ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:RL.8.1WIDA ELDS: 2Reading Speaking

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).

Read to cite the most supportive explicit textual evidence using study guides.

VU: Explicit, textual evidence, support(ive); content-based, grade-level vocabulary

LFC: Quotation and paraphrasing typesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to cite the most supportive explicit textual evidence in L1 and/or using leveled texts; match key word citations to visual representations of the text.

Read to cite the most supportive, explicit, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text.

Read to cite the most supportive explicit textual evidence in adapted literature by using key in a series of simple, related sentences.

Read to cite the most supportive explicit textual evidence in texts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity.

Read to cite the most supportive explicit textual evidence from grade level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Study guide (completed)Think-pair-share Word/Picture WallVisualsNative Language Texts L1 support

Study guide (partially completed)

Think-pair-shareWord/Picture WallVisualsNative Language Texts L1 support

Study guide (partially completed)Think-pair-share

Study guide Study guide

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.8.1WIDA ELDS:2Reading WritingSpeakingListening

Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).

Read to cite the most supportive inferential evidence in literature by using adapted text, study guide, and KIS (Know, Inference and Sources) Chart.

VU: Paraphrase, inference; content-based, grade-level vocabulary

LCF: Verb forms

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to cite the most supportive inferential textual evidence in L1 and/or using leveled texts; match key word citations to visual representations of the text.

Read to cite the most supportive, inferential, textual evidence in L1 and/or using excerpts from grade level text, match Phrase Citations to visual representations of the text.

Read to cite the most supportive inferential textual evidence in adapted literature by using key in a series of simple, related sentences.

Read to cite the most supportive inferential textual evidence in texts within grades 7-8 complexity band using key vocabulary in expanded sentences with emerging complexity.

Read to cite the most supportive inferential textual evidence from grade level literature using precise vocabulary in multiple, complex sentences.

Learning Supports

Study guideK-I-S Chart VisualsWord/Picture WallPartner WorkNative Language Texts L1 support

Study guideK-I-S Chart VisualsWord/Picture WallNative Language TextsL1 support

Study guideK-I-S Chart Word Wall

Study guideK-I-S Chart

Study guide

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS: RL.8.2WIDA ELDS: 2Reading Speaking

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot.

Identify the theme or central idea and analyze the development of the character(s), setting, and plot over the course of the text by using a Story Map and a character web.

VU: Theme, central, prose personal narratives, development, characters, setting, and plot; content-based, grade-level vocabulary LCF: Compound and complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match word and Phrase Citations to visual representations of excerpts from a grade-level text.

Identify the theme or central idea and analyze the development of the characters, setting, and plot in L1 and/or match Sentence Citations to visual representations of excerpts from a grade-level text.

Identify the theme or central idea and analyze the development of the characters, setting, and plot in an adapted text, using key vocabulary in a series of simple, related sentences.

Identify the theme or central idea and analyze the development of characters, setting, and plot over time using key vocabulary in expanded and some complex sentences.

Identify the theme or central idea and analyze the development of characters, setting, and plot over time using precise vocabulary in multiple, complex sentences.

Learning Supports

Completed Story MapCompleted character WebPhrase CitationsVisualsNative Language Texts L1 support

Completed Story MapPartially-completed Character Web Sentence CitationsVisualsNative Language Texts L1 support

Story MapPartially-completed Character Web

Story MapCharacter Web

Story MapCharacter Web

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS: RL.8.2WIDA ELDS: 2Reading Speaking

Determine a theme or central idea of a text and provide an objective summary of the text.

Identify the theme or central idea in literature and objectively summarize the text using a Story Map.

VU: Theme, central idea, objective, summary, summarize; content-based, grade-level vocabulary LCF: Compound and complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify the theme or central idea and objectively summarize the text in L1 and/or identify the theme or central idea and objectively summarize a leveled text by matching selected vocabulary Phrase Citations to visual representations.

Identify the theme or central idea and objectively summarize the text in L1 and/or identify the theme or central idea and objectively summarize a leveled text by matching Sentence Citations to visual representations.

Identify the theme or central idea and objectively summarize adapted text orally and/or in writing using key vocabulary in a series of simple, related sentences.

Identify the theme or central idea and objectively summarize text within grade 7-8 complexity band, orally and in writing using key vocabulary in expanded and some complex sentences.

Identify the theme or central idea and objectively summarize grade-level text orally and in writing using precise vocabulary in multiple, complex sentences.

Learning Supports

Story MapPartner WorkVisualsPhrase CitationsNative Language Texts L1 support

Story Map Partner WorkVisualsSentence CitationsL1 supportNative Language Texts

Story Map Partner Work

Story Map Story Map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RL.8.3WIDA ELDS: 2Reading Speaking

Analyze how particular lines of dialogue or incidents in a drama propel the action.

Read to analyze how dialogue between characters in literature leads to action by using a Graphic Organizers and dramatization with a partner.

VU: Dialogue; content-based, grade-level vocabulary LCF: Quotations, prepositional phrases, simple past; negative past sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to analyze how dialogue between characters leads to action in L1 and/or match selected words and phrases of dialogue to the character stating it.

Read to analyze how dialogue between characters leads to action in L1 and/or identify and dramatize excerpts of dialogue within a grade-level text using selected vocabulary in key phrases and short sentences and match lines of dialogue to the character stating it.

Read to analyze how dialogue between characters leads to action in adapted text literature leads to action by identifying and dramatizing lines of dialogue using key vocabulary in a series of simple, related sentences.

Read to analyze how dialogue between characters leads to action in texts within grades 7-8 complexity band by identifying and dramatizing lines of dialogue using key vocabulary in expanded sentences with emerging complexity.

Read to analyze how dialogue between characters leads to action in grade level literature by identifying and dramatizing lines of dialogue using precise vocabulary in multiple, complex sentences.

Learning Supports

Partner WorkVisualsDialogue StartersNative Language Texts L1 supportDramatizationGraphic Organizers

Partner WorkVisualsDialogue StartersDramatizationGraphic OrganizersNative Language Texts L1 support

Partner WorkDialogue StartersDramatizationGraphic Organizers

Partner WorkDramatizationGraphic Organizers

Dramatization

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:RL.8.32Reading Speaking

Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a character.

Read to identify how dialogue or incidents reveal character traits using Visuals, Digital Storytelling with a partner or in Small group/ triads.

VU: Dialogue, incidents, reveal, character traits; content-based, grade-level vocabularyLCF: Using quotations, prepositional phrases, possessive adjectives, subject-verb agreementLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific words and phrases of dialogue and matching them to character and story events.

Read to identify how dialogue or incidents reveal character traits in L1 and/or by dramatizing specific lines of dialogue and matching them to characters and/or story events using selected vocabulary in key phrases and short sentences.

Read to identify how dialogue or incidents reveal character traits in adapted texts by dramatizing specific lines of dialogue and explaining verbally using key vocabulary in a series of simple, related sentences.

Read to identify how dialogue or incidents reveal character traits in texts within grade 7-8 complexity band by dramatizing lines of dialogue and explaining verbally using key vocabulary in expanded and some complex sentences.

Read to identify how dialogue or incidents reveal character traits in grade level text by dramatizing multiple lines of dialogue and explaining verbally using precise vocabulary in multiple, complex sentences.

Learning Supports

Dramatization Digital Storytelling Partner WorkVisualsDialogue linesNative Language Texts L1 support

Dramatization Digital Storytelling Partner WorkVisualsDialogue linesNative Language Texts L1 support

Dramatization Digital Storytelling Partner Work

Digital Storytelling Small group/ triads

Digital Storytelling Small group/ triads

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RL.8.3WIDA ELDS: 2 Reading Writing Speaking Listening

Analyze how particular lines of dialogue or incidents in a drama provoke a decision.

Read to analyze how lines of dialogue or incidents provoke a decision in drama using a Story Map and video clips/films.

