the unit (See Attachment: 8.1: Graphic Organizer Plot Diagram Blank) Provide students with an unedited copy of a story and have them edit the story by using editing marks (See Attachment: 8.1 Writing Tool Editing Marks) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.1: Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment: 8.1 Other Evidence Word Journal)
Stage 2 - Assessment Evidence Performance Tasks: Reading Response: Analyzing Characters Decisions Pre-reading activity: Discuss the question would you save the life of someone at any cost to you? During-Reading activity: Have students read the story, The Window, by Harry Buschman, or choose any story where characters make important decisions (See Attachment: 8.1 Text - The Window). As they read the story, have students complete a decision-making reading log (See Attachment: 8.1 Other Evidence Decision Making Reading Log). Reading Response Essay Prompt: The story, Window, by Harry Buschman, tells a story of two ill men who share a hospital room and one mans growing resentment towards another for having his bed next to the window where he can look at the world outside their room. Write a reading response (five-paragraph essay) discussing the decisions that the resentful man made in the story and the impact of his decisions on himself and on his roommate. June 2011
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8.1 Analyzing Characters Decisions Subject: ESL Length: 6 weeks Review format of a five-paragraph essay: introductory paragraph, three body paragraphs, and concluding paragraph. Provide students a graphic organizer for writing their first essay drafts (See Attachment: 8.1 Writing Tool Essay Template) Revision Process: Have students revise each others work (See Attachment 8.1 Writing Tool Peer Revision Checklist). Assess students work using a rubric (See Attachment: 8.1 Writing Tool Reading Response Rubric). Analyzing Plot Review the elements of a plotintroduction, rising action, climax, falling action, and resolution (See Attachment: 8.1 Graphic Organizer Plot Diagram). Pair students up and have them reread the story, The Window (See Attachment: 8.1 Text The Window) Have them complete a plot diagram of the story (See Attachment: 8.1 Graphic Organizer Plot Diagram Blank). Reflection questions: Have students write a journal entry discussing all of the following questions: o What did the author need to explain to readers in the exposition section? o What inciting event causes the action to begin to rise? o Where does the story peak? o Is there a clear climax, a decision making moment, in the story? o Which events lead up to the conclusion? o How is the story resolved? Writing My Short Story Have students re-write the short story, The Story of an Hour, by Kate Chopin (See Attachments: 8.1 Text The Story of An Hour and 8.1 Text The Story of An Hour Rewritten). Students will only receive the beginning and the end of the original story. They will need to fill in the middle of the story that leads to the given ending. Have students predict how they want their June 2011 1184
8.1 Analyzing Characters Decisions Subject: ESL Length: 6 weeks stories/plots to develop. What major decision/s will the character make now that her husband is dead? Based on the ending we know that the main character dies, what events will lead to this ending? Have students create plot diagrams of their stories and use them to create their drafts of the stories Have students brainstorm details of the setting of their story (See Attachment: 8.1 Performance Task Elements of Setting). Have students revise each others stories (See Attachment: 8.1 Writing Tool Revision Comment Sheet). Have students share their stories with the class. Read the original story by Kate Chopin and have students do journal reflections comparing their versions of the story with the original one. Stage 3 - Learning Plan Learning Activities Editing Have students use editing marks to peer-edit their reading response pieces or stories they wrote (See Attachment: 8.1 Writing Tool Editing Marks) Give students a list of simple sentences and have them connect two sentences using transition phrases (See Attachment 8.1 Writing Tool Creating Sentences Using Transitions). Reading: Plot Elements & Character Analysis Ask each student to do a plot analysis for their favorite television sitcom. Have students read the story Eleven, by Sandra Cisneros (See Attachment: 8.1 Text Eleven) and use a T-chart (See Attachment: 8.1 Graphic Organizer T-Chart) to list the main character(s) on one side and the supporting character(s) on the other side, along with a description of the classification. Have students work in groups of two to illustrate the main events in the version of The Story of an Hour that they wrote as a Performance Task, with one event per small sheet of paper. Have one student predict the order of their partners story. Have students compare and contrast the setting of The Story of an Hour to the setting of the story they created based on The Story of an Hour (See Attachment: 8.1 Resource Elements of Setting). Have students compare and contrast how two characters change from the beginning to the end of the story (See Attachment: 8.1 Graphic Organizer Character Map). Sample Lessons Responding to short stories: http://www.readwritethink.org/classroom-resources/lessonplans/short-story-fair-responding-418.html?tab=4#tabs Writing a multi-paragraph essay (See Attachment: 8.1 Sample Lesson Essay Writing)
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8.1 Analyzing Characters Decisions Subject: ESL Length: 6 weeks Additional Resources Ideas for rewriting stories: http://www.readwritethink.org/classroom-resources/calendaractivities/french-author-maupassant-born-20667.html Literature Connections Eleven by Sandra Cisneros (See Attachment: 8.1 Text Eleven) Leona From Seedfolks by Paul Fleischman (See Attachment: 8.1 Text Leona) The First Day of School by Edward P. Jones (See Attachment: 8.1 Text The First Day of School) The Story of An Hour by Kate Chopin (See Attachment: 8.1 Text The Story of An Hour) The Window by Harry Buschman (See Attachment: 8.1 Text The Window)
Subject: ESL Length: 7 weeks
8.2 Examining Transformative Decisions through Memoirs Stage 1 - Desired Results
Unit Summary Through the reading of memoirs, students will analyze transformative decisions that individuals make. Students will discuss and connect to texts by writing a letter to the author of a memoir. Students will then write their own personal memoirs depicting transformative decisions they have made in their lives. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view. R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts. R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details. Writing W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing. W.8.5 Uses basic editing marks and reference sources to revise writing; verifies information; writes a final draft using the writing process. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Literature provides a window for us to understand ourselves and connect with others. The writing process helps us more effectively communicate and describe our experiences. Content (Students will know) Prefixes (pre-, un-, re-, pro-) Root words (lax, ced, act, believe) Suffixes (-ing, -ation, -ion, tion, -able) Main idea/theme (universal June 2011 Essential Questions: Why do decisions matter? What motivates authors to write certain pieces? How is writing an extension of ourselves?
Skills (Students will be able to) Relate to character in memoirs Identify setting in memoirs Make connections (text-to-self) while reading memoirs Analyze the text of memoirs Distinguish between first and second person 1187
Subject: ESL Length: 7 weeks theme) of memoir texts Steps of the writing process (free-writing, drafting, revising, editing, publishing) Reference sources to revise writing (e.g. dictionary) Elements of memoirs (one single event, author is part of the story, event is important to author) Content Vocabulary Memoir Free-writing Drafting Revising Editing Publishing Structure Analyze Main idea Root word Prefixes
8.2 Examining Transformative Decisions through Memoirs point of view when writing and thinking about memoirs State and paraphrase main idea or topic (theme), and determine important details while reading memoirs Use accurate spelling while writing letters to authors and personal memoir pieces Write a final draft of a letter to the author and personal memoir using the writing process
Stage 2 - Assessment Evidence Performance Tasks: Letter to the Author Students will write a reading response in the format of a letter to an author of a memoir. In the letter, students will relate how they connect to the life-transforming decision that the author makes. Students will provide details and examples from the memoir of events or experiences from the authors life that triggered strong emotions. Lastly, students will conclude the letter with a realization or lesson learned about their own life from reading the memoir. Pre-reading Activity Discussion question: Would you leave everything you have ever known and loved for a strange land, knowing it would break your mothers heart? Read aloud to the class facts about the author, Guinea, and colonial Africa. During-Reading Activity Have students read the memoir The Dark Child, by Camara Laye (See Attachment: 8.2 June 2011 Other Evidence: As students read texts, have them complete the decision-making reading log to document the decisions characters make (See Attachment: 8.2 Other Evidence Decision Making Reading Log) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.2 Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment: 8.2 Other Evidence Word Journal) Teacher-created prefix, suffix and root word quizzes
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Subject: ESL Length: 7 weeks Text Camara Laye Memoir). As students read the story, have them complete a decision-making reading log, which they use to document the decisions the author makes (See Attachment: 8.2 Other Evidence Decision Making Reading Log). After-Reading Activity Have students re-read the memoir and complete a dialogue journal, which they use to make connections to experiences of the author (See Attachment: 8.2 Other Evidence Dialogue Journal). Have students complete a T-chart, with one column for Thoughts and one column for Emotions. In the Thoughts column, students will list specific details from the memoir that triggered a new realization or way of thinking about someone, someplace or something. In the Emotions column, students will list specific details from the book that triggered emotions in them. After completing the T-chart, students will draw conclusions about the information they listed in both columns using the following reflection questions: o What link did you discover between your thoughts and emotions and the characters or events in the memoir? o What did you learn about yourself after reading the memoir? Personal Memoirs About Transformative Decisions Brainstorming Have students make a list of significant moments in their lives when they made transformative decisions. Have students select three ideas from their list that trigger strong emotions and memories. Have them do a one-page freewriting exercise for each idea starting with the prompt, I will always remember When they run out of ideas, have them come back to the prompt and continue writing. June 2011
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Drafting Have students do a memory map of one idea from their lists that they want to write about: o Draw a detailed illustration of the moment when you made your life transforming decision. o Use the senses to illustrate details about the memory. o What did you see around you? o What smells were around? o What and how did you feel? o What things did you touch? o How would you describe the taste of the particular moment? Revising Look at your memory from a different point of view. What if the story were told from another persons perspective, someone who figures prominently in your memoir? How would the story change? Have someone who was present in your life at the time you made your transformative decision read your draft and ask them to share with you any details they remember. Include some of their ideas into your draft. Editing Have students peer-edit their work using editing marks (See Attachment: 8.2 Writing Tool Editing Marks). Have students reference a dictionary to confirm correct spellings of words. Publishing Hold an authors circle and have students share their work. The authors circle can take place in the classroom or at a local bookstore/library/coffee shop and students can invite other teachers, students, parents and people from the community. Stage 3 - Learning Plan
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Learning Activities Reading & Writing Memoirs Review the features of a memoir with students and have students compare and contrast memoirs from other texts (See Attachment 8.2: Learning Activity Features of Memoirs) Use quotes from the memoir of Camara Laye and have students identify if the quote is specific to his culture or whether it represents a universal theme. For example: We went back to look for her. We found her crushing millet for the evening meal, or You are nothing but an ungrateful son. Any excuse is good enough for you to run away from your mother (See Attachment: 8.2 Text Camara Laye Memoir, page 24). Grammar & Writing 30-second spelling and grammar check activity: Have students sit forming two lines, each facing a partner. Set a timer to 30 seconds and have students edit each others work using the editing marks. After 30 seconds, the student at the beginning of one line moves to the end of their line and everyone moves up one seat. The second line of students stays in place. It is best to give students an editing focus. For example, have them only focus on checking spelling or end punctuation. You can do this activity at different points in the revision and editing process using different revision and editing foci. For warm-up activities, choose a prefix, a suffix or a root word, and have students search for words with this particular prefix, suffix or root word in the text they will be reading for the lesson. Have them keep the list of words in their word journals. Create a word game chart where students combine prefixes, root words and suffixes to create new words (See Attachment: 8.2 Learning Activity Word Game Chart). Review the steps of the writing process and place them on the board making a circular representation with arrows going back and forth from each step. The illustration shows students that the writing process is a circular and not a linear process and that you move back and forth between each step. Post this process on the wall in the classroom as a reminder. Sample Lessons Lesson on writing memoirs: http://www.readwritethink.org/classroom-resources/lessonplans/family-memoir-getting-acquainted-998.html?tab=4#tabs Lesson on using interviews, photos and memories to write memoirs: http://www.readwritethink.org/classroom-resources/lesson-plans/introducing-each-otherinterviews-17.html?tab=4#tabs Lesson on prefixes and creating a word journal: http://www.readwritethink.org/classroomresources/lesson-plans/using-word-journal-create-20.html?tab=4#tabs Additional Resources Resource for editing writing for punctuation: http://teacher.scholastic.com/writeit/cavalcade/PDF/jan2004/p2122_survival_guide_semicolon.pdf Resource for editing sentence structure: http://teacher.scholastic.com/writeit/cavalcade/PDF/sept2004/reality_grammar_p22_to_p24.pdf Resource about using the senses to craft descriptive memoirs: http://teacher.scholastic.com/writeit/memoir/draft/pdfs/sensememory.pdf Literature Connections So Long a Letter (1979) by Mariama Ba Houseboy by Ferdinand Oyono June 2011 1191 Adapted from Understanding By Design by Grant Wiggins & Jay McTighe
Subject: ESL Length: 7 weeks Things Fall Apart by Chinua Achebe When I was Puerto Rican by Esmeralda Santiago
8.3 Influencing Others to Make Decisions that Matter to Us Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will analyze how words are used to convince others to make decisions that matter to us. Students will analyze the effectiveness or lack of effectiveness of persuasive texts. They will identify persuasive strategies writers use and apply them to their own writing. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. L/S.8.2 Listens, responds to, analyzes, gives, and discusses complex instructions, statements, and directions; answers and formulates closed and open-ended questions. L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.2 Applies context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. R.8.4 Sorts and organizes relevant events, states cause and effect, makes connections, predictions, and inferences, determines problem and solution, and draws conclusions in narrative, expository, and persuasive texts. Writing W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences. W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing. W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. We can use words to influence others How we structure our arguments can make or break our points. Content (Students will know) Context clues (clues, word substitution, reference source) June 2011 Essential Questions: Why do decisions matter? Is the pen mightier than the sword? What makes an argument compelling?
Skills (Students will be able to) Listen, respond to, analyze, give, and discuss complex instructions, statements, and 1193
8.3 Influencing Others to Make Decisions that Matter to Us Subject: ESL Length: 6 weeks Authors purpose (to persuade) Elements of persuasive text (clear opinion or position, opinion or position is supported with relevant evidence, addresses counter arguments, challenges readers to make a decision or take a position.) Tone in persuasive writing Problem and solution Content Vocabulary: Tone Clues Synonym Antonym Persuade/persuasive Syntax Argument
directions in a Socratic Seminar Answer and formulate closed and open-ended questions in a Socratic Seminar Listen and respond during a read-aloud from a variety of nonfiction texts to comprehend and identify tone Express opinions integrating compare-andcontrast statements to interact in discussions and presentations in a Socratic Seminar Identify problem and solution from listening to a variety of texts and multimedia sources (e.g. identifying problems in school and community and using persuasive writing to propose solutions) Draw conclusions from listening to a variety of persuasive texts and persuasive multimedia sources Draw conclusions from expository and persuasive texts Determine problem and solution in expository and persuasive texts Identify phrases and clauses Apply phrases in writing to construct complex sentences in persuasive writing Use appropriate syntax in persuasive writing Apply organizational patterns and the elements of expository forms to construct a threeparagraph persuasive composition
Stage 2 - Assessment Evidence Performance Tasks: Have I Convinced You? Students will write a persuasive letter to their school principal convincing them to address a problem that they see in their school. After sharing the letters with their peers, the class will vote on the letter that is most convincing and submit it to their school principal. Have students select a problem in their school that they want their school principal to address (possible ideas: school lunches, school hours, not having enough elective classes, adopting a no-homework policy, uniforms, cell-phone policy, discipline code) Have them brainstorm ideas as to why this change is necessary. Have them research evidence that supports their case. Also, have June 2011 Other Evidence: As students read texts, have them complete the decision-making reading log to document the decisions characters make (See Attachment: 8.3 Other Evidence Decision Making Reading Log) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.3 Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment: 8.3 Other Evidence Word Journal) Phrases exam (See Attachment: 8.3 Other Evidence Phrases Exam) Clauses exam (See Attachment: 8.3 Other Evidence Clauses Exam) 1194
8.3 Influencing Others to Make Decisions that Matter to Us Subject: ESL Length: 6 weeks them brainstorm counter-arguments as to why the principal may not want to make the change or address the problem (See Attachment: 8.3 Performance Task Anticipate Your Opponent). Have students write their first draft using the persuasion map planning sheet (See Attachment: 8.3 Performance Task Persuasion Map Planning). Have students revise each others essays and have them identify examples of the persuasive strategies they used in their writings (See Attachment: 8.3 Writing Tool Persuasive Strategies). Have students share their letters to the class and have them assess the letter using a rubric (See Attachment: 8.3 Performance Task Persuasion Rubric). Stage 3 - Learning Plan Learning Activities Tone Show students the following examples and have them determine the tone of each sentence. o Id rather stay here and wait, than go into that dark room. The sentence above imposes that the person is scared. o The sun is shining brightly in the meadow, lets go out and play! The sentence above imposes that the person is happy or excited. o I called my friend at their house, her brother said shes not home, but I heard her voice come on the line. The sentence imposes that the person is suspicious. Have students write their own sentences and have them each share with a partner to identify the tone of their sentences. Context Clues Have students read a text, circle new words they do not know, and apply context clues strategies to determine meaning. Have students re-read sentences and look for clues. Have students substitute a word with another word and see if it makes sense Have students use a dictionary to determine meanings of words. Have students keep a list of their new words with their definitions in their Word Journal. Transition Phrases & Clauses Have students read a persuasive text and circle transition phrases or clauses used in the text. Have students edit their writing for transition words and clauses and add phrases and clauses to their writing that better express their opinions (See Attachment: 8.3 Resource Transition Words to Express Opinion). Persuasive Texts Have students listen to or read the I Have a Dream speech by Martin Luther King and analyze the June 2011 1195
8.3 Influencing Others to Make Decisions that Matter to Us Subject: ESL Length: 6 weeks words or patterns of words he uses to make his points. Discuss what makes this speech compelling (See Attachment: 8.3 Text Martin Luther Kings I Have a Dream). Syntax Oral sentence completion ask the children to complete open-ended sentences (e.g. The dog ran into...). Have students reorganize parts of sentences into the correct order using given subject/verb/object sentences (e.g. The boy/was painting/a picture). Sample Lessons Lesson on persuasion and political debates: http://www.pbs.org/elections/kids/lessons/lesson_plan11.html Lesson on persuading the principal of issues that matter to you: http://www.readwritethink.org/classroom-resources/lesson-plans/persuading-principal-writingpersuasive-1137.html?tab=4#tabs Additional Resources Resource on persuasive writing (See Attachment: 8.3 Resource Persuasive Writing) Presidential speeches: http://millercenter.org/scripps/archive/speeches On Context Clues (See Attachment: 8.3 Resource Context Clues Strategies) Literature Connections Historic Speeches of African Americans by Warren J. Halliburton Locate and reproduce editorial letters and articles from magazines and local newspapers Article analyzing President Obamas change theme (See Attachment: 8.3 Text Obama Article)
8.4 Decisions that Shaped My Beliefs Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will explore defining experiences that have shaped their beliefs and their outlook on life. They will read personal essays that describe the beliefs of others and how these beliefs were developed. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view. Writing W.8.1 Combines sentences and ideas using simple transitional phrases; applies commas and colons to correctly punctuate sentences; identifies phrases and clauses; applies phrases in writing to construct complex sentences. W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Life experiences make us who we are and what we believe. Words are powerful and must be used wisely. Punctuation marks are like road signs that guide your reading. Content (Students will know) The difference between 1st and 3rd person point of view How the writers voice influences tone and mood in writing Strategies for making inferences Content Vocabulary Personal essay Voice Infer Purpose June 2011 Essential Questions: Why do decisions matter? How do our experiences shape our beliefs? Why write? Does punctuation matter? Why or why not?
Skills (Students will be able to) Listen and respond during a read aloud of personal essays to understand voice Apply a variety of language patterns and structures to explain texts such as personal essays Make inferences when reading personal essays Analyze the text of personal essays Establish purpose in a personal essay Distinguish between first and second person
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8.4 Decisions that Shaped My Beliefs Subject: ESL Length: 6 weeks Colon Semicolon Point of view
point of view when reading personal essays Apply commas, semicolons, and colons to correctly punctuate sentences when writing personal essays Use appropriate grammar and punctuation when writing personal essays
Stage 2 - Assessment Evidence Performance Tasks: Analyzing a Personal Essay Review elements of personal essay and how it differs from memoir or a narrative: o Personal essays are focused on belief or insight about life that is significant to the writer o Personal narratives are focused on a significant event o Personal memoirs are focused on a significant relationship between the writer and a person, place, or object Work in small groups to read A Drive to Achieve the Extraordinary by Juliet Frerking (See Attachment: 8.4 Text A Drive to Achieve the Extraordinary). Discuss the characteristics of the essay that makes it a personal essay and not a narrative or a memoir. Have students complete a graphic organizer (See Attachment: 8.4 Graphic Organizer Analyzing a Personal Essay) to break down the belief presented in the essay, the images that the author uses to show readers her belief and that stories that show what the belief means. Have students share their findings and observe if their analysis was different, similar or the same from each other. Note: To give students more practice analyzing a personal essay, have them repeat this activity with a different essay or have each group analyze a different essay. The more practice they get, they will be ready to write their own personal essay. What do I believe? Students will examine their beliefs in order to create their personal essay, which will be written in the first person point of view. Have students make a list of the values that are important to them (See Attachment: 8.4 Resource This I Believe Middle School June 2011 Other Evidence: As students read texts, have them complete the decision-making reading log to document the decisions characters make (See Attachment 8.4: Other Evidence Decision Making Reading Log) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.4: Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment: 8.4 Other Evidence Word Journal) Comma quiz (See Attachment: 8.4 Other Evidence Commas Quiz) Colon quiz (See Attachment: 8.4 Other Evidence Colon Quiz) Semicolon quiz (See Attachment: 8.4 Other Evidence Semicolons and Colons Quiz)
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8.4 Decisions that Shaped My Beliefs Subject: ESL Length: 6 weeks Curriculum, page 13). Have students write an experience/s where they learned this value, including a particular phrase/s or quote/s that stuck with them when they went through this experience. Have students draft their essay using details (stories, quotes, etc.) that show rather than tell the reader their belief. Follow the guidelines listed in essay rubric (See Attachment 8.4 Writing Tool This I Believe Essay Rubric). After drafting their essay, have students revise each others work (See Attachment 8.4 Writing Tool This I Believe Peer Revision). Stage 3 - Learning Plan Learning Activities Exploring Character & Personal Beliefs Take out sentences from a text and have students infer who the character is. Have them look at key words or imagery the author uses to bring out the voice of the character. Example: When I am too sad and too skinny to keep keeping, when I am a tiny thing against so many bricks, then it is I look at trees (from The House on Mango Street by Sandra Cisneros). Make a list of beliefs or values and have students check A for agree or D for disagree. Create for corners in your classroom, 2 labeled agree and 2 labeled disagree. When you read aloud the belief, have students go to a corner of the room. No more than 8 students per corner. Have them share stories/life experiences that lead them to have this particular belief. Repeat this process several times as you read aloud each belief. Examples: ______ Life is fair. ______ Words can hurt. ______ What goes around comes around. ______ How you act in a crisis shows who you really are ______ An eye for an eye Have students write a list of their personal beliefs. Challenge them to sum up their belief in one sentence. Point of View Have students read a personal essay and circle the pronouns or other key words, deciding based on their findings if the essay is written in the first person or third person (key words for first person: I, me, we, us; key words for third person: he, she, they, them). Commas & Semicolons Review the rules of when to use commas and semicolons in a sentence (See Attachment: 8.4 Learning Activity Rules for Commas and Semicolons). Show students sentences that have incorrect comma punctuation and have them discuss how the meaning of the sentence changes with the incorrect comma punctuation. o Example: Large black and white bear-like mammal, native to China. Eats, shoots and leaves.(Truss, Lynn. Eats, Shoots and Leaves: Why Commas Really Do Make a Difference. Putnam Juvenile, 2006) Provide a list of sentences to students without the proper comma and semi colon punctuation and June 2011 1199
8.4 Decisions that Shaped My Beliefs Subject: ESL Length: 6 weeks have them write the correct punctuation (See Attachment: 8.4 Learning Activity Comma and Semicolon Worksheet). Sample Lessons This I believe Middle School Curriculum.(See Attachment: 8.4 Sample Lesson This I Believe Middle School Curriculum) Lesson on giving voice to students: http://www.readwritethink.org/classroom-resources/lessonplans/giving-voice-students-through-1096.html Lesson on using commas and semicolons (See Attachment: 8.4 Sample Lesson Using Commas and Semicolons) Additional Resources Rules on how to use semicolon (See Attachment: 8.4 Resource Semicolons, Commas, and Colons) Rules on how to use commas (See Attachment: 8.4 Resource Semicolons, Commas, and Colons) Rules on how to use colons (See Attachment: 8.4 Resource Semicolons, Commas, and Colons) Literature Connections Essays: A Drive to Achieve the Extraordinary by Juliet Frerking (See Attachment: 8.4 Text A Drive to Achieve the Extraordinary) The Bird Who Broke Through the Window by Dylan (See Attachment: 8.4 Text The Bird Who Broke Through the Window) Live Life Like Its Your Last Day by Samantha (See Attachment: 8.4 Text Live Life Like Its Your Last Day) Eats, Shoots and Leaves: Why Commas Really Do Make a Difference by Lynn Truss
8.5 Using Poetry to Express Myself Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read and analyze different elements of poetry. At end of the unit they will understand that poems are fun to read and write and that poetic elements are found in all types of texts. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.6 Uses elements of poetry to identify and interpret genre, imagery, and symbolism. Writing W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing. W.8.4 Uses poetry elements and imagery to develop and write different styles of poems. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Poetry is a form of writing that has no definite shape or form. Writers create poetry from everyday experiences. Content (Students will know) Mood in poetry (e.g., upbeat, playful, somber, etc.) Elements of poetry (imagery, personification, symbolism, repetition and metaphors) Parts of speech (verbs, adjectives, nouns, adverbs, articles and transition words/phrases) Content Vocabulary Mood Imagery Poetry Personification Repetition June 2011 Essential Questions: Why do decisions matter? Why is poetry difficult to define? How is poetry created?
Skills (Students will be able to) Listen and respond during a read-aloud of poetry to understand mood Make inferences about poetry Distinguish text features of poetry to enhance comprehension (e.g. imagery, personification, symbolism, repetition, metaphors) Use elements of poetry to identify and interpret genre, imagery, and symbolism. Use poetry elements and imagery to develop and write different types of poems (e.g. found poems, poems in the style of Maya Angelous Still I Rise, etc.)
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8.5 Using Poetry to Express Myself Subject: ESL Length: 6 weeks Symbolism Poetry style Stage 2 - Assessment Evidence Performance Tasks: Analyzing Poetry Students will analyze the poem Still I Rise, by Maya Angelou, for repetition, similes, metaphors, personification and mood. Before reading the poem, provide students with the context of slavery, and explain that this is an inspirational poem about overcoming slavery and obstacles in life. Read aloud the poem Still I Rise, by Maya Angelou (See attachment: 8.5 Text Still I Rise). As you read, have students close their eyes, think about the feelings that arise in them as they hear the poem, and share their feelings with the class. Divide students into small groups and have each group reread the poem. As they read the poem, have the groups identify different elements of poetry o Group #1: Similes o Group #2: Metaphors o Group #3: Personification o Group #4: Repetition Have students record their findings and analyses (See Attachment: 8.5 Performance Task - Analyzing Poetry). Have them do a jigsaw activity to share their findings with the other groups. Lastly, have students create their own poem in the style of Maya Angelou. Have them repeat the phrase, I rise, throughout their poem. Creating a Poem of Our Own Students will create a poem as a class using the Found Poem format (See Attachment: 8.5 Performance Task Found Poem Instructions) Divide the class into six groups. Each group will have a few magazines from which they will cut out the words they will be assigned by the teacher. Before cutting the words from the magazines, give students a theme on which to focus. When they gather all June 2011 Other Evidence: Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.5 Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment: 8.5 Other Evidence Word Journal) Poetry notebooks
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8.5 Using Poetry to Express Myself Subject: ESL Length: 6 weeks their words, they will create a poem that describes the theme you assigned. For example, if you assign the theme of Love, as they search for words to cut out, they will need to think of the theme. o Group #1-Verbswill search for verbs in present and present continuous tense o Group #2-Adjectiveswill search for descriptive words o Group #3-nounswill look for person, place or words. o Group #4 adverbsverb modifiers. o Group #5 Articles o Group #6transition words/phrases After students complete the class poem, place the poem on the classroom door or some place visible in the school. Creating Poetry from Music Have students choose their favorite rap or hip hop songs. Compare and contrast the structure of the lyrics of the songs they selected with any poem (See Attachment: 8.5 Graphic Organizer Venn Diagram). Describe in short paragraphs in their poetry notebooks how poems and rap or hip hop are similar. Use the songs they selected as models for the hip hop or rap poems that they will create. Share their poems with the class students can also improvise by adding beats, harmonies or other sounds as they read. Stage 3 - Learning Plan Learning Activities Mood Define mood in writing: mood is the feeling or atmosphere perceived by the reader. Give students sentences and have them infer the moods of the sentences: o The night was dark and stormy. (The sentence creates a scary mood.) o The man kicked and threw the poor cat out of his house. (The sentence creates a feeling of anger or pity towards the cat.) Have students write their own sentences and have them each share with a partner. The partner will identify the moods created by the sentences. Poetry Activities Have each student choose an object or an element (air, water, fire, space) and have the June 2011 1203
8.5 Using Poetry to Express Myself Subject: ESL Length: 6 weeks student write a description of it as if it were a person. Give students the following prompt to complete. Give them a theme to guide them with the sentences. Body parts, friends, love, family o My ______________ is _________ like _______________. o My ______________ is__________ as ________________. Read aloud a short story or a few paragraphs of a novel. As you read aloud, have students identify words or phrases that the author uses to describe characters, setting and events in the story. Have students understand that poetic images are found in all types of writing and not just in poems. Discuss and identify features of a poem in poetry: o Poems have meaning o Poems have sound o Poems have images o Poems have lines o Poems have patterns of letters, syllables or words o Poems have stanzas/verses Have students listen to a song and identify any words or phrases that are repeated. Discuss how the song would sound if the words or phrases werent repeated and have them write their own song poetry. Parts of Speech Adverb game o Review adverbs with the class. o Have students make a list of adverbs (one adverb per index card). o Have them write sentences using the adverbs. o Place all index cards in a bag and pull out a card . o Have a student act out the adverb on the index card they pulled out and have the class guess what adverb the student is acting out (as a scaffold, you may want to write a word splash on the board with a list of adverbs). Adjective Hunt: Have students read a poem and circle all the adjectives they find in the poem, drawing a line to the person, place or thing the adjective is describing. Read aloud The Grammar poem by Steve Kowit (See Attachment 8.5 Text The Grammar Poem), have students circle the parts of speech discussed in the poem, and create their own grammar poems using Kowits poem as a model. Sample Lessons Lesson on creating a bio-poem (See Attachment: 8.5 Sample Lesson Personality Poems) Lesson on creating parallel poems http://www.readwritethink.org/classroom-resources/lesson-plans/found-poems-parallel-poems33.html?tab=4#tabs Lesson on creating found poetry using picture books (See Attachment: 8.5 Sample Lesson Creating Found Poetry) Additional Resources Activities about playing with poems (See Attachment: 8.5 Resource Playing with Poetry) Resources on how to organize a jigsaw activity: http://www.jigsaw.org/steps.htm Literature Connections The Poetry Home Repair Manual: Practical Advice for Beginning Poets by Ted Kooser June 2011 1204 Adapted from Understanding By Design by Grant Wiggins & Jay McTighe
8.5 Using Poetry to Express Myself Subject: ESL Length: 6 weeks Word by Kelefa Sanneh Poetry for Young People: Emily Dickinson by Frances Schoonmaker Bolin Spring (a poem that uses personification) (See Attachment: 8.5 Text Spring Poem) A collection of poems about making decisions written by young adults: http://100poems.com/poems/teen/index4.htm Poetry Foundation (A collections of poems by various poets): http://www.poetryfoundation.org/ Collections of poems from a variety of poets: http://www.loc.gov/poetry/180/
8.6 Making Healthy Choices Subject: ESL Length: 5 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read and analyze expository texts about healthy eating. Students will examine text features of expository writing and create their own expository writings, each consisting of a family recipe and a three-paragraph descriptive essay. Content Standards and Learning Expectations Listening/Speaking L/S.8.3 Uses appropriate language structure to interact in discussions and presentations, to problem solve, explain a process, and express opinions integrating comparison and contrast statements to interact in discussions and presentations. L/S.8.5 Explains the main idea or topic and important details from learned concepts or read alouds of a variety of expository texts, and applies sequence of events to clarify, discuss, and summarize a topic from a variety of texts. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.3 Distinguishes main from supporting characters, compares and contrasts characters traits, and explains setting in fiction and nonfiction; distinguishes between first and second person point of view. R.8.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea or topic, and determines important details. Writing W.8.3 Applies organizational patterns and the elements of descriptive, narrative, and expository forms to construct a three-paragraph composition. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Effective readers use a variety of strategies to construct meaning. Reading deeper for evidence helps us differentiate between facts and opinions. Content (Students will know) Main idea in expository texts Important details in expository texts Setting in non-fiction texts Text features of expository texts to enhance comprehension (charts, tables, diagrams, table of contents, index, captions, etc.) The difference between fact and opinion in expository texts about health and healthy choices Reading strategies for expository texts (prereading and expository text features) Content Vocabulary Non-fiction June 2011 Essential Questions: Why do decisions matter? Why use reading strategies? How do I distinguish between fact and opinion in a text?
Skills (Students will be able to) Use appropriate language structure to interact in discussions and presentations about health and healthy choices Problem-solve and explain a process (such as a recipe) Apply organizational patterns and elements of descriptive writing to construct a threeparagraph composition about health choices Distinguish between fact and opinion in nonfiction about health and healthy choices Express an opinion to compare and contrast information in expository texts
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8.6 Making Healthy Choices Subject: ESL Length: 5 weeks Expository Health Healthy habits Balanced diet Nutritious Responsible decisions Well-being Stage 2 - Assessment Evidence Performance Tasks: Analyzing Healthy Choices Students will analyze expository texts on the topic of health and teens and present a summary of their findings to the class. Divide class into groups of four, and give each group a reading assignment on health and teens. (See Attachments: 8.6 Text Healthy Eating, 8.6 Text Adolescents Fail to Meet Recommended Dietary Requirements, 8.6 Text Michelle Obama fight with US childhood obesity, and 8.6 Text When Being Overweight is a Health Problem). Have each group predict the topic of its article by looking at clues, ideas, headlines and pictures in the text (See Attachment: 8.6 Graphic Organizer Pre Reading). As students read, have them identify the type of expository text they are reading and take notes to summarize the article (See Attachments: 8.6 Graphic Organizer Summary of Expository Text and 8.6 Resource Expository Text Features). Have each group place their findings on oversized chart paper using the headings on the Summary of Expository Text graphic organizer and present their summary to the class. Family Recipes Students will write the step-by-step process of a recipe from their family, including a descriptive three-paragraph composition describing the recipe, the setting and context when family eats this recipe, and facts and opinions about the recipe. Have students select a home recipe from their food logs and write the steps of the recipe using a graphic organizer (See June 2011 Other Evidence: As students read texts, have them complete the decision-making reading log to document the decisions characters make (See Attachment: 8.6 Other Evidence Decision Making Reading Log) Create a Word Wall using unit vocabulary and new concepts/words students encounter in texts they read during the unit (See Attachment: 8.6 Other Evidence Using Word Walls to Improve Instruction). Have students keep a word journal for this unit or for the entire school year (See Attachment 8.6 Other Evidence Word Journal) Have students keep a food log of home recipes in a notebook Have students keep healthy choices journal, including their daily diet and exercise routines and other health-related decisions they make throughout the day
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8.6 Making Healthy Choices Subject: ESL Length: 5 weeks attachment 8.6 Performance Task Lets Write a Recipe). Have students gather facts and opinions about the recipe. Facts would include ingredients and amounts needed, or the context of the setting when their family eats the recipe. Opinions would consist of what people think about the recipe (See Attachment: 8.6 Graphic Organizer Fact and Opinion). Students will culminate the project with presentations to the class of the step-bystep process of how to cook the recipes they selected and three-paragraph essays that provide overviews of the recipes, when and where family makes and eats the recipes and some facts and opinions about the recipes (See Attachments: 8.6 Performance Task Recipe Presentation Rubric and 8.6 Performance Task Recipe Essay Rubric).
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8.6 Making Healthy Choices Subject: ESL Length: 5 weeks Stage 3 - Learning Plan Learning Activities Expository Text Features Text structure hunt: have students search in newspapers or magazines for five types of expository texts (descriptive, sequential, compare/contrast, cause/effect, problem/solution) and circle key words in the different expository texts that signal to the reader the type of text it is (See Attachment: 8.6 Resource Expository Text Structure) Fact and Opinion Have students read a newspaper article and use a T-chart to pull out the facts and opinions about the text (See Attachment 8.6 Graphic Organizer T-chart). Have students play the game, Two Truths and a Lie. Each student will tell two facts about himself/herself and a lie to the class. The group has to guess which one of the three statements is not a fact. Give students a set of incomplete sentences and have them complete them. After completing the sentences have them evaluate the sentences to determine if their answers were based on facts or opinion. For example: o My neighbors are___________________. o 8th graders are _________________. Setting Have students read news or magazine articles and describe the setting. Have students read an expository text and have them answer the 5-W questions (Who, What, When, Where, Why, plus How). Discuss how much more detail they understand about the content and setting described in the text after they answer these questions. Descriptive Writing Have students use descriptive adjectives to describe their favorite foods. Have students use the senses to describe a favorite food from home. Sample Lessons Lesson on Fact and Opinion (See Attachment: 8.6 Sample Lesson Fact or Opinion) Lesson on using descriptive language to create a restaurant menu: http://www.readwritethink.org/classroom-resources/lesson-plans/cooking-descriptive-languagedesigning-842.html?tab=4#tabs Separating facts from opinions (See Attachment: 8.6 Sample Lesson How Do You Separate Fact from Opinion) Additional Resources Resource on Expository Writing (See Attachment: 8.6 Resource Expository Writing) Ten Healthy Recipes for Teens: http://www.cookingwithkids.com/part5/teen-recipes.html Health Pizza Recipe: http://www.cookingwithkids.com/part4/flag-pizza.html Literature Connections Scholastics online news: http://www2.scholastic.com/browse/scholasticNews.jsp?FromBrowseMod=true&Ns=Pub_Date_So rt|1&CurrPage=scholasticNews.jsp&TopicValue=Scholastic%20News New Rules for School Lunches by Zach Jones (See Attachment: 8.6 Text New Rules for School Lunches) Goodbye, Bad Fat? New York City Considers Limits on Transfat byTiffany Chaparro (See Attachment: 8.6 Text Goodbye, Bad Fat) June 2011 1209

Attachments Grade 8
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8.1 Graphic Organizer Character Map Subject: ESL
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8.1 Graphic Organizer Plot Diagram Blank Subject: ESL
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8.1 Graphic Organizer Plot Diagram Subject: ESL
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8.1 Graphic Organizer T-Chart Subject: ESL
Source: http://www.enchantedlearning.com/graphicorganizers/tchart/ 1214
8.1 Other Evidence Decision Making Reading Log Subject: ESL Name ______________ Date _______________
DECISION MAKING READING LOG FOR _____________________ (Name of novel or story) As you read, record what decisions the characters make and what influences them to make those decisions. Then determine whether the influence is internal or external. IS INFLUENCE INTERNAL OR EXTERNAL?
NAME OF CHARACTER
DECISION
INFLUENCE(S) ON DECISION MAKING
Source: Utah Education Network, uen.org 1

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. -Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999 There are Three Tiers of words: Tier 1 basic words, well known, used often: clock, baby Already in oral language concepts Direct instruction rarely required Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd Surprising, precise and conversation Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk 1216
8.1 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Not used in many contexts Direct instruction required to include related concepts where applicable Criteria for tier one and tier two words: Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? How do we develop word knowledge? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies How do I teach the words? Or Six Steps to Building Academic Vocabulary The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement. Step 1: The teacher will give a description, explanation, or example of the new term. Provide learners with information about the term. Determine what the learner already knows about the term. Ask learners to share what they already know as a means of monitoring misconceptions. Ask learners to share what they already know to use this knowledge as a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Instruct learning of proper noun terms through identifying characteristics of the proper noun. Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. 1217
8.1 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Remind learners to not copy, but use their own words. Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary. Request that students record these in their Academic Notebooks, or a vocabulary section in their notebook. Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. Provide learners a nonlinguistic method of vocabulary mastery. Share examples of other learners' drawings/graphics or allow students to work in teams to help those who complain that cannot draw. Teach the concept of speed drawing for those who labor too long over their work. Ask learner to share his work. Use graphics from magazines or the Internet. Internet Clipart Resources: o Madrid Teacher o Vocabulary Quiz Using Images Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged. Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. Remind learners to not copy, but use their own words. Distribute a graphic organizer to assist learners in organizing their vocabulary terms. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the graphic organizer. If English is a second language to the learner, provide an opportunity to translate the word into their native language (BabelFish). A list of activities can be found at: TeachNet, GameAquarium, ESL Bears, Word Scrambler. Step 5: The learner will discuss the term with other learners. Pair-Share Strategy: 1. THINK: Allow think time for learners to review their own descriptions and images of the terms. 2. PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms. 3. SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. Monitor as learners help each other identify and clear up confusion about new terms. Step 6: The learner will participate in games that provide more reinforcement of the new term. A variety of games are available at this website: PowerPoint Games, Word Game Boards, Excel Games, WORDO, Twister, Fly Swat. Walk around the room and check their work when learners are working on their graphic organizers. Check the notebooks to evaluate accuracy. Listen for misconceptions when learners are playing games/activities. Provide an opportunity for learners to work together. What are some tips about Word Walls? Make them memorable. Make them useful. 1218
8.1 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Make them practical. Make them hands-on. Make them space efficient. Make them your way. Make them interactive. -Janiel Wagstaff, Teaching Reading and Writing with Word Walls, 1999
Source: Robert Marzano, "Building Background Knowledge for Academic Achievement," 2004 1219
8.1 Other Evidence Word Journal Subject: ESL
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8.1 Performance Task Elements of Setting Subject: ESL
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8.1 Sample Lesson Essay Writing Subject: ESL Writing Writing an effective thesis o Review the definition of a thesis o Show students key words to start a thesis (through, while, because, although) o Review thesis examples: Story: The Three Pigs Example: Because the three pigs were initially very excited to be out on their own, it took them being in great danger and losing their home to convince them that hard work pays off and requires sacrifice. o Have students rewrite the thesis examples using a different key word to start the thesis. o Have students create their own theses for their reading responses to the story, The Window. Introductory paragraphs o Review the purpose of the introductory paragraph (brief summary of major events). o Have students practice summarizing by completing the following prompts several times to identify the main event to include in their introductory paragraph. Somebody wanted But So Body paragraphs o Review purpose of body-paragraphs. o Have students practice gathering details by each making a T-chart. On the left side, have them place the event or decision in the story. On the right side, have them write details about the event or decision (See Attachment: 8.1 Graphic Organizer T Chart). Concluding paragraph o Review purpose of concluding paragraph (to make generalizations). o Strategies for making generalizations: While reading a story, have each student write a one-sentence summary at the end of each paragraph. After students finish reading a story, have them draw a picture of the story. Divide students into groups and ask each group to create a tableau of an event from the story. A tableau must represent a single moment in time.
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8.1 Sample Lesson Essay Writing Subject: ESL
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8.1 Sample Lesson Essay Writing Subject: ESL
Source: Orange County Council for Gifted Education 1225
8.1 Text Eleven Subject: ESL ELEVEN By Sandra Cisneros Directions: Read the story carefully. As you read, make inferences by using the clues in the text. Underline the clues that help you make your inference. What they dont understand about birthdays and what they never tell you is that when youre eleven, youre also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you dont. You open your eyes and everythings just like yesterday, only its today. And you dont feel eleven at all. You feel like youre still ten. And you areunderneath the year that makes you eleven. Like some days you might say something stupid, and thats the part of you thats still ten. Or maybe some days you might need to sit on your mamas lap because youre scared, and thats the part of you thats five. And maybe one day when youre all grown up maybe you will need to cry like if youre three, and thats okay. Thats what I tell Mama when shes sad and needs to cry. Maybe shes feeling three. Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. Thats how being eleven years old is. You dont feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you dont feel smart eleven, not until youre almost twelve. Thats the way it is. Only today I wish I didnt have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two Id have known what to say when Mrs. Price put the red sweater on my desk. I wouldve known how to tell her it wasnt mine instead of just sitting there with that look on my face and nothing coming out of my mouth. Whose is this? Mrs. Price says, and she holds the red sweater up in the air for all the class to see. Whose? Its been sitting in the coatroom for a month. Not mine, says everybody. Not me. It has to belong to somebody, Mrs. Price keeps saying, but nobody can remember. Its an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope. Its maybe a thousand years old and even if it belonged to me I wouldnt say so. Maybe because Im skinny, maybe because she doesnt like me, that stupid Sylvia Saldivar says, I think it belongs to Rachel. An ugly sweater like that, all raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open my mouth nothing comes out. Thats not, I dont, youre notNot mine. I finally say in a little voice that was maybe me when I was four. Of course its yours, Mrs. Price says. I remember you wearing it once. Because shes older and the teacher, shes right and Im not. Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two, and math problem number four. I dont know why but all of a sudden Im feeling sick inside, like the part of me thats three wants to come out of my eyes, only I squeeze them shut tight and bite down on my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for me for tonight, and when Papa comes home everybody will sing Happy birthday, happy birthday to you.
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8.1 Text Eleven Subject: ESL But when the sick feeling goes away and I open my eyes, the red sweaters still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine. In my head Im thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and in front of everybody, Now, Rachel, thats enough, because she sees Ive shoved the red sweater to the tippy-tip corner of my desk and its hanging all over the edge like a waterfall, but I dont care. Rachel, Mrs. Price says. She says it like shes getting mad. You put that sweater on right now and no more nonsense. But its not Now! Mrs. Price says. This is when I wish I wasnt eleven because all the years inside of meten, nine, eight, seven, six, five, four, three, two, and oneare pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that arent even mine. Thats when everything Ive been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden Im crying in front of everybody. I wish I was invisible but Im not. Im eleven and its my birthday today and Im crying like Im three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I cant stop the little animal noises from coming out of me until there arent any more tears left in my eyes, and its just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast. But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia Saldivar, says she remembers the red sweater is hers. I take it off right away and give it to her, only Mrs. Price pretends like everythings okay. Today Im eleven. Theres a cake Mamas making for tonight and when Papa comes home from work well eat it. Therell be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, only its too late. Im eleven today. Im eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven. Because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tinytiny you have to close your eyes to see it.
Source: Eleven, by Sandra Cisneros
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8.1 Text Leona Subject: ESL Leona From Seedfolks by Paul Fleischman Directions: As you read, stop and make PREDICTIONS. Underline clues from the story that helped you make your predictions. Mama believed in doctors, but not Granny. Not even if they were black. No, maam. I grew up in her house, back in Atlanta. She drank down a big cup of goldenrod tea every morning, with a nutmeg floating in it, and declared she didnt need no other medicine. Dr. Bates tried to sell her his iron pills and told her straight out that that tea of hers would raise her blood pressure and burst her heart. He passed away that very same summer. Next doctor said it would give her brain fever. He died on his fiftieth birthday. I believe, right during the party. Had him a real nice funeral, later. Granny lived to ninety-nine, by her count. She kept a scrapbook with the obituaries of all the doctors she outlived and could recite the list of names by heart, like a chapter out of Genesis. We took to going to their funerals right regular over the years. She always laid some goldenrod on their graves. I was thinking about her one day, walking home from the grocery store on Gibb Street. Then I came to the vacant lot and saw three people in different parts of it. I thought maybe they were looking for money. Turned out they had shovels, not metal detectors. When I saw they had little gardens going, I said to myself, I believe Ill plant me a patch of goldenrod right here. There was a man standing and watching from the sidewalk and a gril looking down out a window. There were probably lots of folks whod want to grow something, just like me. Then I studied all the trash on the ground. Dont know why anyone called that lot vacant. The garbage was piled high as your waist, some of it from the neighborhood and some dropped off by outside people. The ones who dont want to pay at the dump, or got dangerous chemicals, or think were such slobs down here we wont mind another load of junk. We cant get City Hall to pick up our trash, but we got it delivered just fine. The smells enough to curl up a crocodiles nose, especially in the summer. The gardeners had made some trails through it. But I knew precious few would join em until that mess was hauled away. Looking at it, I knew this wasnt a job for no wheelbarrow. This was a job for the telephone. I marched on home. Ive got two kids in a high school that has more guns than books, so I know all about complaining to officials and such about things that need changing. Next morning was Monday. At nine oclock I drank me a tall glass of water. I knew Id be having to say the same thing to fifteen or twenty government folks. I put Miles on the CD player and stretched out on the bed. Might as well be comfortable when youre on hold. Then I opened the phone book and started dialing. You ever watch a sax player close? They push down a key and way at the other end of the instrument something moves. Thats what I was looking for the key that would make that trash disappear. I tried the City of Cleveland, then Cuyahoga County, then the State of Ohio, and finally the U.S. government. Six and a half hours later I found out the lot was owned by the city. But the people running Cleveland dont usually come down here, unless they take a wrong turn on the freeway. You cant measure the distance between my block and City Hall in miles.
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8.1 Text Leona Subject: ESL Just the same, I kept working on it the next day. That Citizens Information Center told me to call the Public Health Department. They sent me to someone else. Theyre all trained to be slippery as snakes. And to be out to lunch, to not return messages, and to keep folks on hold till they get gray and die. I had the feeling I was getting farther from the key I needed instead of closer. Then on the third day, I thought on it. When people talk to you on the phone, youre nothing but a voice. And when youre on hold youre not even that. I had to make myself real to em. That morning I took a bus downtown and walked into the Public Health Department. Told about the trash all over again to this dolled-up receptionist. Let her see me up close and personal and hear me loud and clear. She just told me to sit down with the others waiting. I did. Then I opened the garbage bag Id picked up in the lot on the way. The smell that came out of it made you think of hog pens and maggots and kitchen scraps from back when Nixon was president. It was amazing how quick people noticed it, including that receptionist. And even more amazing how quick I was called in to have a meeting with someone. I was definitely real to them now. I brought that bag along with me into the meeting, to keep it that way.
Source: Leona, from Seedfolks, Paul Fleischman 1229
8.1 Text The First Day of School Subject: ESL The First Day of School Edward P. Jones Directions: As youre reading, stop and make INFERENCES. On an otherwise unremarkable September morning, long before I learned to be ashamed of my mother, she takes my hand and we set off down New Jersey Avenue to begin my very first day of school. I am wearing a checkered-like blue-and-green cotton dress, and scattered about these colors are bits of yellow and white and brown. My mother has uncharacteristically spent nearly an hour on my hair that morning, plaiting and replaiting so that now my scalp tingles. Whenever I turn my head quickly, my nose fills with the faint smell of Dixie Peach hair grease. The smell is somehow a soothing one now and I will reach for it time- and time again before the morning ends. All the plaits, each with a blue barrette near the tip and each twisted into an uncommon sturdiness, will last until I go to bed that night, something that has never happened before. My stomach is full of milk and oatmeal sweetened with brown sugar. Like everything else I have on, my pale green slip and underwear are new, the underwear having come three to a plastic package with a little girl on the front who appears to be dancing. Behind my ears, my mother, to stop my whining, has dabbed the stingiest bit of her gardenia perfume, the last present my father gave her before he disappeared into memory. Because I cannot smell it, I have only her word that the perfume is there. I am also wearing yellow socks trimmed with thin lines of black and white around the tops. My shoes are my greatest joy, black patentleather miracles, and when one is nicked at the toe later that morning in class, my heart will break. I am carrying a pencil, a pencil sharpener, and a small ten-cent tablet with a black-and-white speckled cover. My mother does not believe that a girl in kindergarten needs such things, so I am taking them only because of my insistent whining and because they are presents from our neighbors, Mary Keith and Blondelle Harris. Miss Mary and Miss Blondelle are watching my two younger sisters until my mother returns. The women are as precious to me as my mother and sisters. Out playing one day, I have overheard an older child, speaking to another child, call Miss Mary and Miss Blondelle a word that is brand new to me. This is my mother: When I say the word in fun to one of my sisters, my mother slaps me across the mouth and the word is lost for years and years. All the way down New Jersey Avenue, the sidewalks are teeming with children. In my neighborhood, I have many friends, but I see none of them as my mother and I walk. We cross New York Avenue, we cross Pierce Street, and we cross L and K, and still I see no one who knows my name. At I Street, between New Jersey Avenue and Third Street, we enter Seaton Elementary School, a timeworn, sadfaced building across the street from my mothers church, Mt. Carmel Baptist. Just inside the front door, women out of the advertisements in Ebony are greeting other parents and children. The woman who greets us has pearls thick as jumbo marbles that come down almost to her navel, and she acts as if she had known me all my life, touching my shoulder, cupping her hand under my chin. She is enveloped in a perfume that I only know is not gardenia. When, in answer to her question, my mother tells her that we live at 1227 New Jersey Avenue, the woman first seems to be picturing in her head where we live. Then she shakes her head and says that we are at the wrong school, that we should be at Walker-Jones. My mother shakes her head vigorously. I want her to go here, my mother says. If Ida wanted her someplace else, Ida took her there. The woman continues to act as if she has known me all my life, but she tells my mother that we live
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8.1 Text The First Day of School Subject: ESL beyond the area that Seaton serves. My mother is not convinced and for several more minutes she questions the woman about why I cannot attend Seaton. For as many Sundays as I can remember, perhaps even Sundays when I was in her womb, my mother has pointed across I Street to Seaton as we come and go to Mt. Carmel. You gonna go there and learn about the whole world. But one of the guardians of that place is saying no, and no again. I am learning this about my mother: The higher up on the scale of respectability a person isand teachers are rather high up in her eyesthe less she is liable to let them push her around. But finally, I see in her eyes the closing gate, and she takes my hand and we leave the building. On the steps, she stops as people move past us on either side. Mama, I cant go to school? She says nothing at first, and then takes my hand again and we are down the steps quickly and nearing New Jersey Avenue before I can blink. This is my mother: She says, One monkey dont stop no show. Walker-Jones is a larger, newer school and I immediately like it because of that. But it is not across the street from my mothers church, her rock, one of her connections to God, and I sense her doubts as she absently rubs her thumb over the back of her hand. We find our way to the crowded auditorium where gray metal chairs are set up in the middle of the room. Along the wall to the left are tables and other chairs. Every chair seems occupied by a child or adult. Somewhere in the room a child is crying, a cry that rises above the buzz-talk of so many people. Strewn about the floor are dozens and dozens of pieces of white paper, and people are walking over them without any thought of picking them up. And seeing this lack of concern, I am all of a sudden afraid. Is this where they register for school? my mother asks a woman at one of the tables. The woman looks up slowly as if she has heard this question once too often. She nods. She is tiny, almost as small as the girl standing beside her. The womans hair is set in a mass of curlers and all of those curlers are made of paper money, here a dollar bill, there a five-dollar bill. The girls hair is arrayed in curls, but some of them are beginning to droop and this makes me happy. On the table beside the womans pocketbook is a large notebook, worthy of someone in high school, and looking at me looking at the notebook, the girl places her hand possessively on it. In her other hand she holds several pencils with thick crowns of additional erasers. These forms you gotta use? my mother asks the woman, picking up a few pieces of the paper from the table. Is this what you have to fill out? The woman tells her yes, but that she need fill out only one. I see, my mother says, looking about the room. Then: Would you help me with this form? That is, if you dont mind.
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8.1 Text The First Day of School Subject: ESL The woman asks my mother what she means. This form. Would you mind help in me fill it out? The woman still seems not to understand. I cant read it. I dont know how to read or write, and Im asking you to help me. My mother looks at me then looks away. I know almost all of her looks, but this one is brand new to me. Would you help me, then? The woman says Why sure, and suddenly she appears happier, so much more satisfied with everything. She finishes the form for her daughter and my mother and I step aside to wait for her. We find two chairs nearby and sit. My mother is now diseased, according to the girls eyes, and until the moment her mother takes her and the form to the front of the auditorium, the girl never stops looking at my mother. I stare back at her. Dont stare, my mother says to me. You know better than that. Another woman out of the Ebony ads takes the womans child away. Now, the woman says upon returning, lets see what we can do for you two. My mother answers the questions the woman reads off the form. They start with my last name, and then on to the first and middle names. This is school, I think. This is going to school. My mother slowly enunciates each word of my name. This is my mother: As the questions go on, she takes from her pocketbook document after document, as if they will support my right to attend school, as if she has been saving them up for just this moment. Indeed, she takes out more papers than I have ever seen her do in other places: my birth certificate, my baptismal record, a doctors letter concerning my bout with chicken pox, rent receipts, records of immunization, a letter about our public assistance payments, even her marriage licenseevery single paper that has anything even remotely to do with my five-year-old life. Few of the papers are needed here, but it does not matter and my mother continues to pull out the documents with the purposefulness of a magician pulling out a long string of scarves. She has learned that money is the beginning and end of everything in this world, and when the woman finishes, my mother offers her fifty cents, and the woman accepts it without hesitation. My mother and I are just about the last parent and child in the room. My mother presents the form to a woman sitting in front of the stage, and the woman looks at it and writes something on a white card, which she gives to my mother. Before long, the woman who has taken the girl with the drooping curls appears from behind us, speaks to the sitting woman, and introduces herself to my mother and me. Shes to be my teacher, she tells my mother. My mother stares. We go into the hall, where my mother kneels down to me. Her lips are quivering. Ill be back to pick you up at twelve oclock. I dont want you to go nowhere. You just wait right here. And listen to every word she say. I touch her lips and press them together. It is an old, old game between us. She puts my hand down at my side, which is not part of the game. She stands and looks a second at the teacher, then she turns and walks away. I see where she has darned one of her socks the night before. Her shoes make loud sounds in the hall. She passes through the doors and I can still hear the loud sounds of her shoes. And even when the teacher turns me toward the classrooms and I hear what must be the singing and talking of all the children in the world, I can still hear my mothers footsteps above it all.
Source: The First Day of School, Edward P. Jones 1232
8.1 Text The Story of An Hour (rewritten) Subject: ESL
The Story of An Hour By Kate Chopin (1894)