VU: Conflict, rising action, turning point, lines, dialogue, incidents, drama, provoke/provocationLCF: Using lines of dialogue, conditionals, complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to analyze how lines of dialogue or incidents provoke a decision in drama in L1 and/or by matching selected words and/or phrases from dialogue to Visuals of incidents and decisions.

Read to analyze how lines of dialogue or incidents provoke a decision in drama in L1 and/or match selected lines of dialogue to Visuals of incidents and decisions.

Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in a series of simple, related sentences.

Read to analyze how lines of dialogue or incidents provoke a decision in drama using key vocabulary in expanded and some complex sentences.

Read to analyze how lines of dialogue or incidents provoke a decision in drama using precise vocabulary in multiple, complex sentences.

Learning Supports

Story MapSmall group/ triadsVideo Clips/Films VisualsDialogue linesGesturesNative Language Texts L1 support

Story MapSmall group/ triadsVideo Clips/Films VisualsDialogue linesNative Language Texts L1 support

Story MapSmall group/ triadsVideo Clips/Films

Story MapVideo Clips/Films

Story MapVideo Clips/Films

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Read to determine and analyze the meaning of words and phrases, including figurative and connotative meanings, using multiple resources and Teacher Modeling.

VU: Figurative terms and connotative vocabulary (personification, simile, metaphor, hyperbole), moodLCF: Word choice, figurative language, how parts of speech impacts meaningLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in key phrase patterns.

Read to determine and analyze the meaning of figurative and connotative phrases in L1 and/or using selected vocabulary in phrases and short sentences.

Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in multiple, simple, related sentences.

Read to determine and analyze the meaning of figurative and connotative phrases using key vocabulary in expanded and some complex sentences.

Read to determine and analyze the meaning of figurative and connotative phrases using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple Resources Word/Picture Wall Idiom DictionaryTeacher Modeling VisualsGesturesL1 support

Multiple Resources Word/Picture Wall Idiom DictionaryTeacher ModelingVisualsSentence FrameL1 support

Multiple Resources Word WallIdiom DictionaryTeacher Modeling

Multiple Resources Idiom Dictionary

Multiple Resources Idiom Dictionary

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.

Read to determine the meaning of figurative and connotative words and phrases and analyze the impact of word choices on meaning and tone using a Figurative Language Chart and Visuals.

VU: Denotation and connotation, pitch, inflection; content-based, grade-level vocabulary LCF: Past tense, tone of sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching selected words to Visuals of their figurative and/or connotative meanings.

Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice in L1 and/or by matching phrases to Visuals of their figurative and/or connotative meanings.

Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in multiple, simple, related sentences.

Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using key vocabulary in expanded and some complex sentences.

Read to determine the figurative and connotative meaning of selected phrases, and analyze the impact of word choice using precise vocabulary in multiple, complex sentences.

Learning Supports

Figurative Language Chart Graphic Organizers Word/Picture WallVisualsGesturesL1 support

Figurative Language Chart Graphic Organizers Word/Picture WallVisualsL1 support

Word WallFigurative Language Chart Graphic Organizers

Figurative Language Chart Graphic Organizers

Figurative Language Chart Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RL.8.4WIDA ELDS: 2-5ReadingSpeaking

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on analogies or allusions to other texts.

Read to define allusions and analogies in prose and narrative texts using a K-W-L Chart and online resources.

VU: Allusion, analogy; content-based, grade-level vocabulary LFC: Conjunctions, comparatives, superlatives, adverbsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Phrase Citations to visual representations of text.

Read to define allusions and analogies in L1 and/or in excerpts from grade-level text, match selected Sentence Citations to visual representations of text.

Read to define allusions and analogies in adapted grade level prose and narrative texts using key vocabulary in multiple, simple, related sentences.

Read to define allusions and analogies in prose and narrative texts within grade-level band using key vocabulary in expanded and some complex sentences.

Read to define allusions and analogies in grade-level prose and narrative texts using precise vocabulary in multiple, complex sentences.

Learning Supports

KWL Chart (teacher-completed)Online ResourcesWord/Picture WallVisualsGesturesL1 support

KWL Chart (partially completed) Online ResourcesWord/Picture WallVisualsL1 support

KWL Chart (partially completed)Online ResourcesWord Wall

KWL Chart Online Resources

Online Resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RL.8.5WIDA ELDS: 2-5ReadingSpeaking

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Compare and contrast the structure of two texts to analyze how they differ in meaning and style using a T-Chart and Word Wall.

VU: Poetic prose, personal narrative, structure, differ, meaning, style; content-based, grade-level vocabulary LFC: Compound and complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style in L1 and/or in leveled texts using selected vocabulary in key phrase patterns

Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style in L1 and/or in leveled texts using selected vocabulary in simple phrases and short sentences.

Compare and contrast the structure of two or more adapted, grade-level texts and analyze how they differ in meaning and style using key vocabulary in a series of simple, related sentences.

Compare and contrast the structure of two or more texts within grade-level band and analyze how they differ in meaning and style using key vocabulary in expanded and some complex sentences.

Compare and contrast the structure of two or more grade-level texts and analyze how they differ in meaning and style using precise vocabulary in multiple, complex sentences.

Learning Supports

T- Chart (partially completed)Word/Picture WallVisualsGesturesL1 support

T- Chart (partially completed)Word/Picture WallVisualsSentence FrameL1 support

T- Chart (partially completed)Word Wall

T- Chart T- Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RL.8.6WIDA ELDS: 2-5ReadingSpeaking

Analyze how differences in the points of view of the characters (e.g., created through the use of dramatic irony) create such effects as suspense or humor in an 8th grade text.

Identify and discuss how characters’ points of view connect to the creation of suspense or humor by using L1 and Graphic Organizers.

VU: Irony, flash back, foreshadowing, suspense, humor; content-based, grade-level vocabulary LFC: First and third person perspectiveLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify and discuss how characters’ points of view connect to the creation of suspense or humor in L1 and/or in leveled text by matching characters’ points of view to pictures/scenes with selected vocabulary in key phrase patterns.

Identify and discuss how characters’ points of view connect to the creation of suspense or humor in L1 and/or in leveled texts by matching characters’ points of view and completing Sentence Frame with selected vocabulary in key phrases and short sentences.

Identify and discuss how characters’ points of view connect to the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences.

Identify and discuss how characters’ points of view connect to the creation of suspense or humor in texts within grade-level band using key vocabulary in expanded sentences with emerging complexity.

Identify and discuss how characters’ points of view connect to the creation of suspense or humor in grade-level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed)Partner WorkWord/Picture WallGesturesL1 support

Graphic Organizers (partially completed Partner WorkWord/Picture WallSentence FrameL1 supportVisuals

Graphic Organizers (partially completed)Partner WorkWord Wall

Graphic Organizers Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: RL.8.6WIDA ELDS: 2-5ReadingSpeaking

Analyze how differences in the points of view of the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in an 8th grade text.

Read to identify and discuss how the audience’s or reader’s point of view connects to the creation of suspense or humor in text by using a Graphic Organizers and Partner Work.

VU: Audience point of view, suspense, humor

LFC: First and third person perspective

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in L1 and/or in leveled text by matching audience’s points of view to pictures/scenes with selected vocabulary in key phrase patterns.

Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in L1 and/or in leveled texts by matching audience’s points of view and completing Sentence Frame with selected vocabulary in key phrases and short sentences.

Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in adapted text using key vocabulary in a series of simple, related sentences.

Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in texts within grade-level band using key vocabulary in expanded sentences with emerging complexity.

Identify and discuss how the audience’s points of view connect to the creation of suspense or humor in grade level text using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers (partially completed)Partner WorkWord/Picture WallGesturesL1 support

Graphic Organizers (partially completed Partner WorkWord/Picture WallSentence FrameL1 supportVisuals

Graphic Organizers (partially completed)Partner WorkWord Wall

Graphic Organizers Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: RL.8.7WIDA ELDS: 2-5ReadingSpeaking

Analyze the extent to which a filmed or live production of a drama or script stays faithful to or departs from the text, evaluating the choices made by the director or actors.