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. When the doctors came they said she had died of heart disease--of the joy that kills.
Source: The Story of an Hour, Kate Chopin, 1894 1233
8.1 Text The Story of an Hour Subject: ESL
The Story of An Hour

By Kate Chopin (1894) Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, and the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under the breath: "free, free,
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8.1 Text The Story of an Hour Subject: ESL free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination. And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! "Free! Body and soul free!" she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For heaven's sake open the door." "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.
8.1 Text The Story of an Hour Subject: ESL Her fancy was running riot along those days ahead of her. Spring days, summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travelstained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife. When the doctors came they said she had died of heart disease--of the joy that kills.
8.1 Text The Window Subject: ESL Name: ____________________________________Date: _________________
The Window by Harry Buschman

Directions: As you read the story, stop and make predictions. Two men, both seriously sick, occupied the same hospital room. One man was allowed to sit up in his bed for an hour a day to drain the fluids from his lungs. His bed was next to the room's only window. The other man had to spend all his time flat on his back. The men talked for hours on end. They spoke of their wives and families, their homes, their jobs, their hobbies, where they had been on vacation. And every afternoon when the man in the bed next to the window could sit up, he passed the time by describing to his roommate all the things he could see outside the window. The man in the other bed lived for those one-hour periods when his world was brightened and enlivened by all the images of the activity and color of the outside world. The window overlooked a park with a lovely lake, the man had said. Ducks and swans played on the water while children sailed their model boats. Lovers walked arm in arm amid flowers of every color of the rainbow. Grand old trees graced the landscape, and a fine view of the city skyline could be seen in the distance. As the man by the window described all this in exquisite detail, the man on the other side of the room closed his eyes and imagined the picturesque scene. One warm afternoon the man by the window described a parade passing by. Although the other man could not hear the band, he could see it in his mind as the man by the window explained it with descriptive words. Unexpectedly, a new thought entered his head: Why should he have all the pleasure of seeing everything while I never get to see anything? It didn't seem fair. As the thought fermented, the man felt ashamed at first. But as the days passed and he missed seeing more sights, his envy became resentment and soon made him angry. He began to think about it more and more and found himself unable to sleep. He should be by that window - and that thought now controlled his life. Late one night, as he lay staring at the ceiling, the man by the window began to cough. He was choking on the fluid in his lungs. The other man watched in the dimly lit room as the struggling man by the window groped for the button to call for help. Listening from across the room, he never moved, never pushed his own button, which would have brought the nurse running. In less than five minutes, the coughing and choking topped, along with the sound of breathing. Now, there was only silence--deathly silence. The following morning, the day nurse arrived to bring water for their baths. When she found the lifeless body of the man by the window, she was saddened and called the hospital attendant to take it away. She said no words, didnt make a big deal of it. As soon as it seemed appropriate, the man asked if he could be moved next to the window. The nurse was happy to make the switch and after making sure he was comfortable, she left him alone. Slowly, painfully, he propped himself up on one elbow to take his first look. Finally, he would have the joy of seeing it all himself. He strained to slowly turn to look out the window beside the bed. It faced a blank wall.
Source: The Window, Harry Buschman 1237
8.1 Text The Yellow Ribbon Subject: ESL Name: __________________________ The Yellow Ribbon Jane wore a yellow ribbon around her neck everyday. And I mean everyday, rain or shine, whether it matched her outfit or not. It annoyed her best friend Johnny after awhile. He was her next-door neighbor and had known Jane since she was three. When he was young, he had barely noticed the yellow ribbon, but now they were in high school together, it bothered him. Why do you wear that yellow ribbon around your neck, Jane?? He would ask her every day. But she would not tell him. Still, in spite of this aggravation, Johnny thought she was cute. He asked her to the soda shop for an ice cream sundae. Then he asked her to watch him play in the football game. Then he started seeing her home. And come the spring, he asked her to the dance. Jane always said yes when he asked her out. And she always wore a yellow dress to match the ribbon around her neck. It finally occurred to Johnny that he and Jane were going steady, and he still didn't know why she wore the yellow ribbon around her neck. So he asked her about it yet again, and yet again she did not tell him. Maybe someday I'll tell you about it, she'd reply. Someday! That answer annoyed Johnny, but he shrugged it off, because Jane was so cute and fun to be with. Well, time flew past, as it has a habit of doing, and one day Johnny proposed to Jane and was accepted. They planned a big wedding, and Jane hinted that she might tell him about the yellow ribbon around her neck on their wedding day. But somehow, what with the preparations and his beautiful bride, and the lovely reception, Johnny never got around to asking Jane about it. And when he did remember, she got a bit teary-eyed, and said: We are so happy together, what difference does it make?? And Johnny decided she was right. Johnny and Jane raised a family of four, with the usual ups and downs, laughter and tears. When their golden anniversary rolled around, Johnny once again asked Jane about the yellow ribbon around her neck. It was the first time he'd brought it up since the week after their wedding. Whenever their children asked him about it, he'd always hushed them, and somehow none of the kids had dared ask their mother. Jane gave Johnny a sad look and said: Johnny, you've waited this long. You can wait awhile longer. And Johnny agreed. It was not until Jane was on her deathbed a year later that Johnny, seeing his last chance slip away, asked Jane one final time about the yellow ribbon she wore around her neck. She shook her head a bit at his persistence, and then said with a sad smile: Okay Johnny, you can go ahead and untie it. With shaking hands, Johnny fumbled for the knot and untied the yellow ribbon around his wife's neck. And Jane's head fell off. Date: ______________ My Notes
1238 Source: http://americanfolklore.net/folklore/2009/08/the_yellow_ribbon.html
8.1 Writing Tool Connecting Sentences Using Transitions Subject: ESL
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8.1 Writing Tool Editing Marks Subject: ESL
EDITING MARKS
The following are commonly used editing marks when proofreading writing. Use these marks during part of the "Revision" stage in the writing process, and for the "Editing" stage as well. Editing marks should also be used during peer-editing. Take a look at the following marks to see how they are used.
Source: http://www.msdanielsden.com/html/editing_marks.html 1240
8.1 Writing Tool Essay Template Subject: ESL
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8.1 Writing Tool Essay Template Subject: ESL
Source: http://www.waynesboro.k12.va.us/whs/library/essaytemplate.pdf 1242
8.1 Writing Tool Peer Revision Checklist Subject: ESL Peer Revision Yes Essay contains an introductory paragraph with a thesis statement All Paragraphs have a clear focus All paragraphs have relevant details Arguments in the body paragraphs are supported with details from the text Essay contains clear concluding paragraph that connect to the introduction All sentences are clear Next steps/Suggestions No Examples from text
8.1 Writing Tool Reading Response Rubric Subject: ESL
Source: http://www.ta.thet.net/~sstudiesch/sportslit/Rubric%20-%20Reading%20Response.pdf 1244
8.1 Writing Tool Reading Response Rubric Subject: ESL
Revision Comment Sheet

Author:____________________________ Responder: ____________________________ I like the parts where....
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Id like to know more about... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ I dont understand the parts where... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ I think your main idea is that... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Furthermore... ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Source: http://www.ta.thet.net/~sstudiesch/sportslit/Rubric%20-%20Reading%20Response.pdf 1245
8.2 Learning Activity Features of Memoirs Subject: ESL
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Source: Lisa Eickholdt
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8.2 Learning Activity Word Game Chart Subject: ESL
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8.2 Learning Activity Word Game Chart Subject: ESL
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NAME OF CHARACTER
DECISION
Source: Utah Education Network, uen.org 1
8.2 Other Evidence Dialogue Journal Subject: ESL Name: ____________________ Date: ____________________
Dialogue Journal
Text: _____________________________________________________________ Focus: ____________________________________________________________ Quote/word/sentence from text that I connect with My Connections, questions or comment to the Text
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8.2 Other Evidence Dialogue Journal Subject: ESL Name: ____________________ Date: ____________________
Dialogue Journal
Text: _____________________________________________________________ Focus: ____________________________________________________________ Quote/word/sentence from text that I connect with My Connections, questions or comment to the Text

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. -Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999 There are Three Tiers of words: Tier 1 basic words, well known, used often: clock, baby Already in oral language concepts Direct instruction rarely required Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd Surprising, precise and conversation Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk
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8.2 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Not used in many contexts Direct instruction required to include related concepts where applicable Criteria for tier one and tier two words: Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? How do we develop word knowledge? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies How do I teach the words? Or Six Steps to Building Academic Vocabulary The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement. Step 1: The teacher will give a description, explanation, or example of the new term. Provide learners with information about the term. Determine what the learner already knows about the term. Ask learners to share what they already know as a means of monitoring misconceptions. Ask learners to share what they already know to use this knowledge as a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Instruct learning of proper noun terms through identifying characteristics of the proper noun. Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. Remind learners to not copy, but use their own words.
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8.2 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary. Request that students record these in their Academic Notebooks, or a vocabulary section in their notebook. Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. Provide learners a nonlinguistic method of vocabulary mastery. Share examples of other learners' drawings/graphics or allow students to work in teams to help those who complain that cannot draw. Teach the concept of speed drawing for those who labor too long over their work. Ask learner to share his work. Use graphics from magazines or the Internet. Internet Clipart Resources: o Madrid Teacher o Vocabulary Quiz Using Images Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged. Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. Remind learners to not copy, but use their own words. Distribute a graphic organizer to assist learners in organizing their vocabulary terms. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the graphic organizer. If English is a second language to the learner, provide an opportunity to translate the word into their native language (BabelFish). A list of activities can be found at: TeachNet, GameAquarium, ESL Bears, Word Scrambler. Step 5: The learner will discuss the term with other learners. Pair-Share Strategy: 4. THINK: Allow think time for learners to review their own descriptions and images of the terms. 5. PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms. 6. SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. Monitor as learners help each other identify and clear up confusion about new terms. Step 6: The learner will participate in games that provide more reinforcement of the new term. A variety of games are available at this website: PowerPoint Games, Word Game Boards, Excel Games, WORDO, Twister, Fly Swat. Walk around the room and check their work when learners are working on their graphic organizers. Check the notebooks to evaluate accuracy. Listen for misconceptions when learners are playing games/activities. Provide an opportunity for learners to work together. What are some tips about Word Walls? Make them memorable. Make them useful. Make them practical.
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8.2 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Make them hands-on. Make them space efficient. Make them your way. Make them interactive. -Janiel Wagstaff, Teaching Reading and Writing with Word Walls, 1999
Source: Robert Marzano, "Building Background Knowledge for Academic Achievement," 2004 4
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8.2 Text Camara Laye Memoir Subject: ESL
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Source: Literary Cavalcade
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8.2 Writing Tool Editing Marks Subject: ESL
EDITING MARKS
The following are commonly used editing marks when proofreading writing. Use these marks during part of the "Revision" stage in the writing process, and for the "Editing" stage as well. Editing marks should also be used during peer-editing. Take a look at the following marks to see how they are used.
Source: http://www.msdanielsden.com/html/editing_marks.html 1269
8.2 Writing Tool Peer Revision Checklist Subject: ESL Peer Revision Yes Memoir contains an introductory paragraph containing a brief summary the writers transformative decision. All Paragraphs have a clear focus All paragraphs have relevant details Memoir contains clear concluding paragraph, which restate why the transformative decision is significant to the author All sentences are clear Next steps/Suggestions No Examples from text
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8.3 Other Evidence Clauses Exam Subject: ESL Name __________________________________________ Date ________________________________
Clauses Exam
A. Identifying Phrases
In each of the following sentences, identify each italicized phrase as prepositional, participial, gerund, or infinitive. 1. 2. 3. 4. 5. 6. 7. 8. 9. Now I would like to tell you about my sister Alexandra. She likes arriving at school early. By doing so, she can spend extra time preparing for her day. She will resort to anything to get to school early, including waking me up, too. For example, when the beeping of my alarm woke me yesterday, the sky was as dark as night. I soon realized that Alexandra had adjusted the alarm to wake up later. It was, I could see, an occasion for applying my special technique. Called my slow-motion technique, it always achieves the result I want. I moved around the house as if I were underwater; Alexandra watched until she could stand it no longer. 10. Then, I moved faster; I certainly did not want to be late for school.
B. Identifying and Classifying Prepositional Phrases

Identify the prepositional phrases in the following sentences. Then, state whether the prepositional phrase is an adjective phrase or an adverb phrase. 1. 2. 3. 4. 5. 6. 7. A daily newspaper has something for almost everyone. In addition to news, the paper offers entertainment, classified ads, and much more. Our entire family reads the newspaper in the morning. Dad always begins with the sports pages; Mom prefers the general news. My sister's favorite part of the newspaper is the lifestyle section. She enjoys features like "How-to-Hints." I find the editorial and opinion pages interesting, especially when a debate between two sides develops. 8. Sometimes I see the logic behind an argument. 9. Other times I wonder why grown people argue about a trivial issue. 10. I also like to read news about local events.
C. Identifying Verbals
Identify each italicized verbal in the following sentences as a participle, a gerund, or an infinitive. 1. Many amateur athletes want to earn medals for their abilities.
2. Enjoyed by people throughout history, amateur athletic competitions can be very beneficial.
3. Winning an event is only part of the reason athletes compete. 1
8.3 Other Evidence Clauses Exam Subject: ESL 4. When talented amateurs compete to test their skills, they learn a great deal about their sport.
5. In addition, the love of a sport, the best reason for entering into competition, usually grows as an athlete's performance improves. 6. Furthermore, sharing hard work with teammates leads a person to appreciate cooperative efforts. 7. Competitions organized on many levels give amateur athletes a motive for increased practice. 8. Participating in state, national, and international competitions is important to many amateur athletes. 9. Wanting to be recognized for their talent, the athletes compete against their peers in such events. 10. These competitions also provide athletes with opportunities to put their abilities to test.
D. Identifying Verbal Phrases

In each of the following sentences, identify the italicized verbal phrase as participial phrase, an infinitive phrase, or a gerund phrase. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Maxine gets her exercise by dancing for a least three hours a week. Eddie likes to make pizza for his friends. The mother baboon watched her infant eating a berry. Yolanda went to get her book. Is the man pushing the grocery cart an employee or a customer? Winning the contest was a thrill for our cheerleaders. I made a tote bag to hold my gym clothes. Richard's summer job is delivering groceries to the hospital. Enzo Ferrari became famous by building fast and stylish cars. Preparing for that play took quite a long time. Samantha overheard Tina and Sue talking about their vacation plans. Prepare to run your fastest. Excited by the thought of the trip, we finished packing early. Koalas get most of their nutrition by eating eucalyptus leaves. Tired of the noise outside, we closed the window.
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8.3 Other Evidence Clauses Exam Subject: ESL
Test on Clauses Answer Sheet

A: Identifying Clauses
7. Identify each italicized clause in the following sentences as independent or subordinate. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The fire started because someone did not smother a campfire. The family that bought our house is moving in next week. Did you know that Dr. Joel is the new ambassador to Lebanon? Mr. Kim will buy the store if the bank lend him the money. According to Ms. Garza, our math teacher, the binary system is important to know. Wherever Maggie goes, her poodle Jack follows. She won the golf match because she had practiced diligently. Whatever you decide is fine with me. I saw the job advertised in the school paper and decided to apply for it. We were proud that you conceded defeat so graciously.
B: Identifying and Classifying Subordinate Clauses

8. Identify the subordinate clause in each of the following sentences. Tell whether each clause is used as an adjective, an adverb, or a noun. 1. 2. 3. 4. 5. 6. 7. 8. Emily Dickinson, who was born in 1830 in Amherst, Massachusetts, was a great American poet. adj. She appeared to lead a fairly normal life until she became a recluse in her family's home. adv. There she wrote poems that literary critics now call "great American poetry." adj. Unfortunately, only a few of Dickinson's poems were published while she was alive. adv. After she died in 1886, her other poems were published. adv. I think everyone should read at least some of Dickinson's poetry. n. Dickinson is a poet whose work I now read often. adj. The Poems I have just finished reading are "A Narrow Fellow in the Grass" and "Apparently with No Surprise." adj. 9. The rhythms of Dickinson's poems are best appreciated when you read the poems aloud. adv. 10. Whatever I read by Emily Dickinson surprises and inspires me. n.
C. Identify Independent and Subordinate Clauses.

9. Identify all subordinate and independent clauses. 1. After eating and drinking, the elephants galloped through the wheat field. 2. Mr. Chisholm wanted to go bowling, but Mrs. Chisholm preferred the dinner theater. 1273
8.3 Other Evidence Clauses Exam Subject: ESL 3. Ten steps up the dark staircase, the twins lost their nerve; dinner at home suddenly seemed much more appealing. 4. Kenzuo insisted that the bullet train was the best way to get to Osaka after midnight. 5. When the travelers arrived at the inn, the innkeeper greeted them. 6. Dr. Bourgeois knew that singing loudly would only irritate others, so he decided to keep his high spirits to himself. 7. While preparing to eat, the dog spotted itself in the mirror. 8. Mom always wanted to live in New Mexico, but Dad was too used to living in North Carolina to move. 9. Before the concert began, the first violinist leaned forward to tie his shoe; this innocent action set off a whole chain of unlikely events. 10. Tom Bell is Angela's favorite actor, but Sally like Ricky Blake. 11. While washing the car, Benito paused to admire the vintage biplane flying overhead. 12. Joseph had worked hard for straight A's on his exams, and when the results came in, he discovered that his hard work had paid off. 13. When the crocodile approached, the heron flew away. 14. Arnie carefully lined up the pieces on the chessboard; however, Dario's foot caught the edge of the board, and both board and pieces flew into the air. 15. We had hoped that being subtle would be enough, and, indeed, for a while this tactic seemed to be working; but as the day wore on, we slowly realized that a bolder approach was needed.
NAME OF CHARACTER
DECISION
1275 Source: Utah Education Network, uen.org
8.3 Other Evidence Phrases Exam Subject: ESL
Name __________________________________ Date ________________________________
Phrases Exam
A. Identifying Phrases In each of the following sentences, identify each italicized phrase as prepositional, participial, gerund, or infinitive. 11. Now I would like to tell you about my sister Alexandra. 12. She likes arriving at school early. 13. By doing so, she can spend extra time preparing for her day. 14. She will resort to anything to get to school early, including waking me up, too. 15. For example, when the beeping of my alarm woke me yesterday, the sky was as dark as night. 16. I soon realized that Alexandra had adjusted the alarm to wake up later. 17. It was, I could see, an occasion for applying my special technique. 18. Called my slow-motion technique, it always achieves the result I want. 19. I moved around the house as if I were underwater; Alexandra watched until she could stand it no longer. 20. Then, I moved faster; I certainly did not want to be late for school. B. Identifying and Classifying Prepositional Phrases Identify the prepositional phrases in the following sentences. Identify the word or words modified by each phrase. Then, state whether the prepositional phrase is an adjective phrase or an adverb phrase. 11. A daily newspaper has something for almost everyone. 12. In addition to news, the paper offers entertainment, classified ads, and much more. 13. Our entire family reads the newspaper in the morning. 14. Dad always begins with the sports pages; Mom prefers the general news. 15. My sister's favorite part of the newspaper is the lifestyle section. 16. She enjoys features like "How-to-Hints." 17. I find the editorial and opinion pages interesting, especially when a debate between two sides develops. 18. Sometimes I see the logic behind an argument. 19. Other times I wonder why grown people argue about a trivial issue. 20. I also like to read news about local events.
C. Identifying Verbals Identify each italicized verbal in the following sentences as a participle, a gerund, or an infinitive. 11. Many amateur athletes want to earn medals for their abilities. 12. Enjoyed by people throughout history, amateur athletic competitions can be very beneficial. 13. Winning an event is only part of the reason athletes compete. 14. When talented amateurs compete to test their skills, they learn a great deal about their sport. 15. In addition, the love of a sport, the best reason for entering into competition, usually grows as an athlete's performance improves. 16. Furthermore, sharing hard work with teammates leads a person to appreciate cooperative efforts. 17. Competitions organized on many levels give amateur athletes a motive for increased practice. 18. Participating in state, national, and international competitions is important to many amateur athletes. 19. Wanting to be recognized for their talent, the athletes compete against their peers in such events. 20. These competitions also provide athletes with opportunities to put their abilities to test. D. Identifying Verbal Phrases In each of the following sentences, identify the italicized verbal phrase as participial phrase, an infinitive phrase, or a gerund phrase. 16. Maxine gets her exercise by dancing for a least three hours a week. 17. Eddie likes to make pizza for his friends. 18. The mother baboon watched her infant eating a berry. 19. Yolanda went to get her book. 20. Is the man pushing the grocery cart an employee or a customer? 21. Winning the contest was a thrill for our cheerleaders. 22. I made a tote bag to hold my gym clothes. 23. Richard's summer job is delivering groceries to the hospital. 24. Enzo Ferrari became famous by building fast and stylish cars. 25. Preparing for that play took quite a long time. 26. Samantha overheard Tina and Sue talking about their vacation plans. 27. Prepare to run your fastest.
28. Excited by the thought of the trip, we finished packing early. 29. Koalas get most of their nutrition by eating eucalyptus leaves. 30. Tired of the noise outside, we closed the window.
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Test on Phrases
Answer Sheet A. Identifying Phrases In each of the following sentences, identify each italicized phrase as prepositional, participial, gerund, or infinitive. 1. 2. 3. 4. 5. Now I would like to tell you about my sister Alexandra. inf. She likes arriving at school early. ger. By doing so, she can spend extra time preparing for her day. ger. She will resort to anything to get to school early, including waking me up, too. prep. For example, when the beeping of my alarm woke me yesterday, the sky was as dark as night. ger. 6. I soon realized that Alexandra had adjusted the alarm to wake up later. inf. 7. It was, I could see, an occasion for applying my special technique. ger. 8. Called my slow-motion technique, it always achieves the result I want. part. 9. I moved around the house as if I were underwater; Alexandra watched until she could stand it no longer. prep. 10. The, I moved faster; I certainly did not want to be late for school. inf. B. Identifying and Classifying Prepositional Phrases Identify the prepositional phrases in the following sentences. Identify the word or words modified by each phrase. Then, state whether the prepositional phrase is an adjective phrase or an adverb phrase. 1. 2. 3. 4. 5. 6. 7. A daily newspaper has something for almost everyone. adj. In addition to news, the paper offers entertainment, classified ads, and much more. adv. Our entire family reads the newspaper in the morning. adv. Dad always begins with the sports pages; Mom prefers the general news. adv. My sister's favorite part of the newspaper is the lifestyle section. adj. She enjoys features like "How-to-Hints." adj. I find the editorial and opinion pages interesting, especially when a debate between two sides develops. adj. 8. Sometimes I see the logic behind an argument. adj. 9. Other times I wonder why grown people argue about a trivial issue. adv. 10. I also like to read news about local events. adj.
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C. Identifying Verbals Identify each italicized verbal in the following sentences as a participle, a gerund, or an infinitive. 1. Many amateur athletes want to earn medals for their abilities. inf. 2. Enjoyed by people throughout history, amateur athletic competitions can be very beneficial. part. 3. Winning an event is only part of the reason athletes compete. ger. 4. When talented amateurs compete to test their skills, they learn a great deal about their sport. inf. 5. In addition, the love of a sport, the best reason for entering into competition, usually grows as an athlete's performance improves. ger. 6. Furthermore, sharing hard work with teammates leads a person to appreciate cooperative efforts. ger. 7. Competitions organized on many levels give amateur athletes a motive for increased practice. part. 8. Participating in state, national, and international competitions is important to many amateur athletes. ger. 9. Wanting to be recognized for their talent, the athletes compete against their peers in such events. part. 10. These competitions also provide athletes with opportunities to put their abilities to test. inf. D. Identifying Verbal Phrases In each of the following sentences, identify the italicized verbal phrase as participial phrase, an infinitive phrase, or a gerund phrase. 1. Maxine gets her exercise by dancing for a least three hours a week. ger. 2. Eddie likes to make pizza for his friends. inf. 3. The mother baboon watched her infant eating a berry. part. 4. Yolanda went to get her book. inf. 5. Is the man pushing the grocery cart an employee or a customer? part. 6. Winning the contest was a thrill for our cheerleaders. ger. 7. I made a tote bag to hold my gym clothes. inf. 8. Richard's summer job is delivering groceries to the hospital. ger. 9. Enzo Ferrari became famous by building fast and stylish cars. ger. 10. Preparing for that play took quite a long time. ger. 11. Samantha overheard Tina and Sue talking about their vacation plans. part.
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12. Prepare to run your fastest. inf. 13. Excited by the thought of the trip, we finished packing early. part. 14. Koalas get most of their nutrition by eating eucalyptus leaves. ger. 15. Tired of the noise outside, we closed the window. part.
Source: department.monm.edu
8.3 Other Evidence Syntax Exam Subject: ESL Name __________________________________________ Date ________________________________
Syntax Test
Use the following grammar to answer the questions below. PS Rules S NP NP VP (V PP NP VP (Det) (Adj) N (PP) Pro V (NP) (PP) V Prt) P NP Tranformational Rules T-Prt T-Reflex T-Imp A. Draw trees to show the derivations of the following sentences, using the grammar above. (First draw trees. Then click on the sentence to check your answer.) 1. Bert threw the stale bread away. 2. Swat that mosquito with a flyswatter. 3. Wise people protect themselves from disaster. 4. She helped out the director of the orphanage with a generous contribution. 5. Write the names of the guests down. B. Brief essay: (a) Explain what two different interpretations the following structurally ambiguous sentence can have, and (b) explain how each of those interpretations would be reflected in a difference in tree structure. Elvira took the letter from her daughter. Use ONE side only of each sheet Put your name on each page Number your answers. Check your answers over carefully Fold your paper when finished Det: Adj: Pro: N: Lexicon the, a, an stale, generous, wise you, she Bert, bread, mosquito, flyswatter, people, disaster, director, names, orphanage, contribution, guests threw, swat, protect, helped, write away, with, from , out, of, down
V: P, Prt:
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8.3 Other Evidence Syntax Exam Subject: ESL
Syntax Test Answer Sheet

A.
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B. a. In one interpretation, Elvira's daughter has a letter (probably written by someone else), and Elvira takes it from her. In the other interpretation, someone has a letter from Elvira's daughter, and Elvira takes it from that person.
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b. i. In the first interpretation, where Elvira takes it from her daughter, the prepositional phrase from her daughter modifies the verb took:
ii. In the second interpretation, where it is "a letter from her daughter," the prepositional phrase from her daughter modifies the noun letter:
1286 Source: http://people.uncw.edu/veit/Eng320/exams/Syntax/Test1/320syntaxexam1.htm

What is a Word Wall? A word wall is an organized collection of words written in large prints and displayed in an area of the classroom where it can be seen. -Trisha Callella, Making Your Word Wall More Interactive, 2001 A word wall is a place on which important words are posted as references for reading and writing. Regie Routman, Conversations: Strategies for Teaching Learning, and Evaluating, 2000 Why use Word Walls? Provides a visual that helps students remember connections between words. Serves as an important tool for helping students learn to read and spell new words. Fosters students independence. Promotes reading and writing. Holds students accountable for spelling specific words correctly at all times. -Trisha Callella, Making Word Walls More Interactive, 2001 How do I set up a Word Wall? Begin with a blank word wall. Write the words on cards in large print with black ink. Tape the words onto your word wall, dont staple them so that the students can manipulate them. Introduce approximately five words per week depending on your grade level and the difficulty level of the words. Carry over to the next week any words students are having trouble spelling. Trisha Callella, Making Your Word Wall More Interactive, 2001 How do I choose words? High frequency words Phonograms (Word families) Contractions Antonyms Synonyms Homophones Theme Vocabulary Personal Word Walls Any other words that will help your students become better at reading and writing -Irene C.Fountas & Gay Su Pinnell, Voices on Word Matters, 1999 There are Three Tiers of words: Tier 1 basic words, well known, used often: clock, baby Already in oral language concepts Direct instruction rarely required
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8.3 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Tier 2 high-frequency words used by mature language users in a wide range of contexts: coincidence, absurd Surprising, precise and conversation Direct instruction required Tier 3 low-frequency words, often limited to specific content areas: cirrus, mollusk Not used in many contexts Direct instruction required to include related concepts where applicable Criteria for tier one and tier two words: Useful can be used in many contexts for reading, writing, speaking. How generally useful is this word? Is it a word that students are likely to meet often in other texts? Will it be of use to students in describing their own experiences? Understandable children have some ideas or concepts to connect to the new word. How does this word relate to other words, to ideas that students know or have been learning? Does it directly relate to some topic of study in the classroom? Or might it add a dimension to ideas that have been developed? Interesting What does this word bring to a text or a situation? What role does the word play in communicating the meaning of the context in which it is used? How do we develop word knowledge? Describe words Support words with visuals Connect words to students lives Extend words with anecdotes Make associations Give definitions Compare and contrast Question Chart characteristics Rephrase sentences Provide tactile experiences Give examples of correct and incorrect usage Make analogies How do I teach the words? Or Six Steps to Building Academic Vocabulary The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner practice and reinforcement. Step 1: The teacher will give a description, explanation, or example of the new term. Provide learners with information about the term. Determine what the learner already knows about the term. Ask learners to share what they already know as a means of monitoring misconceptions.
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8.3 Other Evidence Using Word Walls to Improve Instruction Subject: ESL Ask learners to share what they already know to use this knowledge as a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Instruct learning of proper noun terms through identifying characteristics of the proper noun. Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. Remind learners to not copy, but use their own words. Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary. Request that students record these in their Academic Notebooks, or a vocabulary section in their notebook. Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. Provide learners a nonlinguistic method of vocabulary mastery. Share examples of other learners' drawings/graphics or allow students to work in teams to help those who complain that cannot draw. Teach the concept of speed drawing for those who labor too long over their work. Ask learner to share his work. Use graphics from magazines or the Internet. Internet Clipart Resources: o Madrid Teacher o Vocabulary Quiz Using Images Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged. Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. Remind learners to not copy, but use their own words. Distribute a graphic organizer to assist learners in organizing their vocabulary terms. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the graphic organizer. If English is a second language to the learner, provide an opportunity to translate the word into their native language (BabelFish). A list of activities can be found at: TeachNet, GameAquarium, ESL Bears, Word Scrambler. Step 5: The learner will discuss the term with other learners. Pair-Share Strategy: 7. THINK: Allow think time for learners to review their own descriptions and images of the terms. 8. PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms.
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8.3 Other Evidence Using Word Walls to Improve Instruction Subject: ESL 9. SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. Monitor as learners help each other identify and clear up confusion about new terms. Step 6: The learner will participate in games that provide more reinforcement of the new term. A variety of games are available at this website: PowerPoint Games, Word Game Boards, Excel Games, WORDO, Twister, Fly Swat. Walk around the room and check their work when learners are working on their graphic organizers. Check the notebooks to evaluate accuracy. Listen for misconceptions when learners are playing games/activities. Provide an opportunity for learners to work together. What are some tips about Word Walls? Make them memorable. Make them useful. Make them practical. Make them hands-on. Make them space efficient. Make them your way. Make them interactive. -Janiel Wagstaff, Teaching Reading and Writing with Word Walls, 1999
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8.3 Performance Task Anticipate Your Opponent Subject: ESL
Source: http://www.scholastic.com/writeit 1293
8.3 Resource Persuasion Map Planning Subject: ESL
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8.3 Performance Task Persuasion Rubric Subject: ESL
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8.3 Resource Context Clues Strategies Subject: ESL
Learning new words when reading

The first way to figure out the meaning of a word is from its context. The context is the other words and sentences that are around the new word. When you figure out the meaning of a word from context, you are making a guess about what the word means. To do this, you use the hints and clues of the other words and sentences. You won't always be right, but many times you will be. You might not be able to guess the exact meaning of a word, but you may be close enough to get the meaning of the sentence it is in. A basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues. Sometimes this can be easy to do because the author may have provided a definition or a synonym right there next to or near a term that you can use to unlock its meaning. A definition is a statement giving the meaning of a word. A synonym is a word that means almost the same as another. For example, read the following sentence: "Don't think of words as separate, discrete items, or entities." What is the meaning of the word entities? The definition is right there - separate, discrete items. But what is the meaning of discrete? The meaning of that word is right there too--separate. When in doubt about the meaning of an unfamiliar word, look around in the sentence; check to see if there is a definition or synonym clue to help you unlock meaning. Another kind of context clue (in addition to definitions and synonyms embedded in sentences) is a word or words of opposite meaning (antonym) set somewhere near a word that is unfamiliar. If you find a word or words of opposite meaning and you recognize it or them, you are "home free." You can unlock the meaning of the unfamiliar word. For example, read the following sentence: "I was not exactly enamored of the travel plans my agent made for me; my lack of enthusiasm was triggered by the eight-hour layover required between flights." What is the meaning of the word enamored? You can use the context of the sentence to reason in this way: Enamored of means just the opposite of lacking in enthusiasm for. Strategy Step 1: Check for synonyms or definitions embedded right there. If you find a synonym or definition, reread the sentence with the new term keeping that synonym or definition in mind. Step 2: Check for an antonym clue. If you find one, think about its meaning, actually telling yourself the opposite meaning. Then reread the sentence and rephrase it in your own mind.
Context Clues: Substitution

At times, rereading a sentence that contains an unfamiliar term and substituting a word or phrase for it that makes sense can help you to unlock the meaning of the unfamiliar word. To understand the substitution strategy, read the following sentence: "When we stayed at the military base, each Saturday we went to the commissary to buy the food and supplies we would need for the next week." Although you may never have visited a commissary, given the use of the word in this sentence, you immediately can substitute the word store for the word commissary. You probably can wrestle an even more complete meaning for commissary from the overall context of the sentence: a store for food and supplies that is located on a military base.
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8.3 Resource Context Clues Strategies Subject: ESL Substitution Strategy Step 1: When you read a sentence that you have trouble understanding because of an unfamiliar word in it, reread the sentence and substitute a word that seems to make sense in the context. Step 2: Read on. If the word you substituted does not make sense in the context of the rest of the paragraph, try again. Step 3: If the sentence still does not make sense to you and you do not understand the main point the author is making in the paragraph, look for synonym, definition, and antonym clues. If you are still uncertain, check a dictionary.
Context Clues: Multiple Meanings

As you have learned, a basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues. This is especially important when a word has multiple meanings that you already know and you must decide the particular one that applies. Try using the following strategy: Step 1: Check the context for clues: definitions and synonyms given "right there" as well as words of opposite meaning - antonyms. Step 2: Substitute each meaning you know in the context of the sentence until you find one that makes good sense there.
Source: http://academic.cuesta.edu/acasupp/as/511.HTM 1297
8.3 Resource Elements of Persuasive Writing Subject: ESL
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Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something. Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research! Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.
Introduction:
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include: 1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!) 2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!) 3. Opening with a Quotation: (Elbert Hubbard once said, "Truth is stronger than fiction.") 4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point. 5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source. 6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?) 7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.) The introduction should also include a thesis or focus statement. There are three objectives of a thesis statement: 1. It tells the reader the specific topic of your essay. 2. It imposes manageable limits on that topic. 3. It suggests the organization of your paper. Through the thesis, you should say to the reader: "I've thought about this topic, I know what I believe about it, and I know how to organize it."
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Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT] Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth's atmosphere is actually getting warmer.
The Body:
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counterarguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument. Elaboration: Use statistics or research, real-life experiences, or examples. Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (eg.: suppose that, what if...)
Clarifying a position: Think about what needs to be explained and what can be assumed. Thinking through a process: Think through the procedure from start to finish. Most often the
sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g..: first, second, next, then etc.)
Drawing comparisons: Choose something similar to what is being explained. Use one of two
patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
Making an analysis: You can analyze a problem by looking at the parts and therefore help the reader
to understand.
Drawing an analogy: Use an analogy to explain or elaborate and idea by identifying significant
likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
Generating hypothetical instance: Used particularly when creating an argument and you want the
reader to see a different point of view. Use cues for the reader. (e.g..: suppose that, what if...)
The Conclusion:
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do. 1. Restate your thesis or focus statement. 2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument. 3. Write a personal comment or call for action. You can do this:
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8.3 Resource Persuasive Writing Subject: ESL o With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations. o With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions. o With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken. o With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper. As a general guideline, when writing a persuasive essay:
Have a firm opinion that you want your reader to accept. Begin with a grabber or hook to get the reader's attention. Offer evidence to support your opinion. Conclude with a restatement of what you want the reader to do or believe.
Persuasive Essay Outline

I. Introduction:
Get the readers attention by using a "hook." Give some background information if necessary. Thesis or focus statement.
II. First argument or reason to support your position: Topic sentence explaining your point.
Elaboration to back your point.

III. Second argument or reason to support your position: Topic sentence explaining your point.

IV. Third argument or reason to support your position: Topic sentence explaining your point.

V. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.) Opposing point to your argument.
Your rebuttal to the opposing point. Elaboration to back your rebuttal.

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8.3 Resource Persuasive Writing Subject: ESL VI. Conclusion:
Summary of main points or reasons Restate thesis statement. Personal comment or a call to action.
Transitions are words and phrases that connect ideas and show how they are related
Conferencing with a Peer

Ask someone to read your rough draft to see if they understand and can follow your argument. You may want to put your draft up on the Internet for other students to respond also. Ask them to consider the following questions. (copy them and paste them at the end of your essay.) Their answers should show you that your argument makes sense. What is the thesis statement? How is the thesis explained? What are the main points of the argument? (3) 1. 1. 2. 2. 3. 3. How did the author back up each point? 1. 1. 2. 2. 3. 3. What are the opposing point(s)? What is the writer's solution?
Final Copy
Make the final content revisions as suggested by your peers and teacher. Check the mechanics and make those changes. Now you are ready to publish! Will it be published on the Internet, in a school magazine or newsletter, in a class newspaper or are you printing it out for the teacher to read? If you are publishing on the Internet be sure to include your email address so that you can get some responses
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Persuasive Essay Rubric

Score 4....3....2....1 always .............seldom Student Score for each area
Area Introduction
Criteria Includes a hook to get the reader's attention Background info provided (optional) Thesis statement is clear
Topic sentence states the reason. First Argument Elaboration to back the reason is clear and persuasive. Second Argument Topic sentence states the reason. Elaboration to back the reason is clear and persuasive.
Topic sentence states the reason. Third Argument Elaboration to back the reason is clear and persuasive. Topic sentence states the opposing view. Rebuttal is clear and makes sense. Elaboration to back the rebuttal is clear and persuasive. Paraphrase of main points Restate thesis statement. Personal comment or a call to action. Sentences make sense Spelling Capitals, punctuation (space after punct.!) Word usage; transition signals
Opposing Viewpoint
Conclusion
Mechanics
Source: http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm 1303
8.3 Resource Transition Words to Express Opinions Subject: ESL
Transition Words/Clauses to Express Opinion

There are a number of words and phrases that can help express your opinion. These words and phrases are common in creative writing, writing reports, and other types of writing intended to persuade. Giving Your Opinion Using a modifying word can help you express your opinion when making a statement. For example: Investing in high-tech stocks is risky. You could agree or disagree with this statement. Using a word such as undoubtedly expresses your own opinion about the statement. Here are some other modifying words and phrases that can help: (most) assuredly + adjective: These investments will most assuredly help to build equity. without a doubt + clause: Without a doubt, this investment is risky. It is doubtful that + clause: It is doubtful that we will succeed with this attitude. Qualifying Your Opinion Sometimes, when giving an opinion it is important to qualify what you say by leaving room for other interpretations. For example: There is hardly any doubt that we will succeed. leaves room for other interpretations (hardly any doubt = a little room for doubt). Here are some other modifying words and phrases that can help qualify your opinion: almost / nearly + adjective: It's nearly impossible to make a mistake. largely / mainly + noun: It's largely a matter of getting the facts right. many ways / some ways + it/this/that, etc: In many ways it's a sure bet. Making a Strong Assertion Certain words mark strong opinions about something you believe. For example: It is not true that I implied you were wrong. is strengthened by adding the word 'just': It is just not true that I implied you were wrong. Here are some other modifying words and phrases that can help strengthen an assertion: simply / just + adjective: It is simply wrong to believe that about John. mere + noun: That is mere distraction from the main point. merely / only + the + first, last: This is merely the last in a number of problems. sheer / utter + noun: The sheer idiocy of the project speaks for itself.
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8.3 Resource Transition Words to Express Opinions Subject: ESL Emphasizing Your Point When stating that an action is increasingly true, these phrases help to emphasize. For example: We have decided over and over again that we need to continue down this path. Here are some other phrases that help to emphasize your point: more than + adjective: It is more than likely he will fail. more and more + adjective: I'm afraid it is becoming more and more difficult to believe you. Giving Examples When stating your opinion it is important to give examples to support your statements. For example: It is more than likely he will fail. In the case of Mr Smith, he failed to follow-up and caused us to pay heavy fines. The following phrases are used to give examples to back up your opinion. such as + noun: Critics of this policy, such as Jack Beam of Smith and Sons, say that ... This is an example of + clause: This is an example of our need to diversify investments. In the case of + noun: In the case of Ms Anderson, the company decided to ... Summarizing your Opinion Finally, it is important to summarize your opinion at the end of a report or other persuasive text. For example: In the end, it is important to remember that ... These phrases can be used to summarize your opinion: All in all,: All in all, I feel we need to diversify due to ... In the end,: In the end, we must decide quickly to implement this plan. In conclusion,: In conclusion, let me repeat my strong support for ...
Source: http://esl.about.com/od/writingadvanced/a/modifyingwords.htm 1305
8.3 Text Martin Luther Kings I Have A Dream Subject: ESL
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Source: AmericanRhetoric.com
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8.3 Text Obama Article Subject: ESL
How Obama Is Using the Science of Change

By Michael Grunwald Correction Appended: April 2, 2009
Two weeks before Election Day, Barack Obama's campaign was mobilizing millions of supporters; it was a bit late to start rewriting get-out-the-vote (GOTV) scripts. "BUT, BUT, BUT," deputy field director Mike Moffo wrote to Obama's GOTV operatives nationwide, "What if I told you a world-famous team of genius scientists, psychologists and economists wrote down the best techniques for GOTV scripting?!?! Would you be interested in at least taking a look? Of course you would!!" Moffo then passed along guidelines and a sample script from the Consortium of Behavioral Scientists, a secret advisory group of 29 of the nation's leading behaviorists. The key guideline was a simple message: "A Record Turnout Is Expected." That's because studies by psychologist Robert Cialdini and other group members had found that the most powerful motivator for hotel guests to reuse towels, national-park visitors to stay on marked trails and citizens to vote is the suggestion that everyone is doing it. "People want to do what they think others will do," says Cialdini, author of the best seller Influence. "The Obama campaign really got that." The existence of this behavioral dream team which also included best-selling authors Dan Ariely of MIT (Predictably Irrational) and Richard Thaler and Cass Sunstein of the University of Chicago (Nudge) as well as Nobel laureate Daniel Kahneman of Princeton has never been publicly disclosed, even though its members gave Obama white papers on messaging, fundraising and rumor control as well as voter mobilization. All their proposals among them the famous online fundraising lotteries that gave small donors a chance to win face time with Obama came with footnotes to peer-reviewed academic research. "It was amazing to have these bullet points telling us what to do and the science behind it," Moffo tells TIME. "These guys really know what makes people tick." President Obama is still relying on behavioral science. But now his Administration is using it to try to transform the country. Because when you know what makes people tick, it's a lot easier to help them change.
The Nudge Factor

We all know Obama won the election because he looked like change, sounded like change and never stopped campaigning for change. But he didn't call for just change in Washington or even just change in America. From his declarations that "change comes from the bottom up" to his admonitions about "an era of profound irresponsibility," Obama called for change in Americans. And not just in bankers or insurers in all of us. His Zen koan, "We are the change we've been waiting for," may sound like New Age gibberish, but it's at the core of his agenda. In fact, Obama is betting his presidency on our ability to change our behavior. His top priorities the economy, health care and energy all depend on it. We need to spend more money now to avert a short-term depression, then save more money later to secure our long-term economic future. We need to consume less energy in order to reduce our oil imports and carbon emissions as well as our household expenses. We need to quit smoking, lay off the Twinkies and avoid other risky behaviors that both damage our personal health and boost the costs of care that are ravaging the nation's fiscal health. Basically, we need to make better choices about mortgages and credit cards, insurance and retirement plans so we won't need bailouts down the road. 1311
8.3 Text Obama Article Subject: ESL The problem, as anyone with a sweet tooth, an alcoholic relative or a maxed-out Visa card knows, is that old habits die hard. Temptation is strong. We are weak. We've got plenty of gurus, talk-show hosts and celebrity spokespeople badgering us to save energy, lose weight and live within our means, but we're still addicted to oil, junk food and debt. It's fair to ask whether we're even capable of changing. But the latest science suggests that yes, we can. Studies of all kinds of human frailties are revealing how to help people change not only through mandates or financial incentives but also via subtler nudges that preserve our freedom to make choices while encouraging us to make better ones, from automaticenrollment 401(k) plans that require us to opt out if we don't want to save for retirement to smart meters that warn us about how much energy we're using. These nudges can trigger huge changes; in a 2001 study, only 36% of women joined a 401(k) plan when they had to sign up for it, but when they had to opt out, 86% participated. It's no coincidence that Obama's budget proposes an ambitious program of automatic-enrollment pensions for workplaces that don't offer 401(k)s or that his stimulus package has billions of dollars for smart meters. Behavioral science especially the burgeoning field of behavioral economics that has been popularized by Freakonomics, The Wisdom of Crowds, Predictably Irrational, Nudge and Animal Spirits, which is the new must-read in Obamaworld is already shaping dozens of Administration policies. "It really applies to all the big areas where we need change," says Obama budget director Peter Orszag. Orszag has been an unabashed behavioral geek ever since he read that 401(k) study. His deputy, Jeff Liebman of Harvard, is a noted behavioral economist, as are White House economic adviser Austan Goolsbee of the University of Chicago, Assistant Treasury Secretary nominee Alan Krueger of Princeton and several other key aides. Sunstein has been nominated to be Obama's regulatory czar. Even National Economic Council director Larry Summers has done work on behavioral finance. And Harvard economist Sendhil Mullainathan is organizing an outside network of behavioral experts to provide the Administration with policy ideas. Obama has a community organizer's appreciation for human motivation, and his rhetoric often sounds as if it's straight out of a behavioral textbook. He has also read Nudge, which inspired him to pick his friend Sunstein best known as a constitutional scholar to run the Office of Information and Regulatory Affairs, the obscure but influential corner of the Office of Management and Budget where federal regulations are reviewed and rewritten. "Cass is one of the people in the Administration he knows best," says Thaler, the founder of behavioral economics and co-author of Nudge. "He knew what he was doing when he gave Cass that job." The first sign of the behavioralist takeover surfaced on April 1, when Americans began receiving $116 billion worth of payroll-tax cuts from the stimulus package. Obama isn't sending us one-time rebate checks. Reason: his goal is to jump-start consumer spending, and research has shown we're more likely to save money rather than spend it when we get it in a big chunk. Instead, Obama made sure the tax cuts will be paid out through decreased withholding, so our regular paychecks will grow a bit and we'll be less likely to notice the windfall. The idea, an aide explains, is to manipulate us into spending the extra cash. Obama's efforts to change us carry a clear political risk. Republicans already portray him as a nannystate scold, an litist Big Brother lecturing us about inflating our tires and reading to our kids. We 1312
8.3 Text Obama Article Subject: ESL elected a President, not a life coach, and we might not like elected officials' challenging our right to be couch potatoes. Obama's aides seem to favor nudges that preserve free choice over heavy-handed regulation, an approach Thaler and Sunstein, the co-authors of Nudge, call "libertarian paternalism." But it's still paternalism, and Sunstein will have the power to put it into action. The idea of public officials, even well-meaning ones, trying to engineer our private behavior to produce change can seem a bit creepy. But face it: Obama is right. Our emissions are boiling the planet, and most of our energy use is unnecessary. Our health expenditures are bankrupting the Treasury, and most of our visits to the doctor can be traced to unhealthy behavior. We do need to change, and we know it. So why don't we? And how can we? The behaviorists have ideas, and the Administration is listening.
Economics for the Real World

Obama has pledged that his bank-regulation overhaul would be based "not on abstract models ... but on actual data on how actual people make financial decisions." That's a plain-English way of saying it will be guided by behavioral economics, not neoclassical economics. Neoclassical economics another University of Chicago specialty has ruled our world for decades. It's the doctrine that markets know best: when government keeps its hands off free enterprise, capital migrates to its most productive uses and society prospers. But its elegant models rely on a bold assumption: rational decisions by self-interested individuals create efficient markets. Behavioral economics challenged this assumption, and the financial meltdown has just about shattered it; even former Fed chairman Alan Greenspan confessed his Chicago School worldview has been shaken. "We couldn't have planned a better marketing campaign for behavioral economics," MIT's Ariely quips. Behavioral economics doesn't ignore the market forces that were all-powerful in Econ 101, but it harnesses forces traditionally consigned to Psych 101. Behaviorists have always known we don't really act like the superrational Homo economicus of the neoclassical-model world. Years of studies of patients who don't take their meds, grownups who have unsafe sex, and other flawed decision makers have chronicled the irrationality of Homo sapiens. Some of our foibles are quite specific, like overvaluing things we have, overeating food in larger containers and overestimating the probability of improbable events the quirk that made the Meet Barack Obama fundraising lottery such a smart idea. But in general, we're ignorant, shortsighted and biased toward the status quo. We're not as smart as Larry Summers. We procrastinate. Our impulsive ids overwhelm our logical superegos. We plan to lose weight, but ooh a cupcake! We're especially irrational about money; we'll pay more for the same thing if we can use a credit card, if we think it's on sale, if it's marketed with photos of attractive women. No wonder we apply for mortgages we can't afford. No wonder our bankers approve them. "We truly want to make better choices," explains Yale economist Dean Karlan. He's a co-founder of stickK.com, where users make binding "commitment contracts" to forfeit money to friends or charities or even "anti-charities" they despise if they fail to quit smoking, lose weight or meet other goals they set for themselves. "But we need help to get us there."
The Need to Know

The first step is knowledge. Studies suggest that better information from public-service announcements, appeals by respected figures, even serial dramas to help reduce teen pregnancy and 1313
8.3 Text Obama Article Subject: ESL other social ills in developing countries can assist us in making better choices. There was a run on energy-efficient lightbulbs after Oprah urged viewers to buy them; similarly, Michelle Obama's White House vegetable garden is intended to urge us toward fresh produce. We don't all realize that idling our cars wastes more energy than turning them off and on, or that granola is high in fat. And some of our choices are simply bewildering, which is why it's so easy to stumble into hidden fees and balloon payments tucked in the fine print of our mortgages. Even Ph.D.s can get confused by our society's paperwork; Thaler and Sunstein tell a story in Nudge about struggling to help a health economist pick a prescription-drug plan for her parents. Nudge calls for aggressive rules for disclosure and clarity, to help us make more informed decisions about home loans, student loans, credit cards, health-care plans and retirement plans. Thaler points to an Executive Order, signed by Obama on his second day in office, that calls for new transparency through new technologies. "That's exactly what this is about," Thaler says. "If instead of the 30 pages of unintelligible crap that comes with a mortgage, you can upload it with one click to a website that will explain it and help you shop for alternatives; you make it as easy as shopping for a hotel." More information can make us healthier too, which is why the stimulus poured $1.1 billion into "comparative effectiveness" research. Orszag has reams of charts showing that medical tactics and costs vary wildly across the country, with little regard for what works. He'd like to document best practices from emergency-room to-do lists that dramatically reduce infections to protocols for when pricey tests and surgeries really help and then have all medical providers adopt them. This approach has helped American anesthesiologists reduce deaths as well as costs. But information alone isn't enough. We all know we shouldn't smoke or pig out on fudge, but knowledge isn't as powerful as motivation; even Summers could stand to lose a few pounds. Old behavioralist joke: How many psychologists does it take to change a lightbulb? Answer: Just one, but the bulb really has to want to change.
It's Got to Be Easy

Econ 101 relies on prices to promote change, and it's true that $4 gas got us to drive less. But prices aren't everything. Even when utilities will pay for efficiency upgrades that will save us money for years, we're unlikely to make retrofits unless the utilities take care of the schlep factors, like finding contractors and inspecting the work. Cheap is alluring; easy can be irresistible. This is why default options pack such power. Most of us will save for retirement, run our computers in energy-efficient mode and be organ donors if we have to take action to say no but not if we have to take action to say yes. Almost nobody signed up for a German utility's clean-energy plan until it became the default, and then 94% stuck with it. We're also much likelier to go to the doctor for preventive care like flu shots if the appointment is made for us. In a speech last year, Orszag even suggested charging us for doctor's appointments unless we take action to cancel, though he conceded that might sound "a little crazy at first blush or even second blush." More along these lines is heading our way. The Administration hopes to harness our inertia with its automatic pension plan, a major step toward universal savings accounts, and by dramatically simplifying applications for federal tuition aid. Its push to computerize health-care records another big-ticket 1314
8.3 Text Obama Article Subject: ESL stimulus item could make generic drugs and cost-effective procedures our default treatments. And seniors who don't select health-care or drug plans could be automatically enrolled in low-cost options. "It would be nice if we all behaved like supercomputers, but that's not how we are," Orszag says. While Obama's economists search for pain-free, hassle-free solutions to our easy-way-out instincts, his rhetoric often aims to build our tolerance for pain and hassle. He urges us to snap out of denial, to accept that we're in for some prolonged discomfort but not to wallow in it, to focus on our values. That happens to sound a lot like "acceptance and commitment therapy," the latest advance in behavioral psychology. Instead of assisting smokers to ignore cravings and chronic-pain sufferers to think about other things the old denial approach acceptance therapy pushes patients to acknowledge negative thoughts and then overcome them by focusing on values. Even a small amount of this approach seems to help smokers quit, dieters lose weight and patients with diabetes or chronic pain stay out of the hospital. University of Nevada, Reno, psychologist Steven Hayes believes our Prozac culture has trained us to avoid all discomfort, leaving us reluctant to exercise or adjust our thermostats. "We're supposed to be happy-happy-joy-joy all the time," Hayes says. "Obama is trying to help us get past that." But Obama is no therapist changing individuals one at a time. He's an organizer trying to build community and inspire collective action through house parties and Facebook as well as rhetoric about shared values. In other words, he's trying to create social norms behavioral change's killer app.
Everybody's Doing It!

Which message would persuade homeowners to save electricity: a call to their environmental conscience, or an appeal to their wallet? Cialdini tested those approaches in a San Diego experiment, and the answer was neither. What worked was an appeal to conformity. Residents used less power when they were told their neighbors were using less power. We're a herdlike species, more likely to be obese if our peers are. In a 2005 study, Alan Gerber of Yale got Michigan voters to increase their turnout an amazing 8.6% with a single peer-pressure mailer that listed the previous voting records of their neighbors and noted that a follow-up would be sent indicating who voted this time. (The Obama campaign actually priced out a similar mailer but decided not to risk a backlash.) And shame works; even some AIG executives gave up bonuses. Cialdini says brain imaging shows that when we think we're out of step with our peers, the part of our brain that registers pain shifts into overdrive. "It's an incredibly powerful spur to action," he says. Social norms help explain the attraction of opt-out 401(k)s as well: it's not just that we're too lazy to check a box but also that we assume the default is the accepted thing to do. Obama's push to weatherize millions of homes another stimulus bonanza will require new norms. In Oregon, a countywide program to upgrade windows and insulation at almost no cost to homeowners got a tepid response. But after an intense mobilization campaign through citizen councils, churches and Girl Scouts who went door-to-door asking residents why they hadn't weatherized yet 85% of the county enrolled. "What worked was creating a sense that we're all in this together and you're a social deviant if you don't join us," recalls Ralph Cavanagh of the Natural Resources Defense Council. This is why community report cards help promote preventive health care and why interdorm conservation competitions help colleges save energy. And this is why Administration officials after their crash course in run-on-the-bank mentalities cited in Animal Spirits are trying to boost consumer confidence into a social norm. 1315
8.3 Text Obama Article Subject: ESL
Sometimes We Need a Shove

But we're not likely to spend if we don't have money. And we can't take public transit if there's none in our neighborhood. The bully pulpit has limits Michelle Obama has literally urged us to eat our broccoli, but she can't make it taste like fudge. "I like nudges, but sometimes we need to do more," says Harvard's Mullainathan. Sometimes we need a shove. The research proves change can come about when it's easy and popular, but making it lucrative or even mandatory can make sure it happens. This is one reason there's new interest in taxing gas, alcohol, electricity and even trans fats to discourage undesirable behaviors while closing budget gaps. Obama has already hiked taxes on cigarettes and wants to end tax breaks for drilling and offshoring. He seems even more eager to subsidize desirable behaviors like saving, teaching, weatherizing and buying fuel-efficient cars and energy-efficient appliances. Of course, his energy policy goes beyond incentives; he wants a strict national cap on carbon emissions. He has also signaled openness to a national health-insurance mandate. If neoclassical economics wants government to let us alone to do what we want, behavioral economics leaves room for government action to help us do what we would really want if we were rational agents. Unfortunately, the qualities that have crippled Washington in recent years inertia, denial, allergy to complexity, preference for short-term gratification over long-term planning are our own flaws writ large. Members of Congress are people too; they're likely to embrace change only when it's easy, popular and rewarding. Do we really want them trying to change us? Michelle Obama warned us during the campaign, "[Barack] is going to demand that you shed your cynicism, that you put down your divisions that you come out of your isolation, that you move out of your comfort zones, that you push yourselves to be better." The President reinforced this in his Inaugural Address when he urged Americans to set aside childish things and choose hope over fear. But we don't need to change our hearts like that. Opt-out 401(k)s, simpler mortgage applications, programmable thermostats and cost-effective medical protocols can help us do the right things even if we remain ignorant, lazy, greedy and obsessed with childish things. It doesn't matter if we save energy because we care about the earth or our money or our neighbors; we just need to save energy. The government just needs to provide the right rules, incentives and nudges to help us make the right choices. It would be nice if Obama could change our social norms so that green living and healthy eating and financial responsibility would be new ways of keeping up with the Joneses. But it would be enough if he changed Washington's social norms. We need better policies, not better attitudes. Behavioral literature can be a depressing window on human folly. But it offers us ways to transcend our folly, to restrain our ids, to harness our conformity and inertia and weakness in order to do less of the things that hurt us and our country. "In the physical world, we understand our limitations," Ariely says. "Nobody gets upset because we can't fly. We just design something to help us fly." If Obama can help us fly from our bad habits, he'll provide the change we need. The original version of this story misidentified Mike Moffo as a field director of Obama's campaign.
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8.3 Writing Tool Persuasive Strategies Subject: ESL
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will receive a brief overview of reading and writing genres as an activator for later study throughout the year. Students will engage in effective reading and writing strategies, including a review of basic parts of speech. Students will examine the components of fictional texts by examining novels and short stories, and review and use the writing process to develop original compositions of varied length. Transfer goal: Students will leave the class able to use their learning to understand that we use a variety of literary genres for an array of purposes. Students will learn to distinguish between genres and will experience, access, and utilize each effectively.
Content Standards and Learning Expectations

Listening/Speaking L/S.9.4 Uses a variety of language patterns and structures to explain text and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view. R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea and selects important details. Writing W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles in writing. W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.
Big Ideas/Enduring Understandings:

Literature both reflects and contributes to knowledge. We use a variety of literary genres for an array of purposes in written language. Effective readers and writers are actively involved with the text. Conventions of language help readers understand what is being communicated.
Essential Questions:
In what ways does literature contribute to our understanding of the world? How is each genre used to express ideas? How do we determine the appropriate genre for a specific purpose? How does the correct use of language conventions help convey specificity and meaning to written text.
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language 6 weeks Content (Students will know)
Characters, character traits, and setting in fiction Plot, problem, solution in texts. Main idea or topic and important details Appropriate and incorrect grammar structure Sources for reference narrative expository persuasive genre character traits plot, setting, and point of view resolution prewriting, drafting, revising, editing, publishing
Skills (Students will be able to)

Use a variety of language patterns and structures to discuss topics and themes. Organize plot. Express thoughts and opinions. Paraphrase, draw conclusions, and summarize text information. Construct a composition. Verify information. Use basic editing marks and revising techniques. Write a final draft using the writing process.
Content Vocabulary
Stage 2 - Assessment Evidence Performance Tasks

My Goals for 9 Grade English After studying the writing process, students will write a short essay explaining their goals for English class this year. As a pre-writing activity, students will brainstorm goals (write them down quickly without editing for spelling or content). Students will choose the 3 goals that are most important to them and write an outline for their essay. Other pre-writing activities are available here: http://www.eslflow.com/academicwritng.htm l Students will use their outline to write a first draft of their essay. After drafting the essay, students should use an editing checklist to edit and revise their work. Peer editing may also be used. (See attachment 9.1: Performance Task Editing checklist).
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Other Evidence
Reading Log Students will keep a running record of books read throughout the unit, and throughout the year, including title and pages read. Genre Flip Book See Learning Activities section Genre Overview Eight Parts of Speech Quiz Students are given sentences and instructed to label the parts of speech. Story Map for read aloud novel Tuck Everlasting (see attachment: 9.1 Learning Activity Story map) Elements of Fiction group work See Learning Activities, Elements of fiction, bullet 4 Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in their reading logs for unknown words they encounter while reading. 1320
Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language 6 weeks
A final draft should be submitted to the teacher, along with all graphic organizers and rough drafts. Students will be assessed on their adherence to the topic, use of the writing process steps including completion of each step, and accuracy of the final draft.
Elements of Fiction Mini Book1 After reading Tuck Everlasting (or another novel or short story of the teachers choosing) with the class and studying elements of fiction (see Learning Activities), students will demonstrate their understanding of the elements of fiction by making a mini-book about the novel. Students will o identify elements of fiction (plot, problem, character, setting, and theme). o analyze a fiction book, locating elements of plot within that book. o communicate elements of plot in their book, in visual and written form, by producing a mini-book. o celebrate reading by sharing their books with their classmates in either pairs or small groups. As a prewriting activity, have each student list on a sheet of paper the elements they will include in the pages of their book. The books will comprise eight pages, including o Cover (p. 1)students will write the title of the book they read, and then design an alternate cover of their choosing (based on something from the book such as a recurring symbol). o Printed copyright information (p. 2). o Plot summary and descriptions of the main character, setting, conflict, and theme (pp. 37). o Author biographical information (p. 8).
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Source: http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-elements138.html
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Students will, in one or two sentences each, summarize the plot and describe the main character, setting, conflict, and theme of the books they read. Students will revise their drafts as needed. They will then draw pictures on each page, representing the element being discussed. Students will discuss their books with the teacher in one-on-one conferences in order for the student to demonstrate the ability to use appropriate language to discuss and analyze the text.
Stage 3 - Learning Plan Learning Activities

Overview of the writing process Introduce and review the writing process (prewriting, drafting, revising, editing, and publishing). Provide notes and discuss the steps using examples (see attachment 9.1: Learning Activity Writing Process Notes). Students will practice editing and revising by editing sample paragraphs such as those available for printing here: http://www.superteacherworksheets.com/proofreading.html . If internet access is not available to the teacher, he or she can write paragraphs with various errors for the students to edit. Students will demonstrate basic comprehension of the steps of the writing process by completing the Performance Task My Goals for 9th Grade English and will continue working with the writing process throughout the year. Discuss the traits of the different genres. Provide students with a note chart to be completed together during the lecture and discussion. GENRE DESCRIPTION A true story about something that happened to the person telling the story. EXAMPLES (A few examples that would be familiar to the students can be provided by the teacher and students should add to this section of the chart throughout the year as they read from the genres.)
Genre overview
Personal Narrative
Fictional Narrative Memoir Etc Read selections from model texts that represent the different genres. Lead the students in a 1322
discussion of the traits of the text that demonstrate the genre and the differences between the selections. Group Activity: Provide small groups with selections from texts and have them read the selections together and categorize the texts according to the definitions. Have groups share their findings by giving a brief synopsis of each text and explaining their reasoning for their decisions on genre categorization. Flip Book: Direct the students to create a flip book as a study guide for the genres. Students can write descriptions and draw pictures to represent each genre (see attachment 9.1: Learning Activity Make a Flipbook).
What effective readers do Fiction Read-Aloud: Tuck Everlasting, by Natalie Babbitt (This is a suggested text. Any enjoyable, age-appropriate fiction novel can be used.) Introduce the anticipation guide as a pre-reading strategy. An anticipation guide is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text which should be structured as a series of statements. The students can choose to agree or disagree and present reasons for their opinions. After reading, the anticipation guide can be revisited to see if reading the novel changed the students opinions concerning the statements (see attachment 9.1: Learning Activity Anticipation guide this can be modified to fit any novel that the teacher chooses to read and study). o Suggested statements: It would be wonderful to live forever. Everyone who commits a crime must be punished. People should have control over life and death. Living means always changing. Whenever you see an opportunity to make money, you should take it. Think-Pair-Share Pre-reading activity: Ask students to think about the possible advantages and disadvantages of never growing any older. With a partner, share their thoughts and discuss the advantages and disadvantages together. o The teacher should provide sentence starters as a scaffold for students who need them. (Can be printed on paper or written on the board as a reference. (Example: I think that never growing older ____. An advantage to never growing older would be ____. A disadvantage to never growing older would be ____. Read a portion of Tuck Everlasting to the class each day and assign chapters for independent reading to complete the novel within 4 weeks. Preview/Review each chapter to help the students better comprehend what has been read and anticipate the upcoming chapter. The eight parts of speech Review the eight basic parts of speech (noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection). Provide notes (see attachment 9.1 Learning Activity Parts of Speech). Provide students with an opportunity to practice identifying the parts of speech by writing sentences on the board and having students label the words correctly, either in their notebooks or on the board. 1323
Practice sentences: o Stop! (verb) o John works. (noun, verb) o John is working. (noun, verb) o She loves animals. (Pronoun, verb, noun) o Animals like kind people. (noun, verb, adjective, noun) o Tara speaks English well. (noun, verb, noun, adverb) o She ran to the store quickly. (pronoun, verb, preposition, noun, adverb) o She likes small dogs but I hate them. (pronoun, verb, adjective, noun, interjection, pronoun, verb, pronoun) o Well, she and young John walk to school slowly. (interjection, pronoun, conjunction, adjective, noun, verb, preposition, noun, adverb) Elements of fiction Define the elements of fiction (setting, characters, plot, point of view, topic, and theme) and give notes. Refer to the left side of attachment 9.1: Learning Activity Story Map for guidance. Using a few model fictional narrative short stories, lead the class in identifying the elements of fiction of each. Discuss the plot structure of a selected short story, review the plot map, and complete it together. Print or draw on the map paper. Example available here: http://www.scholastic.com/teachers/lesson-plan/graphic-organizer-plot-diagram (also see attachment 9.1: Learning Activity Story Map) Group work: Give each small group an imaginative short story selection (all groups may work with the same story or the teacher may choose to use a different story for each group). The groups should work together to identify elements of fiction in the story as well as to focus on the plot structure (initiating conflict, rising action, climax, falling actions and resolution) of their assigned story. Results can be shared using Story Map graphic organizer (see attachment 9.1: Learning Activity Story Map). Individual Work: Encourage students to examine the read-aloud novel (Tuck Everlasting) to identify the elements of plot structure and to create of plot map for the novel. Students should also identify the elements of fiction in the novel. Book Report Alternative: The Elements of Fiction http://www.readwritethink.org/classroomresources/lesson-plans/book-report-alternative-elements-138.html?tab=1#tabs Story Elements Alive! http://www.readwritethink.org/classroom-resources/lesson-plans/storyelements-alive-1073.html?tab=3#tabs Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/ Implementing the Writing Process: http://www.readwritethink.org/professionaldevelopment/strategy-guides/implementing-writing-process-30386.html Rubric creator: http://rubistar.4teachers.orgg/
Sample Lessons

Additional Resources

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Graphic organizers: http://www.eduplace.com/graphicorganizerr/ Pre-reading, during reading, and post-reading strategies: http://www.readinga-z.com/more/reading_strat.html Tuck Everlasting by Natalie Babbitt (fictional narrative) Hatchet by Gary Paulson (fiction) The Secret Garden by Frances Burnett (fiction) The Phantom Tollbooth by Norton Juster (fiction fantasy) The Paper Bag Princess by Robert Munsch (fictional narrative) Junmangi by Chris Van Allsburg (fictional narrative) Becoming Naomi Leon by Pam Munoz Ryan (fiction) Maniac Magee by Jerry Spinelli (fiction) Baseball Saved Us by Ken Mochizuki (personal narrative) But Ill Be Back Again by Cynthia Rylant (personal narrative) The House on Mango Street by Sandra Cisneros (memoir) My Mama Had a Dancing Heart by Libba Moore Gray (memoir) The Magic School Bus Series by Joanna Cole (informational) Sharks by Seymour Simon (informational) Jackie Robinson by Dan Elish (biography) Rosa Parks: My Story by Rosa Parks (autobiography) Temper, Temper by Bruce Lansky (drama) Free Agent by Timothy Tocher (drama) Jabberwocky by Lewis Carrol (poetry) Hist Wist by E.E. Cummings (poetry) READ XL (Ninth grade) Textbook o War of the Worlds by Orson Welles page 122 (Play: Cause and Effect) o Masquerade by Phyllis Fair Cowell page 36 (Short Story: Cause and Effect) o The Fish Story by Mary Lou Brooks page 38 (Short Story: Analyze Plot) o The Jigsaw by J.B. Stamper page 40 (Short Story: Analyze Plot)
Literature Connections

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe
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Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will gain a deeper understanding of the literary genres of personal narrative and memoir. They will read selections from the two genres and will examine the components of each in order to produce their own composition using the writing process. Students will evaluate various elements/components of literature such as authors purpose, point of view, and cause and effect as well as improve word choice and grammar, specifically past tense verbs. Transfer goal: Students will leave the class able to use their learning about personal and expressive narratives to better understand their own experiences and emotions and those of others.

Listening/Speaking L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.4 Uses a variety of language patterns and structures to explain text and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view. R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. Writing W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences. W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition. W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.

Literature both reflects and contributes to knowledge. Narratives allow us to share observations, perceptions, or personal experiences and to connect with and influence the world. Looking back to make sense of prior
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experiences can bring meaning to memories. In what ways are personal narratives and memoirs similar and different?
Content (Students will know)

Types of conflicts in narratives Transitional words, phrases, and clauses Basic editing marks and revising techniques Cause and effect Authors purpose Text features Conflicts (character vs. character, character vs. self, character vs. nature, and character vs. society) Transition Memoir Personal Narrative Focused Purpose Organizational Structure

Listen and respond to a read aloud from a variety of fiction and nonfiction to analyze character development and setting. Express thoughts and opinions to analyze plot, problem and solution, analyze the text, to establish purpose, and state authors purpose. Analyze characters and traits. Explain setting in fiction. Make connections, predictions, inferences, and draw conclusions in narrative text. Write a final draft using the writing process.
Content Vocabulary

When I Was Young In Flipbook After completing the Learning Activities When I Was Young In Part 1 and PastTense Verbs Review students will complete a Flipbook in which they will write a story about when they were younger. Discuss the requirements of the assignment by reviewing the writing and speaking rubrics with the class (see attachment 9.2: Performance Task When I was young in Rubrics). Students will complete the rough draft (see attachment 9.2: Performance Task Rough Draft Template). Students will then pair up, read each others rough draft, and give feedback (circle words they think are misspelled, make positive and constructive comments, make notes if they think something should be added). The
Other Evidence
Reading Log Students will read a memoir or personal narrative (examples listed below in Literature Connections) and record title and pages read on the reading log they started in the previous unit. (Some time can be allotted for silent reading in class, but reading should also be done outside of class.) o Students should write a short response to the daily reading in the logs as well. Past Tense Verbs Assessment (see Learning Activities) Informal assessment of students' understanding of When I Was Young in the Mountains during class discussions o Teacher will make anecdotal notes about students progress during the discussions Goldilocks sentence combining exercise (See Learning Activities) Story Map for self-chosen novel (see 1327
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teacher will then collect the rough drafts to underline any remaining spelling or grammar errors before final rough drafts are written. If the technology is available, the flipbooks can be made using this online tool: http://www.readwritethink.org/classroomresources/student-interactives/flip-book30054.html . If not, refer to Attachment 9.1: Learning Activity Make a Flipbook for instructions. Assess using the writing rubric. Students should share their flipbooks orally. Assess using the speaking rubric. attachment: 9.1 Learning Activity Story Map) Students will demonstrate understanding of setting, plot and plot structure, conflict, point of view, and characters. Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in their reading logs for unknown words they encounter while reading.
Write a Personal Narrative or Memoir2 After reading and discussing the components of many Personal Narratives and Memoirs, students will choose one of the two genres and compose an original composition using the writing process. Creating a Memoir o Create four columns at the top of a piece of paper and label them PEOPLE, PLACES, THINGS, and PETS. o Write examples of meaningful items under each category. For example: PEOPLE - MOM (who taught me to love shoes), my SISTER (who was aggravating as a child but is now my close friend), my COUSIN (who was my best friend growing up), etc. PLACES - SKATING RINK (where I skated as a child and my children skated as well); MOMMAS KITCHEN (where my sisters and I learned to cook and practiced dancing lessons); MY BACKYARD (where I spent so much free time); GRANDPARENTS HOUSE (in the summers I played with my cousins). THINGS - CLOGGING SHOES (I danced all around the state in them). PETS - PET DOG, Abby (that moved
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf
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with me to my new house). People Places Mom My backyard Things Shoes Pets Abby
Choose one and reflect on the importance of the relationship. Demonstrate the importance of the person, place, or thing by listing three or four events that will show the relationship between the writer and the person, place or thing. We played hide-and-seek with flashlights at night. I climbed the tree and spent hours sitting on a high branch. We made halos and fairy wands with sticks and grasses from the yard. I rode my bike around the neighborhood. o Use these sentences as topic sentences for the stories that will show how the relationship developed. (Suggestion: Write each individual event story on a different sheet of paper for easier editing and revising.) Arrange the event stories and create a lead that engages the reader and establishes the purpose for the piece. o Conclude with reflections into the past that show the importance and significance of the relationship. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Creating a Personal Narrative o List several emotions (fear, sadness, happiness, excitement, etc.) o Choose one emotion at a time and identify memorable events from personal life experiences. For example: SAD When my best friend moved to another state, I was sad. SCARED - The moment I realized that I was lost in the department June 2012 1329

store, I was scared. Emotion Sad Scared Excited General Example When my friend moved away When I got lost in the store When my grandmas car pulled up When my mom told me she was having another baby When someone stole candy from my desk Example from your life
Happy
Angry
Write about one event from your emotion/experience list. o Establish a controlling idea and maintain focus by developing an introduction with dialogue, thoughts, or actions that will lead into the most insightful moment of the event. o Incorporate cause/effect statements, such as when I got lost in the store, it made me feel scared. o Revise the piece. Proofread and correct any errors in spelling, grammar, punctuation, etc. Assess composition using the rubric (see attachment 9.2: Performance Task Personal Narrative or Memoir Rubric).

Personal Narrative and Memoir3 Reintroduce the literary genres of personal narrative and memoir. Remind students that the purpose of a personal narrative is to show an emotion and focus on one memory or moment or event. Memoir is based on a relationship that the author has with a person, place, or a thing.
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-1-Imagine.pdf
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Give the students notes on the features of personal narratives and memoirs, such as: o Effective Personal Narrative Components The personal narrative elaborates on one memorable moment or event. The title gives an insight to the purpose for writing. The personal narrative is based on truth and is told from the writers point of view (first person). The organizational structure includes a lead which hooks the reader by establishing tension, usually with dialogue, thoughts, or action. Actions are presented in a chronological order unless interrupted by flashbacks. The body of the paper shows a reader the who-what-when-where-why by weaving the details throughout the text in order to help the reader feel and picture the writers experience. The personal narrative has an insight, reflection, or a life lesson that creates the purpose for writing. The ending of the personal narrative concludes with an insightful view of the purpose and significance of the narrative that the writer established throughout the piece. It is purposeful and leaves the reader with something to think about or remember. The setting is established through the time and place in the story. The personal narrative includes many sensory details and descriptions. Dialogue, sensory details, and descriptions are used with the personal narrative to provide a sense of the experience. The word choice is very precise and interesting. o Effective Memoir Components The purpose of a memoir is to show a focus on a relationship with a person, place, or thing. The memoir is not written with a chronological organizational structure but with stories or events that help to show the relationship that the writer has with a person, place, or thing. Memoir instills the emotion in the reader and allows the reader to become a part of the scenes by using descriptive language and details. Memoir includes reflection throughout the piece. These notes should also be printed on a poster for the classroom wall so that the students can have constant reference to them during the unit. Group Work: Select passages from a number of personal narratives and memoirs, such as those listed in Literature Connections. Copy them for each group. Provide students with a chart to document the text patterns of the selections. Example Chart for Documenting Text Patterns Memoir Organizational Pattern: Focus on the Relationship Title/Author Setting Events/Stories Relationships/ Connections Authors Purpose
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Personal Narrative Organizational Pattern: Focus on the Emotion Title/Author Emotion/Feeling Event(s) Insight/Lessons Learned
Proofreading Practice The teacher will explain to students that proofreading is a necessary task for all writers. Students will receive a rough draft which has mistakes in capitalization, punctuation and spelling. The teacher will explain that it is important to proofread and correct errors because errors are distracting to the reader and make it difficult for the reader to concentrate on the meaning of the text. The teacher will work with the class to proofread and correct the rough draft. The teacher should discuss important proofreading strategies and basic marks used by professional editors when they are proofreading a piece of writing. (Ex. caret means to insert, triple underline means to capitalize, etc.) Read aloud When I Was Young in the Mountains by Cynthia Rylant, pausing to ask questions and discuss the book. (Examples: Why would Grandfather be covered with black dust? Who can act out shivering and giggling for us? What do you remember most about meals when you were young? In the story, the snake was scary to the girl. Do you remember things that scared you when you were little?) Ask the students to share some experiences from when they were young. Write their responses on the board. (Examples: What is the earliest experience you remember from your childhood? Did you ever visit someone in a different town? What is the happiest memory you have from your younger years?) Review past tense verbs using the responses written on the board during When I Was Young in the Mountains read aloud. Ask students to identify the verbs in the sentences and underline them on the board. Discuss the tense and ask the students how they know they are past tense verbs. Use Think-Pair-Share to explore the past tense verbs in the story. Reread When I Was Young in the Mountains and ask the students to write down the past tense verbs they hear. Have the students share their lists with a partner, then bring the class back together and discuss the lists. Record the verbs on the board along with any clues that helped them recognize the tense (such as yesterday). Have the students complete a past tense verbs assessment (see attachment 9.2: Other Assessment Past Tense Verbs Assessment) to assess whether or not the students are ready to use the past tense in their own stories or still need more practice. (Provide further review after grading the assessments, if necessary.)
When I Was Young in Part 1
Review of Past Tense Verbs4
Source: http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literature-language911.html?tab=1#tabs
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Syntactic Style Combining Sentences Read students the following passage and ask them what they think about it. How does it sound to them? How could it be improved? Once upon a time, there were three bears. There was a mother bear, a father bear, and a baby bear. The three bears lived in the forest. The forest was dark. The forest was big. One day the bears decided to go out for a walk before breakfast. Their porridge was too hot. The bears left the house. They left their bowls of porridge on the table to cool. Goldilocks was a cute little girl. Goldilocks had long golden hair. She was walking in the forest one day. She was alone. Goldilocks came upon the bears' home. The bears' home was vacant. The door was open. She walked through the door. Goldilocks didn't knock. 5 Explain that combining sentences can help to make paragraphs flow and improve the quality of writing. Using Attachment 9.2: Learning Activity Rules for Combining Sentences, teach the students different ways to combine sentences effectively. After reviewing the rules and answering questions, work through the practice examples with them. Reread the paragraph from the beginning of the lesson. Write it on the board or overhead projector, if available. Direct the students to rewrite the sentences using what they have learned about combining sentences in order to make a better paragraph. The teacher will ask students if they have ever noticed that no two people tell a story in exactly the same way. Then the teacher will introduce the term point of view and define it as the person telling the story. The stories students read will usually be told either in the first-person or thirdperson point of view. The teacher will display a chart with the definitions of each for discussion: o First-person point of view The story is told by one of the characters. The character uses pronouns such as I or we and usually participates in the action. o Third-person point of view The story is told by a narrator who is not a character in the story. The narrator stands outside the story and observes the events as they unfold. The narrator will use pronouns such as she, he, and they. Sometimes the narrator will relate the thoughts and feelings of all the characters, or the narrator will relate thoughts and feelings of just one character, usually the protagonist. The teacher will read The Three Little Pigs to the class. After reading The Three Little Pigs, the teacher will read the True Story of the Three Little Pigs and discuss the different points of view. Teaching Point of View with Two Bad Ants: http://www.readwritethink.org/classroomresources/lesson-plans/teaching-point-view-with-789.html?tab=4#tabbs When I was Young in A Literature to Language Experience: http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literaturelanguage-911.html?tab=1#tabs The Big Bad Wolf: Analyzing Point of View in Texts http://www.readwritethink.org/classroomresources/lesson-plans/wolf-analyzing-point-view-23.html
Point of View
Sample Lessons

Source: http://homepage.mac.com/mseffie/assignments/fairy_tales/Assignments/goldilocks.html
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Unit 9.2: Communicating My Ideas English as a Second Language 6 weeks Additional Resources
Syntactic Style: Combining sentences http://www.mce.k12tn.net/dogs/fern/sentences/lesson_11.htmm Point of View explanations http://www.learner.org/interactives/literature/read/pov2.htmml Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 10.4 My World
Memoir Through My Eyes by Ruby Bridges The Moon and I by Betsy Byers The House on Mango Street by Sandra Cisneros My Mama Had a Dancing Heart by Libba Moore Gray Big Mama by Donald Crews My Grandmothers Hair by Cynthia Rylant When I Was Young in the Mountains by Cynthia Rylant My Rotten Red Headed Older Brother by Patricia Polacco Thundercake by Patricia Polacco Some Birthday by Patricia Polacco Wilfrid Gordon McDonald Partridge by Mem Fox Fireflies! by Julie Brinkloe Aunt Chip and the Great Triple Creek Dam Affair by Patricia Polacco Aunt Flossies Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard Baseball Saved Us by Ken Mochizuki The Bee Tree by Patricia Polacco But Ill Be back Again by Cynthia Rylant A Civil War Drummer Boy: Diary of William Bircher, 1861-1865 by William Bircher Fancy Nancy by Jane OConnor Oliver Button is a Sissy by Tomie DePaola The Freedom Writers Diary : How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them READ XL (Ninth grade) Textbook o Finding Your Place in the Crowd page 76 o Nonconformist by Angela Shelf Medearis page 81 o Warriors Dont Cry by Melba Patillo Beals page 190 o When the Doors Opened at Central High by Rodney L. Slater page 196 The True Story of the Three Little Pigs by A. Wolf 1334
Personal Narrative
For Point of View Lesson
Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
This unit focuses on informational or expository text. Students will read different types of fiction and non-fiction texts that have an informational structure to analyze the components, purpose, style, and conventions of informational texts. Students will also produce original informational texts, using the writing process, to show comprehension of the topic. Transfer goal: The students will leave the class able to use their learning about informational texts to research a topic and find needed information.

Listening/Speaking L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.4 Uses a variety of language patterns and structures to explain text, and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. L/S.9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts. Reading R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.2 Analyzes context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Writing W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition.

Literature both reflects and contributes to knowledge. We can develop and enhance our knowledge and expertise of various topics by reading and writing informational/expository text. Informational/expository text features help the reader more easily navigate the text and often provide additional information to help readers comprehend the content.
In what ways does literature contribute to our understanding of the world? How does comprehension of informational text contribute to lifelong learning? How can text structure and graphic aids help me understand what I read?
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks Content (Students will know)
A variety of language patterns and structures to explain text Organizational patterns and the elements of expository writing to construct a composition. Features of informational text The difference between closed and openended questions Prefixes, suffixes, and root words Context clues Prefixes Suffixes Root words Organizational structures (cause-effect, comparison-contrast, definition-example, problem-solution) Text features (title, captions, labels, headings, bullets, table of contents, index, charts, tables, graphs, diagrams, glossary, types of print, timeline, etc.)

Listen and respond to, analyze, give, and discuss complex instructions. Answer and formulate closed and open-ended questions. Compare and contrast topics from a variety of texts. Analyze context clues, reference sources, and other vocabulary expansion strategies to assess word meaning. Use prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Explain main idea and select important details.
Content Vocabulary

Using Research for Discovery Students will select a topic of interest to research. Students will formulate questions for inquiry, using a KWL chart to be approved of by the teacher before research begins. The teacher will be sure that the students have enough want to know questions to make for interesting inquiry. (Students will complete the Learned column as they research.) Students will use encyclopedias, books, textbooks, internet resources (if available), interviews, etc. to find information on their research topic. Students will use attachment 9.3 Performance Task Main Idea Mania to record the main idea and supporting details of informational
Other Evidence
Reading log Students will continue reading books on their own and keep a running record of the titles and pages read. Informal observation during organizational structure classification activity to assess students understanding of the topic (Teacher will circulate and take anecdotal notes of progress.) Recording Chart from Model Text Scavenger Hunt (see attachment 9.3: Learning Activity Text Feature Find) Cloze Passage Using context clues Informal Observations of students ability to give complex directions and ask closed and open-ended questions during the partner drawing activity (see Learning Activities). (Teacher will circulate and take anecdotal notes of demonstrated proficiency.) 1336
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks
passages they read. (The teacher should provide each student with 3-5 copies of the graphic organizer.) The students should use a Venn diagram to compare the topic as presented in at least two different texts. Students will write an informational essay about the topic they researched in the Using Research for Understanding performance task and using the writing process. Pre-writing should consist of a graphic organizer which complements the organizational style the student plans to use for the composition. (Examples available here: http://www.adlit.org/article/39906/#organize rs) An outline should also be written and turned in with the final copy. Students will be provided with time in class to participate in a peer-editing session to edit and revise drafts. A final copy will be produced and assessed using a rubric. (example expository writing rubric available here: http://www.greatsource.com/iwrite/educator s/e_rubrics.html) Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in their reading logs for unknown words they encounter while reading.
Writing an Informational Text

Organizational structures for Informational text The teacher will explain the multiple organizational structures for informational texts (cause-effect, comparison-contrast, definition-example, problem-solution, logical order, chronological order, classification) A chart with visual cues will be helpful for most students. Example: Picture Cue Type of Informational Writing Compare/Contrast Definition/ Example
Cause/effect
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(see attachment 9.3: Learning Activity Expository Text Structure) After discussion, the teacher should provide students with examples of informational texts and ask the students to classify the texts according to their organizational structure. Learn to Read Informational Text Over the course of several class periods, the teacher will explain the different types of informational text features and how they are used, showing students models from textbooks and nonfiction library books (see attachment 9.3: Learning Activity Text Features). The students will practice identifying and using different text features with a Model Text Scavenger Hunt. Students will work in cooperative groups to hunt for examples of informational text features in various model texts in the classroom (science and social studies textbooks, reference books, books from Literature Connections section, etc.) (see attachment 9.3: Learning Activity Text Feature Find). The teacher will put pairs of students back-to-back and give each a paper and pencil. (Students can face each other if it is easier for them to hear each other that way, but a visual barrier needs to be placed between their papers.) The teacher will explain that the pairs of students are going to try to draw the same picture, but without looking at each others work. The goal is to make their pictures as similar as possible. Student one will choose something simple to draw and both partners will draw it (example: Lets both draw a tree). Then student two should choose something to add to the drawing (Lets draw a bird in the tree). When theyre finished, allow students to compare their drawings. They should discuss the similarities and differences. As a class, discuss what the pairs could do differently to make their pictures more similar (example: Use detail in their instructions, ask questions, etc.). The teacher will ask the students to do the activity again (while drawing something different). They should focus on being as detailed as possible with their directions and also on asking good, openended questions about the drawings so that the pictures can be as similar as possible. The teacher should explain to the students that context clues are hints that the author gives to help define a difficult or unusual word. The clue is sometimes in the same sentence as the word, though it may precede or follow the sentence. o Types of context clues: Synonym: A synonym, or word with the same meaning, is used in the sentence. My opponent's argument is fallacious, misleading plain wrong. Antonym: A word or group of words that has the opposite meaning reveals the meaning of an unknown term. Although some men are loquacious, others hardly talk at all. Explanation: The unknown word is explained within the sentence or in a sentence immediately preceding. The patient is so somnolent that she requires medication to help her stay awake for more than a short time. Example: Specific examples are used to define the term. Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.
Listen, respond to, and give complex directions in a partner drawing activity
Using Context Clues
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The students will complete attachment 9.3 Learning Activity Word Detective to practice using context clues to find the meaning of unknown words. For practice assessing the meaning of unknown words, the teacher should provide the student with a cloze passage. The teacher will photocopy a passage from a page of text (passage can be from a textbook or novel that the class is working on). The teacher will then white out target vocabulary, and draw a line where word was deleted. (A word bank of the deleted vocabulary can be provided.) The students will then use context clues to decide which word should go in which blank. Research Building Blocks: Organize This!: http://www.readwritethink.org/classroomresources/lesson-plans/research-building-blocks-organize-179.html Context Clues: http://www.fcrr.org/curriculum/PDF/G4-5/45VPartFour.pdf http://users.manchester.edu/Student/lehouser/ProfWeb/Context%20Clues%20Lesson%20Plan.pdf Exploring How Section Headings Support Understanding of Expository Texts: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-section-headingssupport-24.html An introduction to text features: http://www.schooltube.com/video/a623aca4cd8a44ec8e93/Introduction-to-Text-Features Many activities for expository text and features, ready to print http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf Reading (and Scaffolding) Expository Texts: http://www.adlit.org/article/39906/#organizers Using Context Clues: Exercises http://wps.ablongman.com/long_licklider_vocabulary_2/6/1626/416421.cw/index.html http://www.english-zone.com/vocab/vic02.html Freedom Writers the Movie The Magic School Bus Series by Joanna Cole Stargazers by Gail Gibbons The Important Book by Margaret Wise Brown The Flag I Love by Pam Muoz Ryan Sharks by Seymour Simon READ XL (Ninth grade) Textbook o Finding Your Place in the Crowd page 76 (Magazine Article: Problem and Solution) o Nonconformist by Angela Shelf Medearis page 81 (Poetry: Problem and Solution) o Fighting for My Future page 110 (Magazine Article: Problem and Solution) o Autobiography in Five Short Chapters by Portia Nelson page 116 (Poem: Problem and Solution) o from Warriors Dont Cry by Melba Patillo Beals page 190 (Autobiography: Draw Conclusions) o When the Doors Opened at Central High by Rodney L. Slater page 196 (Newspaper Editorial: Draw Conclusions ) o Voices From What Are You? Essays and poetry by young people page 324 (Essays and Poetry: Make Inferences)
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Unit 9.4: Its a Matter of Opinion English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will develop an understanding of the structure and elements of persuasive text. Students will focus their attention on the different types of persuasive techniques used in a variety of texts. They will use authentic text to determine the components, structure, and purpose of persuasive writing as they begin to create their own persuasive writing pieces using the writing process. Transfer goal: Students will leave the class able to use their learning of how to evaluate and produce persuasive text to appropriately respond to persuasion in their lives.

Listening/Speaking L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations. L/S.9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts. Reading R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. R.9.5 Distinguishes between fact and opinion in narrative and expository texts; states and paraphrases main idea and selects important details. Writing W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition.

Literature both reflects and contributes to knowledge. Persuasive writing must be organized in a way that succinctly supports the writers assertion. Deliberate word choice positively impacts persuasive writing. Persuasive writing has power and can affect lives and viewpoints.
In what ways does literature contribute to our understanding of the world? How are persuasive essays organized and supported? How does word choice impact writing? Why is it important to be able to read and produce persuasive writings?
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Unit 9.4: Its a Matter of Opinion English as a Second Language 5 weeks Content (Students will know)
Organizational patterns and the elements of persuasive forms of writing Appropriate language structures to problem solve Sequencing of events Authors purpose Compare and contrast statements Propaganda Advertisement Editorial Audience Persuasion Claim, thesis statement Pathos

Construct complex sentences and statements to explain, describe, support, and discuss information. Explain a process. Express opinions integrating comparison and contrast statements. Analyze the text. Establish purpose. Make connections, predictions, inference, draw conclusions. Classify conflicts in persuasive texts.
Content Vocabulary

Persuasion Scrapbook The students will create scrapbooks that show examples of persuasive texts including advertisements, commercials, speeches, etc. They will identify and discuss effective persuasive techniques evidenced in the examples they locate. They will write a paragraph to go along with each item to discuss how and where the examples show evidence of the persuasive features, as well as to discuss the authors purpose. The paragraph can also include their opinions on the effectiveness of the examples and should include specific examples (from the work being assessed) that support, clarify, or justify the comments made. Students will design an item that they would like to sell to a fictitious company. They will demonstrate their understanding of two forms of persuasive writing by writing a persuasive letter to the company as well as 1341
Other Evidence
Reading log Students will continue reading books on their own and keeping a running record of the titles and pages read. o Provide prompts for very short responses to daily reading (In the section you read today, did you notice a persuasive devise used? If so, what was it? What purpose did it serve?) Effective and Ineffective Persuasion Techniques chart (see Learning Activities) Journal Entry: Recalling Persuasive Tactics (see Learning Activities) Word wall Students will continue to add to the class word wall and their personal word walls to include/add words from persuasive unit Quiz on vocabulary from the unit
Invention
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designing an advertisement for the product. Students can use attachment 9.4 Performance Task Scaffolding for Persuasive Letter for help in organizing their persuasive letters. Students projects will be evaluated using attachment 9.4 Performance Task Persuasion Rubric.

Home/School Connection The teacher will distribute attachment 9.4 Learning Activities - Persuasion Is All Around You. Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboard around town and be ready to report back to class. Teacher should demonstrate the homework in class with a selection of advertisements to be sure students understand the assignment before they leave. Distribute Attachment 9.4 Learning Activities Strategy-Definition and discuss each of the persuasive strategies listed. The teacher should elicit examples from the students for each strategy. The examples can be from the persuasive piece they found for Persuasion is All Around You, from the pieces available in class, or from examples the students can think of from memory (specific commercials, etc.) Through the discussion, complete the example column from the examples given in class. Teacher will provide multiple types of persuasive texts for students to explore (editorials, advertisements, propaganda, public service announcements, as well as persuasive childrens books). Class will discuss features of the texts that signal that they are persuasion. Students and teacher will work together to make a list of features of persuasive text. While looking through the texts provided, and focusing on the childrens books (see Literature Connections), students will make a chart to show effective and ineffective strategies used by the character in the book. For example, effective strategies show where the character asks for something and gives good reasons for why he/she should receive what is being asked. Ineffective strategies include places in the text where the character whines, begs, pleads, cries, demands, etc. Using Think-Pair-Share, students will discuss their charts with a partner and then the whole class will discuss their general findings. Journal Entry: Students will write a journal entry about a situation in which they tried to persuade an adult to make a particular decision or to take a certain action (i.e. convincing a teacher to let them hand in an assignment late, convincing a parent to let them stay out past curfew).
Check the Strategies
Evaluating the effectiveness of persuasive styles6
Recalling Persuasive Tactics
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-2-Convince.pdf
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Students should describe their persuasive strategies. Did the effort work? How might the student argue differently if they were to make their argument again? Dialogue Journal: The teacher will read the journal entries and respond with comments written in the journal. Follow up questions can be posed and a written dialogue between the teacher and student can develop through the journal. Students should find two persuasive messages of one to two pages each in length (examples: memos, reports, marketing letters, articles junk mail). Ask the students to: o Identify the writer's objective(s). o Determine (and comment on) the persuasive strategies used : What are they? Do they work well? Explain. Could different strategies be equally effective in this particular situation? Elaborate. o Comment on the pattern(s) and voice being used, indicating whether they believe they are appropriate. o State whether they, as readers, found the persuasive piece convincing. They should provide reasons to justify their statement. Students should hand in their responses in a written format, with copies of the articles or messages attached. Can You Convince Me? Developing Persuasive Writing http://www.readwritethink.org/classroomresources/lesson-plans/convince-developing-persuasive-writing-56.html Dear Librarian: Writing a Persuasive Letter http://www.readwritethink.org/classroomresources/lesson-plans/dear-librarian-writing-persuasive-875.html Get Cooking With Words! Creating a Recipe Using Procedural Writing: http://www.readwritethink.org/classroom-resources/lesson-plans/cooking-with-words-creating1018.html Making an Argument: Effective use of Transition Words http://www.visualthesaurus.com/cm/lessons/606/ Primary Resources (huge collection of downloadable materials related to advertisements and persuasive writing): http://www.primaryresources.co.uk/english/englishD10.htm I Wanna Iguana by Kaufman Karen Orloff Click Clack Moo: Cows That Type by Cronin, Doreen Fly Away Home by Bunting, Eve Can I Have a Tyrannosaurus Rex, Dad? Can I? Please! by Lois Grambling and Penny Hauffe Can I Have a Stegosaurus Mom? Can I Please? by Lois Grambling and H.B. Lewis Can I keep him? by Steven Kellogg Earrings by Judith Viosrt
Source: http://www.sasked.gov.sk.ca/docs/comm20/mod8.html
Recognizing Persuasive Writing Objectives and Patterns7
Sample Lessons

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READ XL (Ninth grade) Textbook o The Science Behind Extreme Sports page 20 (Nonfiction Article: Detail) o Take The Balance Challenge page 30 (A Science Activity: Detail) o Cookie by Gary Paulsen page 332 (Personal Narrative: Detail) o Two Were Left by Hugh B. Cave page 336 (Short Story: Detail)
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Unit 9.5: Making Connections English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn to more effectively respond to literature by making connections to the text. A major focus of this unit will be to improve students ability to critically respond to literature, including an evolving proficiency in summarizing and expressing their opinions about literature, and working with the writing process. Transfer goal: Students will leave the class able to use their learning about making self to self, self to text and self to world connections with the literature they are reading to better appreciate and better understand what they read.

Listening/Speaking L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations. L/S.9.4 Uses a variety of language patterns and structures to explain text, and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.9.4 Organizes plot; establishes cause and effect relationships; makes connections, predictions, inferences, draws conclusions, and classifies conflicts in narrative, expository, and persuasive texts. Writing W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences. W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to write. W.9.5 Uses basic editing marks and revising techniques; uses reference sources to verify information; writes a final draft using the writing process.

Literature both reflects and contributes to knowledge. Reading helps us make sense of the world. Prior knowledge and life experience shape how writers develop and present their ideas.
In what ways does literature contribute to our understanding of the world? How do the stories people tell give insight into who they are? How does this reading experience affect what I think?
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Unit 9.5: Making Connections English as a Second Language 6 weeks Content (Students will know)
A variety of appropriate language structures to improve comprehension A variety of language patterns and structures to make predictions Transitional words, phrases, and clauses to connect ideas when constructing complex sentences Basic editing marks and revising techniques Text-to-self connection Text-to-text connection Text-to-world connection

Make connections to the text. Make connections, predictions, inferences, draw conclusions, and classify conflicts in expository texts. Distinguish appropriate and incorrect grammar structure. Apply a variety of syntactic styles to writing. Use reference sources to verify information. Write a final draft using the writing process.
Content Vocabulary

You dont have to take my word for it! 8
Other Evidence
Reading log Students will continue reading books on their own and keeping a running record of the titles and pages read. Response Logs Students will complete a response log for sections of the book they read on their own at teacher-determined intervals (after a chapter, once per week, etc). This log is a place to think, ask questions, and share their ideas about the book. The teacher should continuously model the required format and what a quality entry looks like. Students should record these sections in their journals (or the teacher can make a hand-out with these sections). o Title/Author o Time spent reading o Impressions: o Personal connections: o Literary connections: o Wonderings (questions): o Any other thoughts: Observations during Thumbnail Sketches activity
Students should select a favorite book (any genre, any level childrens books or full novels!) and write a book commercial style book review. If a computer with internet access is available, show the students these clips from Reading Rainbow so that they can see the expressive book reviews done by other students. o http://www.youtube.com/watch?v=DhW_ hAkvzxM&feature=related o http://www.youtube.com/watch?v=9YykFJ YC288&feature=related (starts at about 24:20) If the technology is not available, simply explain that the students should write a book review that would convince someone else to read the book. Students should discuss the title, author, and main characters. They should give a brief plot summary and also discuss his or her favorite parts and why he or she thinks other people should read the book.
8
Source: http://www.teacher2teacherhelp.com/reading-workshop/student-led-book-chats/
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Unit 9.5: Making Connections English as a Second Language 6 weeks

Students should present their book reviews orally to the class. Students should include a text-to-text, text-toself, or text-to-world connection in their review. The teacher should provide the students with sentence starters as a scaffold for students who need them, such as the book reminds me of or the character is like me because etc. After each student presents, the other students should provide written feedback. For suggested sentence starters for positive and constructive feedback, see attachment 9.5 Performance Task Feedback. See attachment 9.5 Performance Task Book Chats for tips handout for students and assessment rubrics. Pre-writing for Making Connections Performance task Peer editing for Making Connections Performance task Constructed response quiz on vocabulary from the unit
Making Connections Students will write an essay about a connection they have made to a novel this year. They can choose a novel they have read on their own or one of the read-alouds that have been read in class. Practice first: Explain to students that you are going to practice the comprehension strategy of making connections to find ways that students can personally relate to a text. Ask students to think about the following questions in relation to Tuck Everlasting (if it was read aloud in 9.1) or another recent readaloud story. You may choose to write these on the board for students to see. Focusing on text-to-self connections: o What does this story remind you of? o Can you relate to the characters in the story? o Does anything in this story remind you of anything in your own life? Focusing on text-to-text connections: o What does this remind you of in another book you have read? o How is this text similar to other things you June 2012 1347

have read? How is this text different from other things you have read? Focusing on text-to-world connections: o What does this remind you of in the real world? o How are events in this story similar to things that happen in the real world? o How are events in this story different from things that happen in the real world? Model how readers often make connections to a story to help them better understand the text. Using the Think Aloud strategy, demonstrate how to make each type of connection from your personal connections with the book. Encourage students to begin the pre-writing stage of writing by listing their own connections to the text using the DoubleEntry Journal (a two column chart with the headings Idea from text and Reaction/Connection) and then expanding their connections with the Planning Web (see attachment: 9.5 Performance Task Planning Web). Students should draft their essay and then edit with a peer using proper editing marks. A final draft should be produced and assessed on attachment 9.5: Performance Task Making Connections Rubric. o

Summarizing Practice9 Read aloud a simple text (such as A Bad Case of Stripes by David Shannon or Wilfrid Gordon McDonald Partridge by Mem Fox). Give students an opportunity to generate a list of the main points in the text. Record the list on chart paper or overhead. Help students identify a main idea sentence and then a sequenced list of events. Record and reread the summary. To shrink-wrap, cross out unnecessary or repetitive details or sentences. Continue this process until the summary is as concise as possible. Discuss reasons for including or rejecting the sentences in the summary.
Source: A Practical Guide to Reciprocal Teaching by Shira Lubliner, Wright Group/McGraw-Hill, 2001.
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After this has been modeled during whole group lessons, release responsibility to students by having them complete the activity with partners. Have each student write a summary and then pair students to shrink-wrap each others summaries. Thumbnail Sketch10 Students review the read-aloud for the unit and summarize the main points using five sentences or less. Then they team up with a partner or small group to compare summaries. They work together to come up with a group thumbnail sketch that encompasses the points that all group members deemed important, again using five sentences or less. Students should fold a blank piece of paper into 4, 6, or 8 sections. Instruct them to retell a story or article by drawing a main event or idea in each box and writing a sentence to accompany each picture. Share in small groups. Read the text you've selected aloud with students. Share a personal experience that helps you relate to the reading. Use the following prompts and questions to help students make connections for themselves: o Have you ever had a similar experience? How did you feel? What did you do? o How was your situation the same? Different? o Did you connect to any of the decisions the people you read about made? o What feelings did the reading raise? Why? o How is your family the same or different from the one you read about? o Did you learn anything about yourself by reading about what happened or what people did? (See Sample Lesson - Lesson Plan for Nonfiction Comprehension: Connect and Apply for more information and connections to other texts and to the world) Exchanging Ideas by Sharing Journals: Interactive Response in the Classroom: http://www.readwritethink.org/classroom-resources/lesson-plans/exchanging-ideas-sharingjournals-1054.html?tab=4#tabs Guided Comprehension: Making Connections Using a Double-Entry Journal: http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-makingconnections-228.html Lesson Plan for Nonfiction Comprehension: Connect and Apply: http://www.scholastic.com/teachers/article/lesson-plan-nonfiction-comprehension-connect-andapply
Comic Strip Summaries11
Make Personal Connections to Non-Fiction12
Sample Lessons

10 11
Source: Revisit, Reflect, Retell by Linda Hoyt, Heinemann, 1999. Source: Guided Comprehension in Action: Lessons for Grades 3-8 by Maureen McLaughlin and Mary Beth Allen, IRA, 2002. 12 Source: http://www.scholastic.com/teachers/article/lesson-plan-nonfiction-comprehension-connect-and-apply
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Unit 9.5: Making Connections English as a Second Language 6 weeks Additional Resources
Pre-made rubrics for each type of writing: o http://www.greatsource.com/iwrite/educators/e_rubrics.html Links to stories: o http://www.americanliterature.com/Hughes/SS/ThankYouMam.html o http://www.sdcoe.net/score/soto/sototg.html o http://www.danamiddle.com/ourpages/auto/2007/10/29/1193696064902/Slower%20Than%20 The%20Rest.pdf http://www.scholastic.com/teachers/book/every-living-thing-0
The Secret Garden by Frances Hodgson Burnett Series of Unfortunate Events by Lemony Snicket Harry Potter by J.K. Rowling The Wizard of Oz by L. Frank Baum The Bridge to Terabithia by Katherine Paterson The Chronicles of Narnia by C.S. Lewis Dear Mr. Henshaw by Beverly Cleary My Side of the Mountain by Jean Craighead George READ XL (Ninth grade) Textbook o Masquerade by Phyllis Fair Cowell page 36 (Short Story: Cause and Effect) o The Fish Story by Mary Lou Brooks page 38 (Short Story: Cause and Effect) o From Slam! by Walter Dean Myers page 64 (Novel: Analyze Character )
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Unit 9.6: Figuratively Speaking English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will examine the elements and organizational structure of drama and poetry. A study of word choice and voice in mentor texts as well as figurative language and vocabulary acquisition strategies will help improve students writing skills. Students will have the opportunity to expand their presentational and active listening skills as they gain experience in the roles of both presenter and audience member. They will also investigate the reading-writing connection of drama and poetry. Transfer goal: Students will gain an appreciation and understanding of poetry, drama, and figurative language. Students will be able to express their emotions and experiences through these expressive mediums and apply the studied strategies to their own writing.

Listening/Speaking L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. Reading R.9.2 Analyzes context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. R.9.3 Analyzes characters and traits; explains setting in fiction and nonfiction; distinguishes between first person, third person, and omniscient point of view. R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. Writing W.9.4 Uses figurative language; writes different styles of poems.