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from the text by viewing video clips / films and taking notes with an outline.

VU: Faithful, departs, filmed vs. live production; content-based, grade-level vocabulary LFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from a text in L1 and/or in leveled text, match pictures with key phrases and answer Choice questions.

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from a text in L1 and/or in a leveled text using selected vocabulary in key phrases and short sentences.

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from an adapted text using key vocabulary in a series of simple, related sentences.

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from text within grade level band using key vocabulary in expanded sentences with emerging complexity.

Read to identify and discuss the extent to which a filmed or live production of a story stays faithful to or departs from grade level text using precise vocabulary in multiple, complex sentences.

Learning Supports

L1 and/or leveled text Video Clips/FilmsOutlines for note taking (completed by the teacher)Choice questionsGesturesNative Language Texts, L1 support

Video Clips/FilmsOutlines (partially completed)VisualsSentence FrameNative Language Texts, L1 support

Video Clips/FilmsOutlines (partially completed)

Video Clips/FilmsOutlines

Video Clips/FilmsOutlines

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: RL.8.9WIDA ELDS: 2-5ReadingSpeaking

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts using a T-Chart, a Word Bank and marking the text.

VU: Modern, fiction, themes, events, patterns, character types, myths, traditional stories, religious textsLFC: Tense and aspect, simple, compound and complex sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts in L1 and/or using pictures and selected vocabulary in key phrase patterns.

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts in L1 and/or using Visuals and selected vocabulary in key phrases and short sentences.

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious adapted texts using key vocabulary in a series of simple, related sentences.

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious texts within the grade-level band in expanded and some complex sentences.

Read to compare and contrast the use of themes, patterns of events, or character types in modern fiction from myths, traditional stories, or religious grade-level texts in multiple, complex sentences.

Learning Supports

T- Chart (partially completed)Word/Picture WallVisualsCloze SentencesL1 text and/or support

T- Chart (partially completed)Word/Picture WallVisualsSentence FrameL1 text and/or supportWord/picture bank

T- Chart (partially completed)Word Bank

T- Chart T- Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: RL.8.10WIDA ELDS: 2-5ReadingSpeaking

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grade 8 text complexity band independently and proficiently.

Read to comprehend literature proficiently and independently using study guide(s).

VU: Literature, comprehension, proficient(ly), independent(ly); content-based, grade-level vocabulary LFC: Content-related vocabulary and sentence structuresLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read to comprehend literature proficiently and independently in L1 and/or read excerpts from grade-level text using selected words in key phrase patterns.

Read to comprehend literature proficiently and independently in L1 and/or read excerpts from grade-level text using selected vocabulary in key phrases, and simple sentences.

Read to comprehend adapted literature proficiently and independently using key vocabulary in a series of simple, related sentences.

Read to comprehend literature within grade-level band proficiently and independently using key vocabulary in expanded sentences with emerging complexity.

Read to comprehend grade level literature proficiently and independently using precise vocabulary in multiple, complex sentences.

Learning Supports

Study guide (completed)Word/Picture WallVisualsNative Language Texts L1 support

Study guide (partially completed) Word/Picture WallVisualsNative Language Texts L1 support

Study guide (partially completed)

Study guide Study guide

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: W.8.3.bWIDA ELDS: 2Writing

Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using a Narrative Writing Diamond and Mentor Texts with a partner.

VU: Narrative techniques, real vs. imagined experiences /events, dialogue, pacingLFC: Sensory / descriptive words / phrases, sequence words, punctuation for dialogueLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description in L1 and/or use captions with selected vocabulary in key phrase patterns.

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description in L1 and/or use captions with selected vocabulary in key phrases and short sentences.

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using key vocabulary in a series of simple, related sentences.

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using key vocabulary in expanded sentences with emerging complexity.

Write to narrate real or imagined experiences or events and/or characters through dialogue, pacing, and description using precise vocabulary in multiple, complex sentences.

Learning Supports

Narrative Writing Diamond (teacher-completed)Mentor Texts Word/Picture WallVisualsGestures

Narrative Writing Diamond (partially completed)Mentor Texts Word/Picture WallVisualsSentence Frame

Narrative Writing Diamond (partially completed)Mentor Texts Word Wall

Narrative Writing Diamond Mentor Texts

Narrative Writing Diamond Mentor Texts

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Cloze sentencesL1 text and/or support

L1 text and/or support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: W.8.3.dWIDA ELDS: 2Writing

When writing narratives, use precise words and phrases, and sensory language to capture the action and convey experiences and events.

Write narratives using precise words and phrases and sensory language with the support of a Narrative Writing Diamond, Chart and Mentor Texts with a partner.

VU: Well-structured, detailed, engaging, descriptive details, sensory language; content-based, grade-level vocabulary LCF: Quotation marks, dialogue tags, descriptive adjectives, nouns, and verbsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write a multi-paragraph narrative with precise vocabulary and sensory language in L1 and/or word and phrase-level narrative captions with selected vocabulary and sensory language.

Write a multi-paragraph narrative with precise vocabulary and sensory language in L1 and/or phrase and sentence-level narrative captions with selected vocabulary and sensory language.

Write a narrative paragraph using key vocabulary and sensory language in a series of simple, related sentences.

Write a multi-paragraph narrative with key vocabulary and sensory language in expanded sentences of emerging complexity.

Write a multi-paragraph narrative with precise vocabulary and sensory language in multiple, complex sentences.

Learning Supports

Narrative Writing Diamond (completed) Word/Picture WallVisualsPartner WorkPhrase captionsL1 text and/or support

Narrative Writing Diamond (partially completed) VisualsPartner WorkSentence captionsL1 text and/or supportWord/Picture Wall

Narrative Writing Diamond Mentor Texts Partner WorkWord Wall

Narrative Writing DiamondMentor Texts Partner Work

Narrative Writing Diamond Mentor Texts

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: W.8.3.aWIDA ELDS: 2-5Writing

When writing narratives, develop real or imagined experiences or events using well-structured event sequences; engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Write narratives by establishing context and clearly defined point of view by introducing a narrator using a Narrative Writing Diamond, a timeline, and Shared Writing.

VU: Narrator, narrative, imagined, context, point of view; content-based, grade-level vocabulary LFC: Transitions of sequence, simple past, past perfect, continuousLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write a multi-paragraph narrative with an introduction and a clearly defined point of view in L1 and/or write a sequenced narrative by ordering captions with illustrations and selected words.

Write a multi-paragraph narrative with an introduction and a clearly defined point of view in L1 and/or write short, sentence-level narrative captions under event sequences using selected vocabulary.

Write a multi-paragraph narrative with an introduction and a clearly defined point of view using key vocabulary in a series of simple, related sentences.

Write a multi-paragraph narrative with an introduction and a clearly defined point of view using key vocabulary in expanded and some complex sentences.

Write a multi-paragraph narrative with an introduction and a clearly defined point of view using precise vocabulary in multiple, complex sentences.

Learning Supports

TimelineNarrative Writing Diamond (completed)Shared WritingWord/Picture WallVisualsPhrase starters

TimelineNarrative Writing Diamond (partially completed)Shared WritingWord/Picture WallVisualsSentence Starter

TimelineNarrative Writing Diamond Shared Writing

TimelineNarrative Writing Diamond

Narrative Writing Diamond

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

L1 support L1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: W.8.3cWIDA ELDS: 2-5ReadingWritingSpeaking Listening

When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Write to apply sequential/transitional words, phrases and clauses to signal shifts from one time frame or setting to another, using a Word Wall, a Reference Sheet, and/ or Teacher Modeling.