Literature both reflects and contributes to knowledge and our understanding of the world. Poems use figurative as well as literal language to help us understand the world around us. Personal response to dramatic literature requires us to be an active participant, using visual and auditory cues to interpret what we are viewing and witnessing on the stage. Language expression, drama, and poetry are influenced by our culture.
In what ways does literature contribute to our understanding of the world? How do poets express themselves through language, particularly figurative language? Why does drama elicit emotional and intellectual responses? How is culture reflected in the arts, specifically poetry and theater?
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Unit 9.6: Figuratively Speaking English as a Second Language 6 weeks Content (Students will know)
First person, third person, and omniscient point of view Imagery and figurative language Elements of poetry and plays Setting, character, tone, voice, mood A variety of plays and poems Prefixes, suffixes, root words, multiple meaning and compound words Tone Voice Mood 1st person, 3rd person, and omniscient point of view Simile, Metaphor Imagery Cinquain, Haiku, Diamante, Free Verse, Narrative Poem, Clarihew Dialogue, Script, Actor, Blocking, Set, Props

Listen and respond to a read aloud from a variety of fiction, specifically poems and play, increase comprehension. Analyze character traits and character development. Distinguish between first person, third person, and omniscient point of view. Analyze, interpret, and identify genre, imagery, and figurative language in plays and poems. Write different styles of poems.
Content Vocabulary

Poetry Portfolio Throughout the unit, students will be reading and practicing a variety of poetry styles. Students will write 3-5 poems of different styles to be presented in a poetry portfolio project. The poems should include evidence of figurative language (e.g., personification, metaphor, simile, hyperbole), sound (e.g., alliteration, onomatopoeia, rhyme scheme, rhythm, and flow), and graphics (e.g., capital letters, line length, punctuation). The task will be completed following teacher created rubrics. Students should choose one poem to present orally to the class. Oral reading should demonstrate expression and fluency. After completing the Compare a novel to its
Other Evidence
Reading log students will continue reading books on their own and keeping a running record of the titles and pages read. Selected response quiz students will match elements of poetry with their correct definitions. Informal assessment as pairs and groups share examples of the elements of poetry found in mentor texts during foldables activities (see Learning Activities). Fluency Practice oral readings of poems (see Learning Activities) Informal assessments and checks for understanding as students compose different types of poems Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in 1352
Readers Theater
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Unit 9.6: Figuratively Speaking English as a Second Language 6 weeks

film version learning activity, students will, in small groups, select a scene from the book that they feel was not well-represented in the film version. The teacher will explain the process and expectations of Readers Theater by reviewing attachment 9.6 Performance Task Getting into Readers Theater with the class. The teacher will allow students to form groups and decide on a scene, consulting the book as they work. The groups will write a brief paragraph that describes the scene. If students do not all have copies of the book, the teacher will make copies of the excerpts selected by the groups so that each group member has a copy of the relevant excerpt. The students will be given class time to work on their scenes with their groups. Before the performances, ask each group to explain where their scene occurs in the book and to discuss why they chose to dramatize the scene in this way. During discussion, look for comments that show students can think critically about why movies and books would not be identical and that communicate their preferences for the film or book. Students should evaluate their work using attachment 9.6 Performance Task Readers Theater Reflection Sheet. The teacher will review this for indications that students made thoughtful decisions and have spent time evaluating their own contributions to the group performance. their reading logs for unknown words they encounter while reading.

Compiling poetry collections and a working definition of poetry Discuss the definition of poetry and provide notes on types of poems. See the following website for terms and definitions, if needed. http://www.pbs.org/newshour/extra/features/janjune00/poetryboxformexamples.html Provide the students with many examples of different types of poems (concrete, haikus, cinquain, diamonte, etc.). Discuss the patterns and provide the students with the formulas for the poems. 1353
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The teacher should first focus on diamonte. The teacher will show the students that we are all poets by helping them to write their own poem about themselves. o Line 1: Noun or subject (their first name) o Line 2: Two Adjectives (describing line 1 in this case, the student) o Line 3: Three ing words (action verbs describing line 1) o Line 4: Four words about the subject (2 nouns related to line 1, 2 nouns related to line 7) o Line 5: Three ing words (action verbs describing line 7) o Line 6: Two adjectives (describing line 7) o Line 7: Synonym for the subject (their last name) Over the next week, the teacher should examine model poems of different types with the students and lead students in composing their own. The students should have the opportunity to experiment with many types of poems. Introduce the poetic devices and figurative language techniques below. Allow students to create foldables for managing key terms and elements of poetry throughout the unit (see examples below). Provide reciprocal teaching opportunities for students to research, read, and compare types of poetry while locating examples of poetic devices and figurative language elements. These will also serve as study tools for the students. Fold an 8 x 11 sheet of paper in half and then cut the top half into 4 equal sections, lengthwise (see below). On the outside of each flap, write one of the elements of poetry (stanza, rhyme scheme, hyperbole, onomatopoeia).
Create elements of poetry and figurative language foldables13
On the inside of each flap, write the corresponding definition and an example of the term as shown below. Definitions a group of lines in a poem Examples The first five lines of The Road Not Taken by Robert Frost equal one stanza. Roses are red, (A) Violets are blue, (B) She is my friend, (A) And so are you. (B) I have a TON of homework! Buzz, zoom, whoosh, pop, sizzle
the pattern of rhyme in a poem an exaggeration a word that that illustrates the sound it makes
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-4-Create.pdf
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After students have written the terms, definitions, and examples on their foldables, allow them to work in pairs to find additional examples of these elements of poetry from mentor texts provided (see Literature Connections). In another lesson, make a second foldable for figurative language terms (alliteration, personification, simile, metaphor). Definitions a comparison using like or as a direct comparison not using like or as the repetition of consonant sounds giving human characteristics to animals or objects Fluency14 Students will read aloud with rhythm, flow, and meter that sound like everyday speech (prosody). Students will recite selected poetry to gain practice with varied text complexity and to utilize reading strategies for decoding, self-correcting, and identifying words from a variety of context clues. If technology is available, play an audio recording of a poem (example Webcast: http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4187). If not, read a poem very expressively and while demonstrating fluency. After listening to the recording or reading expressively, read one stanza from the same poem using a robotic voice and making intentional errors in pronunciation. Allow students to reflect on the importance of fluency in daily communication. Provide three or four sample poems from which students may choose. Allow students to work with partners to practice reading their selected poems with confidence. Remind students to use syllabication, prefixes, suffixes, surrounding words, etc. as clues to difficult vocabulary. As partner #1 reads, ask partner #2 to tally any miscues. Reverse the roles until both students have improved reading with fluency. Provide ample time for students to memorize one or two stanzas of their poem to recite to the whole class. Remind students that poetry provides an excellent opportunity to practice fluency and that the reading /speaking skills acquired may be transferred to all other genres of literature. The teacher will explain to students that drama, unlike other works of fiction, is written to be performed. The written form of a play is called a script, and the author is called a playwright. The teacher will inform students that a script contains a number of important elements: o Acts and scenes A play is broken into acts and scenes instead of chapters. Acts are the bigger divisions; scenes are the parts within an act. A new scene usually begins when the setting changes. Examples Her smile is as bright at the sun My homerun was a rainbow of hope for our baseball team. Larry Ledbetter lost his lovely lunchbox! The mountain laughed at the hikers below.
Elements of Drama15
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-5-Unit-4-Create.pdf Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/5%20Unit%207%20Drama%20Elements%20 of%20Drama.pdf
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o Cast of characters A cast is a list of everyone in the play. The cast of characters is listed at the beginning of most plays. Sometimes the characters are listed in order as they appear in the play, and a brief description of the character may be given. Dialogue The script consists mostly of dialogue (conversation). Through the dialogue, the playwright reveals the characters, plot, and themes of a play. Dialogue in plays is not set off by quotation marks. Scripts have speech tags which tell who is speaking. Monologue (soliloquies) A character stands alone on stage and speaks. These speeches are often important, dramatic moments in a play. Plot The action/events that occur in the play comprise the plot. Setting Where and when the play takes place are aspects of setting. The setting usually changes from act to act and scene to scene. Stage directions The playwright describes details of the setting and sound effects as well as directs characters how to speak their lines, move, act, and look. Theme The main message is the central idea or message of the play.
o o o o o
Compare a novel to its film version The student will write a comparison of a piece of literature with its dramatic representation (in this case, the movie). The teacher should choose a book that was read as a read-aloud during the year and show the corresponding movie in class. Review the Story Map for the novel (see attachment 9.1 Story Map). Transfer the information to the Book column of the Focused Reading and Viewing Guide (see attachment 9.6: Learning Activity Focused Reading and Viewing Guide). Stop the movie as necessary to answer questions or review the story elements through discussion. Students should complete the Film side of the chart while watching the movie. After the movie, allow the students to work in small groups to complete a Venn diagram to note the similarities and differences between the book and the movie. After completing the Venn diagrams, students should share their findings and opinions in a class discussion. What changes did they like? What didnt they like? Should movies always be just like the book or are changes ok? Individually, students should use the Venn diagram as a pre-writing exercise to draft an essay comparing the book to the movie. They should use peer editing to revise their essays and complete a final copy to be assessed by the teacher. In the comparison, the student will identify and analyze the similarities and differences between the narrative text and its film. The student will support all judgments through references to the text and film. The student should demonstrate an understanding of the literary work in his/her writing. Other examples of book/movie pairs: Judy Moody and the NOT Bummer Summer, Harry Potter, Tuck Everlasting, Holes, Bridge to Terabithia, Mr. Poppers Penguins, Diary of a Whimpy Kid, Rapunzel/Tangled, Alice in Wonderland The Connection Between Poetry and Music: http://www.readwritethink.org/classroomresources/lesson-plans/connection-between-poetry-music-808.html
Sample Lessons
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Compiling Poetry Collections and a Working Definition of Poetry: http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collectionsworking-354.html Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself Line Break Explorer http://www.readwritethink.org/classroom-resources/student-interactives/linebreak-explorer-30018.html Poets.org currently features thousands of poems, with new ones being added all the time. You can search for text within a poem, or browse the list by title, author, or first line. http://www.poets.org/search.php/prmResetList/1 Tips for Teaching Poetry http://www.poets.org/page.php/prmID/85 Poetic Devices and examples http://www.pbs.org/newshour/extra/features/janjune00/poetryboxdevicesexamples.html Puerto Rican Poetry http://www.pbs.org/wgbh/masterpiece/americancollection/woman/ei_poetry.html

Poetry Collections All the Small Poems by V. Worth From Mother to Son by L. Hughes Hist Wist by e. e. cummings Jabberwocky by Lewis Carrol Many Winters by N. Wood Ordinary Things: Poems from a Walk in Early Spring by R. Fletcher The Place My Words Are Looking For - P.B. Janeczko (editor) Night on Neighborhood Street by Eloise Greenfield Pizza, Pigs, and Poetry: How to Write a Poem byJack Prelutsky Troop 13 to the Rescue by Penny Warner Rumplestiltskin, Private Eye by Jason Sanford And So They Did by V. McQuin Final Prep by Timothy Tocher Free Agent by Timothy Tocher Barts Black Gold by Penny Warner Temper, Temper by Bruce Lansky Liza and the Lost Letter by Bruce Lansky The Royal Joust by Bruce Lansky
Dramatic Literature
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READ XL (Ninth grade) Textbook o Nonconformist by Angela Shelf Medearis page 81 (Poetry: Problem and Solution ) o Opening Act by Yolen and Heidi Elisabet Yolen Stemple page 202 (Short Story: Cause and Effect) o A Song and Poem by Jewel page 210 (Poetry/ Lyrics: Cause and Effect) o Voices from What You Are? Page 324 (Essays and Poetry: Make Inferences)
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Attachments Grade 9
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Learning Activity Anticipation Guide
Anticipation Guide
Read each of the following statements. Then decide how strongly you agree or disagree with each. Explain your thinking in a sentence or two. SA = Strongly Agree Statements A = Agree SA A D SD D = Disagree SD = Strongly Agree Explanations
After reading/discussing, look back at your ratings and explanations. Discuss how your thinking has changed or been confirmed on one or more or the statements. Source: www.readwritethink.org 1360
Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Learning Activity Make a Flipbook Making a Flip Book
Any sized paper can be used. The number of sheets can also be varied to suit your needs. These directions describe the process as it was done for this project.
1. Place three pieces of 12 x 18 construction paper in a stack with long edges aligned and short edges (ends) staggered about an inch.
2. Fold edges over to reveal the staggered spacing. Crease and staple along the top.
3. Label the tabs for each page topic.
Title by W here the y live W hat they e at Interesting f acts About the auth or Res ources
Source: http://www.netc.org/classrooms@work/classrooms/fernan/images/makeflipbook.pdf
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Learning Activity Parts of Speech
8 Parts of Speech Overview

Part of speech Noun Pronoun Verb Definition names a person, place, thing, or idea takes the place of a noun shows action or state of being modifies a noun or pronoun Adjective
Four questions adjectives answer: Which one? green frog What kind? hungry dogs How many? two books How much? many teachers
Example Susan visited her grandparents in Italy. She will see them in June. The boy ran down the hall. He is in trouble. The red car was speeding down the dark street. Several restaurants are closing.
modifies a verb, adjective, or another adverb Adverb

Four questions adverbs answer: How? runs quickly When? opens the door now Where? sits here To what extent? never wins
Sally sings loudly. Jason almost won the race.
Conjunction
connects words or groups of words
I like pizza and ice cream. We were going to play football, but it rained. The squirrel ran around the tree. Your cake is in the kitchen.
Preposition
shows relationship between a noun or pronoun to other words in a sentence expresses feeling
Interjection
Wow! That is the best cake I have ever eaten. Well, did you do your homework?
Source: Georgia Department of Education
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Learning Activity Story Map
Source: http://literature.pppst.com/storymaps.html
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Learning Activity Writing Process Notes
STEPS DESCRIPTION ACTIVITIES Think about who will read your writing and why? Form your ideas for writing. Gather and record information. Brainstorm words and thoughts. Think about what to say. Make a list, web, picture, etc.
Prewriting (Brainstorming)
In this step, you will gather your thoughts depending on the topic you are writing about.
Writing
After gathering your thoughts, you may start to write and address the topic. This will become your first draft of writing. Remember, there is no revising and editing during the development of your first draft. Revising and editing will come after you develop your first draft.
Write your draft.
Revising
After writing your first draft, your next step is to read over your writing and determine how to make it better. You can make your writing better by expanding on ideas that need further development, adding more details, and by removing words or sentences that don't allow your writing to flow.
Read the writing to yourself. Make it clearer. Change any words that are overused. Read your writing to a friend. Listen to the comments your friend has to make in order to make your writing better. Make any necessary changes in your writing (words, sentences, ideas, etc.). Make sentences complete. Check spelling and make sure to dot your is and cross your ts. Check capitals and ending punctuations. Have someone else check your work. Write it over into a nice clean draft. Share your writing with others. Make it into a book. Record your writing into a tape. Illustrate your writing.
Editing
Now that you have revised your writing and made it clearer, it is now time to make corrections in spelling, grammar, and punctuation. Read over your work again and be sure you make any necessary corrections.
Publishing
Now that you have written your first draft, made revisions, and edited your work, it is time to write your final draft and publish it by sharing it with someone else.
Source: http://www.greenville.k12.sc.us/taylorse/Taylors%20Elementary%20Curriculum%20Information/writproc.asp
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Unit 9.1: Genres Overview, Elements of Fiction English as a Second Language Performance Task Editing Checklist
CATEGORY Capitalization RESPONSIBILITIES I capitalize proper nouns like the names of people, pets, and places. I capitalize the pronoun I. I capitalize important words in a title. I capitalize the first word in every sentence. My handwriting is neat. I leave a finger space between each word. My sentences begin in different ways. My sentences are complete. My story makes sense. I use brainstorming and a concept map or outline to create and organize my ideas. I describe where my story takes place. I describe what the characters look like. I describe what the characters feel. My story has a beginning, middle, and end. My introduction is exciting and inviting. I have a satisfying conclusion. I have listened to suggestions from the teacher or peer writers. I use a period at the end of each sentence. I use a question mark at the end of each question. I use commas between words in a list. I use the Word Wall and reference materials to spell words I don't know.
Conventions
Ideas
Punctuation Word Use
Source: http://www.greenville.k12.sc.us/taylorse/Taylors%20Elementary%20Curriculum%20Information/writproc.asp
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Unit 9.2: Communicating My Ideas English as a Second Language Learning Activity Rules for Combining Sentences
Rules for Combining Sentences

Combining sentences is a necessary part of fluent communication in the English language; however, with all of the transitions, subjects, predicates, and verbs to consider, its easy to become overwhelmed. Sentence combining does not need to be a chore! In fact, if you follow these simple rules for combining sentences, youll probably find that its easy and you might even begin to enjoy it.
Combining Independent Clauses

Independent clauses are essentially two sentences that could stand on their ownin other words, they dont depend on another clause to allow them to make sense. These sentences must be combined with the use of a connecting word known as a conjunction. Some popular conjunctions often used to achieve this purpose are and, but, for, nor, or, so, and yet. Each expresses something different, so use them wisely! And means also or in addition. Instead of saying, Bryan went to the store. Brandon went to the store, too, try saying, "Bryan and Brandon went to the store." But expresses an opposite or different point of view. Instead of saying It was a good idea. It was a dangerous idea, try saying, "It was a good but dangerous idea." For expresses causation or result. Instead of saying, They went upstairs. They did this because it was bedtime, try saying, "They went upstairs, for it was bedtime." Nor means an additional negative idea. Instead of saying, She doesnt like school. She also doesnt like being at home, try saying She likes neither school nor home. Or reflects an additional point of viewthe presence of choice. Instead of saying, The cat is upstairs. It might also be in the garage, try saying, The cat is upstairs or in the garage. So indicates the progression of a thought. Instead of saying, They ditched school. This way, they would not have to take the test, try saying, They skipped school so they could avoid the test. Yet expresses a contrast, similar to but. Instead of saying I loved her. On the other hand, I was angry with her, try saying, I loved her, yet I was angry with her.
Combining Sentences with the Same Subjects and Verbs

Sentences with the same subject can be combined, since youre describing the same person, place, or thing completing different actions. This is very easy. Instead of: Television is an educational tool. It is a tool that prevents education." Try Television is an educational tool that may also prevent education. If two sentences contain different subjects that are accomplishing the same action, the sentences can be combined as well. Instead of The baby walked. The mother walked along. Try The mother walked along with the baby.
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Unit 9.2: Communicating My Ideas English as a Second Language Learning Activity Rules for Combining Sentences
together. By following these rules, your sentences will be more concise and interesting, and far less repetitive. With these simple rules for combining sentences, you can now combine sentences confidentially to make your speech and stories much more interesting. Practice Combining with Conjunctions (Write answers on your own paper.) 1. The scientists trained him well. They helped him find a job when his training was through. 2. Polar bears are fierce, territorial animals. Grizzly bears are the same. 3. Mark told me not to come with him. He looked longingly at me as I left. 4. I will not give in to you. I will not let you push me around. 5. He loves to drive during the day. They will let him drive before 9pm. Practice Combining with subordinate clauses 1. They made plans to go. They ended up not being able to make it. 2. Some say that dogs are friendlier than cats. Cats can also be extremely loving. 3. What weve accomplished is a milestone. Lets raise our glasses for a toast. 4. Dr. Johnson ate a big meal. He went to work afterward. 5. I simply cannot get out of bed. I am too tired. Practice Combining Sentences with the same subjects and verbs 1. Mr. Brown walked to the store. His pet monkey Ralph walked along with him. 2. The cactus is thirsty. The cactus is not getting enough sunlight. 3. My mug was in the cupboard. My mug is no longer in the cupboard. 4. Drews dog jumped into the air. Janines dog jumped into the air as well. 5. The book fell to the floor. It opened to a page I had never read before.
Sentence Combining in Paragraphs

Combine as many sentences as you can in the following paragraph, using the above examples to guide you. The Boston Red Sox were three games down. The Red Sox had to win the next four games to advance. Fans were worried. Boston had not won a World Series since 1918. No team had ever come back in the playoffs from a three-game deficit. All of the fans knew this. Red Sox fans watched anxiously as the fourth game of the ALCS began. Yankees fans watched confidently. They also knew that anything could happen. People wanted to watch a good series. They did not expect it to be such a nail-biter! David Roberts stole second base. This move would be remembered as the turning point of the series. Nobody believed the Red Sox would win that year. The Red Sox won that year. The Yankees would not win the World Series for another five years. In 2009, the Yankees won the World Series.
Source: http://www.yourdictionary.com/grammar/sentences/rules-for-combining-sentences.html 1367
Unit 9.2: Communicating My Ideas English as a Second Language Other Assessment Past Tense Verb Assessment
Name: Date
Using Past-Tense Verbs Assessment

1. Grandfather (come) 2. Grandmother (spread ) 3. She (cook) 4. We (walk) her hand. 5. I (hold) 6. Sometimes we (see) 7. Later, Jimmy (pump) 8. Crawford (sell) 9. Grandmother (heat) 10. I happy in the mountains . (Be) water for our tub. Mr. and Mrs. white butter. water from the well. snakes in the pond. through the grass. cornbread and pinto beans. a cloth on the table. home last night.
Source: www.readwritethink.org
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Unit 9.2: Communicating My Ideas English as a Second Language Performance Task Rough Draft Template
When I Was Young

Rough Draft Template
Write a rough draft of a story about when you were younger. You should include five experiences, each of which will appear on a different page. You might write about a visit to a special person, an outdoor activity, an indoor activity, a favorite food, or a favorite story. When you are done writing, check your text for spelling and grammar. Then underline all of the verbs that are written in the past tense in a different color. When I was young in By
Page 1
Page 2
Page 3
Page 4
Page 5
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Unit 9.2: Communicating My Ideas English as a Second Language Performance Task - When I Was Young In Rubrics
Writing Rubric for When I Was Young In Flip Books

Check the appropriate box and write and helpful comments
Expectation Five experiences are included. Spelling and grammar are correct Past tense is used correctly. Rough draft with the past-tense verbs underlined is included with the flip book. Illustrations are included for each experience. Cover page with the title (When I Was Yo1mg In...) and the author's name is included. Comments: Met Almost Met Not Met
Speaking Rubric for When I Was Young In

This rubric will be used to evaluate your presentation of your book. Each page will receive its own score, adding up to 100 points. + = 2 points - = 1 point Total Possible = 100 points
Skill Ability to be understood Grammatically correct Correct pronunciation Organization Complexity Vocabulary Eye Contact Presentation of illustrations Clear and audible voice Confident presence Page 1 Page 2 Page 3 Page 4 Page 5
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Unit 9.2: Communicating My Ideas English as a Second Language Performance Task Personal Narrative or Memoir Rubric
Scoring Domain Performance Level Exceeds Fully developed idea; consistent focus; supporting details are relevant and elaborated throughout the paper Meets Sufficiently developed idea; generally consistent focus; most of the supporting ideas and elaboration are relevant Does Not Meet Minimal or lack of control of the idea; limited or lack of focus; insufficient or irrelevant supporting details Exceeds Full command of the appropriate organizing strategy (introduction, body, conclusion); logical grouping of ideas; engaging introduction; effective and varied transitional elements; conclusion provides a sense of closure Meets Sufficient control of organizational strategy (introduction, body, conclusion); generally clear sequence of ideas; appropriate introduction; related ideas are generally grouped together; transitions link parts of the paper Does Not Meet Limited or lacking organizing strategy; lacks sequencing; ideas are not arranged in a meaningful order; lack of or inappropriate transitions Exceeds Engages the reader with carefully crafted phrases and sentences that create a sustained tone throughout the paper; appropriate varied and precise word choice; sustained audience awareness; consistent and appropriate voice; varied sentence structures, lengths, and beginnings Meets Sufficient language and tone are generally consistent with the writers purpose; word choice is generally engaging; audience awareness is demonstrated; writers voice is clear; some variation in sentence length and structure Does Not Meet Minimal or inappropriate control of language and tone; word choice is simple, ordinary or repetitive; limited audience awareness; limited or lacking writers voice; lack of sentence variety *Adapt this section to align with instruction on language conventions at the point of instruction: _____ Exceeds _____ Meets _______ Does Not Meet
Ideas
Organization
Style
Conventions
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language Learning Activity Expository Text Structures
Text Structure Explanation
Ideas, events, or facts are presented as causes in conjunction with the resulting outcomes or effect. Similarities and differences are presented between two or more topics or concepts. Provides information about a topics to So Thus Accordingly Consequently May be due reason
Signal Words
Cause and Effect
Compare and Contrast
Although But Eitheror In common Similar to
with
s for conclude
A number of Characteristic In addition Is like To illustrate A problem Because In order to One reason Steps involved How One may When Why
Description
Problem and Solution
Problem is presented followed by one or more solutions. Question is posed and then followed by answers.
reason estimate
Question and Answer
Source: The Florida Center for Reading Research, 2007
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language Learning Activity Expository Text Structures
Events are described in numerical or chronological order. After Before First Initially Next On (date) Soon Today While
Sequence
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language Learning Activity Text Feature Find
Text Feature Find

Name______________________________ Title: Text Features Found in Book? Yes or No If yes, search and find. Is the Table of Contents easy to use? Why or why not? Use the table of contents to record a chapter title, its number, and beginning page/ Describe how the text is sequenced and formatted (eg., titles, subtitles, organization). How does this organization help the reader understand the text? Find a chart or map and record the page number. Describe it and how it helps the reader understand the text.
Table of Contents
Sequence and format
Charts, graphs and maps
Diagrams. Graphics, illustrations
Find a diagram, graphic or illustration and record the page number. Describe it and how it helps the reader understand the text.
Find an example of a print variation (eg., bold face, underline, italics). Describe it and how it helps the reader understand the text. Print variations
Is the index easy to use? Why or why not? Locate and record a topic in the index and the page number. Index
Is the glossary easy to use? Why or why not? Write a word found in the glossary and the definition. Glossary
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Unit 9.3: Communicating About Our World English as a Second Language Learning Activity Text Features
Informational Text Features

Informational text features help the reader more easily navigate the text and often provide additional information to help students comprehend the content. Print Features Guide readers through the patterns of organization
Feature
Table of contents Index Glossary Preface Pronunciation Guide Appendix
Helps the Reader

Identify key topics in the book and the order they are presented in See everything in the text listed alphabetically with page numbers Define words contained in the text Set a purpose for reading, get an overview of the content Say the words By offering additional information
Organizational Aids Help readers find important information

Feature
Bold print Colored print Italics Bullets Titles Headings Subheadings Captions Labels Sidebars
Graphic Aids Represent information in some specific way

Feature
Diagrams Flow diagram Sketches Comparisons
Helps the Reader

By signaling the word is important and/or found in the glossary Understand the word is important Understand the word is important Emphasize key points/ concepts Locate different categories in the text Identify topics throughout the book as they skim and scan Navigate through sections of text Understand a picture or photograph Identify a picture or photograph and/or its parts Gather additional or explanatory information
Helps the Reader

Understand a more detailed or simplified view of information Understand a complex sequence of movements or actions Visualize and important concept Understand the size of one thing by comparing it to the size of something familiar Understand relativity between elements Combine text information with graphic aids Understand where things are in the world Summarize/compare information Understand something by looking at it from the inside Understand additional information Understand the sequence of time
Graphs Figures Maps Charts/tables Cross-sections Overlays Time-lines
Illustrations Expand the meaning of the text

Feature
Photos Drawings Magnification
Helps the Reader

Understand exactly what something looks like Understand what something could or might have looked like See details in something small
Source: http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf
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Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language Learning Activity Word Detective
Source: http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/lesson_plans/3_4/l essonContextCluesFull.pdf 1376
Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language Performance Task Main Idea Mania
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Unit 9.4: Its a Matter of Opinion English as a Second Language Learning Activity Strategy Definition
Name: Date: Example
Persuasive Strategy Definitions

Definition Claim your main point
Big Names experts and important people that support your side of the argument
Logos using logic, numbers, facts and data to support your argument
Pathos appealing to your audiences emotions
Ethos making yourself seem trustworthy and believable
Kairos building a sense of urgency for your cause
Research using studies and information to make your argument seem more convincing; you can use words, graphs, tables, and illustrations.
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Unit 9.4: Its a Matter of Opinion English as a Second Language Other Assessments Persuasion is All Around You
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Unit 9.4: Its a Matter of Opinion English as a Second Language Other Assessments Persuasion is All Around You
Source: readwritethink.org
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Unit 9.4: Its a Matter of Opinion English as a Second Language Performance Task Persuasion Rubric
Name: Date:
Persuasion Rubric
Directions: Your assignment will be graded on this rubric. Consequently, use the rubric as a guide when working on your assignment and check it again before you submit it. Traits 4
The introduction is inviting, states the goal or thesis, and provides an overview of the issue. Information is presented in a logical order and maintains the interest of the audience. The conclusion strongly states a personal opinion. There is one goal or thesis that strongly and clearly states a personal opinion and identifies the issue. Three or more excellent reasons are stated with good support. It is evident that a lot of thought and research was put into this assignment. Argument demonstrates a clear understanding of the potential audience and anticipates counterarguments. Word choice is creative and enhances the argument. Visuals are appealing, highly relevant, and add support to the argument. Delivery is fluent, with an engaging flow of speech. There are no errors in grammar, mechanics, and/or spelling.
3
The introduction includes the goal or thesis and provides an overview of the issue. Information is presented in a logical order but does not always maintain the interest of the audience. A conclusion states a personal opinion. There is one goal or thesis that states a personal opinion and identifies the issue.
2
The introduction includes the main goal or thesis. Most information is presented in a logical order. A conclusion is included, but it does not clearly state a personal opinion. A personal opinion is not clearly stated. There is little reference to the issue.
Organization
There is no clear introduction, structure, or conclusion.
Goal or Thesis
The personal opinion is not easily understood. There is little or no reference to the issue. Arguments are weak or missing. Less than two reasons are made. Argument does not seem to target any particular audience. Word choice is limited.
Reasons and Support
Three or more reasons are stated, but the arguments are somewhat weak in places.
Two reasons are made but with weak arguments. Argument demonstrates some understanding of the potential audience. There is evidence of attention to word choice. Visuals are related to the topic. Delivery lacks some fluency There are several errors in grammar, mechanics, and/or spelling.
Attention to Audience
Argument demonstrates a clear understanding of the potential audience.
Word Choice
Word choice enhances the argument. Visuals are appealing and add support to the argument. Delivery is fluent. There are few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.
Visuals/Delivery
Visuals are not directly related to the topic. Delivery is not fluent. There are numerous errors in grammar, mechanics, and/or spelling.
Grammar, Mechanics/ and Spelling
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Unit 9.4: Its a Matter of Opinion English as a Second Language Performance Task Scaffolding for Persuasive Letter
Scaffolding for Persuasive Letter

Date:
Company Address:
Dear Sir or Ma'am, (Introduce yourself here)
(Introduce your product here)
(Give support
on why they buy your product here)
(Give one persuasive conclusion sentence here)
(Closing Here)
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Unit 9.5: Making Connections English as a Second Language Performance Task Book Chats
Name: _______________________________________
Congratulations!
You have been selected to do a book chat on ___________________________________ (date).
You will need to do the following

Use eye contact, smile, and BIG voice. Show the book. Name the book, author, and genre. Summarize the book (but dont tell the ending!). Give a personal response to the book (connections, thoughts, feelings). Tell who would like this book or to whom you would recommend it. Practice in front of a mirror, mom, dad, or anyone else. Watch the Reading Rainbow Book Chat video to get ideas. Include all of the required parts. Make sure you explain with details. Dont say, IU liked this book because it was good. That doesnt tell us anything! Retell an exciting, funny or emotional part of the book. Compare the book to others you have read. Make personal connections to the story. The audience like to know how the book mught relate to them. Remember that you are trying to sell your book or get others to read it. Optional: do a book project to help explain your book. (see the book project cards for ideas).
Suggestions for doing a great Book Chat
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Unit 9.5: Making Connections English as a Second Language Performance Task Book Chats
Book Chat Rubric

Name: Title of Book: Date:
Self Evaluation
Needs Improvement Did not do or mention (0 pts.) OK Partially complete (1 pt.) Good Satisfactory answers (2 pts.) Excellent Thoroughly developed (3 pts.)
Used eye contact, smile and BIG voice Showed the book and gave title, author, and genre Gave a brief summary of the book Included personal response or reaction Recommended the book Practice and preparation were evident Total points: ________________/18
Teacher Evaluation
Needs Improvement Did not do or mention (0 pts.) OK Partially complete (1 pt.) Good Satisfactory answers (2 pts.) Excellent Thoroughly developed (3 pts.)
Used eye contact, smile and BIG voice Showed the book and gave title, author, and genre Gave a brief summary of the book Included personal response or reaction Recommended the book Practice and preparation were evident Total points: ________________/18
Teachers Comments:
Source: Annemarie Johnson www.teacher2teacherhelp.com
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Unit 9.5: Making Connections English as a Second Language Performance Task - Feedback
Book Chat Feedback

Post charts like these in the classroom. After a student has presented a book chat or shared in the authors chair, other students give feedback using the following guidelines.
Warm Feedback
I like the way I found the following It was evident that I see that you Your message was clear that The approach you took was interesting because
Cool Feedback
I wonder if you I would like to hear more about Did you consider? Is this what you meant when you said? Can you clarify your thinking about?
Source: Annemarie Johnson www.teacher2teacherhelp.com
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Unit 9.5: Making Connections English as a Second Language Performance Task Making Connections Rubric
Making Connections
Attribute Ideas 5
The essay has a clear focus statement and all the necessary details. The organization pattern fits the topic and purpose. The beginning, middle, and ending are well developed. The voice expresses interest in and understanding of the topic. The word choice, including the use of literary terms, creates a clear message. The sentences are skillfully written and interesting to read. The essay has one or two errors that do not interfere with understanding.
Student Name: _____________________ %

2 1
The essay needs a focus statement and details.
4
The essay has a clear focus statement. Unnecessary details need to be cut. The organization pattern fits the topic and purpose. One part (beginning, middle, or ending) needs better development. The voice expresses interest but needs to show more understanding. The word choice is clear, but more literary terms would improve the essay. No sentence problems exist. More sentence variety is needed. The essay has a few careless errors in punctuation and grammar.
3
The focus statement is too broad. Unnecessary details need to be cut. The organization fits the essay's purpose. Some parts (beginning, middle, ending) need more development. The voice needs to be more interesting and express more understanding. The word choice is too general, and more literary terms are needed. A few sentence problems need to be corrected. The errors in the essay are confusing.
Points Earned
Comments
The focus statement is unclear. More details are needed.
Organization
The organization doesn't fit the purpose.
A plan needs to be followed.
Voice
The voice does not show interest in or understanding of the topic. Much more attention should be given to word choice. The essay has many sentence problems. The number of errors make the essay hard to read.
The voice cannot be heard.
Word Choice
Thought should be given to word choice. Most sentences need to be rewritten. Help is needed to make corrections.
Sentence Fluency Conventions Comments:
Total Points Possible Points
Grade Source: http://www.greatsource.com/iwrite/educators/e_rubrics.html
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Unit 9.5: Making Connections English as a Second Language Performance Task Planning Web
Source: www.readwtirethink.org
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Unit 9.6: Figuratively Speaking English as a Second Language Learning Activity Focused Reading Viewing Guide
Focused Reading and Viewing Guide

Book Title: Setting: Film Title: Setting:
Characters:
Characters:
Plot Events:
Plot Events:
Resolution:
Resolution:
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Unit 9.6: Figuratively Speaking English as a Second Language Performance Task Getting Into Readers Theatre
Getting into Readers Theater

You and your group will choose part of the book and make it into a script or play. Decide which part of the book to present. Determine how many speakers you will need. Be sure to include a narrator if you need one. Decide which lines each character will speak. You can change or remove words to make your script work. Be sure to have a reason for any changes that youre making. Sometimes you will be able to mark on the copy your teacher gave you. Other times, youll need to write your own script so you can make changes yourself. Decide what props or scenery the story might need. These should be simple, and should give the audience an idea of what youre trying to get across. Determine how you and your group will perform. Will you be sitting or standing? How will you arrange yourselves? Practice reading your section alone and with the rest of the group. Make sure you are saying each word clearly and with expression. Adjust your volume to the needs of the audience.
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Unit 9.6: Figuratively Speaking English as a Second Language Performance Task Readers Theatre Reflection
Movie Adaptation Readers Theater Reflection

Script Our group chose to adapt this scene because
We decided to make these changes to the script
We made these changes because
Performance The best part of our groups performance today was
If I could change one thing about the groups performance today, it would be
The best part of my performance today was
If I could change one thing about my performance today, it would be
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Unit 10.1: Conflict English as a Second Language 8 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore the theme of conflict in narrative writing. They will read and listen to novels in which the characters are facing either internal or external conflicts. They will also have the opportunity to analyze the plot structures of a variety of stories and write a short story of their own. Transfer goal: Students will leave the class able to use their learning of the types of conflicts characters experience in literature to make connections to and deepen their understanding of their personal lives and characters in other mediums. Students will be able to express themselves through writing.

Listening/Speaking L/S.10.2 Analyzes, organizes, explains, describes, supports, and discusses information; answers and formulates closed and open-ended questions. L/S.10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources. Reading R.10.1 Analyzes context clues, uses reference sources and other vocabulary expansion strategies to assess word meaning and to determine the meaning of unfamiliar words using prior knowledge to relate to new meaning; identifies Greek and Latin root words. R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. Writing W.10.3 Analyzes and applies organizational patterns to connect ideas and to write narrative, expository, and persuasive essays. W.10.5 Applies editing marks and revision techniques; applies reference sources to verify and support information; writes a final draft using the writing process.

Our sense of self is influenced by our relationships with others including the conflicts, choices, and experiences. Conflict and change and growth are inevitable parts of the human condition. Organizational structure and style influence the meaning of the written word. Good readers are able to infer meaning to better understand what they read.
How do our experiences, relationships, decisions, and actions change our lives? How do our conflicts affect our emotional growth and our sense of self? How does organization impact writing? How does making inferences about what we read impact our comprehension?
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Unit 10.1: Conflict English as a Second Language 8 weeks Content (Students will know)
Plot organization Types of conflict Organizational patterns/structure of a narrative Editing marks and revision techniques Conflict Resolution Man vs. man, man vs. self, man vs. nature Exposition, rising action, climax, falling action, resolution

Listen and respond to, analyze, organize, explain, describe, support, and discuss information. Express thoughts and opinions to discuss and analyze conflict and resolution. Analyze the plot. Make connections, predictions, and inferences and draw conclusions. Analyze and apply organizational patterns to connect ideas and to write narrative essays. Write a final draft using the writing process.
Content Vocabulary

Man vs. Self Short Story The students will develop a short story in which the conflict is an internal, man vs. self conflict. The students may use a struggle theyve dealt with, or come up with something fictional, but the main character must be in conflict with himself/herself. Students should follow the steps of the writing process to complete the assignment and should turn in any prewriting activities and drafts with editing marks along with the final copy. The short story should be assessed using a teacher-made rubric (see Additional Resources for websites to help with developing rubrics). The teacher should also review the drafts with editing marks to be sure the students have mastered that expectation.
Other Evidence
Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding types of conflict, resolution, and plot structure, etc. (see Learning Activities for suggestions). Word Wall of new vocabulary learned during the unit students will keep a personal word wall in their reading logs. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. SomebodyWantedButSo chart completed about a recently read novel or short story (see attachment: 10.1 Other Evidence Somebody-Wanted-But-So). Text Says/I know/Inference chart from 1393
Plot Structure and Analysis of a Peers Writing The students will use the plot structure pyramid to analyze the plot of a peers Conflict Short Story (see attachment: 10.1 Learning Activity Story Map). Students will exchange papers with a peer and read each others final copies. (It would be June 2012
Unit 10.1: Conflict English as a Second Language 8 weeks

helpful to pair students with someone other than their editing partner so that students are reading these stories for the first time.) Students will use the Plot Structure Pyramid to analyze the plot of their partners story. The pairs will then present each others stories orally to the class. The teacher will assess the pyramids for accuracy to see that the students understand the concept of plot structure. The students will perform an oral presentation to the class about the novel they have read independently. The students will discuss the conflict and resolution in the text as well as the text-toself, text-to-text, or text-to-world connection that he or she made while reading the novel. The students will be assessed using a rubric (see attachment: 10.1 Performance TaskBook Review Oral Presentation). group work (See Learning Activities) Plot Structure Pyramid 16 The students will analyze a novel, short story, or movie for plot structure and will diagram it using the Plot Structure Pyramid (drawn on paper or provided by the teacher). The students should answer the following questions: o What did the author need to explain to readers in the introduction section? o What inciting event causes the action to begin to "rise"? o Where does the story peak? Is there a clear climax? o Which events lead up to the conclusion? o How is the story resolved? The students should point to evidence from the story to support their choices for where the story turns, how the story is resolved, etc.
Book Review Oral Presentation

Types of Conflict The teacher will review types of conflict in literature with the students. Attachment 10.1 Learning Activity Types of Conflict will be helpful for the students. The teacher should provide the students with short stories describing conflict situations. The class should work together to identify the types of conflict present in a few examples and then the students should be given a few examples to work through on their own (see http://www.helium.com/knowledge/35461-short-stories-conflict for short stories with strong examples of conflict). The students should be reading books on their own throughout the year (see suggested reading list). They will keep a running reading log in which they will note the titles of the books and short stories they read along with the page numbers. During this unit, the students will also complete response questions dealing with conflict at teacher-determined intervals. The students will identify the conflict and explain how the plot development relates to the conflict. Students may be given sentence starters to help guide their
Conflict Reading Log
16
Adapted from www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements904.html
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Unit 10.1: Conflict English as a Second Language 8 weeks

writing: o In your reading today, what are the one or two important events? How do those events connect to the conflict, the big problem the main character faces throughout the story? o Sentence 1: On (todays date), I read for (__) minutes in (copy and underline the book title) by (authors name), pages (page where you started, page where you finished). o Sentences 2 and 3 (Copy and fill in): ______________ is (are) the main character(s). I think this will be his (her/their) main problem to face throughout the novel: (Describe the conflict.) o Sentences 4-5: Write one sentence to summarize an important event from the pages you read today. Write another sentence to summarize how that event connects to the big problem. Conflict Read-Aloud The teacher will read aloud a novel in which the main character faces one or more types of conflict (see Literature Connections for suggestions). The teacher should model fluency in reading as well as the think-aloud strategy as it relates to plot structure, organization, and types on conflict. The teacher should also model a Reading Response Journal Entry (see above Learning Activity). This novel can be used as a basis for examples during lessons throughout the unit. For each novel or short story read during the unit, students should complete a story map in order to examine the plot structure and other narrative elements of the stories (see attachment 10.1 Learning Activity Story Map). If the technology is available, the teacher could also incorporate the online PowerPoint presentation (http://www.readwritethink.org/lesson_images/lesson904/MidPlotStructure.pps) and interactive (http://www.readwritethink.org/files/resources/interactives/plot-diagram/) at ReadWriteThink.org. As a During Reading activity to increase comprehension, the students will complete an Inference Chart. The teacher will prepare a novel or short story by placing sticky notes throughout where inferences could be made. The students will make a 3 column chart with columns named Text says, I know, and Inference. The students will stop reading at each sticky note to fill in the chart. The teacher will use attachment 10.1 Learning Activity Editing Marks to teach students how to edit, not correct, a draft of an essay. The teacher will use attachment 10.1 Learning Activity Editing Mini-Golf to allow students to practice using editing marks.
Organizational Patterns
Making Inferences
Editing and Revising
Sample Lessons
The Great Kapok Tree: Teaching About Conflict in Literature http://www.educationworld.com/a_tsl/archives/03-1/lesson015.shtml Plot Structure http://pulse.pharmacy.arizona.edu/9th_grade/from_global/language_arts/plot.html Plot Structure: A Literary Elements Mini-Lesson www.readwritethink.org/classroomresources/lesson-plans/plot-structure-literary-elements-904.html Once Upon a Fairy Tale: Teaching Revision as a Concept http://www.readwritethink.org/classroomresources/lesson-plans/once-upon-fairy-tale-971.html June 2012 1395
Unit 10.1: Conflict English as a Second Language 8 weeks Additional Resources

Collection of Short Stories about True Life Experiences http://www.mariolvazquez.com Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Online introduction to compare/contrast essays: http://www.readwritethink.org/files/resources/interactives/compcontrast/ Educational rap Characters, Setting, and Plot: http://www.educationalrap.com/song/characterssetting-plot.html Organization of Narratives: http://www.kimskorner4teachertalk.com/writing/sixtrait/organization/patterns.html MANY links to black-line graphic organizers: http://www.vrml.k12.la.us/cc/vp_gle/2nd/more/graphic_organizers.htm El Gran Capoquero/The Great Kapok Tree by Lynne Cherry Odd Girl Speaks Out by Rachel Simmons Taking sides by Gary Soto Crazy weekend by Gary Soto Stray Every Living Thing by Cynthia Rylant (as well as others from this collection) The House on Mango Street by Sandra Cisneros The Color of My Paint by Mario L. Vazquez http://www.mariolvazquez.com Memories of growing up Hispanic by Edward Rivera The Day It Snowed Tortillas/El da que nev tortillas by Joe Hayes and Antonio Castro Boricuan Times: A Fine Collection of Puerto Rican Short Stories and other Genres by Anibal Muoz Claudio The Color of My Paint Mario L. Vazquez http://www.mariolvazquez.com Memories of growing up Hispanic by Edward Rivera Literature Timeless Voices, Timeless Theme, Copper o The King of Mazy May by Jack Landon page 60 (Short Story: Conflict Between Characters) o Zlateh the Goat by Issac page 146 (Short Story: Conflict with Nature) o The Pigman & Me by Paul Zindel page 189 (Nonfiction story: Internal Conflict) o Greyling by Jane Yolen page 328 (Short Story: Conflict and Resolution) o Becky and the Wheels and Brake Boys by James Berry page 472 (Short Story: Conflict)

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Unit 10.2: Relationships: Friendships in Fiction and the Power of Persuasion English as a Second Language 8 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study the persuasive genre of writing and will explore the theme of friendship by reading and writing about friendships and the characteristics of good friends. Through novel study, students will gain familiarity with many characters and will use this knowledge and their own experiences to reflect on relationships and the qualities of good friendships. Transfer goal: Students will leave the class able to use their learning about friendship in literature and persuasive writing to examine their own relationships and to express opinions in a persuasive manner to convince others to agree with them.

Listening/Speaking L/S.10.3 Uses appropriate language structure to state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources. Reading R.10.2 Analyzes character traits and setting; classifies point of view in fiction and nonfiction. R.10.4 Distinguishes between fact and opinion, infers the main idea, and distinguishes between relevant and insignificant details in a variety of texts; identifies theme. Writing W.10.1 Applies transitional words, phrases, and clauses when constructing complex sentences to effectively connect ideas and develop variety in writing. W.10.3 Analyzes and applies organizational patterns to connect ideas and to write narrative, expository, and persuasive essays.

Our sense of self is influenced by relationships, conflicts, choices and experiences. Friendships leave a lasting impression on people, even after the friendship has ended. Effective writing can change peoples minds.
How do our experiences, relationships, decisions, and actions change our lives? What do people gain from friendships? How can we convince others to see things our way?

Theme, character, and plot Transitional words, phrases, and clauses Organizational patterns for persuasive essays

Explain a process integrating comparison and contrast statements. Draw conclusions from listening to a variety of 1397
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Unit 10.2: Relationships: Friendships in Fiction and the Power of Persuasion English as a Second Language 8 weeks
Character traits Theme Transitional words Flat & round characters, antagonist, protagonist, dynamic, and static characters texts, performances, and multimedia sources. Analyze character traits and setting. Apply transitional words, phrases, and clauses when constructing complex sentences. Analyze and apply organizational patterns to connect ideas and to write persuasive essays.
Content Vocabulary

Compare Opinions Before and After the Unit After studying character traits, the students will write a journal entry titled, What makes a good friend. This will serve as a preassessment based on past experience. At the end of the unit, students should revisit this entry to see if their opinions have changed based on the readings and discussions throughout the unit. Students will then write a comparison essay about their feelings about friendship before the unit and after the unit. If it has changed, what changed and why? If it has not changed, why do they feel so strongly about their opinions? Students will be assessed based on a rubric, such as http://go.hrw.com/resources/go_ss/teacher9 9/rubrics/RUBRIC09.pdf
Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding theme, characters, setting, etc. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day.) Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. Transitional words and phrases worksheet (see attachment: 10.2 Other Evidence Transitional Word Practice) Persuasive Essay practice outline (see attachment: 10.2 Learning Activity Persuasion Map)
Persuasive Writing Characteristics of a Good Friend Students will write a persuasive essay to convince their classmates of the most important characteristics of a good friend. Students will write about the three attributes they feel are the most important in a good friend. They will also provide reasons why other attributes are not as important. The students should include evidence from the novels and stories read during the unit and their own experiences to support their
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arguments. If scaffolding is needed, the teacher should provide the students with a list of characteristics to choose from (good listeners, funny, trustworthy, popular, respectful, complimentary, attractive, dependable, etc.). The students should not be restricted to this list, however. The list should just help them to start thinking of characteristics. The teacher will provide the students with attachment 10.2 Performance Task Persuasive Pre-Writing to help with planning their essays. The students should be sure to incorporate appropriate organizational structure for persuasive writing and to use transitional words and phrases correctly. The students will be assessed using attachment 10.2 Performance Task Persuasive Writing Rubric.
Characteristics of a Good Friend Small group sharing After writing the persuasive essay about the characteristics of a good friend, students will present their essays to each other in small groups. Students will not read their essays to the group. Instead, they will talk to their group members about what they wrote. They will describe the reasons for and evidence of the importance of the characteristics they chose and the group members will try to guess the characteristics from the description and evidence (draw conclusions from listening to the presentations). The students will also try to persuade the group members to change their decisions about the most important characteristics of a good friend. Group members will write a reflection in their journals about their reaction to the presentations. Did their classmate convince them to change their 1399
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choices? Did their classmate make them think about the most important characteristics of friendship differently? The students will be assessed using attachment 10.2 Performance Task Oral Presentation Rubric.

Daily Quick-Writes The students will write in their Reflection Journals (can be a section of the same notebook used for the Reading Log, if desired) each day. These daily quick-writes work well as a daily warm-up for the first 5 minutes of class. The teacher should have a question, topic, or quotation on the board as the students come in. The students should immediately reflect and write about the topic. The teacher can choose to ask volunteers to share at the end of the writing session. The journals should be read by the teacher for evaluation and response a few times each unit. They should not be graded on grammatical or spelling accuracy students should feel free to write without editing and without fear of mistakes. Assessment should be based on effort and on what the teacher knows the student to be capable of. For this unit, the daily topics should relate to friendship. For example: o Who is your best friend? What is he/she like? Why are you best friends? o The only way to have a friend is to be one." - Ralph Waldo Emerson o Think about the friendship between (characters in current read-aloud novel). Do you think they have a healthy relationship? Why or why not? Do you have or would you like a friendship like this? Why or why not? The teacher should read Bridge to Terabithia or choose another interesting book with a strong friendship theme to read aloud to the class each day during this unit (10-20 minutes a day). The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. If time in the unit allows, a second novel could also be read. The teacher should use this opportunity to demonstrate fluency in reading, to model strategies for determining the meaning of unknown words, and to use think-aloud strategies to examine plot structure, characters, friendships, setting, conflict, etc. Attachment 10.1 Learning Activity Story Map should be used to examine the novel (and any other novels or short stories read throughout the unit). The teacher should explain the organizational structure of persuasive essays to the students. Refer to this link for details, if needed. http://www.powayusd.com/teachers/kkangas/Language%20Arts/Writing/persuasive_essay_forma t.htm 1400
Friendship Read-Aloud
Organizational Patterns of Persuasive Text
June 2012
The teacher will lead the students through setting up an outline or web for a persuasive essay (see attachment: 10.2 Learning Activity Persuasion Map) by asking a question that could be debated in class (examples: school uniforms, city-wide curfews, year-round school). The students will discuss the issue and brainstorm arguments for and against the issue. The teacher should note the arguments on the board or overhead projector. The class (or the teacher) will decide which side of the issue to argue (just for the sake of the demonstration). The teacher will set up the outline or web on the board or overhead projector and the class will work together to fill in the details from the brainstorming list and discussion. The teacher will then assign another topic for the students to map out on their own using attachment 10.2 Learning Activity Persuasion Map. The teacher should introduce the topic of transitional words and phrases by reading a paragraph that does not include transitions. The students will notice that it sounds awkward and doesnt flow. The teacher should read the same paragraph but with the proper transitions to show the students why it is important to use transitional words and phrases. The teacher will use attachment 10.2 Learning Activity Transitional Words and Phrases and review it with the students. The teacher will then use attachment 10.2 Other Evidence Transitional Words Practice to practice using appropriate transitions. The teacher will collect the work sheet for assessment. The students will also be assessed on transitional words and phrases in their essays in this unit. Exploring Friendships with Bridge to Terabithia http://www.readwritethink.org/classroomresources/lesson-plans/exploring-friendship-with-bridge-981.html Action is Character: Exploring Character Traits with Adjectives http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploringcharacter-175.html
Transitional Words and Phrases
Sample Lessons

o Use as reference: o Unit 8.3 Influencing Others to Make Decisions that Matter o Unit 9.4 Its a Matter of Opinion o Unit 10.2 Friendship in Fiction and Power of Persuasion o Unit 12.5 See it My Way Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Rubrics personalized online at: o http://rubistar.4teachers.org/ o http://pblchecklist.4teachers.org o https://www.e-education.psu.edu/facdev/id/assessment/rubrics/rubric_builder.html o http://teacher.scholastic.com/tools Helpful vocabulary for procedural writing: http://www.admc.hct.ac.ae/hd1/english/process/proclang.htm 1401
June 2012
Descriptions and examples of character types (round, flat, dynamic, static, etc) http://www.fictionfactor.com/guests/common.html Teaching Persuasive Writing http://www.coe.uga.edu/~smago/Writing_Units/Barfield_Bohlen_Butler_Sellers.pdf Return to Sender by Julia Alvarez Baseball and Other Stories by Gary Soto Sisterhood of the Traveling Pants by Ann Brashares Crash by Jerry Spinelli The Kid in the Red Jacket by Barbara Park Among the Hidden by Margaret Peterson Haddix Dragon Slippers by Jessica Day George Deep and Dark and Dangerous: A Ghost Story Hahn by Mary Downing Kira-Kira by Cynthia Kadohata Best Friends by Jacqueline Wilson Bridge to Terabithia by Katherine Paterson Because of Winn-Dixie by Kate DiCamillo Literature Timeless Voices, Timeless Theme, Copper o Names/Nombre by Julia Alvarez page 250 (Nonfiction Story, Biography: Narrators Perspective) o The Southpaw by Judith Viorst page 254 (Nonfiction Story, Biography: Narrators Perspective) o A Backwoods Boy by Russell Freedman page 344 (Nonfiction Story, Biography:) o Jackie Robinson: Justice at Last by Geoffrey C. Ward and Ken Burns page 352 (Nonfiction Story, Factual Account: Main Ideas) o The Fun They Had by Issac Asimov page 382 (Short story: Evaluate the Authors MessageScience fiction) o The Loch Ness Monster by George Laycock page 438 (Oral Tradition: Authors Purpose) o Why the Tortoises Shell Is Not smooth by Chinua Achebe page 442 (Oral Tradition: Authors Purpose) o Letter to Scottie by Scott Fitzgerald page 556 (Letter: Understand the Authors Purpose) o Letter to Joan by C.S. page 558 (Letter: Understand the Authors Purpose) o Olympic Diary by Amanda Borden page 559 (Diary: Understand the Authors Purpose) o Space Shuttle Challenger by William Harwood page 584 ( Media accounts: Understand the Authors Purpose) o Central Park by John Updike page 588 (Biographical Narrative: Interpret) o Noah Websters Dictionary by Charles Kurait page 590 ( Media Accounts: Interpret)

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Unit 10.3: Choices English as a Second Language 8 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore how choices affect our lives. They will read narratives in which characters are faced with choices and they will have the opportunity to examine and discuss the choices made by the characters. They will also have the opportunity to examine their own lives and write about a choice they have had to make and the effect it has had on their lives. Students will also study word choice by authors and the impact it has on the text. Transfer goal: Students will leave the class able to use their learning about personal narratives and choices to better understand their own choices and experiences and those of others.