VU: Sequential, transitional, signal, shifts, setting, time frame, narrative event / experience relationshipsLCF: Sequential and transitional words, phrases and clausesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write a multi-paragraph narrative using precise, sequential/transitional language in L1 and/or use selected, sequential/transitional words with illustrations in key phrase patterns

Write a multi-paragraph narrative using precise, sequential/transitional language in L1 and/or use selected sequential/transitional words and phrases in short sentences.

Write a narrative using sequential/transitional language in a series of simple, related sentences.

Write a multi-paragraph narrative using sequential/transitional language in expanded and some complex sentences.

Write a multi-paragraph narrative using precise, sequential/transitional language in complex sentences.

Learning Supports

Transitional Word/Phrase Word WallReference SheetTeacher ModelingSentence FrameL1 support

Transitional Word/Phrase Word WallReference SheetTeacher ModelingVisualsSentence FrameL1 support

Transitional Word/Phrase Word WallReference SheetTeacher Modeling

Reference SheetTeacher Modeling

Reference Sheet

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Illustrations

Student Learning Objective (SLO) Language Objective Language NeededSLO: 21CCSS: W.8.3.eWIDA ELDS: 2Writing

When engaged in narrative writing, provide a conclusion that follows from and reflects on the narrated experiences or events.

Write a conclusion that follows from and reflects on the experiences and events in a narrative story using a Story Map and Teacher Modeling.

VU: Narrative, conclusion, reflect(ion); content-based, grade-level vocabulary LFC: Conclusion sentence and conclusion paragraph structuresLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write a conclusion that reflects on the experiences and events in a narrative story in L1 and/or use illustrations and selected words on a Story Map.

Write a conclusion that reflects on the experiences and events in a narrative story in L1 and/or use illustrations and selected vocabulary in phrases and short sentences.

Write a conclusion that reflects on the experiences and events in a narrative story using key vocabulary in a series of simple, related sentences.

Write a conclusion that reflects on the experiences and events in a narrative story using key vocabulary in expanded sentences of emerging complexity.

Write a conclusion that reflects on the experiences and events in a narrative story using precise vocabulary in complex sentences.

Learning Supports

Story Map Word/Picture WallVisualsL1 supportTeacher Modeling

Story Map Word/Picture WallVisualsSentence FrameL1 supportTeacher Modeling

Story Map Word WallTeacher Modeling

Story Map Story Map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.8.4WIDA ELDS: 2-5Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Write a clear and coherent composition appropriate to task, purpose and audience using Teacher Modeling and a Purpose and Audience Planning Chart.

VU: Clear, coherent, composition, appropriate, task, purpose, audienceLFC: Homonyms, synonyms, and antonyms LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write a clear and coherent composition appropriate to task, purpose and audience in L1 and/or use illustrations and selected vocabulary in key phrase patterns.

Write a clear and coherent composition appropriate to task, purpose and audience in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.

Write a clear and coherent composition appropriate to task, purpose and audience using key vocabulary in a series of simple, related sentences.

Write a clear and coherent composition appropriate to task, purpose and audience using key vocabulary in expanded and some complex sentences.

Write a clear and coherent composition appropriate to task, purpose and audience using precise vocabulary in complex sentences.

Learning Supports

Purpose and Audience Planning Chart Teacher ModelingSentence FrameVisualsWord/Picture WallL1 support

Purpose and Audience Planning Chart Teacher ModelingSentence FrameVisualsWord/Picture WallL1 support

Purpose and Audience Planning Chart Teacher ModelingWord Wall

Purpose and Audience Planning Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23CCSS: W.8.5WIDA ELDS: 2-5Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose has been addressed.

Write, plan, revise and edit to develop, strengthen, and focus on writing purpose using Technology, Partner Work, and Teacher Modeling.

VU: Pre-write, brainstorm, revise, edit, publish, strengthen, focus, constructive criticism, feedbackLFC: Narrative, persuasive/ argumentative, expository/ explanatory, comparative, descriptiveLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrase patterns.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrases and short sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in a series of simple, related sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in expanded sentences with emerging complexity.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using precise vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingTechnology Partner Work Cloze SentencesWord/Picture Wall

Teacher ModelingTechnology Partner Work Sentence FrameWord/Picture Wall

Teacher ModelingTechnology Partner Work

Technology Partner Work

Technology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

VisualsL1 support

VisualsL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: W.8.5WIDA ELDS: 2-5Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well audience has been addressed.

Write, plan, revise and edit to effectively address the audience using Technology, Partner Work, and Teacher Modeling.

VU: Pre-write, brainstorm, revise, edit, publish, develop, strengthen, focus, constructive criticism, feedback, audienceLFC: Essay genres (narrative, persuasive/argumentative, expository/explanatory, comparative, descriptive)LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrase patterns.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose in L1 and/or use drawings and selected vocabulary in key phrases and short sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in a series of simple, related sentences.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using key vocabulary in expanded sentences with emerging complexity.

Write, plan, revise and edit to develop, strengthen, and focus on the purpose using precise vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingTechnology Partner Work Cloze Sentences

Teacher ModelingTechnology Partner Work Sentence Frame

Teacher ModelingTechnology Partner Work

Technology Partner Work

Technology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Word/Picture WallVisualsL1 support

Word/Picture WallVisualsL1 support

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: W.8.6WIDA ELDS: 2-5Writing

Use Technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Produce and publish written work to present the relationships between information and ideas using Technology, Partner Work, and a Checklist for publishing.

VU: Search engines, authentic information, plagiarism/ reference, font, size

LFC: Document format as per MLA and APA documentation guidelinesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Produce and publish written work on the computer to present the relationships between information and ideas in L1 and/or use cloze sentences as captions for Visuals with selected vocabulary.

Produce and publish written work on the computer to present the relationships between information and ideas in L1 and/or use Sentence Frame as captions for Visuals with selected vocabulary and phrases.

Produce and publish written work on the computer to present the relationships between information and ideas by using key vocabulary in a series of simple, related sentences.

Produce and publish written work on the computer to present the relationships between information and ideas by using key vocabulary in expanded sentences of emerging complexity.

Produce and publish written work on the computer to present the relationships between information and ideas by using precise vocabulary in multiple, complex sentences.

Learning Supports

Partner Work Technology Checklist for publishing

Partner Work Technology Checklist for publishing

Partner Work Technology Checklist for publishing

Partner Work Technology Checklist for publishing

Partner Work Technology Checklist for publishing

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

VisualsWord/Picture WallCloze sentencesL1 support

VisualsWord/Picture Wall Sentence FrameL1 support

Visuals

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: W.8.7WIDA ELDS: 2-5ReadingWriting

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Write to pose, research, and answer self-generated questions using Graphic Organizers, Partner Work, a Question Stem Bank Bank, a Template and Technology.

VU: Research, answer, pose, self-generated; content-based, grade-level vocabulary

LFC: The 5 Ws + H question types, punctuation marks LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to pose, research, and answer questions in L1 and/or use drawings, pictures and selected vocabulary in key phrase patterns.

Write to pose, research, and answer questions in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences.

Write to pose, research, and answer self-generated related questions using key vocabulary in a series of simple, related sentences.

Write to pose, research, and answer self-generated related questions using key vocabulary in expanded and some complex sentences.

Write to pose, research, and answer self-generated related questions using precise vocabulary in multiple, complex sentences.

Learning Supports

Graphic Organizers VisualsPartner WorkWord/Picture BankQuestion Stem Bank Gestures

Graphic Organizers VisualsPartner WorkWord/Picture BankQuestion Stem Bank L1 text and/or support

Graphic Organizers Partner WorkWord BankTechnology Template

Graphic Organizers Partner WorkTechnology

Graphic OrganizersTechnology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

L1 text and/or supportTechnology Template

Technology Template

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: W.8.9.aWIDA ELDS: 2-5ReadingWriting

Draw evidence from literary texts to support analysis and reflection. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

Write to cite evidence from literary texts to support analysis and reflection using Graphic Organizers and/or Partner Work.