Listening/Speaking L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. L/S.10.3 Uses appropriate language structure to state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure. Reading R.10.1 Analyzes context clues, uses reference sources and other vocabulary expansion strategies to assess word meaning and to determine the meaning of unfamiliar words using prior knowledge to relate to new meaning; identifies Greek and Latin root words. R.10.2 Analyzes character traits and setting; classifies point of view in fiction and nonfiction. Writing W.10.2 Applies appropriate grammar, structure, and syntax; analyzes word choice to convey intended meaning.

Our sense of self is influenced by relationships, conflicts, choices, and experiences. Words powerfully affect meaning. Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text and in spoken language. Narratives allow us to share observations, perceptions, or personal experiences to connect with and influence the world.
How do our experiences, relationships, decisions and actions change our lives? How does word choice affect meaning in text? How do root words and context clues help us discern meaning of unknown words? How can we relate a personal experience through writing?
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Unit 10.3: Choices English as a Second Language 8 weeks Content (Students will know)
Main idea or topic sentence and important (supporting) details Ways to summarize (structure) Greek and Latin root words Point of view in fiction Appropriate use of adjectives and adjective placement Structure for compare and contrast sentence Context clues, multiple word meanings Root word, prefix, suffix Context clues LP3R strategy for context clues Protagonist Antagonist

Analyze character development & setting. Use appropriate language structure to state opinions in discussions and presentations. Use appropriate language structure to problem solve. Summarize and analyze a topic from a variety of texts using appropriate language structure. Analyze context clues, use reference sources and other vocabulary expansion strategies to assess word meaning and to determine the meaning of unfamiliar words. Analyze word choice to convey intended meaning.
Content Vocabulary

Personal Experience Narrative Students will create a personal narrative. The narrative will include the writers effective use of narrative structure, correct grammar, and appropriate elements of narrative prose. Throughout the unit, students will gather ideas to guide them in formulating their narrative about a choice they have been faced with, how they made a/that choice, and the affect that decision has had on their lives. During the writing process, the students will refine the essay using suggested ideas generated during peer editing, teacher conferences, and self-assessments (see attachment: 10.1 Learning Activity Editing Marks, if needed as well as 10.3 Performance Task Personal Narrative Revising). The finished composition will be evaluated on how well the elements of the narrative genre and appropriate grammar incorporated into the students paper. A teacher-generated rubric (see Additional Resources for links to rubrics sites) should be used for evaluation.
Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding conflict and resolution. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Story Elements graphic organizer about Readaloud novel Story Elements graphic organizer about Personal Experience Narrative Context Clues Four-Column Chart with the column headings Unknown word, Page number, Possible Meaning, Verification. (The teacher should fill in the first two columns with challenging words from the current read1404
June 2012
Unit 10.3: Choices English as a Second Language 8 weeks

Presentation of the personal experience narrative17 Students will present their personal narratives with visual aids to the class. In this presentation, integration of oral presentation skills with use of visuals along with fluency and prosody will be evaluated. Author/presenter must be prepared to answer questions related to the narrative, as well as effectively deliver the presentation. The audience members will generate and pose questions during presentations for areas where clarity might be needed. A teacher generated rubric (see Additional Resources for links to rubrics sites) should be used for evaluation. Students will choose one journal entry concerning choices (see Learning Activities) that they have written during the unit and expand upon it to write a narrative essay. Students will share their drafts with a peer. The peer-editing teams will edit each others essays, paying special attention to word choice, in an exercise similar to what they did with Hello, Harvest Moon (see Learning Activities). Students should include some words with Greek and Latin roots, using the word wall built during the unit as support. The essays will be assessed using a teachercreated rubric focusing on main idea and details, word choice, and adherence to the assignment requirements. aloud novel.) Students should use context clues and a dictionary to complete the other two columns of the chart. Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. Greek and Latin root words Word Wall (personal word list kept in Reading Log) Story Map and Analysis of Personal Narrative Students will examine and analyze the personal narrative they wrote in the first performance task.
Choices Essay with Word Choice Peer Editing
17
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit2_making_choices.pdf
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Unit 10.3: Choices English as a Second Language 8 weeks Stage 3 - Learning Plan Learning Activities
Unit Introduction Choices Reflection The teacher will lead a discussion about the difference between critical choices (whether or not to get involved in a certain activity) and day-to-day choices (what to eat for lunch) and guide the students to write in their response journals/notebooks about critical choices that they have made in the past or about choices they think they will have to make in the upcoming years, and/or about how they came up with the choice they made when faced with making a big decision. The students will read novels throughout the unit from the suggested list provided by the teacher. The students should be given a chance to preview the novels and choose something that interests them. This silent reading will take place during assigned times during class (perhaps first 10 or last 10 minutes of class) and outside of class. Students should complete a reading log with titles of texts and pages read. The teacher may also assign reading response questions to be answered in the reading log. Sentences frames can be provided to the students if they need scaffolding. (Example: The main character is ________. The protagonist had to make a difficult choice in this chapter. He/she had to decide between _______________.) Reading Log response questions o Identify/describe the main characters using characterization techniques; identify the protagonist, antagonist. o Identify the problem(s). o While reading, document any sensory details, figurative language, examples of effective connotation that is noticed. o Identify the elements of the story: setting, plot, climax, etc. o While reading, identify/describe situations when the characters must make important decisions/choices. o Describe how the character makes the decisions. Identify if the character has a process or procedure for making decisions. These questions should be answered in the reading logs when appropriate and then compiled as the student completes each novel, expanded upon, and turned in for evaluation by the teacher. Attachment 10.1 Learning Activity Story Map should be completed by the students for each story they read. The teacher will choose a personal narrative novel with a strong theme of choices made by the main and other characters as a read-aloud in class (see Literature Connections below for other suggestions). The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. If time in the unit allows, a second novel could also be read. The teacher should model fluency in oral reading, thinking aloud about the story elements (such as pausing to think about characters choices or to lead discussions or debates about the choices characters make), and using context clues to discern meaning of unfamiliar words. The students should complete attachment 10.1 Learning Activity Story Map after the class finishes the novel. 1406
Student-Chosen Reading Selections
Choices Novel Read Aloud
June 2012

Greek and Latin roots The teacher will introduce and discuss at least one word family each week. The teacher should allow students to brainstorm different words that contain the word family. Students can keep the list in their reflection journals on their personal word wall and continue adding words they find in the readings during the unit to their lists. The class should also work together to add words from read-alouds and other class readings to a class word wall (see attachment: 10.3 Learning Activities Greek and Latin Derivations). The teacher should introduce the concept of word choice to the students, explaining that it is the use of interesting, creative, and effective vocabulary or words in a piece of writing. The teacher should ask the students to provide their idea of word choice by asking specific questions such as: o How would you describe word choice? o What are some things that we might see in a piece of writing that demonstrate good word choice? o How might you think about word choice when you are writing? The teacher should read the story Hello, Harvest Moon by Ralph Fletcher to the students. During the read-aloud, the students should be instructed to think about effective nouns, verbs, and adjectives that the author uses throughout the story. o Why did you like the noun/verb/adjective that the author used? o What made that noun/verb/adjective stand out for you? The teacher will explain adjective placement in English and compare and contrast it with adjective placement in Spanish. The students will complete attachment 10.3 Learning Activity Adding Adjectives to review adjectives and adjective placement. The teacher will introduce the LPR3 mnemonic as a useful aid for figuring out unknown words from context. o Look-before, at, and after the new word o Predict-quickly predict the word's meaning, remembering that a wrong prediction is often a good start o Reason-think more carefully about the word's meaning, trying to be as precise as the context clues permit o Resolve-recognize that you may need to take other steps (e.g., look it up, ask someone) o Redo--go through the steps again if necessary The teacher will model the LP3R process, by writing the following sentence on the board or overhead: "Billy's reply was incoherent." The teacher should think-aloud through the LPR3 mnemonic to solve the meaning of the word incoherent as follows: "First, I need to look before, at,
Word Choice18
Adjectives and Adjective placement
Introducing Context Clues19
18
Source: http://www.readwritethink.org/classroom-resources/lesson-plans/cooking-with-words-creating1018.html?tab=4#tabs 19 Source: www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-engaging-1089.html
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and after the unfamiliar word incoherent. Then I need to predict what the word might mean by substituting other words that could make sense in the sentence, like funny, stupid, clever, or wrong. When I try to reason or look more closely at the context, all I know is that incoherent is being used to describe Billy's reply. I think I need more help to resolve the meaning of this word." The teacher will then add to the sentence on the board to make it say, "Due to a severe lack of sleep and extreme nervousness, Billy's reply was incoherent." The teacher will think aloud while modeling the LPR3 mnemonic again. "When I look this time, there are no words after incoherent, but I can figure out a lot from what's before the word. I'm going to predict that it means does not make any sense.' My reason is that it says severe lack of sleep and extreme nervousness.' I think I can resolve the meaning based on this context because I know what it's like when I'm overtired and nervous." The teacher will lead the class in a discussion about how the context clues in the sentence and the LPR3 mnemonic helped to solve the meaning of the word incoherent. The students will work in pairs to practice applying the LPR3 mnemonic with a few unfamiliar words found in a text they are reading in class. The teacher should be sure they are able to explain their thought process as they work through each step. The teacher will provide students with attachment 10.3 Learning Activity Get a Clue Bookmark, which can be cut out and folded to be used as a bookmark for reference. The Big Bad Wolf: Analyzing Point of View in Texts: http://www.readwritethink.org/classroomresources/lesson-plans/wolf-analyzing-point-view-23.html Attachment 10.3 Sample Lesson Three Lessons on Word Choice Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Great tutorial for writing personal narratives includes many graphic organizers: http://www.greatsource.com/iwrite/educators/e_pers_narr_pre.html Rubrics - http://www.rubrics4teachers.com/sixtraits.php or available to personalize online at http://rubistar.4teachers.org/ ; http://pblchecklist.4teachers.org ; https://www.eeducation.psu.edu/facdev/id/assessment/rubrics/rubric_builder.html Think Aloud http://www.justreadnow.com/strategies/aloud.htm http://www.readingrockets.org/strategies/think_alouds Adjective Placement in English http://www.englishclub.com/grammar/adjectives-order.htm Steal Away by J. Armstrong The True Confessions of Charlotte Doyle by Avi The Seer of Shadows by Avi Weasel by C. DeFelice Red Kayak by P. Cummings Surviving the Applewhites by S. Tolan Sixth-Grade Glommers, Norks, and Me by L. Papademetriou 1408
Sample Lessons

June 2012

Esperanza Rising by P.M. Ryan No More Dead Dogs by G. Korman Weedflower by C. Kadhota Stargirl by J. Spinelli Love, Stargirl by J. Spinelli Small Steps by L. Sachar Stowaway by K. Hesse The Milly Stories by J. Lindsay Shiloh by P.R. Naylor In Care of Cassie Tucker by I. Ruckman For Your Eyes Only! by J. Rocklin When I was Puerto Rican by Esmeralda Santiago Hard as Nails by Russell Baker (theme) Talent by Annie Dillard (first person narrative) Feathered Friend by Arthur c. Clarke, Childhood (narrative) Childhood and Poetry by Pablo Neruda (Narratives) Boricuan Times: A Fine Collection of Puerto Rican Short Stories and other Genres by Anibal Munoz Claudio Literature Timeless Voices, Timeless Theme, Copper o The Sound of Summer Running by Ray Bradbury page 5 (Story: Characters) o Stray by Cynthia Rylant page 16 (Story: Surprise Ending) o Jeremiahs Song by Walter Dean Myers , Talent by Annie Dillard page 34 (Story: First-Person Narrator) o The Circuit by Francisco Jimenez page 80 (Story: Theme) o Hard as Nails by Russell Baker page 86 (Story: Theme) o Aarons Gift by Myron Levoy page 116 (Story: Climax) o Water by Helen Keller page 122 (Story: Climax) o Old Ben by Jesse Stuart page 164 (Nonfiction: Narrative) o Feathered Friend by Arthur c. Clarke page 168 ( Short Story: Narrative) o Childhood and Poetry by Pablo Neruda page 172 (Nonfiction: Narrative) o Thunder Butte by Virginia Driving Hawk Sneve page 200 (Short Story: Atmosphere) o Be Like the Bird by Victor Hugo page 214 (Poem: Level of Meaning) o Dream Dust by Langston Hughes page 214 (Poem: Level of Meaning) o Stage Fright by Mark Twain page 215 (Nonfiction: Narrative) o Alone in the Nets by Arnold Adoff page 214 ( Poem: Level of Meaning) o Mowglis Brothers by Rudyard Kipling page 238 (Short Story: Animal Characters) o Lou Gehrig: The Iron Horse by Robert Considine page 292 (Short Story: Biographical Narrative) o Lobs Girl by Joan Aiken page 292 (Short Story: Compare and Contrast Characters, Foreshadowing) o The Tiger Who Would Be King by James Thurber page 302 (Short Story: Compare and Contrast Characters, Foreshadowing) o The Lion and the Bulls page 303 (Short Story: Compare and Contrast Characters , Foreshadowing) June 2012 1409

o Breakers Bridge by Lawrence page 420 (Short Story: Determine Cause and Effect: Character traits) o Dragon, Dragon by John Gardner page 461 (Short Story: Plot) o Overdoing It by Anton Chekhov page 482 (Short Story: Identify with Characters: Characterization) o Eleven by Sandra Cisneros page 488 (Short Story: Identify with Characters: Characterization) o The Lawyer and the Ghost by Charles Dickens page 506 (Short Story: Setting) o The Wounded Wolf by Jean Craighead George page 510 (Short Story: Setting) o The All-American Slurp by Lensey Namioka page 518 (Short Story: Theme) o The Stone by Lloyd Alexander page 526 (Short Story: Theme)
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Unit 10.4: My World English as a Second Language 6 weeks

0B0B
Stage 1 - Desired Results
3B3B
Unit Summary
In this unit, students will explore the historical and cultural context in literature and how it relates to their life and family. They will also explore various purposes for reading and writing focusing on nonfiction, especially current and historical events and how they are represented in various texts. Students will focus on fact and opinion, making connections to text, and main idea and details. Transfer goal: Students will leave the class able to use their learning about non-fiction literature and the characteristics of the genre to better understand the history of their families, communities, and culture.
4B4B
Listening/Speaking L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. L/S.10.2 Analyzes, organizes, explains, describes, supports, and discusses information; answers and formulates closed and open-ended questions. L/S.10.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict and resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources. L/S.10.5 Explains the main idea or topic and important details from learned concepts or readings, and summarizes, analyzes, and compares and contrasts a topic from a variety of text using appropriate language structure.
17B17 B
Reading R.10.2 Analyzes character traits and setting; classifies point of view in fiction and nonfiction. R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. R.10.4 Distinguishes between fact and opinion, infers the main idea, and distinguishes between relevant and insignificant details in a variety of texts; identifies theme.
18B18 B
Writing W.10.3 Analyzes and applies organizational patterns to connect ideas and to write narrative, expository, and persuasive essays. W.10.5 Applies editing marks and revision techniques; applies reference sources to verify and support information; writes a final draft using the writing process.
19B19 B 5B5B

Our sense of self is influenced by relationships, conflicts, choices, and experiences. Making personal and text-to-text connections helps us understand what we read.
6B6B
How do our experiences, relationships, decisions and actions change our lives? Which connections help most to increase understanding of a text?
3T3T
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The world we live in is reflected in literature. We read and write for different purposes and style and content are dictated by and reflected in those purposes. In what ways does history influence who you are and what you become?
7B7B

Fact and opinion Closed and open-ended questions Organizational patterns for expository essays Main idea and details Reference sources Point of view in nonfiction Main idea Dictionary, thesaurus, encyclopedia, ____ Point of view (nonfiction) Editorial
8B8B

Make connections to the text. Answer and formulate closed and openended questions. Express thoughts and opinions to discuss current events. Compare and contrast a topic from a variety of texts, make predictions and infer main idea. Distinguish between relevant and insignificant details. Analyze and apply organizational patterns to connect ideas and to write expository essays. Apply reference sources to verify and support information.

20B20 B
Content Vocabulary
1B1B
9B9B
Performance Tasks
Newspaper Project
Stage 2 - Assessment Evidence Other Evidence

10B10 B
21B21 B
The students will write three articles for an imaginary newspaper. (As an option, the class could work together on a class newspaper.) The students will work independently to write a news report, an editorial, and a sports story. The news report should be about a current event happening in the school or local community. The article should only contain facts. The editorial should be about a current event in the school or local community as well. It can be the same current event as the news article, but that is not required. The editorial should be an opinion-based article. The sports story should be about a local or national/international sporting event. The article should be a mixture of fact and opinion. Each article should have an appropriate headline (main idea).
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding family, culture, or history. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacherprovided topic (depending on the teachers preference for the day). Point of view in nonfiction rewrite (See Learning Activities) Anecdotal Evidence of participation and comprehension during Literature Circle discussions.
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Assess using teacher-designed rubric. Helpful rubric sites are listed in the Additional Resources section. Students will choose an older family member (parent, uncle, aunt, grandparent not brother, sister, or cousin) to interview about what life was like when they were in high school (see attachment: 10.4 Performance Task Interview Tips for helpful advice about conducting interviews). Students should be sure to ask open-ended questions to elicit the most detailed and interesting responses. o In what year were you in 10 th grade? o What music was popular among teenagers? o What books were popular? o What fashions were popular among teenagers? o What were the key political or social issues? o What was school like? o (other questions can be added by teacher or student) The interview will be assessed in conjunction with the Shared Experiences essay.
PP PP
22B22 B
Family Member Interview
Shared Experiences Life in High School Students will research the decade in which their parents (or other family member interviewed for previous performance task) were in high school using history textbooks, internet resources (if available), newspapers and magazines from the time period, etc. Students should research the same general topics about which they interviewed their family member. The information should be compiled and compared to current events and current trends. The students will compare their high school experience with that of their family members in an expository essay. The performance task will be assessed on a rubric. June 2012
23B23 B
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2B2B
Stage 3 - Learning Plan
11B11 B
Learning Activities
Family, Culture, Historical Read-Aloud The teacher should read When I Was Puerto Rican (or choose another interesting book with a historical context and themes of family and culture) to read aloud to the class each day during this unit (10-20 minutes a day). The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to model strategies for determining the meaning of unknown words, and to use think-aloud strategies to examine point of view, main idea and details. Attachment 10.1 Learning Activity Story Map should be used to examine the novel (and any other novels or short stories read throughout the unit).
0F0F
24B24 B
25B25 B
Shared Reading Literature Circles 20 Students will read a novel from the Literature Connections section in a group using Literature Circles. For more information on literature circles, see the following links http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-gettingstarted-19.html & http://www.lauracandler.com/strategies/litcirclemodels.php#NonfictionLiteratureCircles (Specifically for Literature Circles with non-fiction texts.) The students will create an historical influence chart to show the historical event and how the author used that event to make the story more authentic or entertaining. Example:
2TU2TU UU2T2T 2TU2TU UU2T2T
Historical Event
The Oregon Trail and the Wagon Train
Daily Quick-Writes
Authors Use
To provide an authentic setting, to entertain
26B26 B
The students will write in their Reflection Journals (can be a section of the same notebook used for the Reading Log, if desired) each day. These daily quick-writes work well as a daily warm-up for the first 5 minutes of class. The teacher should have a question, topic, or quotation on the board as the students come in. The students should immediately reflect and write about the topic. The teacher can choose to ask volunteers to share at the end of the writing session. The journals should be read by the teacher for evaluation and response a few times each unit. They should not be graded on grammatical or spelling accuracy students should feel free to write without editing and without fear of mistakes. Assessment should be based on effort and on what the teacher knows the student to be capable of. The teacher will select a short passage from the students history book or another nonfiction book or article written in the third person. The teacher will read the passage to the students and ask
27B27 B
Point of View in Nonfiction
20
Source: GA Dept of Education https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit4_WELCOME_TO_MY_WORLD. pdf
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them to identify the point of view and how they know it is third person. The teacher will then assign the students to rewrite the passage in first person from the point of view of one of the people involved. The teacher will select several current events news stories from the newspaper. The teacher should cut the headline off of the articles and then photocopy the articles without headlines for the students. In small groups, the students will read the news stories and discuss the main idea. They will then use the main idea to write a new headline for the news stories. Extension: The teacher can photocopy the headlines separately and give them to the students after they have finished writing their own inferred headlines. Students will then match up the real headlines with the articles and compare the headlines. Exploring and Sharing Family Stories http://www.readwritethink.org/classroom-resources/lessonplans/exploring-sharing-family-stories-805.html A Portrait of Our World: Making Connections and Developing Comprehension http://www.readwritethink.org/classroom-resources/lesson-plans/portrait-world-makingconnections-30777.html My Life/Your Life: A Look at Your Parents Past www.readwritethink.org/classroomresources/lesson-plans/life-your-life-look-947.html
13B13 B 2TU2TU UU2T2T 2TU2TU UU2T2T
28B28 B
Inferring the Main Idea
12B12 B
Sample Lessons
14B14 B
Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Literature Circles http://www.readwritethink.org/classroom-resources/lesson-plans/literaturecircles-getting-started-19.html & http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html Literature Circles with Non-Fiction http://www.lauracandler.com/strategies/litcirclemodels.php#NonfictionLiteratureCircles Rubrics http://www.rubistar.4teachers.org
2TU2TU UU2T2T 15B15 B 2TU2TU UU2T2T 2TU2TU UU2T2T

16B16 B
Poet and Politician of Puerto Rico: Don Luis Muoz Marin by Carmen Bernier-Grand Pride of Puerto Rico: the Life of Roberto Clemente by Paul Robert Walker The History of Puerto Rico From the Spanish Discovery to the American Occupation by R. A. Van Middeldyk Stories from Puerto Rico by Robert Muckley and Adela Martinez-Santiago When I Was Puerto Rican by Esmeralda Santiago The Drive-in Movies by Gary Soto (Autobiography) The Lawyer and the Ghost by Charles Dickens The Wounded Wolf by Jean Craighead George Door
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Boricuan Times: A Fine Collection of Puerto Rican Short Stories and other Genres by Anibal Munoz Claudio Literature Timeless Voices, Timeless Theme, Copper o How to Write a Letter by Garrison Keillor page 107 (Nonfiction: Informal Essay ) o Door Number Four by Charlotte Pomerrantz page 156 (Lyric Poetry: Speaker, Paraphrase) o Count That Day Lost by George Eliot page 156 (Lyric Poetry: Speaker, Paraphrase) o The World Is Not a Pleasant Place to Be by Nikki Giovanni page 156 (Lyric Poetry: Speaker, Paraphrase) o The Childrens Hour by Henry Wadsworth Longfellow page 158 (Lyric Poetry: Speaker, Paraphrase) o The Strange Geometry of Stonehenge by Katherine B. Shippen page 371 (Analytical Essay: Fact and Opinion)) o My Papa, Mark Twain by Susy Clemens page 566 (Biography: Authors Evidence) o The Drive-in Movies by Gary Soto page 570 (Biography: Authors Evidence)
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Unit 10.5: Create! English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will read, listen to, and produce a variety of poems. They will gain an understanding of figurative language, specifically simile, metaphor, and personification. Students will also become familiar with the elements of drama and will write a short script based on a previous narrative. Transfer goal: Students will leave the class able to use their learning about the various elements of figurative language, poetry and drama to strengthen and enrich their own writing and to better understand their culture.

Listening L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. Reading R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. R.10.5 Uses elements of poetry and plays to analyze, interpret, and classify genre, imagery, figurative language, and symbolism. Writing W.10.2 Applies appropriate grammar, structure, and syntax; analyzes word choice to convey intended meaning. W.10.4 Applies figurative language to produce different styles of poems.

Our sense of self is influenced by relationships, conflicts, choices and experiences. Poets express feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements. Plays offer a unique and personal way for authors to express themselves.
How do our decisions and actions change our lives? How does a reader identify, respond to, analyze, and compare the elements of poetry? How does the plays structure enlighten the reader? Why does a writer choose a play as the means to express himself and the world around him?

Tone, voice, and mood Cause and effect Genre, imagery, figurative language, and

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Unit 10.5: Create! English as a Second Language 6 weeks

symbolism Elements of poetry and plays analyze tone, voice, and mood. Use elements of poetry and plays to analyze, interpret, and classify genre, imagery, figurative language, and symbolism. Apply figurative language to produce different styles of poems.
Content Vocabulary Poetry: Genre Imagery Simile Metaphor Drama: Dialogue Scene Blocking Stage directions

Sensory Imagery Create, Part 2 After completing the Learning Activity: Sensory Imagery Create, Part 1, the teacher will explain to the students that they are going to write a poem using either the object from their bag or a new object of their choice. The teacher will share the Sensory Imagery in Poetry Checklist (see attachment: 10.5 Performance Task Sensory Imagery in Poetry Checklist) which will be used by the students for planning and by the teacher for evaluating the poems. The students must use at least three of the five senses, but are encouraged to use as many as possible in the poem. They should include examples of figurative language (simile, metaphor) as well. The goal is for them to use their senses to describe something so well that their audience senses it too. Students should start by making a list using the Using Your Senses graphic organizer so that they have a variety of sensory images they can use in their poems. This also provides a place for them to classify the imagery into different categories (smell, taste, etc.) Note: The teacher should offer higher-level sensory vocabulary for students who are ready for it. Students should also incorporate figurative June 2012
Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding theme, characters, setting, etc. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. Use Your Senses chart group activity Paragraph in response to Echoes Cause and Effect Diamante Poem Figurative Language Worksheet (see attachment: 10.5 Other Evidence Figurative Language). Poetic Devices Test (teacher-created) 1418

language such as simile, metaphor, and personification in describing their objects. After the students have had a chance to write and revise their poems, they will share them orally with the class. The poems will be assessed using a rubric of the teachers design or the Sensory Imagery in Poetry Checklist. Students will select something theyve written during this year (personal narrative suggested, but students can choose anything theyve written) and convert a portion of it into a theatrical scene. Students should incorporate the format of a script including set description (setting), dialogue, scene directions, etc. Students should refer to mentor texts/scripts and teachers direction for help with the scripts structure. The scene will be assessed on a rubric (see attachment: 10.5 Performance Task Dramatic Scene Rubric). Students will then write a Playbill for the scene. The teacher should review the rubric with the students so that they can see what is expected of them and how their work will be evaluated (see attachment: 10.5 Performance Task Playbill Rubric). Students should share drafts of their scenes and playbills with their peers as part of the editing process. (One option - Divide students into groups of four. Have students present their playbill to the other members of the group. The three students who are listening can give feedback to the presenting student by comparing the playbill to the requirements on the Playbill Rubric.) Students should then act out their scenes with a group of students. They should be given ample time to practice in groups, since students will be acting in multiple scenes.
Write a Scene and Create a Playbill21
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Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill
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Unit 10.5: Create! English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Sensory Imagery- Read and Respond22 The teacher will provide students with copies of the poem Echoes by Pat Mora (or another poem with strong sensory imagery). The teacher will read the poem to students twice. The first time they can read along and the second time they should underline places where they see Pat Mora using one of the five senses to describe something. The students should then take a few minutes to label which senses are used next to each passage they underlined during the second reading. During classroom discussion, students should be able to explain what the poem is about (using the map to locate the people in the poem) and how sensory imagery works to make the poem more meaningful or easier to understand. The students will then write a paragraph to summarize and analyze the poem and explain how the sensory imagery affects the meaning of the poem. Students should use textual evidence in the form of paraphrased or quoted examples from the poem to support their answers (see attachment: 10.5 Learning Activity Explanatory Paragraph for an example). If a review of cause and effect is needed, see Sample Lessons: Slipping, Sliding, Tumbling for a stepby-step lesson. Remind students of the format of Diamante Poems. Explain that for this activity, the format will be modified to make it a cause and effect poem (see below). Format for Diamante Cause and Effect Poem: o Line 1: Poem Topic (the cause) o Line 2: Two adjectives about the cause/topic o Line 3: Three ing words about the cause/topic o Line 4: Four nouns or a short phrase linking the cause/topic with its effect o Line 5: Three ing words about the effect o Line 6: Two adjectives about the effect o Line 7: The effect Students should generate a cause and effect statement that they want to turn into a diamante poem. The teacher will help them come up with a statement by offering examples (The man got a ticket because he was speeding, The referee called a penalty on the basketball player for traveling, Janice got an A on her science test because she studied very hard) and sentence frames (I think _______ was caused by_______, The main cause of _______ was probably _______, The effects of _______ were_______). The teacher might suggest that they consider current events or a particular content area for inspiration regarding their poem topic. The students should take their cause and effect statement and narrow it down to a one word cause and a one word effect. The teacher should lead the class through writing an example Cause and Effect Diamante Poem, such as the example below.
Cause and Effect23
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Source: http://www.readwritethink.org/classroom-resources/lesson-plans/color-silence-sensory-imagery1104.html 23 Source: http://www.readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumbling-reinforcing965.html
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The Spelling Test Study Challenge, Dedication Repeating, Memorizing, Writing Practice, Analysis, Success, Victory Cheering, Smiling, Celebrating Excellent, Masterful 100% (Cause and Effect Statement: I studied hard for my spelling test and got 100 %!) Students will take their own cause and effect statement and turn it into their own cause and effect diamante poem. When they finish, students will complete the Cause and Effect Diamante Rubric (see attachment: 10.5 Other Evidence Diamante Rubric) and, if necessary, revise their poems before preparing a final copy. The teacher will give small groups each a bag that contains a different edible object. The students will feel and listen to the object before taking it out of the bag to look at, smell, and taste it. Each group must use the Using Your Senses graphic organizer (see attachment: 10.5 Learning Activity Using Your Senses) to describe the object according to each of the five senses. One student from each group should record all the information onto the graphic organizer, listing students names next to their answers. Another student should present the information to the class. If the students read each section without stopping, they will see that it already sounds like a poem. As a whole class, discuss how the sensory images they created change the way they think about and understand the objects in their bags. The teacher will ask students: o Do the sensory images make the objects more interesting? o Do they help the objects come to life? Explain. o Do the images help you better relate to the objects using your senses? Explain. This lesson leads directly into Performance Task 2 Sensory Imagery Create, Part 2. After students have written a poem of their own, the teacher will explain that they are going to live with the poem for a week before handing it in. These exercises will be turned in with the final copy of the poem. o Monday: Close your eyes and listen: What do you notice about the piece? What does it make you feel? o Tuesday: Illustrate a favorite scene or image. Why was it your favorite? o Wednesday: In what way does this piece connect to your life? Bring in a personal connection artifact: a book, poem, photograph, letter, etc. o Thursday: Share connections.
Sensory Imagery Create, Part 124
Living with a Piece of Writing for One Week25
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Source: http://www.readwritethink.org/classroom-resources/lesson-plans/color-silence-sensory-imagery1104.html 25 Source: http://www.arliteracymodel.com/pdf/conference/050919/georgia.pdf
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o Friday: Craft talk: What do you notice about how this piece is written: word choice, structure, imagery, point of view, etc? Identification of the Elements of Drama26 The teacher will introduce the elements of drama and definitions using attachment 10.5 Learning Activity Understanding Drama. The teacher will read aloud with students each of the elements and definitions. The teacher will facilitate a reading of a dramatic play, such as Raisin in the Sun, with the whole class. (Students can be assigned roles to read during class. Roles can change by scene or by day in order to include each student.) The teacher will encourage class discussion by asking questions about the scenes and allowing students to ask questions. This will help ensure students' comprehension of the dramatic play. The class will work together to fill in the last column on the Understanding Drama worksheet, using examples from the play. What is Poetry? Contrasting Poetry and Prose: http://www.readwritethink.org/classroomresources/lesson-plans/what-poetry-contrasting-poetry-30738.html Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems: http://www.readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumblingreinforcing-965.html Figurative Language in Poetry: http://teachershare.scholastic.com/resources/13864 Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself o Unit 9.6 Figuratively Speaking Repeat After Us online library and language lab (recorded literature readings) http://www.repeatafterus.com/ Flocabulary: Hip-hop in the Classroom: http://flocabulary.com/hiphopmetaphors/ Educational Rap to teach elements of poetry: http://www.educationalrap.com/song/poetry-forlife.html Educational Rap to teach figurative language: http://www.educationalrap.com/song/figurativelanguage.html Explanation and Clarification example of difference between mood and tone: http://www.dowlingcentral.com/MrsD/area/literature/Terms/Tone.html Life Doesnt Frighten Me At All read by Maya Angelou: http://www.youtube.com/watch?v=2O-0i_9MyA Writing a Stage Play: http://homeworktips.about.com/od/homeworktopics/a/play.htm Full-text plays available for download: http://www.readbookonline.net/plays/ (many pop-ups)
Sample Lessons

26
Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill
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Unit 10.5: Create! English as a Second Language 6 weeks Literature Connections

Cool Salsa: Bilingual Poems on Growing Up Latino in the United States by Lori Marie Carlson Red Hot Salsa: Bilingual Poems on Being Young and Latino in the United States by Lori Marie Carlson Where the Sidewalk Ends by Shel Silverstein Creatures of Earth, Sea and Sky and This Place I Know: Poems of Comfort by Georgia Heard Confetti: Poems for Children by Pat Mora Analysis of Baseball by May Swenson All That Is Gold by J.R.R. Tolkien Im Nobody! Who Are You? by Emily Dickinson Life Doesnt Frighten Me by Maya Angelou (http://www.ricw.ri.gov/lessons/143.htm#LIFE%20DOESN%E2%80%99T%20FRIGHTEN%20ME) Ten-Minute Plays for Middle School Performers: Plays for a Variety of Cast Sizes by Rebecca Young Raisin in the Sun by Lorraine Hansberry Our Town by Thornton Wilder Diary of Anne Frank by Frances Goodrich and Albert Hackett The Miracle Worker by William Gibson My Picture Gallery by Walt Whitman Abuelito Who by Sandra Cisneros Who knows if the moons by E.E. Cummings The Open Road by Walt Whitman (Free Verse) A Dream Within a Dream by Edgar Allan Poe The Spring and the Fall by Edna St. Vincent Millay The Latin Deli {Prose and Poetry) by Judith Ortiz Cofer Literature Timeless Voices, Timeless Theme, Copper o Saying Yes by Diana Chang page 26 (Poem: Imagery) o My Picture-Gallery by Walt Whitman page 27 (Poem: Imagery) o Dust of Snow by Robert Frost page 28 (Poem: Imagery) o Books Fall Open by David McCord page 72 (Poem: Word Choice) o O to Be Up and Doing by Robert Louis Stevenson page 73 (Poem: Word Choice) o Change by Charlotte Zolotow page 74 (Poem: Word Choice) o How to Write a Poem About the Sky by Leslie Marmon Silko page 128 (Poem: Sensory Language) o Ill tell you how the Sun Rose by Emily Dickinson page 129 (Poem: Sensory Language) o Wilderness Rivers by Elizabeth Coatsworth page 130 (Poem: Sensory Language) o Adventures of Isabel by Ogden Nash page 262 (Poem: Stanzas) o Ill Stay by Gwendolyn Brooks page 263 (Poem: Stanzas) o Wilbur Wright and Orville Wright by Stephen Vincent Benet page 264 (Poem: Stanzas) o Life Doesnt Frighten Me by Maya Angelou page 308 (Interpret Poetry: Rhythm) o Arithmetic by Carl Sandburg page 309 (Interpret Poetry: Rhythm) o Was Worm by May Swenson page 310 (Interpret Poetry: Rhythm) o Abuelito Who by Sandra Cisnero page 336 (Poem: Free Verse, Make Inferences) o Who knows if the moons by E.E. Cummings page 338 (Poem: Free Verse, Make Inferences)
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o o o o o o o o The Open Road by Walt Whitman page 339 (Poem: Free Verse, Make Inferences) A Dream Within a Dream by Edgar Allan Poe page 390 (Poem: Rhyme, Make Inferences) The Spring and the Fall by Edna St. Vincent Millary page 391 (Poem: Rhyme, Make Inferences) Ankylosaurus by Jack Prelustsky page 392 (Poem: Rhyme, Make Inferences) The FairesLullaby by William Shakespeare page 430 (Poem: Repetition, Paraphrasing) Someone by Walter de la Mare page 432 (Poem: Repetition, Paraphrasing) Who Has Seen the Wind by Christina Rossetti page 433 (Poem: Repetition, Paraphrasing) The Phantom Tollbooth Act 1 and Act 2 by Norton Juster and Susan Nanus page 630 (Play: Elements of Drama and Staging, Summarize)
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Attachments Grade 10
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Unit 10.1 Conflict English as a Second Language Learning Activity- Editing Mini-Golf
Name:
Editing: How many mistakes can you find?
Miniature Golf
Phil Matthew, and Andrew played miniature golf. On the first hole, Phil got a hole-in-one! At another hole, Matthew's Ball went into the water The best golfur of the day was Andrew who finished with a score of 28. Everyone had a grate time
Name:
Editing: How many mistakes can you find?
Miniature Golf
Phil Matthew, and Andrew played miniature golf. On the first hole, Phil got a hole-in-one! At another hole, Matthew's Ball went into the water The best golfur of the day was Andrew who finished with a score of 28. Everyone had a grate time
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Unit 10.1 Conflict English as a Second language Learning Activities- Editing Mini-Golf
Answer Key: Corrections in Red

Name: Editing: How many mistakes can you find?
Miniature Golf
(indent) Phil, Matthew, and Andrew played miniature golf. On the first hole, Phil got a hole-in-one! At another hole, Matthew's ball went into thewater. The best golfer of the day was Andrew who finished with a score of 28. Everyone had a great time! Skills: indent commas in a list lower case for common nouns punctuation spelling
Source: Super Teacher Worksheets: www.superteacherworksheets.com
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Unit 10.1: Conflict English as a Second Language Learning Activity Types of Conflict
Conflict
TYPE VISUAL DEFINITION EXAMPLE A woman is tempted to steal money from her employer in order to feed her family. A man tries to decide whether to stay with his family or move to another state to take a better paying job. A teenager is torn between ditching school with her friends and staying to take a test in a class she is failing. A family is stranded in a snowstorm. A woman is unable to function because of illness or condition. A man is stalked by a wild animal in the forest. A wife and husband disagree about how their money should be spent. Two little boys get into a fistfight. A boss fires an employee.
Person vs. Self
An INTERNAL conflict that involves the struggle between the character and his/her conscience.
Person vs. Nature
An EXTERNAL conflict that involves a struggle between the character and the elements of nature that are beyond his/her control. An EXTERNAL conflict that involves a struggle, mental or physical, between two characters in the story. An EXTERNAL conflict that involvews the struggle between a characterand the rules or laws that govern the society in which he/she lives.
Person vs. Person
Person vs. Society
A woman is in a hurry and runs a red light. A teenager breaks the curfew set by his parents. A man stands up for what he believes is right, even though almost everyone else disagrees with him.
Source: http://www.kimskorner4teachertalk.com
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Unit 10.1 Conflict English as a Second Language Learning Activity- Editing Marks
Key Proofreading Marks

Mark Explanation Begin a new paragraph. Indent the paragraph Examples
Add letters, words, or sentences
Add a comma
Add quotation marks.
Add a period
Take out words, sentences, and punctuation marks. Correct spelling.
Change a capital letter to a small letter.
Change a small letter to a capital letter.
Reverse letters or words.
Source: Santa Maria Bonita School District, Houghton Mifflin Reading
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Unit 10.1: Conflict English as a Second Language Learning Activity Story Map
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Unit 10.1: Conflict English as a Second Language Learning Activity Story Map
Source: http://literature.pppst.com/storymaps.html
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Unit 10.1 Conflict English as a Second Language Other Evidence Somebody-Wanted-But-So
Activity: Somebody/Wanted/But/So Purpose: To construct a graphic organizer to summarize story elements.

1. Have students fold a sheet of paper in fourths (or use our graphic organizer) and write the following headings on the four sections: Somebody, Wanted, But, So. 2. Using a story that the students have read, have students complete their individual charts by writing a statement under each section: Somebody (identify the character) Wanted (describe the characters goal) But (describe a conflict that hinders the character) So (describe the resolution of the conflict) Remind students to focus on information that is most significant. Lesson variation: Place four Hula-Hoops on the floor, and label each hoop with one of the headings (Somebody, Wanted, But, So). After reading a story, have the students stand inside the hoops and summarize each corresponding aspect as they hop through the hoops.
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Unit 10.1 Conflict English as a Second Language Other Evidence Somebody-Wanted-But-So
Somebody
Wanted
But
So
Source: Into the Book: reading.ecb.org
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Unit 10.1 Conflict English as a Second Language Performance Task Book Review Oral Presentation
Book Review Oral Presentation

You will present the novel you read independently to the class. You will discuss the main characters, the setting, the conflict, and how the conflict was resolved. You should also explain at least one text-to-self, text-to-text, or text-to world connection that you made while reading this book. The presentation is to be between 1and 2 minutes long. Cue cards are permitted, though they should contain only notes you should not read your presentation off of the cards.
You will be assessed according to this rubric:

In Progress Presentation was difficult for classmates to understand because of pronunciation and volume. Showed no confidence. Did not make contact with the audience. Little focus on the topic. Little evidence of preparedness. Does not meet Time limit. Did not respect other presenters. Was a distraction to others. Moderately Meets Expectations Frequent problems with pronunciation. Volume did not carry presentation to all students. Fully Meets Expectations Clearly spoken with good pronunciation. Volume carried presentation to most students. Exceeds Expectations Speaks clearly and distinctly all of the time. Excellent pronunciation. Volume is loud enough to be heard by all classmates. Stands up straight, looks relaxed and confident. Establishes eye contact with audience. Stays on topic 100% of the time. Student is completely prepared and has obviously rehearsed. Listens intently. Does not make distracting noises or movements.
Speaks Clearly/ Volume
Posture and Eye Contact
Showed little confidence. Made little contact with the audience. Focus on topic often strays. Some evidence of preparedness. Close to time limit.
Posture showed confidence. Some eye contact made with audience. Mostly stays on topic. Evidence of preparedness. Time limit met.
Stays on Topic/ Content Time Limit/ Preparedness
Listens to Other Presentations
Listens attentively to most presenters.
Listens attentively to all presenters.
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Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second Language Learning Activity Persuasion Map
Persuasion Map
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Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second Language Learning Activity Transitional Words and Phrases
Logical Relationship Similarity Esxeption/Contrast Transitional Expression also, in the same way, just as ... so too, likewise, similarly but, however, in spite of, on the one hand ... on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet first, second, third, ... next, then, finally after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then for example, for instance, namely, specifically, to illustrate even, indeed, in fact, of course, truly above, adjacent, below, beyond, here, in front, in back, nearby, there accordingly, consequently, hence, so, therefore, thus additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary
Sequence/Order Time Example Emphasis Place/Position Cause and Effect Additional Support/Evidence Conclusion/Summary
Example:
Yesterday I went walking. I dont walk in the mornings. The sun was shining and I felt like some exercise. I saw lots of different animals such as birds, squirrels, butterflies, and rabbits. I decided to walk further than usual to see how many more I could spot. I reached the pathway which would take me home. I was enjoying myself so much I decided to carry on. The weather was still warm, although the clouds were beginning to gather. I was quite far from home when the rain came down. It was only a gentle shower, but it soon started falling more heavily. By the time I got home I was wet through and quite cold.
Versus:
Yesterday I went walking. Generally I dont walk in the mornings. However, today the sun was shining and I felt like some exercise. During my walk, I saw lots of different animals such as birds, squirrels, butterflies, and rabbits. As a result, I decided to walk further than usual to see how many more I could spot. Finally, I reached the pathway which would take me home. However, I was enjoying myself so much I decided to carry on. Besides, the weather was still warm, although the clouds were beginning to gather. As a result, I was quite far from home when the rain came down. To begin with, it was only a gentle shower, but it soon started falling more heavily. Consequently, by the time I got home I was wet through and quite cold.
What is the difference between these two paragraphs?

The words in bold are called transitional words or phrases. They help to link the sentences and make the story sound better. We also use transitional words and phrases to link together two ideas in a sentence, or to link paragraphs. The word although in italics is an example. Source: The Writing Center, University of North Carolina at Chapel Hill, Source: Lessonsnips.com Copyright 2009
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Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second Language Other Evidence Transitional Word Practice
Name: Date:
Activities:
Activity A: Join the sentences. Here are 11 separate sentences. See if you can use them in a paragraph by linking them with transitional words or phrases. You can choose from the words and phrases provided in the box on the right. The sun was setting; It would be completely dark; The little rabbit didnt go out at night; Tonight was different; She had found a nice carrot patch; She had spent a long time enjoying the carrots; She noticed it was getting dark; It was too late to get back to her burrow; She started looking for a place to shelter for the night; She found shelter in a hollow next to a log; She was able to settle down for the night
At last But During the day Eventually Finally However Immediately So Soon Usually
Activity B: Write your own Now choose five of the transitional words or phrases in the box below and write your own paragraphs. Use the traditional words to link your sentences.
Afterwards; also; as well as; at the same time; before; first; for example; immediately; in fact; later; meanwhile; next; not only; once; otherwise; previously; then; therefore; too; usually
Source: LessonSnips: www.lessonsnips.com
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Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second Language Performance Task- Persuasive Pre-Writing
Characteristics of a Good Friend Persuasive Essay Pre-Writing

Think about the characteristics that you consider important in a good friend. In this essay, you will choose the three characteristics you consider most important and write a persuasive essay to convince others that the characteristics you chose are the most important. You should back-up your claims with evidence from the texts weve read during this unit (character traits of the characters in the books) and your own experiences. Characteristic #1_____________________________________________________________________ Reason(s) __________________________________________________________________________________ ___________________________________________________________________________________________ Evidence of the characteristic in readings from unit: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Personal experience with characteristic #1: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Characteristic #2_____________________________________________________________________ Reason(s) __________________________________________________________________________________ ___________________________________________________________________________________________ Evidence of the characteristic in readings from unit: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Personal experience with characteristic #2: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Characteristic #3_____________________________________________________________________ Reason(s) __________________________________________________________________________________ ___________________________________________________________________________________________ Evidence of the characteristic in readings from unit: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Personal experience with characteristic #3: ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Source: edCount, LLC 1438
Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second language Performance Task Persuasive Writing Rubric
Persuasive Essay : Characteristics of a Good Friend Essay Teacher Name: Student Name: CATEGORY Position Statement 3 - Meets Standards The position statement provides a clear statement of the author's position on the topic. Includes 3 or more pieces of evidence Includes 3 or more (facts, statistics, examples, real-life pieces of evidence experiences) that support the (facts, statistics, position statement. The writer examples, real-life anticipates the reader's concerns, experiences) that biases or arguments and has support the position provided at least 1 counterstatement. argument. All supportive facts and text Almost all supportive references are reported accurately. facts and text references are reported accurately. All sentences are well-constructed Most sentences are with varied structure. well-constructed and there is some varied sentence structure in the essay. A variety of thoughtful transitions are Transitions show how used that clearly show how ideas are ideas are connected, but connected. there is little variety. Author makes no errors in grammar Author makes 1-2 errors or spelling that distract the reader in grammar or spelling from the content. that distract the reader from the content. 4 - Above Standards The position statement provides a clear, strong statement of the author's position on the topic. 2 - Approaching Standards A position statement is present, but does not make the author's position clear. 1 - Below Standards There is no position statement. Score
Support for Position
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, reallife experiences).
Accuracy
Sentence Structure
Most supportive facts and text references are reported accurately. Most sentences are well constructed, but there is no variation is structure.
Most supportive facts and text references are inaccurately reported. Most sentences are not well-constructed or varied.
Transitions
Grammar & Spelling
Some transitions work well, but some connections between ideas are fuzzy. Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
The transitions between ideas are unclear OR nonexistent. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. 1
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2125229&)
Unit 10.2: Friendship in Fiction and Power in Persuasion English as a Second Language Performance Task Oral Presentation Rubric
Oral Presentation Rubric: Characteristics of a Good Friend - Persuasion

Teacher Name: Student Name: CATEGORY 4 Shows a full understanding of the topic. 3 Shows a good understanding of the topic. 2 Shows a good understanding of parts of the topic. 1 Does not seem to understand the topic very well.
Content
Preparedness
Student is completely prepared and has obviously rehearsed.
Enthusiasm
Listens to Other Presentations
The student is somewhat prepared, but it is clear that rehearsal was lacking. Facial expressions Facial expressions Facial expressions and body language and body language and body language generate a strong sometimes are used to try to interest and generate a strong generate enthusiasm about interest and enthusiasm, but the topic in others. enthusiasm about seem somewhat the topic in others. faked. Listens intently. Listens intently Sometimes does Does not make but has one not appear to be distracting noises distracting noise listening but is not or movements. or movement. distracting.
Student seems pretty prepared but might have needed a couple more rehearsals.
Student does not seem at all prepared to present.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Sometimes does not appear to be listening and has distracting noises or movements.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2125220&
Unit 10.3: Conflict English as a Second Language Learning Activities Adding Adjectives
Adding Adjectives
Re-Write each sentence. Add an adjective to make the sentence more interesting. Underline your adjective. Example: The boy ran along the sidewalk. The small boy ran along the sidewalk. 1. Joe cleaned his bedroom.
2. Mother baked cookies.
3. Do you see any birds?
4. Tammy went to the store to buy eggs.
5. Mrs. James drove her care to church.
6. Sarah looked for her dog.
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Unit 10.3: Conflict English as a Second Language Learning Activities Adding Adjectives
Adding Adjectives Answer Key

Example: The boy ran along the sidewalk. The small boy ran along the sidewalk. 1. Joe cleaned his bedroom. ANSWERS WILL VARY Sample answer: Joe cleaned his messy room. 2. Mother baked cookies. Sample answer: Mother baked delicious cookies. 3. Do you see any birds? Sample answer: did you see any red birds? 4. Tammy went to the store to buy eggs. Sample answer: Tammy went to the store to buy fresh eggs. 5. Mrs. James drove her care to church. Sample answer: Mrs. James drove her new car to church. 6. Sarah looked for her dog. Sample answer: Sara looked for her lost dog.
Source: http://superteacherworksheets.com
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Unit 10.3: Choices English as a Second Language Learning Activities Get a Clue Bookmark
5 TYPES OF CONTEXT CLUES

DEFINITION Meaning of the unfamiliar word is given right in the sentence. Signal words: is, are, or, means, refers to (Caverns are very large caves.) SYNONYM A similar word is given for the unfamiliar word. Signal words: also, as, like, same, too (She is cautious crossing the street and also careful riding her bike.) ANTONYM A word meaning the opposite of the unfamiliar word is given. Signal words: but, unlike, though however, instead of (The water was shallow, but it was deep enough to catch a fish.) EXAMPLE Samples, instances, or ideas of the unfamiliar word are given. Signal words: for example, like, such as, including (Souvenirs such as T-shirts, key chains, and postcards are fun ways to remember trips.) GENERAL General clues are given about the unfamiliar word. No signal words appreciate the way you encouraged me. I won first prize.)
HOW I CAN USE CONTEXT CLUES TO FIGURE OUT THE MEANING OF UNFAMILIAR WORDS
1. Think about the five types of context clues. 2. Look for words, phrases, and signal words that may help to figure out the meaning of the unfamiliar word. 3. Ifnecessary, reread or read ahead to find other clues about the word. 4. Use the clues to help figure out the meaning of the word. 5. Try the learned meaning in the sentence. 6. Ifit makes sense, continue reading.
7. If no clues are available, or if
unable to figure out the meaning, look the word up in the dictionary.
Source: 2007 The Florida Center for Reading Research
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Unit 10.3: Choices English as a Second Language Learning Activities Greek and Latin Derivations
Greek and Latin Derivations

The teacher will introduce and discuss at least one word family each week. The teacher should allow students to brainstorm different words that contain the word family. Students can keep the list in their reflection journals on their personal word wall and continue adding words they find in the readings during the unit to their lists. The class should also work together to add words from read-alouds and other class readings to a class word wall. The following are some Latin and Greek Derivations worth teaching according to Tim Rasinski (www.timrasinski.com)
Prefixes Ante Anti Auto Bi Centi Co (m, n) Extra Mega Micro Mid Mono Multi Pre Re Semi, hemi Super Tele Ultra Un Meaning Before Against Self Two Hundred With, together More, beyond Large Small Middle One Many Before Again Half Over Distant Beyond Not Other Word Parts Aero Aud Biblio Bio Chron Dem Gram Graph Hydr Lab Mand Max Pod Phob Phon Photo Polis Port Scop Struct Terr(a) Therm Volv Vor Meaning Air Hear Book Life Time People Write Write Water Work Order Greatest Foot Fear Sound Light City Carry See Build Land Heat Roll Eat
The following is an example of a brainstorm using the word part, terra which means land. Terracotta Terranova Terrier Terrarium Territory Mediterranean Terrace Terrapin The teacher should lead the class in discussing how the words can be connected with land. Toward the end of the unit, when students have built a word bank of Greek and Latin roots, they can begin making up their own words using combinations of word parts for new meanings. The following is an example of student created words: o Autophile (a lover of self conceited)
Source:https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit3_finding_purpose.pdf 1444
Unit 10.3: Choices English as a Second Language Learning Activities Greek and Latin Derivations
o mother) Matermand (an order given by a
Source:https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit3_finding_purpose.pdf 1445
Unit 10.3 Choices English as a Second Language Performance Task Personal Narrative Revising
Personal Narrative: Revising

Writing doesn't end with your draft. Next, you need to revise. When you revise, you should evaluate your work for ideas, organization, voice, word choice, and sentence fluency.
1. Ideas
Have I selected an interesting experience? Have I included sensory details to make the experience vivid?
2. Organization
Does my beginning capture the reader's interest? Do the events appear in the order they occurred? Does my ending reflect on the importance of the experience?
3. Voice
Do I use a pleasant narrative voice? Does my voice fit the experience?
4. Word Choice
Do I use specific nouns and active verbs? Have I carefully chosen adjectives and adverbs?
5. Sentence Fluency
Have I written clear, complete sentences? Have I combined short, choppy sentences? Have I varied sentence beginnings?
6. Feedback
Has someone read my work and provided me with feedback? Have I incorporated the feedback into my work?
Source: http://www.greatsource.com/iwrite/educators/e_pers_narr_rev.html
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Unit 10.3: Choices English as a Second Language Sample Lesson Three Lessons on Word Choice
Mini-Lesson 1: Writers Toolbox Choosing the Best Words

Purpose: Students will exercise their skills at using expanded vocabulary and making specific word choices to convey meaning and create interest in their writing at the sentence level. Procedures: 1. 2. 3. 4. 5. Begin with a basic sentence such as The boy walked across the room. Discuss the sentences meaning. Select 3 -4 students to demonstrate walking across the room. Think aloud as the sentence is revised with stronger verbs or adverbs. Discuss with students that each new word presented means walk; however, there are differences. (Ex. He meandered across the room; they scurried across the room; they sauntered across the room; etc.) 6. List the newly created sentences on the board or overhead. 7. Whole group will generate ideas of how the words/sentences are the same or are different. a. Are they the same? b. Are they different? c. How are they different? i. Degree of meaning (i.e. least energy to most energy) ii. Each words conveys a different meaning/creates a different picture in our minds iii. That is the reasoning behind using the practice of precise word selection iv. Ask students to suggest other words that could work in the sentence and discuss the related connotations. Scaffolding: Use think-aloud strategies to guide students through changing words for connotation Assessment: Dialogue and Discussion, group interaction skills
Mini-Lesson 2: Writers Toolbox Finding the Best Words

Purpose: Students will enhance the word choices they make in writing by using reference materials. Students will review reference materials used for selecting words and finding meanings. They learn how to make the use of reference materials more practical. Students will also understand how to use or how to avoid over-using reference materials to improve word choice. Procedures: 1. Begin with a collection of simple verbs, adverbs, and adjectives. 2. Review with the students the impact of the use of vivid language from previous connotation minilessons. 3. Demonstrate to the students how writers find stronger words to enhance their language in writing (thesaurus, dictionary, etc.). 1447
4. a. b. c. Provide students with practice words to research for multiple meanings, stronger versions, etc. Each student receives a word (few may be duplicated) Students will use a thesaurus to find all the choices presented to replace the word Students organize the words in a vertical list that places the words in order from the least powerful to most powerful impact 5. In small groups (3-4 students), the students will share their lists and ensure that words are in order from weakest to strongest. 6. Students should keep their findings in their journal or notebook for later use 7. Degrees of meaning list example: Large Jumbo Massive Huge Colossal Vast Enormous Gargantuan Spacious Gigantic Mammoth Humongous Giant Immense Scaffolding: Provide examples and modeling of creating a list of words by degree of meaning. Online matrix for working with connotation and degree of meaning found online at: http://www.readwritethink.org/files/resources/interactives/word_matrix Assessment: Informal Assessment, monitoring degree of meaning lists Dialogue and Discussion, group interaction skills
Mini-Lesson 3: Writers Toolbox Analyzing the Authors Word Choice

Purpose: Students will analyze and discuss the authors choice of words in a variety of text. Procedures: 1. The teacher will present the students with a variety of short passages in a variety of genres (narrative, poetry, persuasive) to model how authors effectively use word choice. 2. Students highlight vivid language and discuss in whole group. 3. In whole group, identify the six most powerful words in the selected piece. a. Identify the words b. Using a graphic organizer, establish reasoning behind the selections. Why are these most powerful words in the piece? Answer the following questions about each word. i. Why was it chosen? ii. Why is it powerful? iii. What does the word add to the selection? 1448
4. a. b. c. Graphic organizer: Organizer can be drawn on paper, or students can fold paper to create six boxes. Write one word per box. Answer each question for each word in the box : Word: Reason for choosing this word: Reasons this word is powerful: What this word adds to the selection: 5. Sports articles or opinion letters would be fine examples of the authors use of dynamic verbs/strong language. Scaffolding: Use think-aloud approach Model how one would select a word. Model why the word would be chosen. Model what is added by the use of the word. Model thinking through what the selection would sound like without that particular word.
Assessment: Constructed Responses, graphic organizer Dialogue and Discussion, group interaction skills
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit2_making_choices.pdf
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Unit 10.4 My World English as a Second Language Performance Task Interview Tips
The Interview
QUESTIONS
Try to develop one good lead question to open things up. Include background info that must be collected. Develop listening curiosity. Jot new questions as they occur during interview.
INTERVIEW
Attitude Be friendly--"I am glad to be spending this time with you." Be authoritative, not hesitant. By agreeing to do interview, person gives you the right to ask questions. However, he/she retains right to decline to answer. Be quiet--listen rather than trying to impress the subject with your knowledge. Get info in their words. Pause after answers to give subject chance to elaborate. Sometimes the best follow-up question is no question. Be responsive, make eye contact, nod, smile--show that you are awake and listening! Be polite. If the subject starts to ramble, listen. When they pause, then you can change the subject. Focus on answers, not questions: Let answer lead naturally to next question rather than worrying about what else you want to ask. (Example--conversations). You can refer to your list of questions at a break or pause to get conversation going again. At end, take a minute to briefly review your questions to ensure you got needed background info, or remembered to ask crucial questions. Take notes on observations as well as information.
NOTES
Don't focus so hard on taking notes that you miss answers, cues. Notes are to jog your memory later. This is not an essay test! Use abbreviations, shorthand, and quick phrases rather than full sentences. Quotes--Anything you might want to quote, take more careful notes (You can leave out obvious words like "the"). Put them in "marks" so you remember that it is a quote. If having trouble getting it down accurately, ask him/her to Hold up for a minute, and read back the words. No one wants to be misquoted.
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Unit 10.4 My World English as a Second Language Performance Task Interview Tips WRITING
Soon after the interview, review notes to ensure you can read them! Rewrite, add, and clarify while the interview is fresh in your mind. Put notes away. Let sense of the interview stew around in the back of your mind until it gels. Find the focus: o Use "tell a friend" method. o Explain the story in one sentence. o Write a headline. o Find your lead. Find the lead by asking yourself, What was the most interesting? With a focus and a good lead, the rest will flow naturally. Write the first draft without referring to notes! Then, look over notes to see what ideas, info, etc., are missing that you might want to include. You do not have to use everything. Write "fix later" or mark with an asterisk parts that need work--don't get hung up on making it perfect the first time through, or you will get laryngitis (lose the voice, or flow)! If you have info from another source, identify it. Read finished draft out loud--you will hear the rough parts that hide when you read it. Check accuracy of facts before rewriting. Envision your article as a story with a plot: beginning, middle, end. Your subject is a character in that story. Make your reader see, hear, and care about that subject/character.
Source: Copyright 2003 NCTE/IRA. ReadWriteThink
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Unit 10.5: Create! English as a Second Language Learning Activity Explanatory Paragraph
Example Explanatory Paragraph

Echoes Explanation
Paige, Seventh Grade Student
Pat Moras poem, Echoes, vividly describes the meaning and mood of the poem by using sensory images. At the beginning of the poem it was talking about white wine and cool dresses which give you a feel of upperclass elegance. Yet when it went from the white wine to the white uniform it changed the class of the hostess and the maid. When it mentioned that the maids smile wavered when the speaker started to talk to her, it showed the level of amazement that the maid felt. However, the end, when it talks about hearing the cruel comment of just drop the cups and plates / on the grass, it gave the poem a feeling of darkness as the poem told how the speaker stood in silence which describes her contradicting feelings. Towards the end of the poem the roar and flash help the reader envision the speakers rage for the cruelty that is being calmed in a racist society.
Source: Santa Maria Bonita School District, Houghton Mifflin Reading
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Unit 10.5: Create! English as a Second Language Learning Activity Understanding Drama Name: __________________________
Literary Term Character Definition A person, animal, or think in a work of literature. Props or clothing used to create a characters wardrobe. Costuming usually sits the personality of the character. The physical location and description of the play. There are usually many backgrounds used on a set. The story line of the play. A plot must include a complication(s), rising action, climax, and a resolution. The effects of light on a stage or set of a play. Breaking down a piece of literature so that it can be understood. The process of creating a character including: words, actions, thoughts, appearance, other peoples thoughts and perceptions about the character. The character that is represented in the story the most. The plot usually revolves around this character. One of the characters represented in the story but not the main character. Class example My own example
Costuming
Sets
Plot
Lighting Analysis
Characterization
Main Character
Minor Character
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Unit 10.5: Create! English as a Second Language Learning Activity Understanding Drama
Protagonist The leading character of a drama or play whose rival is the antagonist. The character in conflict with another main character in a drama or play. The antagonist is usually the villain. A struggle between opposing forces: usually internal or external conflict. A struggle within the character. A struggle against another character, idea or organization. Things that the character must consider before solving or dealing with a conflict. A high point of the story, such as where a character must make a big decision. The reason characters behave in a certain way. The positive qualities and characteristics in a character. The negative qualities and characteristics of a character. Any metaphors and/or similes used by the character.
Antagonist
Conflict
Internal Conflict External Conflict
Complications
Climax
Motivation Strengths
Weakness
Figurative Language
Source: http://teacher.scholastic.com/
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Unit 10.5: Create! English as a Second Language Learning Activity Using Your Senses
Using Your Senses

Directions: In the boxes below, describe the object in your bag using each of your five senses.
What does it feel like?
What does it smell like?
What does it look like?
What does it sound like?
What does it taste like? Source: 2007 NCTE/IRA ReadWriteThink 1455
Unit 10.5: Create! English as a Second Language Other Evidence Diamante Rubric
Cause and Effect Diamante Writers Checklist

Student Checklist I used the correct diamante poem format I checked to make sure my parts of speech were correct. My cause and effect transition is clear. The first line of the poem is the cause, while the last line of the poem is the effect. My cause and effect statement written below my poem clearly matches the cause and effect in the poem. My cause and effect statement is color-coded, with the cause highlighted in one color, and the effect highlighted in another. Teacher Checklist The student used the correct diamante poem format. The parts of speech in the poem were accurate. The student has a clear transition from the cause to the effect in the poem. The students first line is the cause and the last line is the effect. The student has a cause and effect statement written below the poem, which clearly matches the cause and effect in the poem. The student has correctly color-coded the cause and effect statement. Points Value 10 15 15 10 Points Received
25
25
TOTAL POINTS:________________
Source: 2006 IRA/NCTE ReadWriteThink 1456
Unit 10.5: Create! English as a Second Language Other Evidence Figurative Language Name: _________________________
When a writer or speaker uses figurative language, he is describing something though the use of unusual comparisons. This is often done to make a point, generate interest in the topic, or to make something clearer. One example of figurative speech is: It was raining cats and dogs. Of course, since cats and dogs were not falling from the sky, this sentence could be written as It was raining very hard. Read each of the following sentences. Underline the figurative language in each sentence. Rewrite the sentence with the same meaning omitting the figurative language. 1. The athlete was strong as an ox.
2. The children were covered with dirt from head to toe.
3. Susan could run like the wind.
4. The message was as clear as a whistle.
5. Grandmother insisted that the house be spick and span.
6. Mother made enough dinner to feed an army.
7. His feet were as big as a house.
8. Grandfather is sharp as a tack.
9. That watermelon is as big a barn.
10. I got home late and my parents snapped my head off.
11. The ball bounced and hit the sky.
12. The ice cream sundae had toppings that were a mile high. 1457
Unit 10.5: Create! English as a Second Language Other Evidence Figurative Language Answer key notes
The following sentences are given as example only. There may be a variety of ways to rewrite many of the sentences and still stay within the assignment guidelines.
1. The athlete was strong as an ox. The athlete was very strong. 2. The children were covered with dirt from head to toe. The children were completely covered with dirt. 3. Susan could run like the wind. Susan could run very fast. 4. The message was as clear as a whistle. The message was easy to understand. 5. Grandmother insisted that the house be spick and span. Grandmother insisted that the house be very clean. 6. Mother made enough dinner to feed an army. Mother made a very large dinner. 7. His feet were as big as a house. His feet were big. 8. Grandfather is sharp as a tack. Grandfather is very smart. 9. That watermelon is as big a barn. That watermelon is very large. 10. I got home late and my parents snapped my head off. I got home late and my parents scolded me. 11. The ball bounced and hit the sky. The ball bounced very high. 12. The ice cream sundae had toppings that were a mile high. The ice cream sundae had a lot of toppings.
Source: Copyright 2005 T. Smith Publishing www.tslbooks.com
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Unit 10.5: Create! English as a Second Language Performance Task Dramatic Scene Rubric
Name: Class: Date:
Rubric for Assessing Student Writing: Dramatic Scene

Focus/Organization The writing fulfills its purpose by telling a story through dialogue and stage directions. The writing is appropriate to its intended audience. The writing is in correct script format with characters, setting, stage directions, and dialogue. Elaboration/Support/Style The setting and characters are listed and described correctly at the beginning of the script. Stage directions are written clearly and appropriately throughout the script. Dialogue is realistic and explains the plot and action of the play. The conflict is communicated clearly through characters dialogue. Grammar, Usage, and Mechanics The writing is free of misspellings, and words are capitalized correctly. Sentences are punctuated correctly, and the piece is free of fragments and run-ons. Standard English usage is employed where appropriate. The paper is neat, legible, and presented in an appropriate format. Comments
Score: _______/35 Comments
Score: _______/35 Comments
Score: _______/35
Engagement in the Writing Process Comments

The student: Made a pre writing plan Discussed the draft wit a partner or small group Contributed questions and suggestions to other writers Revised the draft Proofread the final draft Overall score: _______/100
Source: http://www.glencoe.com/sec/glencoewriting/MiddleSchoolRubrics_876541.indd.pdf
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Unit 10.5: Create! English as a Second Language Performance Task Playbill Rubric
Student: Date:
Playbill Rubric
Front of Playbill Title of the Play Playwrights name Theater Name (students last name) Illustration or Log Inside Left page Summary of the plays plot. Excellent All information is present. Detailed picture and/or logo. Average Most information is present. Picture and/or logo are given. Below Average Some information is present. Picture and/or logo are lacking or missing
Two or more paragraphs summarizing the plot. Summary is descriptive and creatively omits the climax of the plot. All information is present and a detailed picture is shown. Detailed description of a character, including characters role and point of view (antagonist, protagonist, main character, minor character, etc.) Eye catching, excellent detail, colorful
Inside Upper-Right page Picture of plays set. Inside Lower-Right page Description of a character.
One paragraph summarizing the plot. Summary is adequate in description, yet lacks creativity in omitting the climax of the plot. Most information is present. Picture is adequate, but lacks detail. Adequate description of character. Includes characters role and/or point of view.
Very few sentences used to summarize the plot. Summary lacks description and creativity.
Some information is present. Picture is inadequate or missing. Missing descriptive details. Does not include characters role and/or point of view.
Quality, Effort and Appearance of Character T-Shirt Additional Comments
Neat, some detail
Sloppy, incomplete
TOTAL POINTS
Source: http://teacher.scholastic.com/
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Unit 10.5: Create! English as a Second Language Performance Task Sensory Imagery in Poetry Checklist
Sensory Imagery in Poetry Checklist

Use the following guidelines to make sure you follow the directions while writing your poem: I selected an object as the subject of my poem. What is the subject of your poem?
I used at least three of the five senses to create sensory images in my poem. Create a list in the space below of sensory images you used in your poem.
The sensory images I used worked to give the subject of my poem more meaning. Explain in the space below.
Source: 2007 NCTE/IRA ReadThinkWrite
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Unit 11.1: Memoir My Point of View English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study the genre of memoir while examining authors purpose, organizational patterns for connecting ideas, making connections to text, and expressing their own opinions in discussions and presentations. By reading many quality memoir mentor texts and examining the work of their peers, they will improve their own writing. Transfer goal: Students will leave the class able to apply their knowledge to better understand the genre of memoir, make personal connections and relate to others and improve their skills in writing memoir to more deeply express themselves and their pasts. They will be able to use proper editing symbols and revision techniques to revise and improve their writing.

Listening/Speaking L/S.11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. Reading R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. Writing W.11.1 Analyzes and selects appropriate words to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays. W.11.5 Applies editing marks, self-correcting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process.

Experiences, relationships, history, and culture influence identity. A self-examined life is a life worth living. We all have our own unique points of view, formed by our unique personal and cultural experiences. The structure and organization of writing helps us better understand what we read.
What is to identity and how is it shaped? How has a person, place, or event helped form the person I am today? How do our personal and cultural experiences define us? How do the structure and organizational style and grammar help us determine meaning? What can I learn about my own identity from reading about and studying the stories and experiences of others? 1463
June 2012
Unit 11.1: Memoir My Point of View English as a Second Language 6 weeks Content (Students will know)
Transition words Organizational structure of a memoir Editing marks Reference sources uses and structures Purpose for writing Language structure to analyze and state opinions Characteristics of memoir texts Memoir Text-to-text, text-to-self connections Self-correct Reference Source

Analyze and state opinions in discussions and presentations. Make connections in a variety of texts. Incorporate transition words, syntax, and style. Analyze organizational patterns to connect ideas. Apply editing marks, self-correcting methods, and reference sources to revise and edit.
Content Vocabulary
Performance Tasks

Stage 2 - Assessment Evidence Other Evidence

Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. o Reading Log Students will record titles and pages read each day. Anecdotal evidence of comprehension and participation collected during discussions and group work Comparing Memoirs Chart (see attachment: 11.1 Learning Activity Compare Memoirs).
Oral Presentation on Independent Reading Students will give an oral presentation about a memoir they have read independently during the unit. Students will analyze and express their opinions about the memoir during their presentations. Students should prepare a poster or hand-out that relates to their memoir and helps the audience understand the story. Audience members should ask the presenter how and why questions about the memoir and presentation, promoting higher order thinking skills. The students will be assessed using a rubric, such as the following example: http://www.ncsu.edu/midlink/rub.pres.html. The students should have many drafts of memoirs in their journals. They should choose one and bring in to a final draft. They should first reread it and refine it into a draft. If desired, a new topic can be chosen.
Memoir Choice
June 2012
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Unit 11.1: Memoir My Point of View English as a Second Language 6 weeks

Attachment 11.1 Performance Task Memoir Planning Sheet will help students plan their writing. Students should focus on using an appropriate organizational structure for a memoir, using effective transitions, and demonstrating a clear purpose for writing. Students should then exchange drafts with a peer to edit using editing marks (see attachment: 11.1 Performance Task Editing Marks). Students should self-correct and also refer to reference materials such as a dictionary or thesaurus to revise their papers. Students will create a final copy for evaluation on a rubric (see attachment: 11.1 Performance Task Memoir Rubric).

Memoir Read Alouds The teacher will spend several days at the beginning of the unit reading short, high-interest memoirs aloud to the class. The main purpose of the read alouds is to expose students to the characteristics of memoirs through the use of literature. Students should keep a log in their journals of the stories they hear and should write a short summary and response to each. The students can refer back to the log for other activities and tasks. Text-to-text and text-to-self connections should be emphasized. In each lesson, the teacher should read the story to the students first for enjoyment and discussion. Then the teacher should reread it to the students, asking them to listen like a writer. In other words, they should pay attention to and discuss the choices the author made in terms of word choice, organizational pattern, transitions, syntax, and style and the effect it has/had on the message being communicated. Students should work in small groups to analyze the excerpts from multiple memoirs. Students should present their analyses to the whole class. Students will read The Color of Water (or another high interest memoir) with a small group in a Literature Circle. The following link will be helpful for effectively using Literature Circles with reluctant readers. http://www.scholastic.com/teachers/lesson-plan/literature-circles-high-school-reluctant-readers The teacher will check in with the groups often to ensure comprehension, adherence to task, and group cooperation. Students should feel free to ask questions about the novel or about procedure.
Literature Circles
June 2012
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Compare Memoirs The students will compare other memoirs (from read-aloud and individual reading) to The Color of Water using attachment 11.1 Learning Activity Compare Memoirs. Information from the chart could be used as a pre-writing activity for a comparison Response Journal entry or an essay.
Writing Memoirs Throughout the unit, the teacher will assign memoir topics for students to write in their reflection journals. These should be left in rough draft/journal entry form. Suggested topics: o Artifact: Students will write a memoir based on an artifact of importance. The first part should be a description of the artifact. In the second part, students will show the significance of the artifact and why the artifact is important. The student should include details about how he or she interacts with the artifact. Artifacts may include: a blanket, a stuffed animal, a special baseball card, gift, etc. o Place: Students will write a memoir about a special place in their life. The students should describe the significant place in detail and then write about themselves in the place and the action that takes place around them. o A Year in the Life: Students write about a significant year in their lives such as the year I lost my mother or father, the year I went to middle school, the year my brother or sister was born, the year my parents divorced, etc. The memoir should reflect the life lessons learned and how they were impacted by events of that year. In each task, the students will create a strong sense of significance of the place, object, or event. They should be sure that the characters, settings, and events work well together and include vivid language and sensory details. Making Connections to Text After reading an excerpt from When I Was Puerto Rican by Esmeralda Santiago (http://teacher.scholastic.com/writeit/cavalcade/pdf/sept2003/p1521_nonfiction_puertorico.pdf), students will write a response in their journals to the following quotation: I had failed the audition and would never, ever get out of Brooklyn. Why does Santiago feel this way? Can you relate to this sentiment? Have you ever been in a position like this? Family Memoir: Getting Acquainted With Generations Before Us http://www.readwritethink.org/classroom-resources/lesson-plans/family-memoir-gettingacquainted-998.html Teacher Center: Memoir Mini-unit on understanding the genre and writing a memoir. Includes four printable memoirs. http://teacher.scholastic.com/writeit/memoir/teacher/easing.htm Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 9.2 Communicating my Ideas o Unit 10.4 My World 1466
Sample Lessons
June 2012

o Unit 12.1 My Journey So far http://365readalouds.wordpress.com/tag/memoir Six Word Memoirs: http://mrspal.wikispaces.com/6+word+memoirs Eleven Sample Memoirs: http://www.writingmemoir.com/samples.aspx
Memories of growing up Hispanic by Edward Rivera Memories of a Snowflake by Joe Vasicek Read Aloud Anthology: 35 Short, Riveting Read Alouds by Janet Allen and Patrick Daley The Color of Water by James McBride Over a Thousand Hills I Walk with You by Hanna Jansen Sky of Stone: A Memoir by Homer Hickam Dream House: A Memoir by Charlotte Nekolas Feels Like Far: A Ranchers Life on the Great Plains by Linda Hasselstrom When I was Puerto Rican by Esmeralda Santiago link to excerpt available here: http://teacher.scholastic.com/writeit/cavalcade/pdf/sept2003/p15-21_nonfiction_puertorico.pdf When I was Young In the Mountains by Cynthia Rylant Focus on relationships between characters: o Uncle Jeds Barbershop by Margaree Mitchell o Rudis Pond by Eve Bunting o Through Grandpas Eyes by Patricia MacLachlan o My Rotten Redheaded Older Brother by Patricia Polacco o Chicken Sunday by Patricia Polacco o The Bracelet by Yoshiko Uchida o Thundercake by Patricia Polacco o Memoir of the Sunday Brunch by Julia Pand Literature Timeless Voices, Timeless Theme, Bronze o From the Iceman by Don Lessem page 223 (Story: Journal) o Zoo by Edward D Hoch page 18 (Story: Characters Perspective) o The Hippopotamus by Ogden Nash page 420 (Story: Evaluate Authors Message) o The caterpillar by Ogden Nash page 421 (Story: Evaluate Authors Message) o The Blind Men and the Elephant by John Godfrey Saxe page 422 (Story: Evaluate Authors Message) o How the Snake Got Poison by Zora Neale Hurston page 425 (Story: Characters Perspective) o How to Enjoy Poetry by James Dickey, page 557 (Expository Essay: Compare and Contrast) o No Gumption by Russell Baker page 566 (Autobiography: Authors Purpose) o The Chase from American Childhood by Annie Dillard pages 576 (Autobiography: Understanding the Authors Purpose) o Winslow Homer: Americas Greatest Painter by H. N. Levitt page 586 (Biography: Interpret) o Nolan Ryan, Texas Treasure by William W. Lace page 590 (Biography: Purpose for Reading) o The Lion and the Statue by Aesop page 872 (Fable: Recognize Storytellers Purpose) o The Fox and the Crow by Aesop page 873 (Fable: Recognize Storytellers Purpose)
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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will focus on the genre of personal narrative by reading and listening to high quality examples and by writing their own pieces. Students will examine character development, parts of the plot, theme and cause and effect through the novels they read and essays they write. Transfer goal: Students will leave the class able to better understand the genre of personal narrative by making connections from the readings to themselves, their peers, and other people in society, and applying what they learn to their writing.

Listening/Speaking L/S.11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature. Reading R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view. R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. Writing W.11.1 Analyzes and selects appropriate words to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays.

Experiences, relationships, history, and culture influence identity. Identity affects perceptions and behavior. Effective readers make inferences about characters in a text.
What is to identity and how is it shaped? How does self-concept affect perceptions and behavior? How does culture affect identity?

Parts of the plot Theme Correct grammar (sentence fragments and

Summarize, explain, clarify, and discuss effectiveness of text. Analyze character development. 1468
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Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks
run-on sentences) Appropriate words to convey meaning The difference between narrative and memoir The structure of a narrative Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, resolution Dynamic and static characters Memoir, narrative Establish cause and effect, predictions, and inferences in a variety of texts. Draw conclusions. Analyze the theme. Analyze and select appropriate words to convey meaning. Write a narrative essay.
Content Vocabulary

A Defining Day in My Life Students will write an engaging personal narrative essay about an event in their life that took place over a period of time no longer than a day. The students should think about an event that made an impact on their lives (ex. First day at a new school, the day a baby sibling was born, the day they got exciting/sad/interesting news). The students should limit themselves to one paragraph of background information leading up to the event in order to capture the events of the moment in the essay. The students will choose their words carefully to convey meaning and adhere to appropriate structure of a narrative (exposition, inciting incident, conflict, rising action, climax, falling action, denouement, resolution). The students should be sure to use appropriate sentence structure to avoid runon sentences and sentence fragments. The students should follow the steps of the writing process to produce a high-quality final copy. Students will be assessed using a rubric, such as the example available here: http://www.teachervision.fen.com/tv/printab les/07AAAM18.pdf
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Log Students will record titles and pages read each day. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. Anecdotal evidence collected during group work and discussions. http://www.readwritethink.org/files/resource s/lesson_images/lesson1006/observation.pdf Analyzing Characters graphic organizer (see attachment: 11.2 Learning Activity Characters)http://www.readwritethink.org/fil es/resources/lesson_images/lesson1006/rubri c.pdf Establishing Cause and Effect (see attachment: 11.2 Other Evidence Cause and 1469
June 2012
Narrative Book Report Students will write a book report about the novel they are reading independently. They should include details about character development, the narrative structure (Exposition, inciting incident, conflict, rising action, climax, falling action, denouement, and resolution), cause and effect of events in the book, and theme. The following website will be helpful for teaching students to write the book report: http://www.scholastic.com/resources/article/ create-a-first-rate-book-report The students should follow the steps of the writing process to produce a high-quality final copy. Students should present their work orally to the class after completing the essay. Students written work will be evaluated on a rubric such as http://www.readwritethink.org/files/resource s/printouts/Essay%20Rubric.pdf Effect)

Personal Narrative Read Aloud The teacher will read aloud a personal narrative novel (see Literature Connections for suggestions.) The teacher should model fluency in reading as well as the think-aloud strategy as it relates to character development, theme, plot structure, effectiveness of text, and authors word choice. The teacher should also model a Reading Response Journal Entry. This novel can be used as a basis for examples during lessons throughout the unit. The students will read novels throughout the unit from the suggested list provided by the teacher. The students should be given a chance to preview the novels and choose something that interests them. This silent reading will take place during assigned times during class (perhaps first 10 or last 10 minutes of class) and outside of class. Students should complete a reading log with titles of texts and pages read. The teacher may also assign reading response questions to be answered in the reading log. Sentences frames can be provided to the students if they need scaffolding. After discussing the names and personalities of several characters, students will create and present 1470
Personal Narrative Choice Novels
Analyzing Characters
June 2012
a visual that illustrates a particular character. Students analyze and connect to the characters in the read aloud or individually-read novel using attachment 11.2 Learning Activity Characters. Students will identify cause in and effect in the novels read during the unit using attachment 11.2 Other Evidence Cause and Effect. Students will use this graphic organizer for each novel they read. Students will participate in a group discussion about cause and effect in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. Students will make predictions and inferences about the novels they read during the unit using attachment 11.2 Learning Activity Predict and Infer. Students will use this graphic organizer for each novel the read. Students will participate in a group discussion about their predictions and inferences in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. The teacher will review subject and predicate and discuss sentence fragments. The following link contains a brief explanation on avoiding sentence fragments and includes exercises for the students to use to practice. (printable) The teacher will use attachment 11.2 Learning Activity Run-on to review run-on sentences with the class. The students will complete the exercise to practice appropriate sentence structure in regard to run-on sentences. Analyzing Character Development in Three Short Stories About Women http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-characterdevelopment-three-1006.html Narrative Paragraphs http://www.barrettsbookshelf.com/files/week14.pdf Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Perdue Online Writing Lab The Narrative Essay http://owl.english.purdue.edu/owl/resource/685/04/ The Narrative Essay http://edhelper.com/ReadingComprehension_33_33.html The Fact Monster - Narrative Essay http://www.factmonster.com/homework/writingskills4.html Personal Narrative Collection includes prompts and rubrics /~jhholly/pnarrative.html Script Preparation Guidelines for womens stories listed in literature connections below: http://www.readwritethink.org/files/resources/lesson_images/lesson1006/script.pdf Collection of Short Stories about True life experiences http://www.mariolvazquez.com 1471
Establishing Cause and Effect
Making Predictions and Inferences
Sentence Fragments and Run-on Sentences
Sample Lessons

June 2012
Unit 11.2: Identity The Personal Narrative English as a Second Language 5 weeks Literature Connections
The Color of My Paint by Mario L. Vazquez http://www.mariolvazquez.com My First Free Summer by Julia Alvarez Taking Sides by Gary Soto The Story of an Hour by Kate Chopin http://www.readwritethink.org/files/resources/lesson_images/lesson1006/question.pdf A Jury of Her Peers by Susan Glaspell A Rose for Emily by William Faulkner Literature Timeless Voices, Timeless Theme, Bronze o Cat on the Go by James Herriot page 382 (Story: Character Traits) o Rikki-tikki-tavi by Rudyard Kipling page 464 (Story: Plot) o Papas Parrot by Cynthia Rylant, page 481 (Story: Identify With a Character) o Stolen Day by Sherwood Anderson, page 484 (Story: Characterization) o Ribbons by Laurence Yep page 524 (Story: Ask Questions) o The Treasure of Lemon Brown by Walter Dean Myers page 532 (Story: Theme) o The Cremation of Sam McGee page 736 (Narrative Poetry: Compare and Contrast)
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Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will examine persuasion as a writing genre and will understand the purpose and strategies associated with it. Students will read editorials about a variety of social issues and will learn to question while they read as a way to develop their own position on a topic. Transfer goal: Students will leave the class able to use their knowledge about editorials as a persuasive style to get involved with social issues and debates and present their opinions in written and oral form in a convincing manner to persuade people to join them.

Listening/Speaking L/S.11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.11.5 Analyzes the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, explains, clarifies, and discusses effectiveness of text, performance, speech, or literature. Reading R.11.1 Examines context clues, uses reference sources and vocabulary expansion strategies to assess word meaning; analyzes the meaning of unfamiliar words and applies the new meaning to context; identifies Greek and Latin root words. R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. Writing W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays. W.11.5 Applies editing marks, self-correcting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process.

Experiences, relationships, history, and culture influence identity. Persuasion attempts to influence beliefs and behavior. Persuasion has a unique set of characteristics and particular structure.
What is to identity and how is it shaped by cultural and experience? Why is it important to try to know your audience when writing a persuasive piece? In what ways is persuasion used to influence beliefs and behaviors?
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Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks Content (Students will know)
Main idea or topic and important details Greek and Latin root words Fact and opinion Writing process Elements of persuasive essays Purposes for writing Editorial Position Argument Counterargument Thesis statement Evidence

Determine the purpose of written pieces. Analyze the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts. Infer and support the main idea. Write a persuasive essay. Complete a final draft using the writing process.
Content Vocabulary

Persuasive Essay Students will use the outline they wrote in 11.3 Learning Activity Persuasive Check Point Sheet to write a persuasive essay. Students should follow the steps of the writing process starting by using the prewriting exercise to compose a draft. They will then edit and revise the draft and complete a final draft. Students will be assessed using a rubric: http://bms.westport.k12.ct.us/krodel/PoPro/ PaperRubric.htm
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. (See Learning Activities for suggested prompts.) o Reading Log Students will record titles and pages read each day. o New Vocabulary Personal Word Wall Students will record unfamiliar words they encounter throughout the unit. They will use context clues and reference materials to find the meanings of the words. Anecdotal evidence of comprehension and 1474
Write an Editorial Using an appropriate organizational structure, students will compose an editorial about an issue of personal interest and significance. Students will also submit their editorials to a newspaper or school newspaper for publication, if available. Students will choose a topic of personal interest for an editorial and use research skills to build strong, relevant arguments and elements. Students should use attachment 11.3 Performance Task Editorial Pre-Writing to June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

plan their editorials. Students will be assessed using a rubric (see attachment: 11.3 Editorial Rubric). participation collected during discussions and group work Fact or Opinion in Editorials worksheet Persuasive Writing Check Sheet (see attachment 11.3 Learning Activity Persuasive Check Point Sheet).

Independent Reading Besides reading editorials throughout the unit, students should read a novel independently and/or in literature circles. Novels should have themes involving strong social issues. See Literature Connections for suggestions. The teacher takes an already written memoir that is included in the link below and will use attachment 11.3 Learning Activity Persuasion Check Point Sheet to break down a published persuasive text (short article) into its components (hook, thesis statement, main reasons, evidence, counter argument and closure) as a way to model and guide the learner through the process. This exercise will help students see how the pre-writing outline can lead to a high quality final copy. Examples written by advanced ESL students are available here: http://eslbee.com/persuasion_essays_models.htm Students will choose a controversial topic (year-round school, city-wide curfews for teens, etc) and choose a position. Using attachment 11.3 Learning Activity Persuasion Check Point Sheet, students will outline their arguments. This outline will be used as a pre-writing activity for the essay in Performance Task #1. The teacher will select a short, high-interest editorial to read aloud to the class. The teacher will model the effective use of questioning as a way to understand the authors position and purpose using the questions bulleted below. o Make a prediction about the editorial based on the title (Think Aloud/ write in the margin) o What is the issue? (Read to find the issue and underline it.) o What is the authors position? (Read to find the position and mark it in the margin) o How does the author support the position? (Circle evidence) o Does the author address the other side or point of view? (Underline the counterargument) o Describe how the editorial does or does not change the way you feel, believe, or stand on the issue. (Write notes in the margin) Students will practice this technique with another editorial provided by the teacher. (See Additional Resources)
Persuasive Writing Structure
Understanding Editorials Through Questioning27
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-7-Unit-3-Your-Opinion,Please.pdf
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Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks

Main Idea and Important Details Students will select editorials from the websites below (Additional Resources) or print-outs provided by the teacher. Using attachment 11.3 Learning Activity Main Idea, students will analyze the main idea and supporting details of the editorials and write a brief summary of the article in the space provided. The teacher will use attachment 11.3 Learning Activity Fact and Opinion as a tool to discuss and identify fact and opinion in editorial articles. The teacher will provide the students with the text for another editorial with sentences written one per line. The students will read each sentence and decide if the sentence is a fact or opinion. Students will read the article in attachment 11.3 Learning Activity Child Labor in small groups. Class will come back together to discuss the article and any questions the students may have. Students should answer the Readers Response and Writers Response questions in their Literacy Journals. Journal Entries: Students will choose two prompts from the Write Time section of the above article to respond to in their Response Journals. The teacher will provide 15-20 Greek and Latin root words and their meanings to the students (as a hand-out or on the board to be copied by the students.) The teacher will lead the students in a brainstorming session to think of words containing the roots. Students will work individually or with a partner to make note cards for each root. On the front of the 3x5 card, students will write the root. On the back the definition in the upper right corner, 2 examples of words containing the root in the upper left corner, a sentence using a word with the root in the lower right corner, and a picture or symbol that demonstrates the meaning of the word in the bottom right corner. (If 3x5 cards are not available, students can cut lined notebook paper to notecard size.) If computers with internet access are available, the game on the following site may be useful: http://teacher.scholastic.com/activities/athens_games/gamegreektome.htm Persuasive Writing: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade-7-Unit-3-YourOpinion,-Please.pdf o Gathering topics page 11 o Gathering arguments and evidence page 12 o Audience page 14 o Developing a counterargument page 15 o Developing a thesis page 16 o Writing a closing page 22 Greek and Latin Root Words: http://www.strugglingreaders.com/pdf/Latin%20and%20Greek%20Word%20Roots%201.pdf 1476
Fact and Opinion in Editorials
Persuasive study on a Social Issue Child Labor
Greek and Latin Roots
Sample Lessons
June 2012
Unit 11.3: As I See It Persuasion English as a Second Language 7 weeks Additional Resources
o Use as reference: o Unit 8.3 Influencing Others to Make Decisions that Matter o Unit 9.4 Its a Matter of Opinion o Unit 10.2 Friendship in Fiction and Power of Persuasion o Unit 12.5 See it My Way Seeing the connection of persuasion by watching commercials, debates and more.. http://www.youtbe.com Full-text short stories, novels, poems, etc from a variety of genres: http://www.searchlit.org/elibrary.php Editorials: o Junior Scholastic: www.teacher.scholastic.com o New York Times Upfront: www.teacher.scholastic.com/upfront o Teen Ink: http://teenink.com USA Today: http://usatoday.com Persuasive Essay Structure and Organization: http://www.hgpublishing.com/Free_Essay_Help/Types/Persuasive.html Persuasive Writing Prompts and Lesson ideas: http://www.webenglishteacher.com/argument.html
The Bluest Eye by Toni Morrison Breadwinner by Deborah Ellis Homeless Bird by Gloria Whelan Crossing the Wire by Will Hobbs Year of the Impossible Goodbyes by Sook Nyul Chois Turn Homeward Hannalee by Partrica Beatty The No-So-Spangled Life of Sunita Sen by Mitali Perkins Red Scarf Girl by Ji-li-Jiang Darkness at Noon by Arthur Koestler http://web2.jefferson.k12.ky.us/CCG/supp/HS_PersuaReadWrite.PDF Literature Timeless Voices, Timeless Theme, Bronze o The Californias Tale by Mark Twain page 246 (Story: Draw Conclusion) o Valediction by Seamus Heaney page 252 (Poem: Summarize) o The Night the Bed Fell by James Thurber page 279 (Humorous Essay: Cause and Effect) o A Letter to a Clockmaker by Charles Dickens page 430 (Humorous Commentary: Fact and Opinion) o Stepping Out With My Baby by Paul Reiser page 431 (Humorous Commentary: Fact and Opinion) o Independence Hall by Charles Kuralt page 604 (Story: Authors Purpose) o Rattlesnakes Hunt by Majorie Kinnan Rawlings page 607 (Story: Authors Purpose) o from Barrio Boy by Enersto Galarza page 611 (Story: Authors Purpose) o I am a Native of North America by Chief Dan George page 615 (Story: Authors Purpose) o All Together Now by Barbara Jordan page 618 (Story: Authors Purpose) June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe 1477
Unit 11.4: Its a Mystery! English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore detective fiction as a reading genre and will write expository pieces based on what they read. Students will learn vocabulary related to detective fiction and will examine point of view and setting. Reading detective fiction may help to engage the reluctant reader. Transfer goal: Students will leave this class with an appreciation of detective fiction, the ability to write expository pieces showing different points of view, and knowledge of the importance of setting.

Listening/Speaking L/S.11.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development and setting, and to distinguish the characteristics of tone, voice, and mood; makes connections to text. L/S.11.3 Uses appropriate language structure to analyze and state opinions in discussions and presentations, to problem solve, and to explain a process integrating comparison and contrast statements. L/S.11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.11.1 Examines context clues, uses reference sources and vocabulary expansion strategies to assess word meaning; analyzes the meaning of unfamiliar words and applies the new meaning to context; identifies Greek and Latin root words. R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view. Writing W.11.2 Determines the purpose of writing; analyzes and constructs organizational patterns to connect ideas; writes narrative, expository, and persuasive essays.

Experiences, relationships, history, and culture influence identity. Expository writing has a controlling idea that is developed, supported and summarized. Multiple strategies can be used to determine the meaning of unfamiliar words. The elements of mysteries, particularly detective stories and expository writing
What is identity and how does culture and experiences help shape it? How does expository writing differ from other writing forms and how can one make expository writing organized and engaging? How can word structure and context help you determine the meaning of unfamiliar words?
June 2012
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Unit 11.4: Its a Mystery! English as a Second Language 6 weeks Content (Students will know)
Context clues, references sources, vocabulary expansion strategies Point of view Setting in fiction, particularly mystery novels The structure and organization of the detective novel genre Elements of expository writing Prediction Setting Witness, Suspect, Victim, Culprit, Sidekick, interrogate, lead, investigate, clues, lead, red herring

Analyze character development and setting. Make connections to text. Express thoughts and opinions to discuss concepts and plot. Make predictions and inferences. Analyze the meaning of unfamiliar words and apply the new meaning to context. Classify point of view. Explain a process integrating compare and contrast. Write an expository essay. Utilize reference sources.
Content Vocabulary

Explain a Process integrating compare/contrast Students will refine the expository journal entry they previously completed about the process of solving the mystery that the detective in their novel took. They will also write similar drafts about at least one other mystery story they have read during this unit. (many available at mysterynet.com or kids.mysterynet.com) The students will use these drafts to compose an expository essay comparing and contrasting the process of solving the mysteries in the two stories. The students will edit and revise their work before completing a final copy. The students will also present their work orally to the class. The essay and oral presentation will be assessed using a teacher-made rubric. Students will choose three expository journal entries from the unit and develop them into an essay.
Other Evidence
Literacy Journal which will include: o Daily Quick-writes and longer journal entries. Prompts suggested below in Learning Activities. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. (See Learning Activities for suggested prompts.) o Reading Log Students will record titles and pages read each day. o New Vocabulary Personal Word Wall Students will record unfamiliar words they encounter throughout the unit. They will use context clues and reference materials to find the meanings of the words. Anecdotal evidence of comprehension and participation collected during discussions and group work
Expand upon journal entries
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Unit 11.4: Its a Mystery! English as a Second Language 6 weeks

The students should work through the steps of the writing process in order to produce a high-quality final copy. The essays will be evaluated on a teachermade rubric.

Detective Fiction Read Aloud The teacher will choose a high-interest detective novel to read aloud to the class. (See Literature Connections for suggestions) The goal should be to finish reading this novel within the first 2 weeks of the unit. The teacher should model fluency in oral reading, express thoughts and opinions to discuss concepts and plot, and use context clues to discern meaning of unfamiliar words. The teacher should also lead discussions with the students about character development, setting, and point of view of the novel. This novel will also serve as a common knowledge base for the students in order to discuss and provide examples of the parts of the performance tasks. After the novel is finished, the teacher should read a short mystery story to the students each day (see Kids.Mysterynet.com or Mysterynet.com for examples). Students will write an explanation of how a specific place influences the way they behave. They will use details from their own experience in a particular setting to support their explanation. Students will write an explanation of how setting influences a character and other aspects of the story. They should support their explanation with details from the text. (The text can be the novel they are currently reading or anything else theyve read recently.) Students will assume the role of an object, write about experiences in a particular setting from the objects point of view, and write a brief monologue describing the objects experiences. Students will continue reading novels on their own, as they have done throughout the year. In this unit, students should choose a detective fiction novel (see Literature Collections for suggestions many available online.) The novel will be used for various activities and assessments throughout the unit. How do your detectives character traits contribute to his/her strengths and weaknesses as a detective?
Thinking about setting and cause/effect Journal entries
Independent Reading
Detective Novel Expository Journal Entries28
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Based on portions of the Detectives Handbook http://www.readwritethink.org/classroom-resources/lessonplans/expository-escapade-detective-handbook-40.html
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What kind of mystery is your detective trying to solve? How does your detective get involved? Write a character detective about a sidekick in your story, either person, or animal. How does the sidekick contribute to detection during the mystery? What is the setting of your novel? How does the setting contribute to or hinder the investigation? Is the story written from the point of view of the detective? Is so, choose a scene and rewrite it from the point of view of another character. (If its not, choose a scene to rewrite from the point of view of the detective. The teacher may have to scaffold or model the process) Write a how to paragraph that takes the reader step-by-step through the process by which the detective solved the mystery. Students will use Prediction Log (see attachment: 11.4 Learning Activity Prediction Log) to record predictions about the mystery while reading. When the students have read about half of their detective novels, they will give a short report to the class or to a small group describing the story so far and sharing their predictions and inferences about the case being presented. http://www.readwritethink.org/files/resources/lesson_images/lesson865/organizer.pdf Plot Structure: A Literary Elements Mini-Lesson http://www.readwritethink.org/classroomresources/lesson-plans/plot-structure-literary-elements-904.html Thrills! Chills! Using Scary Stories to Motivate Students to Read http://www.readwritethink.org/classroom-resources/lesson-plans/thrills-chills-using-scary407.html ** Expository EscapadeDetectives Handbook http://www.readwritethink.org/classroomresources/lesson-plans/expository-escapade-detective-handbook-40.html Everyone Loves a Mystery http://www.readwritethink.org/classroom-resources/lessonplans/everyone-loves-mystery-genre-796.html Full-text short stories, novels, poems, etc. from a variety of genres: http://www.searchlit.org/elibrary.php MysteryNet Kids Mysteries http://kids.mysterynet.com/ Online mysteries, mystery games, mystery books and resources http://www.mysterynet.com/
Detective Novel Making Predictions and Inferences
Sample Lessons


Nancy Drew Mysteries by Carolyn Keene Sherlock Holmes Series by Arthur Conan Doyle (many available online through SearchLit.org. Also here: http://www.mysterynet.com/holmes/more.shtml) The Hardy Boys Series by Franklin W. Dixon (collective pseudonym for many authors) The Murders in the Rue Morgue by Edgar Allan Poe (http://www.mysterynet.com/edgar-allanpoe/murders-in-the-rue-morgue/) Literature Timeless Voices, Timeless Theme, Bronze o All Summer in a Day by Ray Bradbury page 288 (Story: Setting) o Primer Lesson by Carl Sandburg page 294 (Story: Setting) June 2012 1481

o o o The Dying Detective by Sir Arthur Conan Doyle, dramatized by Michael and Mollie Hardwick page 328 (Play: Drawing Conclusions) The Monsters Are Due o Maple Street by Rod Serling page 696 (Play:Predict, Conflict in Drama ) Lochivar by Sir Walter Scott page 727 (Ballad: Poetry)
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Unit 11.5: History Non-fiction English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore historical fiction and non-fiction and their relationship to each other and to current events. Students will also complete a cross-curricular research project in order to bring what they are learning in their History class to the ESL classroom and deepen their understanding of the history of the United States. Transfer goal: Students will leave the class able to use their research skills and their knowledge of historical texts and their relationship to examine different types of historical writing and analyze current events to better understand the world around them.

Listening/Speaking L/S.11.2 Listens and responds to synthesize, explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.11.4 Expresses thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution; makes predictions and inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.11.2 Analyzes character development; infers the setting in fiction and nonfiction; classifies point of view. R.11.3 Classifies parts of the plot, establishes cause and effect, makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and compares and contrasts conflicts and resolutions across texts. Writing W.11.4 Compares and contrasts two forms of writing on similar topics to write a critical essay. W.11.5 Applies editing marks, self-correcting methods, and reference sources to revise and edit; analyzes, organizes, and verifies information to write and revise; completes a final draft using the writing process.

Experiences, relationships, history, and culture influence identity. Voices from the past speak to us of other times and places. Learning about the past illuminates our understanding of the present. Importance of setting in different forms of literature Closed and open-ended questions
How does culture and relationships help shape identity? How do good writers bring the past to life? How do readers make connections to voices from the past?


Listen and respond to synthesize, explain, describe, support, and discuss information. Answer and formulate closed and open-ended 1483
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Unit 11.5: History Non-fiction English as a Second Language 6 weeks

Current events Conflict resolution Structure and purpose of nonfiction texts Use and structure of informational text Social conflict questions. Draw conclusions from listening to a variety of texts, performances, and multimedia sources. Listen to sort and prioritize information. Infer the setting in fiction and nonfiction. Analyze and compare and contrast conflicts and resolutions across texts. Compare and contrast two forms of writing on similar topics to write a critical essay. Verify information to write and revise.
Content Vocabulary

Research Project Students will choose a topic from American History involving some sort of social conflict to research using encyclopedias, magazines, newspapers, and internet resources, if available. (Topic suggestions: The Civil War, the Civil Rights movement, Womens Suffrage, Integration, Immigration (current or past), Terrorism and National Security, etc) Students will begin by writing closed and open-ended questions that they want to answer through their research. Students will need to use multiple sources to gather information and synthesize the information in order to write their reports. Students will share their research with their classmates through an oral presentation. During the oral presentations for Performance Task 1, students will take notes using attachment 11.5 Performance Task Oral Report Response Form. Students will use the log to record information they learn about the topics their peers present. Students will then sort and prioritize the information by numbering the points from most to least important or influential.
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles A sentence I like and This makes me think Students will write quotations from what they read and respond to them making text-to-text, textto-self, and text-to-world connections. o Dialogue Journal the student will write an entry, the teacher will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. o Reading Log Students will record titles and pages read each day. Anecdotal evidence of comprehension and participation collected during discussions and group work Essay comparing historical fiction novel to non-fiction novel about the same topic
Learning from Others Oral Presentations
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Unit 11.5: History Non-fiction English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Read alouds from Historical Fiction and Non-Fiction about a topic in American History The teacher will read The Watsons Go to Birmingham (or choose another historical fiction novel about American History to read) aloud to the class each day during this unit. The read-aloud novel and accompanying activities should be held concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to discuss setting, and to analyze conflicts and resolutions. The teacher will also read aloud a non-fiction book about the same time period. Students will compare and contrast the historical fiction novel read aloud with the non-fiction read aloud to write a critical essay. The following questions should be answered through the essay: o What are the differences between writing style of fiction and nonfiction? o How is the information different in the fiction you read, compared to the nonfiction titles? How is it the same? o What kinds of information did you learn from fiction texts that you couldnt learn from nonfiction? o What kinds of information did you learn from factual texts that you didnt find in the stories you read? o Why are there differences in stories about the same historical topic? Teaching Basic Steps to teach Research Skills http://www.crlsresearchguide.org/Big_Six_Steps.asp Teacher will teach the basic steps on the research processselecting a topic, note-taking, writing a thesis statement, making an outline and report writingintroduction, body, and conclusion and bibliography. See link for activities and graphic organizers, especially attachment 11.5 Learning Activity Big 6. http://www.crlsresearchguide.org/00_basic_steps.asp Students will sign up ahead of time for a day to present a current events news story. On his or her assigned day, the student will lead a class discussion about a current event he or she is interested in. The students should prepare a brief oral presentation explaining the situation and starting a class discussion. All of the students in the class should participate in the discussion and share their thoughts and opinions on the topic. Traveling the Road to Freedom Through Research and Historical Fiction http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-road-freedomthrough-864.html Timelines and Texts: Motivating Students to Read Nonfiction http://www.readwritethink.org/classroom-resources/lesson-plans/timelines-texts-motivatingstudents-319.html 1485
Compare and contrast two forms of writing on similar topics to write a critical essay
Research Techniques
Current Events Discussions
Sample Lessons

June 2012

Blurring Genre: Exploring Fiction and Nonfiction with Diary of a Worm http://www.readwritethink.org/classroom-resources/lesson-plans/blurring-genre-exploringfiction-1145.html News for Teens http://www.channelone.com/ Time for Kids http://www.timeforkids.com/ Breaking News English Great resources for current events written for ESL students. Includes audio version, cloze passages, comprehension and discussion questions, extension activities, etc. Updated daily with a world news story. http://www.breakingnewsenglish.com/ A School Year Like No Other: Eyes on the Prize: Fighting Back: 1957-1962 - PDF Companion lesson for school integration lesson http://zinnedproject.org/posts/1508 The Zinn Education Project - promotes and supports the use of Howard Zinns book A Peoples History of the United States and other materials for teaching a peoples history in middle and high school classrooms across the country. The website offers more than 85 free, downloadable lessons and articles organized by theme, time period, and reading level. http://zinnedproject.org/ Teaching Basic Steps to teach Research Skills -http://www.crlsresearchguide.org/Big_Six_Steps.asp

Fiction: o The Watsons Go To Birmingham 1963 by Christopher Paul Curtis o Out Of The Dust by Karen Hesse o A Step From Heaven by An Na o Macaroni Boy by Katherine Ayres o A Letter to Mrs. Roosevelt by C. Coco De Young o Warriors Dont Cry by Melba Patillo Beals (abridged young adult version recommended) Nonfiction: o The Eyes on the Prize Civil Rights Reader: Documents, Speeches, and Firsthand Accounts from the Black Freedom Struggle, 1954-1990 Edited by Clayborne Carson, David J. Garrow, Gerald Gill, Vincent Harding and Darlene Clark Hine o Freedoms Children: Young Civil Rights Activists Tell Their Own Stories by Ellen Levine Paired Readings Historical Fiction and Non-Fiction: o Nightjohn by Gary Paulsen and To Be A Slave by Julius Lester. o A Picture of Freedom: The Diary of Clotee, a Slave Girl by Patricia McKissack and Rosa Parks: My Story by Rosa Parks with Jim Haskins o Thunder on the Tennessee by G. Clifton Wisler and A Nation Torn Apart by Delia Ray Literature Timeless Voices, Timeless Theme, Bronze o The Third Wish by Joan Aiken page 199 (Modern Fairy Tale: Analyze) o A Boy and a Man by James Ramsey Ulman page 210 (Story: Predict) o from Into Thin Air, pages 218 (Story: Conflict with Nature) o The Highwayman by Alfred Noyes page 299 (Story: Suspense, Cause and Effect) o The Dying Cowboy Traditional by Folf Song page 300 (Story: Cause and Effect)
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o o o o o o o o o o o o o o o o o o o o o o o o o The Real Story of a Cowboys Life by Geaoffrey C Ward page 309 (Story: Cause and Effect, Suspense) The Little Lizards Sorrow from Vietman Translated by Mai Vo-Dinh page 315 (Folk Tale: Infer) Justin Lebo by Phillip Hoose page 346 (Story: Third-Person Point of View) The Rider by Naomi Shihab Nye page 351 (Story: Make Inferences) Amigo Brothers by Piri Thomas page 352 (Story: Make Inferences) The Walk by Thomas Hardy page 359 (Story: Make Inferences) The Luckiest Time of All by Lucille Clifton page 398 (Story: Recognize Authors Purpose) After Twenty Years by O. Henry pages 453 ( Fiction: Surprise Ending) Heartache by Anton Chekhov page 506 (Story: Make Inferences, Setting) Suzy and Leah by Jane Yolen page 512 (Story: Make Inferences, Setting) Tenochtitlan: Inside the Aztec Capital by Jacqueline Dineen page 623 (Essay: Analyze) A Christmas Carol: Scrooge and Marley, Act I by Charles Dickens, dramatized by Israel Horovitz page 644 (Play: Elements of Drama) A Christmas Carol: Scrooge and Marley, Act II by Charles Dickens, dramatized by Israel Horovitz page 663 (Play: Characterization and Theme in Drama) Sarafina! Bring Back Nelson Mandela by Hugh Masekela page 685 (Play: Characterization, Dramatic Performance) Popocatepetl and Ixtlaccihuatl by Juliet Piggott page 811 (Legend: Predict) The People Could Fly by Virginia Hamilton page 822 (Folk Tale: Interpret) The Algonquin Cinderella by Idries Shah 825 (Folk Tale: Interpret) Yeh-Shen: A Cinderella Story From China by Ai-Ling Louie page 829 (Folk Tale: Inference) His Just reward by Lone Thygesen-Blechar and George Blecher page 833 page (Folk Tale: Inference) Djuha Borrows a Pot by Inea Bushnaq page 834 (Folk Tales : Compare and Contrast) All Stories Are Anansis, Retold by Harold Courlander page 840 (Folk Tale: Analyze) Phaethon, Son of Apollo by Olivia E. Coolidge page 854 ( Myths: Predict) Demeter and Persephone by Anne Terry White page 858 (Myth: Analyze) Narcissus by Jay Macpherson page 862 (Myth: Predict) Icarus and Daedalus by Josephine Preston Peadoy page 864 (Myth: Cause and Effect)
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Unit 11.6: Create! English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study a variety of poems and poetic devises and styles to deepen their understanding of the genre. They will analyze published poetry, peer-edit classmates poems, and create their own works of poetry to explore the genre and the writing process. Transfer goal: Students will leave the class able to use their knowledge of poetry and figurative language to improve their reading and writing skills and to better understand and express their thoughts and feelings and those of others.