VU: Cite, evidence, support, analysis, reflection, quote, paraphrase; content-based, grade-level vocabulary LFC: Transitions for comparison and contrast, formal/informal expressions and phrasesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to cite evidence from grade level literary texts to support analysis and reflection in L1 and/or use drawings and selected vocabulary in key phrases for captions which represent excerpts from the

Write to cite evidence from grade level literary texts to support analysis and reflection in L1 and/or use selected vocabulary in key phrases and short sentences for captions which represent excerpts from the grade-level text.

Write to cite evidence from adapted literary texts to support analysis and reflection using key vocabulary in a series of simple, related sentences.

Write to cite evidence from texts within the grade level band to support analysis and reflection using key vocabulary in expanded sentences of emerging complexity.

Write to cite evidence from grade level literary texts to support analysis and reflection using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

grade-level text.Learning Supports

Graphic Organizers Partner Work Word/Picture WallVisualsCloze sentencesL1 support

Graphic Organizers Word/Picture WallVisualsSentence FrameL1 support

Graphic Organizers Partner Work Word Wall

Graphic OrganizersPartner Work

Graphic Organizers

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28CCSS: W.8.10WIDA ELDS: 2-5Writing

Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write narratives of varying length, writing styles and topics to create a portfolio of work throughout the year using a Word Bank and multiple resources.

VU: Narrative types, routine, extended vs. shorter time frames, specific purpose, task, and audienceLFC: Narrative types, formal and informal style / tone

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Write narratives routinely to create a portfolio for a specific purpose or audience in L1 and/or by writing selected, words from a Word Bank under pictures and/or writing dictated pieces created with teacher support.

Write narratives routinely to create a portfolio for a specific purpose or audience in L1 and/or use pictures and selected vocabulary in key phrases and short sentences.

Write narratives routinely to create a portfolio for a specific purpose or audience using key vocabulary in a series of simple, related sentences.

Write narratives routinely to create a portfolio for a specific purpose or audience using key vocabulary in expanded sentences with emerging complexity.

Write narratives routinely to create a portfolio for a specific purpose or audience using precise vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources Word/Picture Bank

Multiple resources Word/Picture Bank

Multiple resources Templates

Multiple resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Template VisualsCloze sentencesL1 support

TemplateVisualsSentence StarterL1 support

Word Bank

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: SL.8.1WIDA ELDS: 2-5ReadingWritingSpeaking Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Speak and listen to participate in a variety of collaborative discussions using a Checklist, Cue Cards, Partner Work or a small group / triads.

VU: Formal, informal, ideas, explain, elaborate; content-based, grade-level vocabulary

LFC: First person phrases, contrastive transitions, restate, tone, voice

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to participate in a variety of collaborative discussions using L1 and/or using pre-taught selected vocabulary words and phrases.

Speak and listen to participate in a variety of collaborative discussions using L1 and/or leveled simple sentences with phrases and selected vocabulary.

Speak and listen to participate in a variety of collaborative discussions using key vocabulary in a series of simple, related sentences.

Speak and listen to participate in a variety of collaborative discussions using key vocabulary in expanded sentences of emerging complexity.

Speak and listen to participate in a variety of collaborative discussion settings using precise vocabulary in multiple, complex sentences.

Learning Supports

Cue CardsChecklist

Cue CardsChecklist

Cue CardsChecklist

Cue CardsChecklist

Small group/ triads

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Word/Picture BankPartner Work VisualsSentence FrameL1 support

Word/Picture BankPartner Work VisualsSentence FrameL1 support

Small group/ triadsWord Bank

Small group/ triads

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: SL.8.1.aWIDA ELDS: 2-5ReadingSpeaking Listening

Come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Speak and listen to share relevant ideas by referring to evidence using Cornell Notes, L1 support, and Teacher Modeling.

VU: Cite, research, evidence, probe, reflect; content-based, grade-level vocabulary

LCF: Declarative sentences, interrogatives, prosodic features (e.g., stress)LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to share relevant ideas by referring to evidence in Visuals and L1 and/or answer single word response or Choice questions from selected excerpts in grade-level text.

Speak and listen to share relevant ideas by referring to evidence in L1 and/or use Visuals and selected vocabulary in key phrases and short sentences from selected excerpts in grade-level text.

Speak and listen to share relevant ideas by referring to evidence in adapted texts using key vocabulary in a series of simple, related sentences.

Speak and listen to share relevant ideas by referring to evidence in texts within the grade level band using key vocabulary in expanded sentences with emerging complexity.

Speak and listen to share relevant ideas by referring to evidence in grade-level texts using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Learning Supports

Cornell Notes (completed)Word/Picture WallVisualsGesturesChoice questionsL1 support

Cornell Notes (partially completed)Word/Picture WallVisualsSentence FrameL1 support

Cornell Notes (partially completed)Teacher Modeling Word WallSmall group/ triads

Cornell Notes Teacher Modeling Small group/ triads

Cornell Notes

Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: SL.8.1.bWIDA ELDS: 1Speaking Listening

When participating in collaborative discussions, follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

Speak and listen to participate in a variety of collaborative discussions with peers using a Rubric and a Reference Sheet (for discussion roles, goals, rules and directions).

VU: Rules, collaborative, collegial, decision making, discussions, progress, roles, goals, directions, Checklist, RubricLFC: Signal verbs, action verbs, collaborative language, tone, voiceLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or use gestures, drawings and selected words in key phrase patterns

Speak and listen to participate in a variety of collaborative discussions with peers in L1 and/or using Visuals and selected vocabulary and phrases.

Speak and listen to participate in a variety of collaborative discussions with peers using key vocabulary in a series of simple, related sentences.

Speak and listen to participate in a variety of collaborative discussions with peers using key vocabulary in expanded sentences with emerging complexity.

Speak and listen to participate in a variety of collaborative discussions with peers using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Learning Supports

Rubric Reference Sheet Word/Picture WallGesturesL1 support

Rubric Reference Sheet Word/Picture WallVisualsL1 support

Rubric Reference Sheet Word Wall

Rubric Reference Sheet

Rubric

Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.8.1.cWIDA ELDS: 2-5Speaking Listening

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using Sentence Frame, Question Stem Banks, L1 support, and Cue Cards.

VU: Speaking Rubric, extend, restate/rephrase; content-based, grade-level vocabulary LFC: Questions for: clarifications; probing point of view or reasoning; ask for examples/evidence; appropriate language, tone, voiceLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to pose and respond in order to clarify, respond, and probe a topic in L1 and/or answering yes/no or either/or Choice

Speak and listen to pose and respond in order to clarify, respond, and probe a topic in L1 and/or using selected vocabulary in key phrases and answering WH-questions.

Speak and listen to pose and respond to adapted questions in order to clarify, respond, and probe a topic in an adapted level using key vocabulary in a series of simple, related sentences.

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using key vocabulary in expanded sentences with emerging

Speak and listen to pose and respond to questions in order to clarify, respond, and probe a topic using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

questions. complexity. Learning Supports

Cue CardsWord/Picture WallGesturesChoice questionsL1 support

Question Stem BankCue CardsWord/picture WallVisualsWh- QuestionsL1 support

Word WallSentence StarterQuestion Stem BankCue Cards

Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: SL.8.1.dWIDA ELDS: 2-5Speaking Listening

Acknowledge new information expressed by others and, when warranted, qualify or justify their own views in light of the evidence presented.

Speak and listen to evaluate evidence presented to support one’s opinions using a Rubric, a Checklist and a Word Wall.

VU: Evaluate, evidence, support, opinions, justify, qualify, point of view

LFC: Transition words / phrasesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or using pictures, gestures and selected vocabulary or answering Choice questions in a teacher-

Speak and listen to evaluate evidence presented to support one’s opinions in L1 and/or by using selected vocabulary in key phrases in a teacher- led discussion.

Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in a series of simple, related sentences.

Speak and listen to evaluate evidence presented to support one’s opinions using key vocabulary in expanded sentences of emerging complexity.

Speak and listen to evaluate evidence presented to support one’s opinions using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

led discussion.Learning Supports

Rubric ChecklistL1 supportWord/Picture WallVisualsChoice questions

Rubric ChecklistL1 supportWord/Picture WallVisuals

Rubric ChecklistWord Wall

Rubric Checklist

Rubric

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.8.2WIDA ELDS: 2-5Speaking Listening

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Speak and listen to evaluate the motives (e.g., social, commercial, political) in multimedia presentations using a Word Bank, a Checklist and video clips / films.

VU: Point of view, bias, misinformation, convince, allusions; content-based, grade-level vocabulary LFC: Superlatives, negatives, active and passive voice

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Speak and listen to evaluate the motives in multimedia presentations in L1 and/or using selected words to answer questions.

Speak and listen to evaluate the motives in multimedia presentations in L1 and/or using selected phrases to answer questions.

Speak and listen to evaluate the motives in multimedia presentations using key vocabulary in a series of simple, related sentences.

Speak and listen to evaluate the motives in multimedia presentations using key vocabulary in expanded sentences of emerging complexity.

Speak and listen to evaluate the motives in multimedia presentations using precise vocabulary in multiple, complex sentences.

Learning Checklist Checklist Checklist Checklist ChecklistReview Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Supports Word/Picture BankVideo Clips/Films Cloze SentenceChoice questions L1 support

Word/Picture BankVideo Clips/Films VisualsSentence FrameL1 support

Video Clips/Films Small group/ triadsWord Bank

Video Clips/Films Small group/ triads

Video Clips/Films Small group/ triads

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: SL.8.4WIDA ELDS: 2-5ReadingWritingSpeaking Listening

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and add interest.

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using Word Wall, a Checklist and Cornell Notes.

Note: Nonverbal cultural cues may be different for ELLs (i.e., eye contact, proximity, turn-taking). A discussion/comparison of these differences would benefit ELLS and their English speaking peers.

VU: Claims, findings, points, focused, coherent, evidence, reasoning, details, appropriate, eye contact, volume, interest LFC: Complex sentences, Interrogatives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak and listen to present claims and findings with pictures that represent key ideas in L1 and using selected

Speak and listen to present claims and findings with pictures that represent key ideas in L1 and/or use pictures and selected words

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest by using key vocabulary in a series of

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest to represent

Speak and listen to present claims and findings with appropriate eye contact, volume, and interest using precise vocabulary in

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

words in key phrase patterns.

in key phrases and short sentences.

simple, related sentences. organized ideas using key vocabulary in expanded and some complex sentences.

multiple, complex sentences.

Learning Supports

ChecklistCornell Notes Pictures/PhotographsWord/Picture BankL1 support

ChecklistCornell NotesSentence StarterPictures/PhotographsWord/Picture BankL1 support

ChecklistCornell Notes Word/Picture Bank

ChecklistCornell Notes

Checklist

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: SL.8.5WIDA ELDS: 2-5Speaking Listening

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Speak to present information with integrated multimedia and visual support using notes and Technology.

VU: Multimedia, visual, display, presentation, integrate, clarify, strengthen, claims, evidence, interestLFC: Complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Speak to present information with integrated multimedia and visual support in L1 and/or by using selected words to represent key ideas in

Speak to present information with integrated multimedia and visual support in L1 and/or by using selected words in key phrases and short sentences.

Speak to present information with integrated multimedia and visual support using key vocabulary in a series of simple, related sentences.

Speak to present information with integrated multimedia and visual support using key vocabulary in expanded and some complex sentences.

Speak to present information with integrated multimedia and visual support using precise vocabulary in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

phrase patterns.Learning Supports

Technology Notes in L1 & EnglishPictures/PhotographsWord/Picture WallL1 support Sentence Frame

Technology Notes in L1 & EnglishSentence FramePictures/PhotographsWord/Picture WallL1 support

Technology NotesPartner WorkWord/Picture Bank

Technology

Technology

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37CCSS: SL.8.6; L.8.3WIDA ELDS: 2-5ReadingWritingSpeaking Listening

Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; adapt speech to a variety of contexts using verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrary to fact).

Write, speak, listen, and read to demonstrate a command of formal English and its conventions using a Reference Sheet with examples of formal sentence structure, and Role Play or dramatizations.

VU: Command, formal, conventions, voice, active vs. passive, conditional, subjunctive, mood, effects

LFC: Voice: active/passive verb tenses, conditional vs. subjunctive mood

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Language Objectives

Write, speak, listen, and read in the active voice using selected vocabulary in cloze sentences for Role Play/Dramatizations.

Write, speak, listen, and read in the active voice using selected vocabulary in phrases and simple sentences.

Write, speak, listen, and read in the active and passive voice using key vocabulary in a series of simple, related sentences.

Write, speak, listen, and read using some variety in the active and passive verb forms with key vocabulary in expanded and some complex sentences.

Write, speak, listen, and read in a variety of contexts using active and passive verb forms with precise vocabulary in multiple, complex sentences.

Learning Supports

Role Play/DramatizationsReference SheetWord/Picture WallGesturesCloze Sentence L1 support

Role Play/DramatizationsReference SheetWord/Picture Wall VisualsSentence FrameL1 support

Role Play/DramatizationsReference SheetWord Wall

Reference Sheet Reference Sheet

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.8.1.aWIDA ELDS: 2-5ReadingWritingSpeaking Listening

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Speak and write to demonstrate command of the conventions of standard English grammar and usage of verbals (gerunds, participles, infinitives) by using a Reference Sheet, cloze sentences, Sentence Frame and / or a Graphic Organizers.

VU: Parts of speech, gerunds, participles, infinitives

LFC: Infinitives, gerunds, participles

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Speak and write to Speak and write to develop Speak and write to Speak and write to Speak and write to

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Objectives develop an understanding of the conventions of standard English grammar by using gerunds with Visuals and selected vocabulary in cloze sentences.

an understanding of the conventions of standard English grammar and usage by using infinitives and gerunds with Visuals and selected vocabulary in Sentence Frame.

demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in simple, related sentences.

demonstrate command of the conventions of standard English grammar and usage of verbals using key vocabulary in expanded sentences with emerging complexity.

demonstrate command of the conventions of standard English grammar and usage of verbals using precise vocabulary in multiple, complex sentences.

Learning Supports

Word/Picture WallReference SheetVisualsCloze sentencesL1 support

Word/Picture WallReference SheetVisualsSentence FrameL1 support

Graphic Organizers Word WallReference Sheet

Graphic Organizers Reference Sheet

Reference Sheet

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39CCSS: L.8.1.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: form and use verbs in the active voice.

Speak and write to demonstrate command of the conventions of standard English grammar and usage using verbs in the active voice by using Visuals and Sentence Frame or a Checklist / Rubric (for active voice).

VU: Demonstrate, command, active voice, emphasis, action

LFC: Simple/compound verb tenses, parts of speech, subject/predicate

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Language Objectives

Speak and write to develop an understanding of formal English in the active voice by matching pictures to corresponding active verbs and by adding active verbs to cloze sentences.

Speak and write to develop an understanding of formal English in the active voice by matching pictures to corresponding active verbs and by adding active verbs to Sentence Frame.

Speak and write to demonstrate an understanding of formal English in the active voice in different verb tenses using key vocabulary in simple, related sentences.

Speak and write to demonstrate a command of formal English in the active voice in different verb tenses using key vocabulary in expanded sentences with emerging complexity.

Speak and write to demonstrate a command of formal English by forming and using active voice in different tenses using precise vocabulary in multiple, complex sentences.