Listening/Speaking L/S.11.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development and setting, and to distinguish the characteristics of tone, voice, and mood; makes connections to text. Reading R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a variety of texts; analyzes the theme. R.11.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast genre, imagery, figurative language, and symbolism. Writing W.11.3 Applies figurative language and develops voice to produce different styles of poems.

Experiences, relationships, history, and culture influence identity. Poems are read for pleasure, instruction, and enlightenment. Readers create interpretations to enrich and deepen their experience in a text.
What is identity and how is it shaped? What makes a successful poem? How do similes, metaphors, and other figures of speech, along with sound devices, help the reader/listener experience a poem?

Imagery, figurative language, symbolism Elements of poetry and plays Tone, voice, and mood Different styles of poems The writing process Voice Alliteration

Distinguish the characteristics of tone, voice, and mood. Analyze the theme. Analyze, interpret, and compare and contrast genre, imagery, figurative language, and symbolism. Apply figurative language and develop voice to produce different styles of poems. 1488
Content Vocabulary
June 2012

Assonance Simile Rhyme Ode Figurative language

Im From Poem Students will write an Im from poem in the style of the George Ella Lyon Poem here: http://www.georgeellalyon.com/where.html Students will incorporate the elements of poetry studied in this unit into their poems and use appropriate tone, voice and mood. They should also refer to their Heart Maps for ideas about what to include in their Im from poems. Students will be evaluated using a rubric, such as the example available here: http://rubistar.4teachers.org/index.php?scree n=ShowRubric&module=Rubistar&rubric_id=1 516604&/ Students will write an Ode poem to something common in the style of Gary Sotos Ode to Pablos Tennis Shoes poem. Students should include examples of the figurative language studied in this unit. Drafts of the poem should be edited by peers and revised. The students will share their poems orally with the class. Students will be evaluated on a teachercreated rubric based on students abilities and the requirements of the project.
Other Evidence
Literacy Journal which will include: o Double-Entry Journal The students will make a 2 column chart in their notebooks with the titles Figurative device and Refers to Students will write quotations from what they read and interpret the figurative language. o Dialogue Journal the student will write an entry, the teacher (or a peer) will write a response directly in the journal, the student will respond, and so on. o Reading Response Journal Students will answer response questions on their silent or group reading as assigned by the teacher. o Reading Log Students will record titles and pages read each day. o New Vocabulary Personal Word Wall Students will record unfamiliar words they encounter throughout the unit. They will use context clues and reference materials to find the meanings of the words. Anecdotal evidence of comprehension and participation collected during discussions and group work Headline Poem (see attachment: 11.6 Other Evidence Headline Poem) Four-Square Graphic Organizer for "The Esquimos Have No Word for 'War'" (see attachment: 11.6 Learning Activity Poetic Terms Four Square). Student responses should include complete and correct definitions and accurate identification of examples. Heart Map (see attachment: 11.6 Other Evidence Heart Mapping Activity) 1489
Ode to Poem
June 2012
Unit 11.6: Create! English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Poetic Terms Use attachment 11.6 Learning Activity Poetic Terms Four Square to help explain the poetic terms for this unit (alliteration, assonance, simile, and rhyme.) The poetry handbook at http://www.shadowpoetry.com/resources/handbook/a.html is a good aid for definitions. Students should record definitions and then look through provided poems and anthologies in the classroom to find examples of each. Students should continue to look for examples of the poetic devices throughout the unit and record them either on the same handout or on their personal word walls in their Literacy Journals. Students will work through the reflection questions and steps in attachment 11.6 Other Evidence Mapping the Heart Activity to map their hearts and produce a visual product showing the people, things, and topics that are important to them. This heart can be kept in their Literacy Journals to refer to whenever they need a topic to write about. The teacher will spend time during each class period reading poems aloud. This is an opportunity for the teacher to model appropriate technique for presenting poetry orally and to expose the students to a variety of poetry styles, figurative language, rhythm, rhyme, etc. Students will keep a log of the poems they hear as well as those they read during the unit. Students will choose one poem each class period on which to write a response identifying the elements of poetry exemplified and their personal reaction to the poem (see attachment: 11.6 Learning Activity Poetry Response Journal). After reading The Esquimos Have No Word for War, the students will work independently or in pairs to identify and record examples of each of the four poetic terms (alliteration, assonance, simile, and rhyme) on a fresh copy of the four-square graphic organizer (see attachment: 11.6 Learning Activity Poetic Terms Four Square). The students will analyze the poem Ode to Pablos Tennis Shoes (see attachment: 11.6 Learning Activity Soto Ode). Students will read it individually, with a partner, and listen to it read aloud with the whole class. The teacher will explore the poem with the class by focusing on form (an "Ode" celebrates a subject), mood (how the poem makes you feel), and figurative Language (similes and metaphors). Using attachment 11.6 Learning Activity Evidence, students will reread the poem writing what they learned about Pablo in the left column and evidence from the poem that supports their statements in the right column.
Mapping the Heart Activity
Poetry Read Aloud29
The Esquimos Analysis
Gary Soto Poem Analysis30
29 30
Source: http://homepage.mac.com/mseffie/assignments/poem-a-day/PRJ.pdf Source: http://www.scholastic.com/teachers/lesson-plan/what-are-elements-poetry
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Unit 11.6: Create! English as a Second Language 6 weeks Sample Lessons

Alliteration in Headline Poems http://www.readwritethink.org/classroom-resources/lessonplans/alliteration-headline-poems-81.html Brainstorm for I am From Poem http://teacher.scholastic.com/writeit/poetry/brainstorm/lessonplan.htm Analyzing Authors Voice http://www.readworks.org/lessons/grade4/voice/lesson-1 Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself o Unit 9.6 Figuratively Speaking o Unit 10.5 Create! Glossary of Poetic Terms http://www.poeticbyway.com/glossary.html Poetry Handbook http://www.shadowpoetry.com/resources/handbook/a.html Linking Letters A Poets Guide to Alliterative Verse http://alliteration.net/field5.htm Mrs. Dowlings Literature Terms Assonance http://www.dowlingcentral.com/MrsD/area/literature/Terms/assonance.html Representative Poetry Online http://rpo.library.utoronto.ca/display/index.cfm (full-text poems) Tone and Mood http://www.brighthub.com/education/k-12/articles/12268.aspx Poetic Devices examples and worksheets http://www.ereadingworksheets.com/figurativelanguage/poetic-devices/ Awakening the Heart: Exploring Poetry http://www.arliteracymodel.com/pdf/conference/050919/georgia.pdf The Esquimos Have No Word for War by Mary Oliver http://www.panhala.net/Archive/The_Esquimos.html Latino Voices by Frances R. Aparicio Latino Rainbow: Poems About Latino Americans by Carlos Cumpin Touching the Fire: Fifteen Poets of Todays Latino Renaissance by Ray Gonzalez Cool Salsa: Bilingual Poems on Growing Up Latino in the United States by Lori M. Carlson Poetry books by Lady Lee Andrews http://www.find-your-joy.com/tag/lady-lee-andrews/ and http://www.mipequenosanjuan.com/poetry-lady-lee-andrews.html Literature Timeless Voices, Timeless Theme, Bronze o The Charge of the Light Brigade by Alfred, Lord Tennyson page 230 (Poetry: Repetition) o from Henry V St. Crispians Day Speech by William Shakespeare page 232 (Poetry: Deduce) o Lonely Particular by Alicie Walker page 234 (Poetry: Interpret) o The Enemy by Alice Walker page 235 (Poetry: Analyze) o Stopping by Woods on a Snowy Evening by Robert Frost page 260 (Poetry: Levels of Meaning) o Four Skinny Trees by Sandra Cisnero page 261 (Poetry: Levels of Meaning) o Miracles by Walt Whitman page 262 (Poetry: Inference) o Father William by Lewis Carroll page 400 (Poetry: Hyperbole)

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o o o o o o o o o o o o o o o o o o o o o The Microscope by Maxie Kumin page 403 (Poetry: Recognize Authors Purpose) In Just by E.E. Cummings page 404 (Poetry: Recognize Authors Purpose) Sarah Cynthia Sylvia Stout Would Not take the Garbage Out by Shel Silverstein page 405 (Poetry: Hyperbole) Washed in Silver by James Stephens page 746 (Lyric Poetry: Sensory Imagery, Interpret) Barter by Sara Teasdale page 747 ( Lyric Poetry: Sensory Imagery, Interpret) Winter by Nikki Giovanni page 748 (Poetry: Sensory Imagery, Analyze) Down by the Salley Gardens by William Butler Yeats page 749 (Lyric Poetry: Connect) Seal by William Jay Smith page 754 (Form in Poetry: Compare and Contrast) The Pasture by Robert Frost page 755 Form in (Poetry: Compare and Contrast) Three Haiku by Matsuo Basho page 756 (Form in Poetry: Infer) Tanka by Myoe and Minamoto No Sanetomo page 761 (Form in Poetry: Infer) Matin Luther King by Raymond Richard Patterson page 772 ( Form in Poetry: Rhythm and Rhyme) Annabel Lee by Edgar Allan Poe page 774 (Form in Poetry: Rhythm and Rhyme) Feelings About Words by Mary ONeill page 776 (Form in Poetry: Rhythm and Rhyme) Full Fathom Five by William Shakespeare page 782 (Poetry: Interpret) Onomatopeia by Eve Merriam page 783 (Poetry: Sound Devices) Maestro by Pat Mora page 784 (Poetry: Sound Devices) Aunt Leaf by Mary Oliver page 790 (Poetry: Figurative Language) Fog by Carl Sandburg page 792 (Poetry: Figurative Language) Life by Naomi Long Madget 793 (Poetry: Figurative Language) Loo-Wit by Wendy Rose page 794 (Poetry: Figurative Language)
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Unit 11.1: Memoir My Point of View English as a Second Language Learning Activity Compare Memoirs
Compare Memoirs
Organizational Structure
Word Choice
Style
The Color of Water
_____________
_____________
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Unit 11.1: Memoir My Point of View English as a Second Language Performance Task Editing Marks
Key Proofreading Marks

Mark Explanation Begin a new paragraph. Indent the paragraph Examples
Add letters, words, or sentences
Add a comma
Add quotation marks.
Add a period
Take out words, sentences, and punctuation marks. Correct spelling.
Change a capital letter to a small letter.
Change a small letter to a capital letter.
Reverse letters or words.
Source: Santa Maria Bonita School District Houghton Mifflin Reading
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Unit 11.1: Memoir My Point of View English as a Second Language Performance Task Memoir Planning Sheet
Name: Period: Date:
MEMOIR PLANNING SHEET

Think about some possible objects, events, or people, or places that helped to shape you. Objects, Events, People, Places
Select one of these:
Describe it.
Tell us how that shaped and influenced you.
Source: 2003 NCTE/IRA read.write.think
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Unit 11.1: Memoir My Point of View English as a Second Language Performance Task Memoir Rubric
Final Memoir Assessment for:

Excellent
Okay
Has one idea Uses some details to support main idea Has a beginning, middle, and end
In need of a lot of work

Is unfocused (more than one idea, incident, moment) Has few or no details to support main idea Is missing a beginning, middle, and/or end
Good writing (30 points)
Has one central clearly expressed idea (one incident, one moment in time) Is well-developed with lots of supporting details Has a well-structured beginning, middle, and end because because
Peer-Assessment Self-Assessment A good memoir (30 points) Peer-Assessment Self-Assessment Formatting (15 points) Peer-Assessment Self-Assessment Mechanics (25 points) Peer-Assessment Self-Assessment Total (100 points)
I think this memoir is I think my memoir is
Uses great details, description, and exciting words to make the reader feel as if they are there Uses dialogue effectively Is clearly a significant moment because because
Uses some details and description Uses some dialogue May be a significant moment
Uses little details or description Uses no dialogue Is unclear why the author wrote it
I think this memoir is I think my memoir is because because
Is easy-to-read, 12 pt font Is double-spaced Has a title and the authors name
Is in a funny font, too big or too small Is single-spaced Is missing title or authors name
Dialogue is punctuated correctly Paragraphs are correct Has few or no silly mechanical errors Has no slang and/or abbrv. because because
Dialogue is missing some punctuation Has some correct paragraphs Has some silly mechanical errors Has some slang and/or abbrev.
Dialogue is punctuated incorrectly Has no paragraphing Has a lot of silly errors Has a lot of slang and/or abbr.
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Unit 11.1: Memoir My Point of View English as a Second Language Performance Task Memoir Rubric
Authors Statement
Look back at your initial notes about memoir from the beginning of the school year. What did you learn over the course of this unit? What did you learn about memoir? How did the texts we read and the discussions we had help you understand memoir? Which memoir that we read taught you the most? Why?
Think about your final memoir. Write about the process you used to perfect your memoir. What was your favorite part of the project? Why? What did you do well? Why do you think so? Is there anything you would do differently next time?
Source: http://ela7through12stpaul.pbworks.com/f/7-1_Rubric_Memoir-WORD-1.doc
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Unit 11.2: Identity The Personal Narrative English as a Second Language Learning Activity Characters
Name: Date:
Major and Minor Characters Title of book:

Characters Name How They Look How They Act How They Interact With Other Characters How Can You Relate To This Character?
Source: HaveFunTeaching.com
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Unit 11.2: Identity The Personal Narrative English as a Second Language Learning Activity Predict and Infer
Name: Date:
Predict and Infer

Choose specific events from the story and predict what you think will happen next. Use the words and pictures to give you clues as to what might happen. Then, write what really happened in the story to see if you are correct.
Title:
Event What I Think Will Happen Clues From The Story What Really Happened
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Unit 11.2: Identity The Personal Narrative English as a Second Language Learning Activity Run-On
Run-On Sentences
A run-on sentence is a sentence with at least two independent clauses (complete thoughts) which are forced together instead of being properly connected. To correct these sentences you have several options: 1. Separate clauses using punctuation. 2. Separate clauses using a conjunction 3. Rearrange the sentence ( you may add or remove words) Run-on sentence: He put on some sunscreen, the sun was so extremely hot and he wanted to go inside. He put on sunscreen 1st clause the sun was so extremely hot 2nd clause he wanted to go inside 3rd clause Corrected sentence: He put on some sunscreen because the sun was extremely hot. He wanted to go inside. In the corrected sentence we separates the 1st and 2nd clauses using the conjunction because and we removed the word so. We also separated the 2nd and 3rd clauses using a period. Note: Just because a sentence is long does not necessarily mean it is a run-on. Some long sentences are grammatically correct, while some short sentences are run-ons. Note: Simple, short sentences are the easiest to read and understand! Directions: try to correct the following run-on sentences. 1. My mother and father and sister are coming to dinner tonight.
2. I like learning English it makes me tired.
3. My sister was taller than me when we were young now I am the tallest it is fun.
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Unit 11.2: Identity The Personal Narrative English as a Second Language Learning Activity Run-On
4. I love school, I love learning, my teacher is nice.
5. I dont want much for Christmas just some chocolates and a toy car.
6. Blue is my favorite color it is the color of the sky and the sea and it reminds me of my favorite insect which is the butterfly.
7. When I get older I want to have a big family I like big families.
8. We usually leave at 11:00 but today is different we are leaving at 10:30.
9. I like Tuesdays and Wednesdays and I like Fridays because the weekend starts on Friday.
10. We should get moving theres no time to waste.
Source: englishforeveryone.org
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Unit 11.2: Identity The Personal Narrative English as a Second Language Other Evidence Cause and Effect
Name: Date
Cause and Effect

Effect Cause Effect
Effect
Effect
Effect
Effect
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Child Labor
1504
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Source: Teacher Created Materials
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Fact and Opinion
Editorials: Fact vs. Opinion

Not everything in the newspaper is 100% fact. On the editorial page, you will find quite a few facts and a lot of opinions in the editorials, in letters to the editor and in the op-ed pieces written by the papers columnists and experts from outside the news staff. Whats the difference between a fact and an opinion? A fact is something that can be proven. For example, the statement that Kelly Clarkson has won a Grammy is a fact. An opinion is the speaker or writers judgment. The statement that Kelly Clarkson didnt deserve a Grammy is an opinion. Below weve written an editorial abut cafeteria food. Look carefully at each statement. Write F in the blank next to it if it is a fact. Write O if it is an expression of opinion.
Boycott the Miller High Cafeteria!

1. Miller High School has the worst cafeteria food in the state. 2. Yesterday, they served us macaroni and cheese with spinach. 3. It was cruel to ask any human being to eat it. 4. The day before, they served grated tofu on hot dog buns. 5. I threw mine in the garbage can, said Tommy Melton, a senior. 6. A total of 372 students have signed a petition demanding better food. 7. Of course, the principal probably will not pay any attention to it. 8. She wouldnt care if the cafeteria served us paper and glue. 9. I will meet with the citys nutritionist on Friday, she said. 10. We should all boycott the cafeteria until something is done. Extra credit: Carefully read an editorial or letter to the editor in the newspaper. Decide if each statement is a fact or an opinion.
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Fact and Opinion
Answer Key to Skills Sheet: Fact or Opinion

1. O 2. F 3. O 4. F 5. F 6. F 7. O 8. O 9. F 10. O
Source: PARADE magazine
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Main Idea
Name: Writing Web
Source: Super Teacher Worksheets - http://www.superteacherworksheets.com
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Persuasive Check Point Sheet
Persuasive Letter CHECK POINT Sheet

Hook. How do you grab your readers attention? ________________________ _________________________________________________________________ Opinion Statement OR Thesis Statement An Opinion Statement or Thesis is a statement that describes one side of an arguable viewpoint. Your whole paper should focus on and support this one statement. What is your opinion on the issue or in other words, what point are you trying to argue? Write it on the lines below. _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Main Reasons or Topics You will need some good reasons to support your opinion or thesis statement. Think of each reason as a topic for each of your body paragraphs. Briefly state three main reasons that you gave to convince someone that your thesis or opinion is valid. Reason 1 ______________________________________________________________ Reason 2 ______________________________________________________________ Reason 3 ______________________________________________________________
EVIDENCE or Relevant Facts, Statistics or Examples What are some facts, statistics, or examples you could state to support each reason and validate this argument? With each new reason you should start a new paragraph.

Reason One Evidence ________________________________________________________________ Evidence ________________________________________________________________ Evidence ________________________________________________________________ Reason Two Evidence _______________________________________________________________ Evidence _______________________________________________________________ Evidence _______________________________________________________________ Reason Three Evidence _______________________________________________________________ Evidence _______________________________________________________________ Evidence _______________________________________________________________
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Persuasive Check Point Sheet Counter Argument: What counter argument or objection of your reader did you mention? ______________________________________________________________________________ How did you ADDRESS this counter argument? ______________________________________________________________________________ Conclusion A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do. This is called the Call To Action. On the lines below write down your call to action. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________
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Unit 11.3: As I See It Persuasion English as a Second Language Learning Activity Persuasive Check Point Sheet
INTRODUCTION
H HOOK (GET YOUR READERS ATTENTION!) O OPINION / POSITION (TELL HOW YOU FEEL ABOUT THE ISSUE) T THESIS (STATE YOUR OPINION CLEARLY!)
BODY PARAGRAPHS
T TOPIC (REASON) I I GIVE EVIDENCE (FACTS, STATS, EXAMPLES) D DETAILS (ELABORATE!) E ENDING (CONCLUDE EACH PARAGRAPH)
ADDRESS THE COUNTER ARGUMENT SEPARATE
C- COUNTER ARGUMENT
CONCLUSION FOR THE PAPER
R- RESTATE THESIS OR OPINION A- AND B BANG! (LEAVE THE READER WITH SOMETHING TO THINK ABOUT SUCH AS A
PERCENTAGE, STATISTIC, QUOTE ETC.) S SMACK! (SMACK THEM OUT OF THEIR COMFY ZONE WITH A GREAT CALL TO ACTION!) Now just remember HOT TIDE CRABS for every persuasive essay you write and you will ALWAYS have all the components you need in your essay!
Source: http://168.9.116.195/ischooldistrict/media/files/2713/2009%20persuasive%20letter%20check%20point %20sheet%20and%20hot%20tide%20crabs.doc 1512
Unit 11.3: As I See It Persuasion English as a Second Language Performance Task Editorial Pre-Writing
Editorial Prewriting Organizer

Editorial: An article usually representing the newspapers opinion/summary/evaluation on the particular issue. It reflects the majority decision. Paragraph 1 What is your topic? What are you going to inform your audience about in your article? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What is your Opinion? For or against your topic ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Body Paragraph 1 1st Argument Topic Sentence = Main Argument- What you are arguing for ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Explain your Main Argument______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Unit 11.3: As I See It Persuasion English as a Second Language Performance Task Editorial Pre-Writing Body Paragraph 2 2nd Argument Topic Sentence New Reason to defend your position Reason: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Explanation of Argument and Restate position ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Body Paragraph 3 Devils Advocate State what your opponents would argue and why they are wrong 1) What your opponents would argue: (the opposing side of your argument) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2) Why they are wrong: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Conclusion: Restate your position! ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Unit 11.3: As I See It Persuasion English as a Second Language Performance Task Editorial Pre-Writing Brainstorming Sheet Your Topic: 1) Your Side: 1) Your Main Points/ Support: 1) Support from text: 2) Support from text: The Opposing Side: 1) The Opposing sides Main Point: 1) Why they are Wrong: 1) Conclusion (Restating your Position): 1)
Source: http://mrsrogers.com
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Unit 11.3: As I See It Persuasion English as a Second Language Performance Task Editorial Rubric
Rubric for an Editorial

Name :__________________________________________ Title: ___________________________________________ 1 Lead Persuasive Argument Does not relate to topic No logical progression of information, opinion or ideas No research included 2 Needs to be more focused on topic Some logical progression of information, opinion or ideas Some research included 3 Focused on topic 4 Focused on topic and cleverly written
Logical progression of Logical progression of information, opinion or information, opinion ideas through most of or ideas. the writing Well researched topic Well researched topic with more than three sources of information All paragraphs contain a complete thought No spelling errors
Research
Paragraphs
Paragraphs do not Some paragraphs Most paragraphs contain a complete contain a complete contain a complete thought thought thought Editorial has more Editorial has three than five spelling to five spelling errors errors Editorial contains more than five errors Editorial has three to five errors Editorial has one to three spelling errors Editorial has one to three errors
Spelling
Punctuation
No errors
Source: http://www.newspapersineducation.ca/eng/level_7to9/lesson11/lesson11_eng.html
Unit 11.4: Its a Mystery! English as a Second Language Learning Activity Prediction Log
Prediction Log
What we think will happen What happened
Source: 2003 IRA/NCTE read.write.think
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Unit 11.5: History Non-fiction English as a Second Language Learning Activity Big 6
Big 6: Getting Started

Developed by Mike Eisenberg and Bob Berkowitz, Big6 is a problem-solving model that gets us organized. The Big 6 combines information search and use skills along with technology to help us find, use, apply, and evaluate information for almost any need or task. Here is a checklist to get us started. BEFORE YOU START YOUR ASSIGNMENT, complete items 1-5. Complete item 6 AFTER your assignment is completed, but before you turn it in to your teacher. Name: 1. Date: Class: Define Task. What am I supposed to do?
What information do I need to do this? (Try listing in question form.) 1. 2. 3. 4. 5. 2. I can use to find this information? 1. 2. 3. 4. 5. 6. 7. 8. YES YES NO NO 6. 7. 8. 9. 10. Information Seeking Strategies. What are the best sources
I will use only those evaluated by and provided by my teachers. I will ask my librarian, teacher, or parent for help finding web sites for my project.
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3. Locate and access. Where will I find these sources? School library Public Library From my teacher or text Internet Other Who can help me find what I need? I can find these sources by myself Librarian Teacher Family member
4. the information that I find? Take notes using cards Takes notes on notebook paper Take text notes with a computer How will I give credit to my sources? Use guide given to me by my teacher Use CITATION MACHINE (citationmachine.net)
Use of information. How will I keep track of and record
Create pictures, drawing or camera Record audio or video Other
Use guide given to me by our Librarian
Other:
5. Written paper Performance
Synthesis. How will I show my results? Oral presentation Other: Multi-media presentation
How will I give credit to my sources in my final product? Announce at end of presentation
Written bibliography Timeline: Assignment is due by:
Other:
Time do I estimate the entire assignment will take: Research completed by: First draft by: 1519
6. Evaluation: How will I know if I have done my best? Use this checklist BEFORE turning final project in My project completes why I set out to do in step 1 in a neat, readable manner The information identified in step 2 matches the information needs in step 1. Project is neat and readable Credit is given to all sources I used, in the format that my teacher asked for Project includes heading (name, date, etc) I am proud of this work.
Source: William P. Breitsprecher & Breitlinks
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Unit 11.5: History Non-fiction English as a Second Language Performance Task Oral Report Response Form
Oral Report Peer Response Form: Social Conflict in American History

Your Name: _____________________________________________________ Presenters Name: _____________________________________________________ Presenters Topic: _____________________________________________________ 5 things I learned about the topic: (After you write 5 important points about the topic, you will sort and prioritize the points by numbering them from most important or influential (1) to least important or influential (5).) o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ Presenters Name: _____________________________________________________ Presenters Topic: _____________________________________________________ 5 things I learned about the topic: (After you write 5 important points about the topic, you will sort and prioritize the points by numbering them from most important or influential (1) to least important or influential (5).) o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ o _____________________________________________________________________________________ ___________________________________________________________________________________ Source: edCount, LLC 1521
Unit 11.6: Create! English as a Second Language Learning Activity - Evidence

Name: Date:
Ode to Pablos Tennis Shoes by Gary Soto

If you read Sotos poem carefully, you can learn a lot about Pablo. In some cases, the poet may give us information directly. At other times, he may imply information about a subject. In the left column, write what you learn about Pablo from reading the poem. In the right column, write down evidence from the poem that supports your statements. What you learned about Pablo Evidence
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Unit 11.6: Create! English as a Second Language Learning Activity Poetic Terms Four-Square
Name: Date
Source: 2003 IRA/NCTE read.write.think
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Unit 11.6: Its Poetic! English as a Second Language Learning Activity Poetry Response Journal
Your Poetry Response Journal should convince me that you have read and thought carefully about the assigned poems. To a limited extent, it is true that a poem means what the reader thinks it means; you must, however, be able to explain your interpretation by specific references to the poem. If your understanding of the poem is wrong, yet your journal clearly proves that you read (or misread) the poem, you may well receive full credit. Your grade is based on what you have to say and how well you say it -- your personal reaction to the poem and your explanation of the logic that led to your interpretation. Your grade is also based on following directions. I will not grade grammar and usage errors -- but to receive credit, you MUST include the following in every PRJ: the poems title in quotation marks the authors name a quotation from the poem -- integrated with your own sentence, properly punctuated, and commented upon as necessary to show why you cited that particular line. No Quote Lumps! specific references to the poem careful thought After youve included the five MUSTs above, you may choose any of these MAYBEs to guide your response. You may even choose the same one every time. Consider the possibilities of this bakers dozen a general statement of the poems content an analysis of the poets persona, i.e. the poems speaker a discussion of the titles significance a detailed response to a specific line or lines a comparison to another poem, song, story, movie an examination of poetic techniques used, such as rhyme, rhythm, simile, metaphor, personification, allusion 7. a close analysis of the poets diction, perhaps noting specific word choices, or connotation and denotation 8. a transformation of the poem to another form, such as a cartoon, a news story, a letter, a play, a soap opera, a commercial, perhaps a different form of poetry 9. an original poem developing in some way from the assigned poem 10. a paraphrase of the poem 11. a discussion of the writer's life and its relevance to the poem 12. a statement relating the poem to your experience or ideas 13. an explanation of problems you had in understanding the poem 14. your opinion of the poem, good or bad, supported by specific references from the poem Length: Approximately 1/2 to 1 page long for each PRJ Format: Blue or black ink, front side of the paper only Due: Beginning of the hour in the blue wire basket on my desk. 1. 2. 3. 4. 5. 6.
Source: http://homepage.mac.com/mseffie/assignments/poem-a-day/PRJ.pdf
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Unit 11.6: Create! English as a Second Language Learning Activity Soto Ode
Ode to Pablos Tennis Shoes by Gary Soto

They wait under Pablos bed, Rain-beaten, sun-beaten, A scuff of green At their tips From when he fell In the school yard. He fell leaping for a football That sailed his way. But Pablo fell and got up, Green on his shoes, With the football Out of reach. Now its night. Pablo is in bed listening To his mother laughing to the Mexican novelas on TV. His shoes, twin pets That snuggle his toes, Are under the bed. He should have bathed, But he didnt. (Dirt rolls from his palm, Blades of grass Tumble from his hair.) He wants to be Like his shoes, A little dirty From the road, A little worn From racing to the drinking fountain A hundred times in one day. It takes water To make him go, And his shoes to get him There. He loves his shoes, Cloth like a sail, Rubber like A lifeboat on rough sea. Pablo is tired, Sinking into the mattress. His eyes sting from Grass and long words in books. He needs eight hours Of sleep To cool his shoes, The tongues hanging Out, exhausted.
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Unit 11.6: Create! English as a Second Language Other Evidence Headline Poem
HEADLINE POEM ASSIGNMENT

Supplies needed: magazines and/or newspapers, scissors, glue, envelope, and a sheet of paper Assignment: Create a headline poem using words you cut out from the magazines and newspapers. Guidelines: 1. 2. 3. 4. 5. 6. Use at least 25 words in your poem. Use complete sentences that make sense. Use correct punctuation. Include at least three examples of alliteration in your poem. Stay with one central theme. Must be appropriate.
Helpful Hints: 1. Try to cut out several words that start with the same letter or sound. This will help you when you add your examples of alliteration. 2. When you finish cutting out a word, put it in your envelope and write the word on the outside of your envelope. This will let you keep track of all the words you have. 3. Cut out more than 25 words in case some of your words dont work in the poem. 4. Dont paste any words to your paper until you have laid them all out and are happy with the final product. 5. Make sure you write your name on the back of the paper.
You will have 2 class periods to work on your poems. You may also work outside of class.
Source: 2003 NCTE/IRA read.write.think
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Unit 11.6: Create! English as a Second Language Other Evidence Heart Mapping Activity
Mapping the Heart Activity

Georgia Heard: Awakening the Heart Part A Hand out a piece of plain paper, I like to use 10x14. Explain that a heart can look many different ways to different people. There is a traditional valentine heart, broken hearts, scientific hearts, a symbol that represents hearts/life,etc.. The purpose of the heart is to map all things that are important in it, the things that really matter: people places things you care about moments/memories things you love to do things that hurt you things that make you sad, happy, laugh, cry.. Part B Use the following questions to help guide and develop your ideas for your heart map. Dont answer the questions but use them to help organize your thoughts. 1. What has really affected your heart? 2. What people have been important to you? 3. What are some experiences or central events that you will never forget? 4. What happy or sad memories do you have? 5. What secrets have you kept in your heart? dont share the secret, find a metaphor 6. What small things or objects are important to you a tree in the backyard, a stuffed animal, a trophy.? Part C Use the following ideas to help you organize your heart: 1. Should some things be outside your heart and some inside? 2. Do you want to draw more than one heart? a. Good and bad b. Happy and sad c. Secret and open 3. What is at the centre of your heart? 4. What is on the outside, around the edges? 5. Do different colours represent different emotions, events, relationships, etc.?
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Unit 11.6: Create! English as a Second Language Other Evidence Heart Mapping Activity
Part D Criteria for Assessment is as follows: 1. colored neatly, try using a variety of media to help convey meaning, messages and visual aesthetics 2. neat printing 3. creative/imaginative 4. honest 5. effort 6. on task behavior during class time 7. must contain a minimum of 15 different items for content
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Unit 12.1: My Journey So Far English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will read biographies, memoirs, and personal narratives focusing on the authors journeys and formational experiences. Students will read a variety of narratives, including but not limited to those by Puerto Rican authors and about Puerto Rican experiences. The students will also write personal narratives and will explore various organizational structures for the narratives. Transfer goal: Students will leave the class able to use their knowledge of reflective writing to better understand their culture and themselves and to express their own formational experiences through writing.

Listening/Speaking L/S.12.4 Expresses thoughts and opinions to evaluate text and to debate current events, concepts, and literary elements; makes predictions, inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary based on current trends. R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses. R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses. Writing W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing.

Societal, cultural, and institutional change and growth come from our personal journeys over time. People learn about themselves through their journeys. Authors use journeys to develop plot, character, and theme. To get the most out of what they read, active readers learn and apply a variety of strategies.
How do our personal journeys shape society and culture? How are people shaped by their journeys and experiences? How do authors use literal and symbolic journeys to structure stories? What do effective readers do to get the most out of what they read? 1530
June 2012
Unit 12.1: My Journey So Far English as a Second Language 6 weeks Content (Students will know)
Greek and Latin root words Academic, cultural, and contemporary vocabulary Setting in nonfiction Point of View Transitional words and phrases Correct grammar, syntax, and style A variety of organizational techniques for narratives

Evaluate text. Utilize Greek and Latin root words to extend vocabulary. Classify, apply, and analyze vocabulary as academic, cultural, or contemporary based on current trends. Classify point of view using text evidence to support responses. Make connections in a variety of texts. Evaluates and applies a variety of organizational techniques to write a narrative.
Content Vocabulary Setting Flashback Flash-forward Organizational structure o Introduction o Topic sentence o Body o Conclusion Root words, Prefixes, and Suffixes Argument (academic meaning) Journey (academic meaning)

Before and After At the beginning of the unit, students will write an argument defending or challenging a quotation related to the theme of journeys (see Learning Activities or http://www.joyofquotes.com/journey_of_life _quotes.html for ideas). At the end of the unit, students will write an argument reconsidering their initial response to defending or challenging a quotation related to the theme of journeys. They will support their response with details from the texts read during the unit. The students will be assessed using a rubric. (See Additional Resources for helpful rubriccreation websites).
Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new academic, cultural, and contemporary words learned throughout the unit. In response to a quotation from the read 1531
June 2012
Unit 12.1: My Journey So Far English as a Second Language 6 weeks

Flash-Forward/Flashback Narrative The student will write a flashback narrative in order to demonstrate an understanding of this organizational technique. The narrative will begin with a fictional flash-forward component, but then flashback to a real event in the students life (see attachment: 12.1 Performance Task Flashback Guidelines). The student should develop a strong description of the setting in the nonfiction portion of the essay. The student should also incorporate appropriate transitional words and phrases and use correct grammar and syntax. The student will be assessed using the checklist attached (see attachment: 12.1 Performance Task Flashback Checklist) or a rubric based on the checklist. aloud novel, students will write a multiparagraph essay explaining how a characters journey leads to growth. The student will support their explanation with details from the text. Timeline of life experiencesautobiographical practice (see Graphic Life Map http://www.readwritethink.org/classroomresources/lesson-plans/graphic-life-74.html) Vocabulary Quiz on academic vs. conversational vocabulary (developed by the teacher based on words studied during the unit.)

Quick-Write Prompts Students will write mini-memoirs (journal entries) in their journals on the following or similar topics: o On a recent vacation o A memorable experience from my childhood was o Did I ever tell you about the time? o The most embarrassing thing that ever happened to me was o So far, my life has been Students will write responses to quotations about journeys. Examples: o The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination. Don Williams o A journey is like marriage. The certain way to be wrong is to think you control it. John Steinbeck o Focus on the journey, not the destination. Joy is found not in finishing an activity but in doing it. Greg Anderson o Two roads diverged in a wood, and I I took the one less traveled by, and that has made all the difference. Robert Frost o It is a mistake to look too far ahead. Only one link in the chain of destiny can be handled at a time. Winston Churchill Biography/Memoir/Personal Narrative Read Aloud The teacher will read aloud a biography, memoir, and personal narrative short stories and novels 1532
June 2012

(see Literature Connections for suggestions). The teacher should model fluency in reading as well as the think-aloud strategy as it relates to vocabulary, point of view, organizational pattern, and setting. The teacher should also model a Reading Response Journal Entry, focusing on making connections to the text. The students will read high-interest biographies, memoirs, and/or personal narratives throughout the unit. They will record titles and pages read in their Reading Logs and should write short responses (assigned by the teacher) in their Response Logs. The teacher will define and discuss Flashback and Flash-forward. The students will offer suggestions of books or movies they have seen which incorporate these organizational patterns. The teacher will show the movie The Sandlot or multiple picture books incorporating flashback. The class will discuss flashback, how it is used by giving examples, and its effectiveness as a narrative organizational pattern. The teacher will provide the students with attachment 12.1 Learning Activity Word Roots and work through it with them in order to practice working with Latin and Greek root words, suffixes, and prefixes. The teacher will use the academic vocabulary resource at http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf to make a list of academic vocabulary that the students see most frequently in their texts and assignments. Students and teacher should discuss the academic meanings of the words and compare them to the social or conversational meanings, where applicable. Biography Project: Research and Class Presentation http://www.readwritethink.org/classroomresources/lesson-plans/biography-project-research-class-243.html Guided Comprehension in Action: Teaching Summarizing With the Bio-Cube http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-actionteaching-1028.html Graphic Life Map http://www.readwritethink.org/classroom-resources/lesson-plans/graphic-life74.html Distinguish biography and autobiography using a storys point of view http://www.readworks.org/lessons/grade5/story-jackie-robinson-bravest-man-baseball/genrelesson Whats the Point of View? http://www.readworks.org/lessons/grade6/america-street/lesson-1 Famous Puerto Ricans http://www.topuertorico.org/culture/famouspr.shtml Tips for Writing Successful Flashbacks http://www.writersdigest.com/qp7-migration-allarticles/qp7-migration-fiction/3_tips_for_writing_successful_flashbacks Rubrics http://rubistar.4teachers.org/ or http://www.rcampus.com/indexrubric.cfm 1533
Independent Reading
Teaching Flashback
Vocabulary
Sample Lessons

June 2012

Full-text short stories, novels, poems, etc. http://www.searchlit.org/ Thousands of Full-text free books http://www.fullbooks.com/ Resource for academic vocabulary http://www.englishcompanion.com/pdf0Docs/acvocabulary2.pdf Roots, Prefixes and suffixes http://www.youtube.com/watch?v=ZOJrjNR7ZZM Use as reference: o Unit 8.2 Examining Transformative Decisions Through Memoirs o Unit 9.2 Communicating my Ideas o Unit 10.4 My World o Unit 11.1 Memoirs Memories of growing up Hispanic by Edward Rivera Memories of a Snowflake by Joe Vasicek America Street: A Multicultural Anthology of Stories edited by Anne Mazer The Diary of Anne Frank by Anne Frank Bad Boy by Walter Dean Myers Pedros Journal by Pam Conrad The Time It Snowed in Puerto Rico: A Novel by Sarah McCoy How the Garcia Girls Lost Their Accents by Julia Alvarez Picture books with examples of flashback: Miss Rumphius by Barbara Cooney The Angel With a Mouth-Organ by Cristobel Mattingley Fat Chance, Claude by Joan Lowery Nixon Whats Under My Bed by James Stevenson The Wreck of the Zephyr by Chris Van Allsburg Literature Timeless Voices, Timeless Theme, Silver The Drummer Boy of Shiloh by ray Bradbury, page 5 (Historical Setting) Charles by Shirley Jackson page 15 (Point of View) From I Know Why the Caged Bird Sings page 24 (Memoir) Always to Remember: The Vision of Maya Ying Lin page 326 (Biographical) from Travel with Charley by John Steinbeck page 354 (Details, Essay) The Finish of Patsy Barnes by Paul Laurence Dunbar page 580 (Setting) Tears of Autumn by Yoshiko Uchida page 586 (Setting) From One Writers Beginnings by Eudora Welty page 634 (Authors Purpose, Autobiography) Baseball by Lionel Garcia pages 634 (Authors Purpose, Autobiography) Bebbie by James Herriot page670 (Set a Purpose for Reading, Essay) Forest Fire by Anais Nin page 675(Set a Purpose for Reading, Essay) How to be Polite Online from Netiquette by Virginia Shea pages 678 (Set a Purpose for Reading, Essay) 1534

June 2012 Adapted from Understanding by Design by Grant Wiggins y Jay McTighe
Unit 12.2: Walking Into The Future English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will learn about the research process while researching a career and the education and preparation required for that career. The students will prepare a research paper using the writing process to produce a high-quality final draft and will also present their research in an oral presentation. Transfer goal: At the end of this unit, students will be able to use their knowledge of the research process to effectively research topics of interest. They will use their knowledge of interesting careers and the preparation needed for the careers in order to choose a possible career for themselves and take appropriate steps to reach their goals.

Listening/Speaking L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, problem solve, explain a process, and express opinions integrating comparison and contrast statements. L/S.12.4 Expresses thoughts and opinions to evaluate text, and to debate current events, concepts, and literary elements; makes predictions and inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.4 Distinguishes between fact and opinion, infers and supports the main idea in a variety of texts; debates the theme or topic using text evidence to justify and validate position. Writing W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing. W.12.5 Organizes, synthesizes, outlines, and evaluates information to write a research paper; demonstrates voice and knowledge of topic throughout the writing.

Societal, cultural, and institutional change and growth come from our personal journeys over time. Successful people identify goals and steps toward meeting those goals. Good research papers include information collected from multiple sources.
How do our personal journeys shape society and culture? What does it mean to be career-minded? How do I create questions to guide my research?

Organizational techniques for expository essays

Explain a process. Listen to, sort, and prioritize information. 1535
June 2012
Unit 12.2: Walking Into The Future English as a Second Language 7 weeks
The writing process Voice in writing Research techniques Fact and opinion Voice Career names and titles/labelsi.e. psychologist, orthodontist. veterinarian etc. Primary and secondary sources Word beginnings and endings bio, psych, ist, ology Primary and secondary source materials Distinguish between fact and opinion. Organize, synthesize, outline, and evaluate information to write a research paper. Demonstrate voice and knowledge of topic throughout the writing.
Content Vocabulary

Occupational Summaries The class will work together to compile a book of occupational summaries. Each student will write summaries of three different occupations. (The teacher may decide to have the students write more than three summaries.) Using The Occupational Outlook Handbook, produced by the U.S. Dept. of Labor Statistics, (http://www.bls.gov/k12/index.htm--if internet resources are not available to the students, materials from the website can be printed for student use) the students will read about their chosen careers and write a summary of the job which will include: o The training and education needed o How much money one can expect to earn in this job o What workers do on the job o Any additional information the student finds interesting The student can use attachment 12.2 Performance Task Note-Taking to record information gathered while reading about the different careers. The students should organize each summary
Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. (See suggestions for books about specific careers in the Literature Connections section.) o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new words learned throughout the unit. Read multiple reviews of a college or university and complete a T-chart with column headings of Fact and Opinion with examples from the reviews. Vocabulary quiz about career names and career-related vocabulary (teacher-created based on vocabulary taught during the unit)
June 2012
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into an appropriate expository essay format. As a class, the summaries should be printed, alphabetized, and compiled into an informational resource that can be kept in the classroom or in the school library as a reference for other students. Students will choose one career to focus on for this project. Students will use books, websites, and personal interviews to find information about the career. Students should compile their information and use attachment 12.2 Learning Activity Outline Worksheet to organize their paper. In the essay, students must: o Identify the title of the chosen career. o Provide a job description for the career. o List and explain the necessary skills required to perform the duties of the career. o Identify the educational requirements to obtain a job and advance in that career o Identify both the public and private settings that provide employment for the career. o Identify the starting pay and expected maximum pay for the career. o Identify and explain jobs you can do while in high school and college that might build the skills needed for the career. o Identify specific academic or vocational schools that will prepare one for the career. o Include what was learned from the interviewee about the career. Extension activities can be added, such as: o Writing a college entrance essay o Writing a resume o Writing cover letters or letters of interest o Performing mock interviews Students will be evaluated on a teachercreated rubric or attachment 12.2 1537
Career Option Research Paper
June 2012
Performance Task Career Project Rubric. Oral Presentation Students will present their Career Option research orally to the class. (If computers and projection equipment are available, students should produce a Power Point presentation to support their oral presentation.) Students should incorporate their own opinions into the presentation. (For example, I think the salary for teachers is not very high considering how important their job is.) Students will write a response to each presentation in which they will sort and prioritize the information learned and will identify three facts and one opinion from each presentation. The presentations will be assessed using a rubric and the responses will be informally assessed for comprehension of fact and opinion using an Exit Slip.

Organizational Techniques for Expository Writing The teacher will explain that a statement of purpose helps to guide research and writing. Using the CRLS Research Guide (http://www.crlsresearchguide.org/09_writing_state_of_purp.asp) as an aid, the teacher will help the students understand how to write an effective statement of purpose for their Career Option research project. The teacher will explain how using an outline helps to plan an essay. Using attachment 12.2 Learning Activity Outline Worksheet, the teacher will demonstrate how to produce an outline. Students will be given a topic they know a lot about in order to practice outlining (example: Music I Like). (Students will not write a full essay at this point this activity is just for practice with the prewriting technique of outlining.) Students will practice spotting mistakes in writings by editing the paragraphs on the printable worksheets found here: http://www.superteacherworksheets.com/proofreading.html. They will practice using basic editing marks to mark the mistakes in the paragraphs. Students will use attachment 12.2 Learning Activity Self and Peer Editing to review paragraphs or essays written by their peers (or themselves). This checklist should also be used when editing essays and paragraphs for the performance tasks. 1538
Writing Process Editing
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Unit 12.2: Walking Into The Future English as a Second Language 7 weeks Sample Lessons
Scaffolding Methods for Research Paper Writing http://www.readwritethink.org/classroomresources/lesson-plans/scaffolding-methods-research-paper-1155.html o Research Paper Scaffold from the lesson above could be very useful for the Performance Task in this unit. Adding Strong Voice to Your Writing http://www.scholastic.com/teachers/lesson-plan/addingstrong-voice-your-writing Personality/Career Inventories o http://jobsearch.about.com/od/careertests/a/careertests.htm o http://www.iseek.org/careers/skillsAssessment Links To Colleges (College Applications) o http://www.50states.com/college Resume and Interview Guides On-Line o http://www.rockportinstitute.com/resumes.html o www.l.umn.edu/ohr/careerdev/resources/resume/ o http://jobsearchtech.about.com/od/interview/l/aa041000.htm Bibliography Guides On-Line o www.easybib.com o www.noodletools.com o www.library.cornell.edu/olinuris/ref/research/skill28.htm CRLS Research Guide http://www.crlsresearchguide.org/00_Introduction.asp Bureau of Labor Statistics job guide http://www.bls.gov/oco/ (in simpler language: http://www.bls.gov/k12/index.htm) A Fork in the Road: A Career Planning Guide for Young Adults by Susan Maltz and Barbara Grahn The Everything Career Tests Book: 10 Tests to Determine the Right Occupation for You (Everything Series) by A. Bronwyn Llewellyn and Robin Holt Now What?: The Young Person's Guide to Choosing the Perfect Career by Nicholas Lore Literature Timeless Voices, Timeless Theme, Silver o E-Mail from Bill Gates by John Seabrook page 42 (Context Clues) o The Girl Who Hunted Rabbits by Zuni page 49 (Context Clues) o Club Pilot on the Mississippi by Mark Twain page 109 (Conflict Between Characters) o The Secret by Arthur C. Clarke page 122 (Science Fiction) o Harriet Tubman: Guide to Freedom by Ann Petry page 132 (Set a Purpose, Third-Person Narrative) o The Ninny by Anton Chekhov page 174 (Characters) o The Governess by Neil Simon pages 176 (Characters) o Thank You, Mm by Langston Hughes page 186 (Characters, Theme)


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o o o o o o o o o o o o Brown vs. Board of Education page 241 (Informative Essay) Raymonds Run by Toni Cade Bambara page 292 (Predict, Major and minor Characters) Paul Reveres Ride by Henry Wadsworth Longfellow page 306 (Heroic Characters) Barbara Frietchie by John Greenleaf page 311 (Heroic Characters) Whittier by Elizabeth Blackwell by Eve Merriam pages 314 (Heroic Characters) Young Jefferson Gets Some Advice From Ben Franklin by Thomas Jefferson page 321 (Heroic Characters) Sancho by J. Frank Obie page 400 (Setting in Fiction and Poetry) The Closing of the Rodeo by William Jay Smith page 405 (Setting in Fiction and Poetry) A Ribbon for Baldy by Jesse Stuart page 410 (Predict, Character Traits) The White Umbrella by Gish Jen pages 414 (Predict, Character Traits) The Day I Got Lost by Issac Bashevis Singer page 558 (Identify With a Character, Characterization) Hamadi by Naomi Shihab Nye page 562 (Identify With a Character, Characterization)
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Unit 12.3: The Long and Short of It English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study fictional elements in short stories, analyze parts of stories in order to demonstrate understanding of the meanings and themes of the whole story, and practice strategies for using contextual clues to determine the meaning of new words. Transfer goal: Students will leave the class able to use their knowledge of literary elements and how a short story differs from a novel to better understand what they read and how to produce a richer style of creative writing.

Listening/Speaking L/S.12.1 Listens carefully during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to interpret and analyze character development, dialogue, and setting; makes connections to text; evaluates tone, voice, and mood. L/S.12.2 Listens and responds to synthesize, explain, describe, analyze, justify, and debate information; answers and formulates closed and open-ended questions. L/S.12.4 Expresses thoughts and opinions to evaluate text, debate current events, concepts, and literary elements; makes predictions and inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary based on current trends. R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses. R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses. Writing W.12.3 Uses creative writing styles to produce poems and other literary forms.

Societal, cultural, and institutional change and growth come from our personal journeys over time. Reading makes us better writers. Creative writers call on personal and cultural experiences to gain insight into their journeys.
How do our personal journeys shape society and culture? How can we use our experiences and our backgrounds help inform our creative writing? In what ways are well-developed characters essential to a novel or story? 1541
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Unit 12.3: The Long and Short of It English as a Second Language 6 weeks
Well-developed characters add interest and substance to creative writing. Reading makes us better writers. How is the insight gained about ourselves and our world through our reading reflected in our writing?

Closed and open-ended questions Literary elements of short story Predictions and inferences Context clues and reference sources Characterization techniques and character development Context clues, reference sources, and vocabulary expansion strategies Setting Creative writing styles Creative writing, literary style Literary elements (setting, characters, plot, point of view, theme, mood) Argue, justify, interpret, analyze, formulate, express, debate (academic meanings) Text evidence

Interpret and analyze character development. Make connections to text. Answer and formulate closed and open-ended questions. Express thoughts and opinions to debate literary elements. Draw conclusions from listening to a variety of texts, performances, and multimedia sources. Argue on characterization techniques and character development using text evidence to justify responses. Evaluate the setting in fiction. Use creative writing styles to write literary pieces.
Content Vocabulary

Let Me Tell You What Really Happened
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Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal.
Students will use familiar childrens stories to analyze the effects of changing one of the literary elements (especially setting or point of view) in the story. For example, if a story such as Little Red Riding Hood were told from the Big Bad Wolfs point of view, how might the story change? What would the reader know that he/she doesnt know in the original story? What information would no longer be known?
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/9%20Traditional%20Schedule%20ELA%20U nits.pdf (page 95)
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Students will choose a favorite story and rewrite it from a different point of view (or in a different setting, etc.) Students should work in pairs to revise their drafts and complete a final copy to be evaluated. Students will share their stories orally in small groups. Students will write a brief response to the question: How is ____ (the element used as the focus of the assignment) important or significant to a short story. In their response, students will incorporate evidence from the short story to support their ideas. o Personal Word Wall Students will record new words learned throughout the unit. Anecdotal evidence of comprehension of topics during group work and class discussions Record a characters actions and the character traits they reveal (from a group read aloud or individually read story) see attachment: 12.3 Other Evidence Character Traits Worksheet Character Traits Adjectives Vocabulary Quiz
Creating a Story from a Wordless Picture Book or Picture Students will choose a wordless picture book and write a short story to go along with the illustrations. For students who need less scaffolding, a single picture can be used as a prompt, rather than a picture book. Students will create characters (see Learning Activities) and an interesting situation, conflict, and story. Students should be paired up for peer editing and revising. Students will use attachment 12.3 Performance Task Peer Critique Checklist to help their peers revise their papers. Students will submit final drafts which will be assessed using a rubric (see attachment: 12.3 Performance Task Short Story Rubric).