Learning Supports

Pictures/Photographs Cloze sentencesPicture DictionariesL1 support

Pictures/Photographs Sentence FramePicture DictionariesL1 support

Word WallPicture Dictionaries

Checklist/Rubric (for active voice)Dictionaries

Checklist/Rubric (for active voice)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 40CCSS: L.8.1.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; form and use verbs in the passive voice.

Write or speak to demonstrate command of the conventions of standard English grammar and usage of the passive voice by using a Word Wall, Visuals in triads/ small groups.

VU: Demonstrate, passive, voice

LFC: Passive verb tenses and past participles

LC: Varies by ELP level

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write and speak to develop an understanding of verb formations and their meanings by matching passive verbs and their past participles to corresponding pictures.

Write and speak to develop an understanding of verb formations and their meanings by matching passive verbs and their past participles in Sentence Frame to corresponding pictures.

Write or speak to demonstrate command of the conventions of standard English grammar and usage of the passive voice by describing pictures using the passive voice with key vocabulary in simple, related sentences.

Write or speak to demonstrate command of the conventions of standard English grammar and usage by transforming active sentences to passive voice using key vocabulary in expanded and some complex sentences.

Write or speak to demonstrate command of the conventions of standard English grammar and usage by forming and using the passive voice with precise vocabulary in multiple, complex sentences.

Learning Supports

Small group/ triadsPictures/Photographs Word/Picture WallSentence FrameL1 support

Pictures/Photographs Word/Picture WallSentence FrameL1 supportSmall group/ triads

Pictures/Photographs Word WallSmall group/ triads

Small group/ triads

Student Learning Objective (SLO) Language Objective Language NeededSLO: 41CCSS: L.8.1.cWIDA ELDS: 2-5WritingSpeaking

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood when speaking and writing.

Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood by using a Reference Sheet and cloze sentences and /or Sentence Frame.

VU: Verbs, active/passive voice, indicative, imperative, interrogative, conditional, subjunctive, mood, effectsLFC: Verb tenses in indicative, imperative, interrogative, conditional, and subjunctiveLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Language Objectives

Speak and write to produce and apply verbs in the indicative, imperative, interrogative by completing cloze sentences with Visuals.

Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood by completing Sentence Frame with Visuals.

Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in simple sentences.

Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in expanded and some complex sentences.

Speak and write to produce and apply verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood in multiple, complex sentences.

Learning Supports

Reference SheetWord/Picture Wall Visuals/GesturesCloze Sentences L1 support

Reference SheetWord/Picture Wall VisualsSentence Frame L1 support

Reference Sheet Word Wall

Reference Sheet

Student Learning Objective (SLO) Language Objective Language NeededSLO: 42CCSS: L.8.1.dWIDA ELDS: 2-5ReadingWriting

When speaking and writing, recognize and correct inappropriate shifts in verb, voice and mood.

Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood by using a Reference Sheet and Partner Work.

VU: Verbs, active/passive voice, conditional / subjunctive, mood, effects, inappropriate, shifts

LFC: Verb tenses in active/passive voices, conditional / subjunctive

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Speaking Listening

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read, write, speak, and listen to identify and correct inconsistent selected words, memorized language patterns, and common vocabulary with Visuals.

Read, write, speak, and listen to identify and correct inconsistent phrases and repetitive patterns with Visuals.

Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using simple sentences.

Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using expanded and some complex sentences.

Read, write, speak, and listen to identify and correct inappropriate shifts in verb, voice and mood using multiple, complex sentences.

Learning Supports

Partner Work Reference SheetWord/Picture Wall Visuals/GesturesCloze Sentences L1 support

Partner Work Reference SheetWord/Picture Wall VisualsSentence FrameL1 support

Partner Work Reference SheetWord Wall

Reference Sheet Reference Sheet

Student Learning Objective (SLO) Language Objective Language NeededSLO: 43CCSS: L.8.2.a

Demonstrate command of the conventions of standard English punctuation, when writing; use punctuation (comma, ellipsis, dash) to indicate a

Write to apply the conventions of standard English punctuation by producing, editing and revising by using Mentor Texts and a Checklist.

VU: Punctuation: comma, ellipsis, dash; pause, break, function, purpose

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

WIDA ELDS: 2-5Writing

pause or break. LFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to identify where to apply the conventions of standard English punctuation by inserting commas into cloze sentences with selected vocabulary.

Write to identify the conventions of standard English punctuation by inserting commas and dashes into simple Sentence Frame with selected vocabulary.

Write to apply the conventions of standard English punctuation by inserting and/or removing commas, ellipsis, and dashes in simple related sentences.

Write to apply the conventions of standard English punctuation by inserting and/or removing commas, ellipsis, and dashes when writing expanded sentences of emerging complexity.

Write to apply the conventions of standard English punctuation by producing, editing and revising multiple, complex sentences.

Learning Supports

Cloze sentencesChecklist (punctuation rules)VisualsL1 support

Sentence Frame Checklist (punctuation rules)VisualsL1 support

TemplateChecklist (punctuation rules)

Checklist (punctuation rules)

Checklist (punctuation rules)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 44CCSS: L.8.2.b

Use an ellipsis to indicate an omission. Write to apply an ellipsis to show an omission by using a Checklist.

VU: Punctuation: comma, ellipsis, dash; pause, break, function, purpose

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

WIDA ELDS: 2-5ReadingWritingSpeaking Listening

LFC: Transitional words/phrases, coordinating conjunctions, main/subordinate clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to apply an ellipsis to show an omission by inserting ellipses into cloze sentences.

Write to apply an ellipsis to show an omission by inserting ellipses into simple Sentence Frame.

Write to apply an ellipsis to show an omission by inserting and/or removing ellipses in simple related sentences.

Write to apply an ellipsis to show an omission by inserting and/or removing ellipses in expanded sentences of emerging complexity.

Write to apply an ellipsis to show an omission by producing, editing and revising ellipses in multiple, complex sentences.

Learning Supports

Cloze sentencesChecklist (punctuation rules)VisualsL1 support

Sentence Frame Checklist (punctuation rules)VisualsL1 support

TemplateChecklist (punctuation rules)

Checklist (punctuation rules)

Checklist (punctuation rules)

Student Learning Objective (SLO) Language Objective Language Needed

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

SLO: 45CCSS: L.8.2.cWIDA ELDS: 2-5Writing

Demonstrate command of the conventions of standard English to spell correctly.

Write to apply the conventions of standard English spelling in all content areas by using a Checklist, a Chart, and Technology.

VU: Spelling rules, command, conventions, standard English

LFC: Spelling rules and patterns

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Write to apply the conventions of standard English spelling by completing cloze sentences with grade-level vocabulary.

Write to apply the conventions of standard English spelling by typing and /or editing Sentence Frame with grade-level vocabulary.

Write to apply the conventions of standard English spelling by typing and editing an adapted / leveled passage with simple sentences and key content-based vocabulary.

Write to apply the conventions of standard English spelling by typing and editing a passage within the grade level band with key vocabulary.

Write to apply the conventions of standard English spelling by typing and editing a grade-level passage with content-based vocabulary.

Learning Supports

Technology Checklist (spelling rules)VisualsChart (spelling rules)L1 support

Technology Checklist (spelling rules)VisualsChart (spelling rules)L1 support

Technology Checklist (spelling rules)Chart (spelling rules)

Technology Checklist (spelling rules)

Technology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 46CCSS: L.8.4.aWIDA ELDS: 2-5ReadingSpeaking

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies; use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and define unknown and multiple meaning words and phrases through context clues using a Checklist.

VU: Double meanings, synonyms, antonyms

LFC: Verb tenses, modals

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify and define unknown, selected multiple-meaning words and phrases within leveled reading and content by matching selected words and basic meanings.

Identify and define unknown, selected, multiple-meaning words and phrases within leveled reading and content by matching common and key, content-based words and phrases to student-friendly definitions.

Identify and define unknown and key, multiple-meaning words and phrases by using sentence and simple, paragraph-level context clues, Cognates, reading and vocabulary strategies.

Identify and define unknown and key, multiple-meaning words and phrases by applying sentence- and paragraph-level context clues, Cognates, reading and vocabulary strategies.

Identify and define unknown and multiple-meaning, grade-level words and phrases by using sentence- and paragraph-level context clues, Cognates, reading and vocabulary strategies.

Learning Supports

Technology ChecklistPictures/PhotographsGesturesL1 supportCognates

Technology ChecklistPictures/PhotographsL1 supportCognates

Technology ChecklistCognates

Technology ChecklistCognates

Technology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 47CCSS: L.8.4.bWIDA ELDS: 2-5ReadingWritingSpeaking Listening

Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

Read, write, speak, and listen to identify and/or clarify the meaning of unknown and multiple-meaning words and phrases through Greek or Latin affixes and roots by using Cognates, when feasible, and by creating a roots and affixes poster / Word Wall.

VU: Affixes, prefixes, suffixes, roots, context clues, Cognates

LFC: Affixes, prefixes, suffixes, roots

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify and/or clarify the meaning of selected words based on leveled reading and content, using common Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of selected words and phrases based on leveled reading and content, using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of key, grade-level words and phrases, using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of key, grade-level words and phrases using common grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

Identify and/or clarify the meaning of grade-level words and phrases using Greek or Latin affixes and roots as clues to the meaning.

Learning Supports

Roots and affixes PosterCognatesWord WallPictures/Photographs L1 support

Roots and affixes PosterCognatesWord WallPictures/Photographs L1 support

Roots and affixes PosterCognatesWord Wall

Roots and affixes PosterWord Wall

Roots and affixes PosterWord Wall

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 48CCSS: L.8.4.c.dWIDA ELDS: 2-5ReadingWritingSpeaking Listening

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech; verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Read, write, speak, and listen to define and pronounce of unknown and multiple-meaning words and phrases and parts of speech by using specialized reference material and Technology.

VU: General and specialized reference materials, print, digital, pronunciation, context

LFC: Parts of speech, pronunciation

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify and define the meaning of unknown and multiple-meaning, teacher selected words and parts of speech using pictures and single words. Listen to and practice the pronunciation of key grade-level words.

Identify and define the meaning of unknown and multiple-meaning, teacher selected words, phrases, and parts of speech using pictures and phrases. Listen to and practice the pronunciation of key grade-level words.

Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using a series of simple, related sentences. Listen to and practice the pronunciation of key, grade-level words in context.

Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using expanded and some complex sentences. Listen to and practice the pronunciation of key grade-level words.

Identify and define the meaning of unknown and multiple-meaning words and phrases and parts of speech using multiple, complex sentences. Listen to and practice the pronunciation of words in context from grade level text.

Learning Supports

Technology to listen to pronunciation and record selfWord/Picture WallReference materials

Technology to listen to pronunciation and record selfWord/Picture WallReference materials

Technology to listen to pronunciation and record selfWord WallReference materials

Technology to listen to pronunciation and record selfReference materials

Reference materials

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 49CCSS: L.8.5.aWIDA ELDS: 2-5WritingSpeakingReading

Demonstrate understanding of figurative language; interpret figures of speech (e.g. verbal irony, puns) in context.

Read, write, and interpret figures of speech in context using a Figurative Language Chart, Think -aloud and a Reference Sheet with a partner.

VU: Context(ual), figurative, connotative, figures of speech, verbal irony, puns

LFC: Compound tenses, embedded clauses, figures of speech

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read, write and interpret examples of figurative language from illustrated, adapted text using selected vocabulary in key phrase patterns.

Read, write and interpret examples of figurative language from illustrated, adapted text using selected vocabulary in key phrases and short sentences.

Read, write and interpret examples of figurative language from adapted text or spoken sentences using key vocabulary in a series of simple, related sentences.

Read, write and interpret examples of figurative language when reading or speaking using key vocabulary in expanded and some complex sentences.

Read, write and interpret examples of figurative language when reading or speaking using precise vocabulary in multiple, complex sentences.

Learning Supports

Figurative Language ChartL1 supportPartner WorkReference SheetThink-aloud

Figurative Language Chart L1 supportPartner WorkReference SheetThink-aloud

Figurative Language Chart Partner WorkReference SheetThink -aloud

Reference SheetThink -aloud

Reference Sheet

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 50CCSS: L.8.5.bWIDA ELDS: 2-5ReadingSpeaking

Demonstrate understanding of word relationships; use the relationship between particular words to better understand each of the words.

Read to explain comprehension of word relationships using Vocabulary Flash Cards, Vocabulary Frames, and Technology.

VU: Word meanings, nuances, connotations, associations, relationships

LFC: Sentences with related grade-level words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read and explain how words are related using selected vocabulary in key phrase patterns.

Read and explain how words are related using selected vocabulary in key phrases and short sentences.

Read and explain how words are related using key vocabulary in a series of simple, related sentences.

Read and explain how words are related using key vocabulary in expanded and some complex sentences.

Read and explain how words are related by using precise vocabulary in multiple, complex sentences.

Learning Supports

Vocabulary Flash Cards (partially completed) Vocabulary FrameTechnology VisualsL1 support

Vocabulary Flash Cards (partially completed)Vocabulary FrameTechnology VisualsL1 support

Vocabulary Flash CardsVocabulary FrameTechnology

Vocabulary FrameTechnology

Technology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 51CCSS: L.8.5.c WIDA ELDS: 2-5ReadingSpeaking

Demonstrate understanding of nuances in word meanings; distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations using specialized reference materials.

VU: Word meanings, nuances, connotations, associations, denotations, definitions, synonymous, anonymous

LFC: Sentences with words that have nuances in meaning

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read and explain the nuances in word meanings and differentiate between connotations of illustrated words with similar denotations in L1 and/or leveled text.

Read explain the nuances in word meanings and differentiate between connotations of illustrated words with similar denotations in L1 and/or leveled text.

Read and explain the nuances in word meanings and differentiate between connotations of key words with similar denotations in adapted text.

Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations in texts within the grade-level band.

Read and explain the nuances in word meanings and differentiate between connotations of words with similar denotations in grade- level text.

Learning Supports

Specialized Reference Materials Partner WorkText in L1VisualsL1 support

Specialized Reference Materials Partner WorkVisualsText in L1L1 support

Specialized Reference Materials Partner Work

Specialized Reference Materials

Specialized Reference Materials

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 8 - Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 52CCSS: L.8.6WIDA ELDS: 2-5ReadingWritingSpeaking Listening

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read, write, speak, and listen to apply general academic and domain-specific words and phrases by using Technology, Vocabulary Flash Cards, and / or picture dictionaries.

VU: Academic, domain-specific words and phrases, comprehension, expression

LFC: Academic and domain-specific words and phrases embedded sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read, write, speak, and listen to apply academic and domain-specific L1 words and phrases in L1 and/or selected words in cloze sentences with Visuals.

Read, write, speak, and listen to apply academic and domain-specific words and phrases in L1 and/or selected words from excerpts of grade-level texts.

Read, write, speak, and listen to apply key academic and domain-specific key words and phrases in simple, related sentences.

Read, write, speak, and listen to apply key academic and domain-specific words and phrases in expanded sentences of emerging complexity.

Read, write, speak, and listen to apply precise academic and domain-specific words and phrases in multiple and complex sentences.

Learning Supports

Vocabulary Flash Cards TechnologyCloze sentencesVisualsL1 support

Vocabulary Flash Cards TechnologySentence FrameVisualsL1 support

Vocabulary Flash CardsTechnology

Vocabulary Flash CardsTechnology

Vocabulary Flash CardsTechnology

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. Moreover, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language prior to answering in front of the whole group, so Turn and Talk, Think/Pair/Share and Small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from consistently using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.