Daily Quick-Writes The students will write in their Reflection Journals daily. These daily quick-writes work well as a daily warm-up for the first 5 minutes of class. The teacher should have a question, topic, or quotation on the board as the students come in. The students should immediately reflect and write about the topic. The teacher can choose to ask volunteers to share at the end of the writing session. The journals should be read by the teacher for evaluation and response a few times each unit. They should not be graded on grammatical or spelling accuracy students should feel free to 1543
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write without editing and without fear of mistakes. Assessment should be based on effort and on what the teacher knows the student to be capable of. For this unit, the daily topics should relate to characterization, literary elements of stories, creative writing, and making connections to text. The teacher should read multiple short stories to the class each day during this unit (10-20 minutes a day). The read-aloud stories and accompanying activities should be run concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to model strategies for determining the meaning of unknown words, and to use think-aloud strategies to examine literary elements, character development, setting, etc. Students may use attachment 12.3 Learning Activity Sample Character Traits for creative adjectives describing character traits. The teacher may choose some adjectives from this list for vocabulary expansion activities. Students will create a short biography for a character they are developing for their short story. After deciding on physical characteristics, students will create a personality outline. The personality description should include: o Temperament o Moral/ethical/religious beliefs o Political stance o Hobbies o Habits o Quirks or eccentricities o Likes/dislikes o Fears or phobias o Short and long term goals o Hopes and dreams Interview Your Character After deciding on a few basic physical details about a character in their creative writing piece, students will conduct an imaginary interview with the character. Refer to the following link for details and an example. http://www.writing.com/main/view_item/item_id/1476096-How-To-Develop-Your-Characters The teacher will choose challenging adjectives from attachment 12.3 Learning Activity Sample Character Traits and a sentence (or a very short paragraph) which offers context clues to help the students discern the words meaning. Students can use dictionaries to check their accuracy. Answering and Scoring Open-Ended Questions http://www.scholastic.com/teachers/lessonplan/answering-and-scoring-open-ended-questions
Short Story Read-Aloud
Character Development for Original Short Story32
Using Context Clues and Reference Sources
Sample Lessons
32
Source: http://www.fictionfactor.com/articles/creatingcharacters.html
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Id, Ego, and Superego in Dr. Seusss The Cat in the Hat http://www.readwritethink.org/classroomresources/lesson-plans/superego-seuss-800.html Genre Lesson: Short Story http://www.readworks.org/lessons/grade6/house-mango-street/genrelesson Using Plot Elements to Retell a Story http://www.readworks.org/lessons/grade6/house-mangostreet/lesson-4 Action Is Character: Exploring Character Traits with Adjectives http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploringcharacter-175.html Literary Devices: Characterization Chapter App http://www.youtube.com/watch?v=bGgXA6hjSco Thousands of Full-text free books http://www.fullbooks.com/ Full-text books, short stories, poems, etc. http://searchlit.org Creative Writing prompts http://www.tengrrl.com/tens/017.shtml The House on Mango Street by Sandra Cisneros Baseball in April and Other Stories by Gary Soto The Bike by Gary Soto Salsa Stories by Lulu Delacre Local News by Gary Soto Our House: Stories of Levittown by Pam Conrad American Dragons by Lawrence Yep An Island Like You: Stories of the Barrio by Judith Ortiz Cofer Every Living Thing by Cynthia Rylant The Story of an Hour by Kate Chopin (http://public.wsu.edu/~wldciv/world_civ_reader/world_civ_reader_2/chopin.html) A Jury of Her Peers by Susan Glaspell (http://www.learner.org/interactives/literature/story/fulltext.html) The Pedestrian by Ray Bradbury (http://resources.mhs.vic.edu.au/shortstories/downloads/The_Pedestrian.pdf) The Open Window by Saki (H.H. Monro) (http://resources.mhs.vic.edu.au/shortstories/downloads/The_Open_Window.pdf) Huge list of wordless picture books http://nancykeane.com/rl/317.htm Literature Timeless Voices, Timeless Theme, Silver o Those Winter Sundays by Robert Hayden page 424 (Word Choice) o Taught Me Purple by Evelyn Tooley Hunt page 425 (Word Choice) o The City Is So Big by Richard Garcia pages 426 (Word Choice) o The Dinner Party by Mona Gardner page 535 (Plot) o The Diary of Anne Frank Act 1 & Act 2 pages 712-749 (Characterization and Theme in Drama) o From A Midsummer Nights Dream, Act III, scene ii; page 784 (Summarize) 1545

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o o o o o From Much Ado About Nothing, Act II, scene iii; page 790 (Summarize) From The Life and Death of King Richard III, Act I, scene I by William Shakespeare page 792 (Summarize) Chicoria by Jose Griego y Maestas and Rudolfo A. Anaya page 912 (Recognize the Storytellers Purpose) Brer Possums Dilemma by Jackie Torrence page 915 (Recognize the Storytellers Purpose) Why the Waves Whitecaps by Zora Neale Hurston pages 918 (Recognize the Storytellers Purpose)
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Unit 12.4: Then and Now English as a Second Language 5 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study historical texts and current events to analyze and debate the issues to help understand the context at the root of the events. Students will focus on societal events and issues in and affecting Puerto Rico, but will also read about current events in other parts of the world as well. Transfer goal: Students will leave the class able to use their knowledge of current events to become better informed citizens able to analyze and evaluate arguments, form opinions, debate issues, and stand up for what they believe in.

Listening/Speaking L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, problem solve, explain a process, and express opinions integrating comparison and contrast statements. L/S.12.4 Expresses thoughts and opinions to evaluate text, and to debate current events, concepts, and literary elements; makes predictions and inferences, and draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and prioritize information. Reading R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses. Writing W.12.4 Compares, contrasts, evaluates, and critiques two or more forms of writing on similar topics to write a critical essay.

Societal, cultural, and institutional change and growth come from our personal journeys over time. Exploration and understanding of current events provides an ever-changing vehicle for students to examine their own views of society, belief systems, values, and biases. Good readers evaluate texts, critique ideas and depend on personal knowledge to verify, justify, and clarify their responses/judgments.
How do our personal journeys shape society and culture? How does an awareness of current events inform opinions and affect our daily lives? What are some of the major ethical/moral controversies in our society? How do we determine which texts/experts to believe and why?

Current events Sources of information Cause and effect Conflict and resolution

Use appropriate language structure to analyze and evaluate issues. Debate current events. Analyze and determine conflict and 1547
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Unit 12.4: Then and Now English as a Second Language 5 weeks

Content Vocabulary Debate (noun and verb) Conflict resolution Critical essay Point of view Cause and effect Critique, debate, evaluate, determine, analyze (academic vocabulary) resolution. Compare, contrast, evaluate, and critique two or more forms of writing on similar topics to write a critical essay.

Then and Now Comparing Historical and Current Events Students will choose a current event affecting Puerto Ricans and compare it to a historical event. Students will need to research the historical event to find out the details about the event. Students should note the causes and effects of both events and compare them. They should also compare the conflicts involved in the events. Students will share their research and comparison with the class in the form of an oral presentation and poster. Students will be evaluated using a rubric. The teacher will provide the students with copies of an article from a current issue of a newspaper in English. The students should all have the same article. The teacher will assign half of the class to the pro argument and the other half to the con argument. Using attachment 12.4 Performance Task Debatable Issue, students will record arguments for their side of the argument. The students will then note arguments for the opposing side of the debate and write possible rebuttals for those arguments. As a whole class or in small groups, the students will use their note sheet to debate the issue with their classmates.
Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new words learned throughout the unit. Anecdotal evidence of comprehension of topics during group work and class discussions Cause and Effect graphic organizer (see attachment: 12.4 Learning Activity Cause and Effect) Problem/Solution Graphic Organizer (see attachment: 12.4 Learning Activity Problem Solution) Summary and/or presentation of a weekly news article Critical Essay comparing two genres on the same topic (See Learning Activities)
Debatable Issue
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The students will be evaluated on their note sheet as well as on their performance in the debate.

Read Alouds from Historical Fiction and Current Events The teacher will read a historical fiction novel about Puerto Rican history aloud to the class. The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. The teacher should use this opportunity to demonstrate fluency in reading, to analyze and evaluate the issues, and to discuss cause and effect. If applicable, the teacher should lead the students in discussions or debates comparing events in the novel to current events in Puerto Rico. The teacher will read aloud current event articles from newspapers and websites. This is an opportunity to start discussions and debates about current events. If possible, links should be made to historical events in Puerto Rico and around the world. Students will compare and contrast the historical fiction novel read aloud (above) with another form of writing on the same topic (non-fiction, poem, memoir, etc.) to write a critical essay. (Tips on writing compare/contrast essay can be found here: http://www.bookrags.com/articles/5.html; http://www.wiredprof.com/102/102assignments/crit1.htm; http://grammar.about.com/od/c/g/criticalessayterm.htm.) The following questions should be answered through the essay: o What are the differences between writing styles of the two pieces? o How is the information different in the fiction you read, compared to the other genre? How is it the same? o What kinds of information did you learn from fiction texts that you couldnt learn from the other genre? Students can use attachment 12.4 Learning Activity Comparing Genres Organizer to organize their essays. Students will sign up ahead of time for a day to present a current events news story. On his or her assigned day, the student will lead a class discussion about a current event he or she is interested in. The students should prepare a brief oral presentation explaining the situation and starting a class discussion. All of the students in the class should participate in the discussion and share their thoughts and opinions on the topic. For events that are especially controversial or exciting to the students, the teacher should follow up the discussion by facilitating a debate about the issue. (Note: If English newspapers are not available, stories written in Spanish are acceptable. Presentation and discussion should be held in English.) The teacher will provide the students with the front page of a newspaper in English. (Note: If English newspapers are not available, stories written in Spanish are acceptable.) After the students have had a chance to skim the page, the students (or teacher) will choose an article to discuss. 1549
Compare and Contrast Two Forms of Writing on Similar Topics to Write a Critical Essay
Current Events Discussions and Debates
Cause and Effect in the News
June 2012

Using attachment 12.4 Learning Activity Cause and Effect, students will explore the causes and effects of the events in the news article. Conflict and Resolution
The teacher will provide the students with copies of a newspaper in English (or a specific article from the newspaper). After the students have had a chance to read the article, they will use attachment 12.4 Learning Activity Problem Solution to explore and note the conflict or problem described in the article and resolution or solution offered. If no resolution or solution is described, the students will write a possible solution to the problem. Genre Lesson Historical Fiction http://www.readworks.org/lessons/grade5/ridingfreedom/genre-lesson Breaking News English http://www.breakingnewsenglish.com/ Puerto Rican Federal Affairs Administration http://www.prfaa.com/index.asp Why and How I Teach Historical Fiction http://www.scholastic.com/teachers/article/why-how-iteach-historical-fiction Historical Fiction Literature Circles Tips http://www.facinghistory.org/resources/units/literaturecircles-facing-history Look up by Theme needed : o Novahttp://www.pbs.org/wgbh/nova/ o Time Magazine http://www.time.com/time/archive o National Geographic http://www.nationalgeographic.com/ Teachable Moment teaching about current events http://www.teachablemoment.org/high.html **Todays Front Page (Front pages of 500+ different newspapers each day) http://www.newseum.org/todaysfrontpages/ **Great Ways to Teach Any Days Times http://learning.blogs.nytimes.com/teachingtopics/teaching-topics-great-ways-to-teach-any-days-times/ (Worksheets and graphic organizers can be used with any newspaper.)
Sample Lessons

**These resources will likely be invaluable during this unit. They both contain a wealth of helpful documents and information.
The Time it Snowed in Puerto Rico by Sarah McCoy Conquistadora by Esmeralda Santiago True Confessions of Charlotte Doyle by Avi List of historical fiction for teens (for comparing to current events): http://info.infosoup.org/lists/TeenHistoricalFictionAll.asp?BooklistID=58 Two Ways of Seeing a River by Mark Twain (example of compare/contrast) http://grammar.about.com/od/60essays/a/twowaysessay.htm Literature Timeless Voices, Timeless Theme, Silver o Shooting Stars by Hal Borland page 82 (First-Person Narrative) o Something From the Sixties by Garrison Keillor pages 84 (First-Person Narrative) o Up the Slide by Jack London page 154 (Predict, Conflict with Nature) June 2012 1550

o o o o o o o o o o o o Emancipation from Lincoln: A Photobiography, by Russell Freedman page 262 (Cause and Effect) O captain! My Captain! by Walt Whitman pages 266 (Cause and Effect) Gentleman of Rio en Medio by Juan A. A. Sedillo page 272 (Make Inferences, Resolution of a Conflict) Saving the Wetlands by Barbara A Lewis page 276 (Make Inferences, Resolution of a Conflict) The Pilgrims Landing and First Winter by William Bradford page 163 (Predict, Conflict With Nature) The Tell-Tale heart by Edgar Allan Poe page 542 (Predict, Suspense) An Episode of War by Stephen Crane page 551 (Predict, Suspense) Hammerman by Adrien Stoutenburg page 934 (Predict) John Henry by Traditional page 940 (Predict) Paul Bunyan of the North Woods by Carl Sandburg page 944 (Predict) Pecos Bill:The Cyclone by Harold W. Felton page 946 (Predict) Davy Crocketts Dream by Davy Crockets Dream pages 952 (Predict)
*Because this is a current events unit, most readings will be current news stories in newspapers/magazines.
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Unit 12.5: See It My Way English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore the persuasive genre through letters to the editor as well as other persuasive writing styles. Students will read and write about issues that are important to them and to their communities. This unit is a natural follow-up to Unit 12.4, as students will have the opportunity to write about current event issues. Transfer goal: Students will leave the class able to use their knowledge of persuasive writing styles to better identify authors point of view, express their opinions, and influence change in their communities.

Listening/Speaking L/S.12.2 Listens and responds to material to synthesize, explain, describe, analyze, justify, and debate; answers and formulates closed and open-ended questions. L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, problem solve, explain a process, and express opinions integrating comparison and contrast statements. L/S.12.5 Analyzes and explains the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts; summarizes, evaluates, and judges effectiveness of the text, performance, speech, or literature. Reading R.12.4 Distinguishes between fact and opinion; infers and supports the main idea in a variety of texts; debates the theme or topic using text evidence to justify and validate position. R.12.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast styles, genres, topics, and themes; debates using text evidence to justify position. Writing W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing.

Societal, cultural, and institutional change and growth come from our personal journeys over time. All individuals play important roles in their communities. Persuasive writing and speaking influences individual and community thought. The pen is mightier than the sword.
How do our personal journeys shape society and culture? What persuasive strategies do people use to influence their communities? How can an individuals beliefs and actions impact a community? How is writing an effective tool for changing minds and influencing others?

Main idea or topic and important details

Synthesize, explain, describe, analyze, justify, 1552
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Unit 12.5: See It My Way English as a Second Language 6 weeks

Theme, topic in persuasive text Organizational techniques/elements for persuasive essays The writing process Vocabulary and language structures to justify and evaluate evidence and opinions Debate Justify Synthesize, analyze Letter to the Editor Persuasive, persuasion, persuade Idiomatic expressions Evidence, proof and debate information. Use appropriate language structures to express opinions. Analyze and explain the main idea or topic and important details from learned concepts or readings from a variety of persuasive texts. Summarize, evaluate, and judge effectiveness of the text, performance, speech, or literature. Debate the theme or topic using text evidence to justify and validate positions. Debate using text evidence to justify position. Evaluate and apply a variety of organizational techniques to write effective persuasive essays using the writing process.
Content Vocabulary

Persuading the Principal Students will, in small groups, choose an issue in the school that they believe deserves an action plan. The group will use attachment 12.5 Performance Task Writing Topic Exploration to plan the arguments for their issue. The group will then construct a letter to the principal on the issue they have chosen. They should be sure to incorporate the persuasive techniques studied during the unit. The letters will be edited and revised for grammar, spelling, and content and a final copy will be written. Depending on the school, letters can actually be delivered to the principal. Students will be assessed on a rubric, such as: http://www.readwritethink.org/files/resource s/lesson_images/lesson1137/rubric.pdf.
Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new words learned throughout the unit. Anecdotal evidence of comprehension of topics during group work and class discussions Speech Analyses (in Reflection Journals, see Learning Activities for details) - assess informally along with the other journal entries for the unit. KWL chart about effective speeches Persuasive Speech Students pick a topic important to them (why to be a vegetarian, why school vacations should be shorter, etc.) and present a persuasive speech to the class. Assess on a rubric (see attachment: 12.5 1553
Letter to the Editor Students will write a letter to the editor of a local newspaper about a current event issue that is important to them. The students will search newspapers to find news articles on topics that interest them. June 2012

They will summarize the articles main idea and important details using attachment 12.5 Performance Task Article Summarizing Questions. Students draft their letters, then peer review and revise them. Students will use attachment 12.5 Performance Task Peer Review. (Links with information about writing effective letters to the editor are provided in the Additional Resources section of this map.) Finally, the students will publish their letters and mail a copy to the newspaper, if desired. Other Evidence Persuasive Speech Rubric).

Persuasive Read Aloud The teacher will read aloud multiple persuasive texts on social issues including speeches. Ideally, the teacher will find texts on both sides of an issue and read both in order to compare them and provide opportunities for lively discussions and debates among the students. http://www.speech-topicshelp.com/speech-writing-tip.htmlhttp://www.speech-topics-help.com/persuasive-speech-ideas.html Evaluating Letters to the Editor Students will use attachment 12.5 Performance Task Peer Review to review published Letters to the Editor. This activity will help students become familiar with the format of Letters to the Editor and judge their effectiveness. Students will analyze and explain the main idea and important details of letters to the editor and other persuasive texts in writing or orally in small groups. Students will read a variety of famous speeches and summarize, evaluate, and judge effectiveness of them. Students will answer questions about the speeches in their reflection journals, such as o What was the occasion for the speech? o Who was the audience? o What were the main points or the speech? o What persuasive tactics did the speech writer use? o Do you think the speech was effective? Why or why not? Students, in teams of 4-5, will debate a topic. The teacher will pair teams up and assign topics and roles in the debate. Student teams should research the topic to prepare for the debate. The following site will be useful both for assigning topics and for researching both sides of the issues: http://www.middleschooldebate.com/topics/topicresearch.htm. If the appropriate technology is available, the teacher can show videos of student debates. Examples available here: http://www.middleschooldebate.com/resources/videoresources.html. 1554
Evaluating Speeches
Debate an issue
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Idiomatic Expressions Students will complete a journal entry from the prompt: What do you know about idiomatic expressions? What idioms do you know already? How are they used/what do they mean? The teacher will lead the students in a discussion about idioms in the English language and discuss their meaning and usage. This site will be useful for this activity: http://www.usingenglish.com/reference/idioms/. Students choose an idiom that they find especially interesting or entertaining. They will make a page for a class idioms display or book on which they will write the idiom clearly, draw a picture to describe the literal meaning of the idiom, and write a sentence to explain the idiomatic meaning of the idiom. Persuading the Principal: Writing Persuasive Letters About School Issues www.readwritethink.org/classroom-resources/lesson-plans/persuading-principal-writingpersuasive-1137.html Persuading an Audience: Writing Effective Letters to the Editor http://www.readwritethink.org/classroom-resources/lesson-plans/persuading-audience-writingeffective-929.html Juvenile Justice http://www.scholastic.com/teachers/lesson-plan/juvenile-justice Analyzing Famous Speeches as Arguments http://www.readwritethink.org/classroomresources/lesson-plans/analyzing-famous-speeches-arguments-30526.html Use as reference: o Unit 8.3 Influencing Others to Make Decisions that Matter o Unit 9.4 Its a Matter of Opinion o Unit 10.2 Friendship in Fiction and Power of Persuasion o Unit 11.3 Persuasion Tips on Writing Letters to the Editor http://action.aclu.org/site/PageServer?pagename=AP_writing_letters_to_editor Write an Opinion Piece or a Letter to the Editor for Your Local Newspaper http://www.ncte.org/action/write List of Famous Speeches http://www.readwritethink.org/files/resources/lessondocs/SpeechSignOut.pdf Persuasive Writing/Speaking Prompts (see attachment: 12.5 Additional Resources Persuasive Prompts) Rhetorical Devices: o Repetition http://changingminds.org/principles/repetition.htm o Rhetorical Questions http://changingminds.org/techniques/questioning/rhetorical_questions.htm o Parallel Structure http://owl.english.purdue.edu/owl/resource/623/01/ o Hyperbole http://www.englishclub.com/vocabulary/figures-hyperbole.htm Todays Front Page (Front pages of 500+ different newspapers each day) http://www.newseum.org/todaysfrontpages/ 1555
Sample Lessons

o
June 2012
Unit 12.5: See It My Way English as a Second Language 6 weeks Literature Connections
In a Pickle and Other Funny Idioms by Marvin Terban (and other books by the same author) http://www.123helpme.com/view.asp?id=15968 http://www.nytimes.com/2009/05/26/health/26teen.html http://www.naturalnews.com/teenagers.html Literature Timeless Voices, Timeless Theme, Silver o Flowers for Algeronon by Damiel Keyes page 204 (Summarize, First-Person Point of View) o A Glow in the Dark from Woodsong by Gary Paulse page 504 (Make Inferences, Tone) o Mushrooms by Sylvia Plath page 508 (Make Inferences, Tone) o Southern Mansion by Arna Bontemps page 510 (Make Inferences, Tone) o The Bat by Theodore Roethke page 511 (Make Inferences, Tone) o The Story-Teller by Saki (H. H. Munro) page 596 (Make Inference, Theme) o The Medicine Bag by Virginia Driving Hawk Sneve pages 602 (Make Inference, Theme) o Animal Craftsmen by Bruce Brooks page 625 (Essay) o Hokusai: the Old Man Mad About Drawing by Stephen Longstreet page 654 (Identify the Authors Main Points, Biography) o Not to Go With the Others by John Hersey page 656 (Identify the Authors Main Points, Biography) o The Trouble With Television by Robert MacNeil page686 (Persuasive Essay) o The America Dream by Martin Luther King Jr. page 689 (Persuasive Essay)
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Unit 12.6: Poetic Justice English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will study poetry and drama to further their understanding of these creative genres and their uses. Students will focus on Puerto Rican poets and playwrights when possible, as well as poems and plays dealing with social justice issues. Students will explore new techniques in their own writing and will produce and dramatically perform new poems. Transfer goal: Students will leave the class able to use their knowledge of the variety and efficacy of poetry and drama as a tool for social change and self-expression to better understand and express themselves and the issues of their society.

Listening/Speaking L/S.12.1 Listens carefully during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to interpret and analyze character development, dialogue, and setting; makes connections to text; evaluates tone, voice, and mood. Reading R.12.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast styles, genres, topics, and themes; debates using text evidence to justify position. Writing W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct grammar, syntax, and style. W.12.3 Uses creative writing styles to produce poems and other literary forms.

Societal, cultural, and institutional change and growth come from our personal journeys over time. A variety of methods are used to communicate thoughts, feelings and ideas effectively. Actors or those sharing oral interpretations use their voices and bodies to convey the mood and tone of a piece and help us better understand the written and spoken word The intended meaning in poetry and drama is influenced by culture and the world around us.
How do our personal journeys shape society and culture? How do drama and poetry help us better understand ourselves and the world? How do word choice, tone, and body language affect intended meaning? How are cultural differences and world views represented in the artsspecifically poetry and drama
June 2012
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Unit 12.6: Poetic Justice English as a Second Language 6 weeks Content (Students will know)
Dialogue Tone, voice, and mood Styles of poetry and plays Theme Creative writing styles for poetry Elements of poetry and plays Dialogue Metaphor, Simile, figurative language Justice Tableau Dramatic expression Voice inflection

Listen carefully during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to interpret and analyze dialogue. Evaluate tone, voice, and mood in poetry and plays. Analyze, interpret, and compare and contrast styles, genres, topics, and themes. Analyze and assess word choice to convey meaning. Use creative writing styles to produce poems.
Content Vocabulary

Poetry Analysis Project Students will choose a Latino poet and a favorite poem by the poet. Students will research the poets background and culture to analyze how the poets history has influenced his or her poetry. Students will use attachment 12.6 Performance Task Poetry Analysis to examine the poem and prepare to write the Poetry Analysis Essay. Students will be assessed using a rubric.
Other Evidence
Literacy Journals: o Daily Quick-Writes o Reading Log Students will record titles and pages read of books read individually. The teacher may choose to add response questions to the daily log or the response questions can be answered in the Response Log. o Reading Response Log Students will respond to what they read individually and what they listen to in the read alouds in this section of the Literacy Journal. o Personal Word Wall Students will record new words learned throughout the unit. Anecdotal evidence of comprehension of topics during group work and class discussions Six Room Image poem Poetry and Drama Terms dictionary students use the class word wall and their personal word wall to make a dictionary of vocabulary, including examples from the poems and plays read.
Bringing Text to Life: Tableau Poetry Presentations33 Student groups will apply their learning of poetic writing techniques and dramatic expression techniques to create a tableau from a poem of their choice. In small groups, students will select a poem and analyze the stylistic devices, tone, and mood. Students will then read the poem aloud many times to experiment with various
33
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/8%20Unit%207%20Poetry.pdf
June 2012
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Unit 12.6: Poetic Justice English as a Second Language 6 weeks

reading speeds, voice inflections, pauses, etc. The student group members will then compose a written description of the tableau they will perform (see attachment: 12.6 Performance Task Poetry Tableau for an example). While student groups are performing their tableaus, audience members will record examples of poetic writing techniques and dramatic expression techniques. Figurative language quiz (to be written by the teacher based on the terms taught during the unit)

Poetry Read Aloud The teacher will spend time during each class period reading poems aloud, especially those with a theme of social justice and social change (examples available here: http://www.sojust.net/poetry.html). This is an opportunity for the teacher to model appropriate technique for presenting poetry orally and to expose the students to a variety of poetry styles, figurative language, rhythm, rhyme, etc. Students will keep a log of the poems they hear as well as those they read during the unit. Students will choose one poem each class period on which to write a response identifying the elements of poetry exemplified and their personal reaction to the poem. (http://homepage.mac.com/mseffie/assignments/poem-a-day/PRJ.pdf) The teacher will give students attachment 12.6 Learning Activity Six Room Image. The teacher will then lead the students through completing the boxes as follows: o Room 1: Think of something you have seen that is amazing, beautiful, interesting, or that has just stayed in your mind. Simply describe and write down what comes to your mind. Close your eyes and try to visualize it clearly. Notice details, and describe it as accurately as you can. o Room 2: Look at the same image, but just focus on the quality of light. Is the sun bright? Is it a dull, flat day? Are there any shadows? Describe any colors you see. o Room 3: Picture the same image and focus only on sounds. Are there any voices? Rustling of leaves? Sound of rain? If its silent, what kind of silenceempty, lonely, peaceful? o Room 4: Write down any questions you have about the image. Anything you want to know more about? Anything you wonder about? o Room 5: Write down any feeling you have about this same image. o Room 6: Look over the five rooms and select one word, or a few words, a phrase, a line, or a sentence that feels important and repeat it three times. After the boxes are completed, the students will use the words and phrases to create a free verse poem. They may eliminate information, change the order, or add words.
Adapted from Georgia Heards Awakening the Heart
Six Room Image Poem 34
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June 2012
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Mood Collage Students will make a list of various moods (anger, excitement, anxiety, happiness, etc.). Students will choose one mood and look through various poems for lines to record demonstrating the mood. (The teacher may need to model how to choose lines to reflect a mood.) Students will make a collage of the lines from the poem to demonstrate their knowledge of how a mood can be a recurring theme across texts. Dialogue and character The teacher will explain that a reader can tell a lot about characters from what they say and how they say it. Dialogue reveals a characters values and personality. The teacher will share a passage of dialogue from a play and discuss what the dialogue reveals about the characters. Students will record their observations in their response logs. Dialogue and plot The teacher will explain that dialogue advances the plot. As the characters talk, the viewer/reader gets clues as to what might happen in the future and an explanation of what has happened in the past. Dialogue can build tension and suspense. The teacher will share a passage of dialogue that illustrates clues as well as tension and suspense and discuss with students. Dialogue and theme The teacher will explain that dialogue can reveal the theme of a play. Usually one character serves as the moral voice. Through these good, moral characters, the playwright reveal the theme or message of the play. The teacher will share examples of dialogue that illustrate this point. Voice http://www.readworks.org/lessons/grade6/home-brave/lesson-3 Still I Rise: Maya Angelou http://www.educationoasis.com/curriculum/LP/LA/stillIrise.htm (students annotate the poem for poet's tone and theme & identify similes, metaphors, allusions, and personification) poem and annotation chart included. Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself o Unit 9.6 Figuratively Speaking o Unit 10.5 Create! o Unit 11.6 Poetry Full-text books, short stories, poems, etc. http://searchlit.org Poetry and Social Change http://poetsrespond.org/theoretical_framework.htm Social Justice Poems http://www.sojust.net/poetry.html Reading writing and Rising up: Teaching about Social Justice and the Power of the Written Word by Linda Christensen
Dialogue Study35
Sample Lessons

35
Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/5%20Unit%207%20Drama%20Dialogue.pdf
June 2012
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Unit 12.6: Poetic Justice English as a Second Language 6 weeks Literature Connections
Home of the Brave by Katherine Applegate Cinnamon Girl: Letters Found Inside a Cereal Box by Juan Felipe Herrera A Fire in My Hands by Gary Soto I Thought I Heard the City by Lilian Moore Until I Saw the Sea: A Collection of Seashore Poems by Alison Shaw American Drama 1900-1990 by Don Shiach Drama for Reading and Performance: Collection 1 by Aurand Harris, Horton Foote, Gary Soto and Wendy Wasserstein Novio Boy: A Play by Gary Soto Nerdlandia: a Play by Gary Soto Puerto Rican Dramatists And Playwrights Hephaestus Books Nuestro New York: An Anthology of Puerto Rican Plays edited by John V. Antush Poetry books by Lady Lee Andrews of Puerto Rico http://www.find-your-joy.com/tag/lady-leeandrews/ and http://www.mipequenosanjuan.com/poetry-lady-lee-andrews.html Literature Timeless Voices, Timeless Theme, Silver o The Road Not Taken by Robert Frost page 34 (The Speaker in a Poem) o All But Blind by Walter de la Mare page 36 (The Speaker in a Poem) o The Choice by Dorothy Parker page 37 (The Speaker in a Poem) o The Old Grandfather and His Little Grandson by Leo Tolstoy page 74 (Sensory Language) o Grandma by Amy Ling page 75 (Sensory Language) o Old Man by Ricardo Sanchez page 76 (Sensory Language) o Poets to Come by Walt Whitman page 90 (Poetry, Repetition) o Winter Moon by Langston Hughes page 91 (Poetry, Repetition) o Ring Out, Wild Bells by Alfred Lord Tennyson pages 92 (Poetry, Repetition) o Columbus by Joaquin Miller page 144 (Stanzas in Poetry) o Western Wagons by Stephen Vincent Benet by page 146 (Stanzas in Poetry) o The Other Pioneers by Robert Felix Salazar pages 148 (Stanzas in Poetry) o Prospective Immigrants by Adrienne Rich page 194 (Use Your Senses, Imagery) o Much Madness by Emily Dickinson page 195 (Use Your Senses, Imagery) o This We Know by Chief Seattle page 196 (Use Your Senses, Imagery) o Hard Questions by Margaret page198 (Use Your Senses, Imagery) o The Secret Heart by Robert P. Tristram Coffin page 809 (Strategies for Reading Poetry) o The Wreck of the Hesperus by Henry Wadsworth Longfellow page 816 (Narrative Poetry) o The Centuar by May Swenson pages 820 (Narrative Poetry) o Harlem Night Song by Langston Hughes page 828 (Narrative Poetry) o Blow Blow, Thou Winter Wind by William Shakespeare page 829 (Lyric Poetry) o Love is a place by E.E. Cummings page 830 (Lyric Poetry) o The Freedom of the Moon by Robert Frost pages 831 (Lyric Poetry) o January by John Updike page 836 (Poetic Form) o Two Haiku by Basho and Moritake page 837 (Poetic Form) o Identify by Julio Noboa Polanco page 838 (Poetic Form) o 400-Meter free Style by Maxine Kumin page 839 (Poetic Form) o Silver by Walter de la Mare page 856 (Make Inferences, Sound Devices) June 2012 1561

o Forgotten Language by Shel Silverstein page 857 (Make Inferences, Sound Devices) o Drum Song by Wendy Rose page 858 (Make Inferences, Sound Devices) o If I can stop one Heart from breaking by Emily Dickinson page 859 (Make Inferences, Sound Devices) o New World by N. Scott Momaday page 864 (Imagery) o One Time by William Stafford page 866 (Imagery) o Lyric 17 by Jose Garcia Villa page 867 (Imagery) o For My Sister Molly Who in the Fifties by Alice Walker pages 868 (Imagery) o The Dark Hills by Edwin Arlington Robinson page 876 (Figurative Language) o Solar by Philip Larkin page 877 (Figurative Language) o Incident in a Rose Garden by Donald Justice page 878 (Figurative Language)
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Unit 12.1: My Journey So Far English as a Second Language Learning Activity Word Roots Name _____________________________ Date ___________________
Word Roots
Fill in the blanks with the meaning of each word root. Prefixes bi = two in = not 1. biped 2. telephone 3. prescription 4. porter pre = before Root Words ped = feet tele = distant script = to write port = to carry Suffixes phone = sound, voice
bi- , _______________ + ped , _______________ tele , _______________ + -phone , _______________ pre- , _______________ + script , _______________ + ion port , _______________ + er
Match each word from the previous word roots section with the definition. 5. _______________ having two feet 6. 7. _______________ _______________ directions prescribed beforehand; the action of prescribing authoritative rules or directions electronic equipment that converts sound into electrical signals that can be transmitted over distances and then converts received signals back into sounds
8. _______________ someone who guards an entrance Fill in the missing suffix. Then write a sentence using the word. 9. 10. 11. allego_____ micro_____ interfer_____
Circle the correct Latin root for the definition. 12. thoroughly, through, wrong perjunct 13. reading, law, word -orium lex bindeci-cide sol
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Unit 12.1: My Journey So Far English as a Second Language Learning Activity Word Roots 14. hand manu
sept-
vert
ante-
Circle the correct Greek root for the definition. 15. war aqua 16. water aqua 17. to cut transbell port medi script transpostver intersect
Circle the correct definition for the prefix. 18. triaround 19. acrothree 20. countermiddle three height, topmost, top through, across before half opposite, against
Fill in the missing prefix. Then write a sentence using the word. 21. 22. 23. _____derworld _____scription _____lusion
Circle the correct prefix for the definition. 24. beyond in25. half cent26. backward counterSource: edhelper.com
ilacretro-
irsemidia-
ultradiapost1565
Unit 12.1: My Journey So Far English as a Second Language Performance Task Flashback Checklist
Flashback Flash-Forward Story Checklist

Name: TITLE PAGE Did you include the title of the story? Did you include your name? Did you include the date? Comments: OPENING PARAGRAPH(S) Did you begin in 2013? Did you include description? Did you end with I remember when? Did you provide an effective transition into the past? Comments: BODY OF STORY Did you remember to flashback to a true story? Did you describe the setting? Did you describe the characters? Did you provide a snapshot of your life by telling a story? Comments: CLOSING Did you come back to the present (2013)? Did you provide and effective transition to the present? Did you wrap it up well? Comments: CONVENTIONS Did you proofread you paper for grammar, spelling, punctuation, and capitalization before bringing it to a peer? Comments:
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Unit 12.1: My Journey So Far English as a Second Language Performance Task Flashback Guidelines
GUIDELINES FOR FLASHBACK FLASH-FORWARD STORY

DUE DATE: LENGTH: 1 - 3 pages typed (double spaced) ALL PAPERS MUST HAVE A TITLE PAGE WITH THE FOLLOWING INFORMATION: Title of the story Your name FIRST PARAGRAPH Did you notice that The Sandlot was told as a flashback story? Smalls was walking into the baseball stadium to begin his job as an announcer at the beginning of the story, and at the end of the story he is announcing the game. What happens in between those two scenes is a flashback about the greatest summer of his life. Start your story in the present day--only your present day is 10 years from now. This makes your present day 2013. FIRST PARAGRAPH This paragraph should include the following information: Your age Your occupation Single or married? Any kids? House you live in Car you drive Tell me a little bit about yourself. Explain what happens on your job to make you think of the past. Your last sentence in your first paragraph should read, I remember when
BODY
Tell me about a TRUE incident that happened to you that you will never forget. The more details, the better the story. Explain and describe EVERYTHING. LAST PARAGRAPH Come back to reality and end your paper in the present (2013).
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Unit 12.2: Walking Into The Future English as a Second Language Learning Activity Outline Worksheet
Pearl K. Wise Library at CRLS Name:
Outline Worksheet
1. Introduction a. Background b. Thesis Statement ______________________________________________________________________________ ______________________________________________________________________________ 2. First subtopic ______________________________________________________________________ a. First point______________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ b. Second point____________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ 3. Second subtopic____________________________________________________________________ a. First point______________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ b. Second point____________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ 4. Third subtopic______________________________________________________________________ a. First point______________________________________________________________________ i. Supporting evidence__________________________________________________________
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Unit 12.2: Walking Into The Future English as a Second Language Learning Activity Outline Worksheet
ii. Supporting evidence__________________________________________________________ b. Second point____________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ 5. Fourth subtopic_____________________________________________________________________ a. First point______________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ b. Second point____________________________________________________________________ i. Supporting evidence__________________________________________________________ ii. Supporting evidence__________________________________________________________ 6. Conclusion: A restatement of the main points of your paper.
Source: Pearl K. Wise Library at CRLS
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Unit 12.2: Walking Into The Future English as a Second Language Learning Activity Self and Peer Editing
Authors Name: Peers Name: Date: Date:
Editing Checklist for Self- and Peer Editing

Directions: Edit your written work using the Self-Edit columns, fixing any errors you notice. Then, have a peer complete the Peer Edit columns while you observe. Self Edit
Checklist Items After completing each step, place a check here. Checklist Items
Peer Edit
After completing each step, place a check here. Comments and Suggestions
Punctuation
I read my written piece aloud to see where to stop or pause for periods, question marks, exclamation marks, and commas. Quotation marks are included where needed.
I read the authors piece aloud to see where to stop or pause for periods, question marks, exclamation marks, and commas. Quotation marks are included where needed. I checked for capitals at the beginning of sentences. Proper nouns begin with capital letters. Sentences are complete thoughts and contain a noun and a verb. There are no run-on sentences. Spelling is correct.
Capital Letters
I checked for capitals at the beginning of sentences. Proper nouns begin with capital letters.
Grammar
My sentences are complete thoughts and contain a noun and a verb. I dont have any runon sentences.
Spelling
I checked spelling and fixed the words that didnt look right.
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Unit 12.2: Walking Into The Future English as a Second Language Performance Task Career Project Rubric
Career Project Rubric

Name: Career: Career description
Student will state the career and explain what is involved, what are the expectations of the career, what does the career person do
Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3
2 2
1 1
0 0
What education or training is required?

Student will discuss type of education required after high school: two or four year college degree, graduate school, vocational training, lessons, camps and any additional training necessary upon completion of high school.
Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3
2 2
1 1
0 0
What skills or abilities are needed?

This section should include skills learned in school and additional personality skills or talents that are necessary in this career)
Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3 Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3 Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3 Paragraph Content 5 4 3 Paragraph Punctuation 5 4 3
2 2
1 1
0 0
What are the Working Conditions?

Salary or earnings, indoors, outdoors, office setting, physical labor, seasonal, number of hours required, weekends, etc
2 2
1 1
0 0
What types of companies or businesses employ persons in this career?
2 2
1 1
0 0
What is your personal reaction to this career?

How do you feel about this job? Is this something you would like to do? Why or why not?
2 2
1 1
0 0
Paragraph Punctuation: Complete Sentences Correct Spelling Proper Capitalization Proper Punctuation (ending punctuation, commas, quotation marks) One space between words Source: www.mcsdk12.org/curr/.../Career%20Project%20Rubric.doc
Final Grade
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Unit 12.2: Walking Into The Future English as a Second Language Performance Task Note-taking
Career Note-Taking Form

Occupation 1:
Basic description
Educational requirements Necessary skills Other interesting details about the job
Occupation 2
Basic description
Occupation 3
Basic description
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Unit 12.3: The Long and Short of It English as a Second Language Learning Activity Sample Character Traits
Sample Character Traits
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Unit 12.3: The Long and Short of It English as a Second Language Other Evidence Character Traits Worksheet
Identifying Character Traits Worksheet

Book Title: Character Name:
Actions
Character Trait They Reveal
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Unit 12.3: The Long and Short of It English as a Second Language Performance Task Peer Critique Checklist
Peer Critique Checklist

Authors Name: Reviewers Name: Place a checkmark on the line if the story includes each of the following: SETTING Where the story takes place Time(past, present, future) MAIN CHARACTER Physical description Personality/characteristics CONFLICT Is there a problem? RESOLUTION Is there a solution?
Does the story line match the illustrations?
Is the story enjoyable to read?
Complete the following statements: I likes the story because:
You could improve the story by adding or changing:
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Unit 12.3: The Long and Short of It English as a Second Language Performance Task Short Story Rubric
Short Story Rubric

Name: Class Period:
Criteria for Evaluation Organization: The story has a beginning, middle and end and events follow in a logical sequence. Plot: The plot is interesting and keeps the reader in suspense. Setting is clearly established Characters: Characters are well-developed through dialogue, action or thoughts Point of view: One point of view is used consistently throughout the story Conflict: Conflict is clearly established, developed and resolved in a way that makes sense. Grammar/Usage/Mechanics: Correct grammar, sentence and paragraph structure, spelling, punctuation and capitalization are used for this grade level Total:
Rating 4 4 4 4 4 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1 0 0 0 0 0
Source: www.teacherweb.com/va/lurayhighschool/.../short-story-rubric.doc
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Unit 12.4: Then and Now English as a Second Language Learning Activity Cause and Effect
Name: Date:
Identifying Cause and Effect

Directions: This exercise asks to practice an essential news skill: identifying the causes and effects of events. First choose an article or topic from The New York Times. Then, in the spaces below, identify three causes and three effects related to this topic or event. You may have to speculate or guess about some of the causes if they are not directly stated in the article; similarly, you may have to infer or predict some of the effects if the article does not list them directly.
Cause #1
Effect #1 Cause #2
Effect #2 Cause #3
Event or Topic from NYT
Effect #3 Source: learning.blogs.nytimes.com 1577
Unit 12.4: Then and Now English as a Second Language Learning Activity Comparing Genres Organizer
Comparing Two Genres on the Same Topic

Introduction: ________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Paragraph 1: What are the differences between writing styles of the two pieces? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Paragraph 2: How is the information different in the fiction you read, compared to the other genre? How is it the same? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Paragraph 3: What kinds of information did you learn from fiction texts that you couldnt learn from the other genre? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Conclusion: _________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Source: edCount, LLC 1578
Unit 12.4: Then and Now English as a Second Language Learning Activity Problem Solution
Name: Date:
Directions: As you read about your topic, use the left hand column below to write notes and quotations about the problems or issues the article raises. In the right-hand column, not any solutions offered. Add your own ideas to both lists when you are finished what was left out of this article that should also be considered? Topic: Article headline: Article date: Problems Solutions
My Ideas
My Ideas
Source: learning.blogs.nytimes.com
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Unit 12.4: Then and Now English as a Second Language Learning Activity Debatable Issues
Name: Date:
Debatable Issues
Directions: Use the chart below to keep track of arguments about a controversial issue covered in The New York Times. First, write a statement of purpose or policy summing up the issue (School uniforms should be required in all schools), then use a Times article or articles to list arguments for or against (pro or con) the statement. Headline of article: Date: Statement of purpose of policy:
Pro or Affirmative
Con or Negative
Source: learning.blogs.nytimes.com
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Unit 12.5: See It My Way English as a Second Language Additional Resource Persuasive Prompts
High School Persuasive Prompts

1. Occasionally, students in elementary school are allowed to advance to the next grade even though they have not successfully completed the lower grade. Advocates of social promotion think that keeping a child in a grade for longer than a year hurts his or her development and self-esteem. Write an essay stating your opinion on this issue, making sure to support your opinion with convincing reasons. 2. Your city council is considering a proposal that would ban the use of cell phones in privately owned businesses such as restaurants, movie theaters, and retail stores. Violators would be subject to a fine. What is your position on this issue? Write a letter in which you convince the city council to support your position, giving strong evidence for your reasons. 3. In some countries every young person must serve two years of military service. Should we have a similar policy in the United States? Write an essay stating your position on this issue and supporting it with convincing reasons. Be sure to explain your reasons in detail. 4. Your state legislature is considering a bill that would require a person to earn a high school diploma before he or she could receive a driver's license. What is your position on this issue? Write a letter to convince your state legislature to accept your point of view. 5. Your city council is considering a curfew that would make it illegal for teenagers to be out on the streets after 10 p.m. on weekdays or after midnight on weekends. What is your position on this issue? Write an essay that would convince the city council to agree with you. Be sure to support your position with detailed reasons. 6. A well-known football coach once said, "Winning isn't everything, it's the only thing." Do you agree or disagree with this statement? Write an essay in which you state your position and support it with convincing reasons. 7. Your local school board is considering requiring students to take part in community service programs in order to graduate. What is your position concerning this issue? Write a letter to the members of the school board stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail. 8. In an effort to save money, your local school board is considering eliminating elective subjects such as art, band, and auto mechanics. What is your position on this issue? Write a letter to the school board stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail. 9. Some people believe it's better to grow up in a small town. Other people think it's better to grow up in a big city. What is your position on this issue, and what reasons support your position? 10. Your principal is considering a new grading policy that replaces letter or number grades on report cards with pass or fail. What is your position concerning this issue? Write a letter to your principal stating your position and supporting it with convincing reasons. Be sure to explain your reasons in detail.
Source: http://my.hrw.com/support/hos/hostpdf/hosthsprompts.pdf
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Unit 12.5: See It My Way English as a Second Language Other Evidence Persuasive Speech Rubric
Persuasive Speech Rubric

As you listen to the speech, circle the number for each category (Introduction, Content, Delivery, Conclusion, Overall) that you think best describes how that part of the speech went. Add up your numbers and write the total score at the bottom of the page. 4 The first few lines of the speech really got my attention and made me want to listen. The speech focused on one or two major issues and described those issues thoroughly. The speaker spoke in a loud, clear voice and was expressive. The end of the speech was lively and exciting. The speech was exciting and informative and really made me want to vote for this person. 3 The first few lines of the speech got my attention and I was curious to hear the rest. The speech focused on one or two major issues, but did not fully explain them. The speaker was loud and clear, but not very expressive. The end of the speech was somewhat exciting and lively. The speech was informative and somewhat exciting and I might vote for this person. 2 The first few lines didnt really get my attention and I wasnt sure if I wanted to hear more. The speech focused on more than two issues and did not fully explain them. The speaker was hard to hear at times and not expressive. The end of the speech was not very exciting or lively. The speech was not very informative or exciting and I probably wouldnt vote for this person. 1 The first few lines of the speech did not get my attention and I did not want to hear more. The speech was unclear and did not explain any of the issues thoroughly. I could not hear or understand the speaker. The end of the speech was not exciting or lively at all. The speech made me not want to vote for this person.
Introduction
Content
Delivery
Conclusion
Overall
TOTAL SCORE: __________________________
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Unit 12.5: See It My Way English as a Second Language Performance Task Article Summarizing Questions
Newspaper Article Summary Questions

1. What is the title of the article you are considering?
2. What is the main idea of the article?
3. Fill in the table below to outline the main points in the article. Use the back if you need additional space. Main Point Connection to Main Idea
4. What is your final impression of the main points included in the article? How do they combine to support the main idea?
5. What ideas do you have for the letter that you will write in response to this article? What position will you take and why?
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Unit 12.5: See It My Way English as a Second Language Performance Task Peer Review
Letter to the Editor Peer Review Questions

1. Does the letter begin with a salutation and end with a signature block?
2. What article is the letter writer discussing? Is the article named in the first sentence or paragraph?
3. In the first paragraph, what main reason does the letter writer give for responding to the article? What position is the letter writer taking on the issue?
4. What specific points does the letter writer use to support the position taken in the letter?
5. How does the letter conclude? Is the conclusion appropriate for the letter?
6. What advice would you give the author of this letter?
7. What did you like the most about this letter? Why?
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Unit 12.5: See It My Way English as a Second Language Performance Task Writing Topic Exploration
Group Members: Date:
Persuasive Writing Topic Exploration
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Unit 12.6: Poetic Justice English as a Second Language Learning Activity Six Room Image
Six Room Image Poem Pre-writing adapted from Georgia Heard Awakening the Heart Image Light
Sound
Questions
Feelings
Repeating Word(s)
Source: Awakening the Heart by Georgia Heard
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Unit 12.6: Poetic Justice English as a Second Language Performance Task Poetry Analysis
Name: Date:
Poetry Analysis Sheet

For this project you will read and analyze a poem written by a Latino poet. The following instructions will help you uncover the meaning of the poem. 1. What does the title mean? Take a look at the title and reflect on what it means:
(You will need this for the introductory paragraph.) 2. Put it in your own words Read the poem two or three times. You will see something different each time you read the poem. Write a brief summary of the poem in your own words. Highlight or list some of the words (nouns, verbs, phrases) that are important to understanding the poem.
3. What do you think the poem means? Now think about the meaning of the poem, not just the obvious meaning of each word but what they mean beyond the literal. Do these words suggest something else? Answer these questions:
Who is the subject of the poem? _______________________________________________________________ What are they talking about? __________________________________________________________________ Why do you think the author wrote the poem? ___________________________________________________ When is the poem happening? _________________________________________________________________ What is the poets attitude? ___________________________________________________________________ How does the poem shift from person to person or between different times or places? ___________________
Most poems tell us about a poets understanding of an experience so the beginning will be different then the end. The change may be in feelings, language (slang to formal), or connotation (positive to negative). Explain how these shifts convey the poems message.
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4. Poetic devices: Tools of the poet Identify different poetic devices and how they convey the poems message.
S imile comparison using like or as M etaphor a direct comparison P ersonification giving human qualities to nonhuman things T one what emotion does the speaker use as he talks P oint of view who is the telling the poem I magery creating pictures with words A lliteration repeating the same letter
5. Theme Identify the theme (central idea) of the poem. How does the theme convey the poems message?
6. Look at the title again Now look at the title again. Do you now have a different interpretation of the title? 7. Begin writing your analysis Start with the introductory paragraph. It should contain the title, the author, and an explanation of the writers position as well as the significance of the title. Include a brief overall statement of the meaning of the poem. This will lead you into the body of the analysis. In the body of the analysis, discuss how the poem was written, which poetic devices were used, the tone, the poets attitude, and the shift of the poem from the beginning to the poets ultimate understanding of the experience in the end. Add your interpretation of the poem. 8. Historical and cultural context Integrate the research you have done on your author into your poetry analysis. Explain how the authors history and culture have influenced the poem. List two important experiences that influenced the author: 1. Source: ReadWriteThink 1588
2. List two conditions in the authors country that influenced his/her life (poverty, political unrest, war, lack of opportunities, social constraints especially for women): 1. 2.
Casting Call: Linking Poetry and Dramatic Interpretation

Culminating Performance Task Model
Below is an example of a written description of a tableau vivant using the poem The Base Stealer by Robert Francis
SCENE DESCRIPTION:
Cheryl is positioned between the two white cutout bases facing the audience. Christie, Robin, and Terry sit in chairs perpendicular to one of the white cutout bases, positioned where facing in audience so their faces can be seen. Robin circles the scenereading the poems lines, pausing while the actors act.
GROUP MEMBERS:
Daniel, Robin, Christie, Walker, Patricia
POEM :
The Base Stealer by Robert Francis Poised between going on and back, pulled Both ways taut like a tightrope-walker, Fingertips pointing the opposites Now bouncing tiptoe like dropped ball Or a kid skipping rope, come on, come on, Running a scattering of steps sidewise How he teeters, skitters, tingles, teases Taunts them, hovers like an ecstatic bird Hes only flirting, crowd him, crowd him, Delicate, delicate, delicate, delicate---now!
ROLES:
Daniel---the base stealer dressed in a baseball uniform with dirt streaked across one leg, baseball cap Robin--narrator dressed as a sports reporter with notepad, tie Christie, Walker, Patricia--baseball fans dressed in tshirts, baseball caps holding banners and/or baseball gloves Walker--holding a hotdog or popcorn or some other food item
POEM WITH STAGE DIRECTIONS:

The Base Stealer by Robert Francis Poised between going on and back, pulled Both ways taut like a tightrope-walker, (Robin reads linesand pauses--while Robin reads, Daniel is positioned legs stretched out square with his shouldersrocking slowly back and forth between the two bases but feet remaining stationary--his face shows confusion--he twists his lips, chewing his bottom lip with his teetheyes dart back and forth and then straight ahead as if looking at the pitcher. The three baseball fans widen their eyes to match the movements of Daniel, reacting when he rocks from one side to another. The fans rise and sit---while motioning their hands in go and stay/wait positions while watching the scene) Fingertips pointing the opposites Now bouncing tiptoe like dropped ball Or a kid skipping rope, come on, come on, (Robin continues to readsaying the words a little faster to build up tension. Daniel continues with the same rocking motionhowever, now, he inches and moves his entire body back and forth like a shuffle between the two white-cutout bases. The three fans continuevarying their hand gestures to cover their mouths in shockor twisting their heads side to side to follow Daniels movement. Robins voice stops with the phrase Or a kid skipping rope and the three fans yell come on, come on suddenly) Running a scattering of steps sidewise How he teeters, skitters, tingles, teases Taunts them, hovers like an ecstatic bird (Robin reads first line faster..then slows down second line to emphasize the four different verbswhile Daniel accents his movements by punctuating a motion while Robin readsfor example, Daniel punches points and taps his right toe when Robin reads the word teetersnext, Daniel rakes his left foot and stops the movement when Robin reads the word skittersthen, Daniel shakes his arms in quick motions when Robin reads the word tingles and finally Daniel hops side to side, legs still stretched out wide, when Robin reads
PROPS:
Two white cutouts shaped as bases positioned on both sides of Daniel -four to five feet apart
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the word teases. Again, the three fans react to Daniels movementWalker drops his popcorn, Christie waves her hat, and Patricia taps her fist inside her baseball glove.) Hes only flirting, crowd him, crowd him, Delicate, delicate, delicate, delicate---now! (Robin reads the line Hes only flirtingthe three fans read the words crowd him, crowd himlast words read louder than the first words. For the first time, Daniel speaksvery softly, Delicate, delicateThe three fans and Robin suddenly shout Now! as Daniel runs full speed to one of the white-cutout bases.)
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Curriculum Materials English as a Second Language th th 4 -12

Civil Rights Law Department of Education of Puerto Rico

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English as a Second Language

Stage 3 - Learning Plan

English as a Second Language

4.1 Graphic Organizer About Me Subject: ESL

Name __________________________________________ Date ________________________________

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

4.1 Other Evidence Dialogue Journal Rubric Subject: ESL

Name ____________________________________ Date ______________________________ Rubric for Reading Dialogue Journals

Source: edCount, LLC

Source: edCount, LLC

4.1 Other Evidence Homophones Assessment Subject: ESL Name______________________________________ Date__________________________

Homophones quiz! Which word goes where?

Source: edCount, LLC

4.1 Other Evidence Vocabulary Inference Chart Subject: ESL

Infer Unknown Words!

Source: edCount, LLC

Vocabulary Inventory Chart

I know and can use the word

I kind of know this word

I have heard or seen it

I dont know this word

Source: Adapted from Words, Words, Words by Janet Allen 1

4.1 Other Evidence Word Square Subject: ESL

Name ________________________________________ Date _____________________________________

Part of Speech: ____________ Divide Word into Syllables: __________________________

Synonym: _________________ Antonym: _________________

Source: Adapted from Dr. Anna Uhl Chamot 1

INT. WELTON ACADEMY HALLWAY - DAY

4.1 Performance Task Write a Dialogue Subject: ESL Heading:

Narrative (description of what the audience sees):

4.1 Reading Tool Cue Card Subject: ESL

Making Connections Cue Cards

4.1 Resource Printable Homophones Sheet Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1Text Grandma Torrelli Makes Soup Subject: ESL

4.1 Writing Tool Paragraph Checklist Subject: ESL

Name __________________________________ Date __________________________________ Student Checklist

3. Does your paragraph have three minor details?

4. Does your paragraph have a concluding sentence?

5. Did you check your work for capital letters?

6. Did you check your work for spelling errors?

7. Did you write complete sentences?

Name __________ Date

Name ______ Date Rubric for Reading Dialogue Journals

4.1 Other Evidence Homophones Assessment Subject: ESL Name____________ Date

Name ____ Date _

Part of Speech: Divide Word into Syllables: ______________

Synonym: _ Antonym: _

Name Date Student Checklist

Name ____ Date _

Part of Speech: Divide Word into Syllables: ______________

Synonym: _ Antonym: _

Name __________ Date