Download docx - · Web viewStudents will be able to use subject and predicate pronouns. Students will be able to use reflexive and intensive pronouns. Students will be able to use context clues

Table of ContentsMS ESOL 3

Unit 6 INSIDE - Level A/Volume 2

Unit 6: Struggle For Freedom

ESOL 3Unit 6

Duration of Unit:

Unit Title Struggle For Freedom

Unit Description: In this unit students summarize what they have read. They learn to make comparisons and express their opinion. Students learn to identify cause and effect. They will also learn how to write a summary paragraph, as well as cause-and-effect essay.

Standards: ELP.6-8.S1.L2 Student uses a developing set of strategies to determine the central idea or theme in simple oral presentations or written texts, and explains how it is supported by specific details, and summarizes part of the text.ELP.6-8.S6.L2 Student explains the argument an author or a speaker makes and distinguishes between claims that are supported by reasons and evidence from those that are not.ELP.6-8.S8.L2 Student determines the meaning of general academic and content specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes, roots, base words)

Language Function Grammar and Conventions Vocabulary Reading Writing

Goals Students will be able summarize a presentation.Students will be able tomake comparisons.Students will be able toexpress opinions.

Students will be able to use subject and predicate nouns.Students will be able to use subject and predicate pronouns.Students will be able to use reflexive and intensive pronouns.

Students will be able to use context clues to determine definition and develop a restatement.Students will be able to give synonyms and antonyms of words.Students will be able to give an example of a word.

Students will be able to determine cause and effect.

Students will be able to write a summary paragraph.Students will be able to write a cause-and-effect essay.

Learning Targets

I can identify the topic of a presentation.

I can use a subject pronoun as the subject of a sentence.

I can use context clues to determine the meaning of another word in a text.

I can determine cause and effect by looking for signal words such as: because, the reason, since, and as a result.

I can determine which ideas are the most important when reading.

I can identify the main idea, or what a presentation mostly says about a topic.

I can use an object pronoun as the object of the verb in the predicate.

I can develop a restatement by using context clues to define the meaning of a word or phrase.

I can determine cause by identifying the reason something happens.

I can include the title and author in a summary paragraph.

I can identify the facts that support the topic of a presentation.

I can use a reflexive pronoun to talk about the same person or thing in the same sentence.

I can give a synonym for a word.

I can determine effect by determining what happens as a result of the cause.

I can state the original writer’s main ideas in my own words in a summary paragraph.

I can tell how things are alike by using words like: all, both, the same, similar, and too.

I can use an intensive pronoun to provide emphasis or make something stronger.

I can give an antonym for a word.

I can include the main ideas in a summary paragraph.

I can tell how things are different by using words like: differ, different, only, and but.

I can give an example of a word based on its definition.

I can write an introduction with a clear central idea in a cause-and-effect essay.

I can express my opinion by telling what I think about something using words like: I think, I believe, In my opinion, and For me.

I can include a body that explains the causes and effects in detail.

I can include a conclusion that connects to the central idea and leaves the reader with something to think about.

Unit of Study Assessment Checklist

Student Name

I can

iden

tify

the

topi

c of

a

pres

enta

tion.

I can

iden

tify

the

mai

n id

ea,

or w

hat a

pre

sent

ation

m

ostly

says

abo

ut a

top

ic.

I can

iden

tify

the

fact

s tha

t su

ppor

t the

topi

c of

a

pres

enta

tion.

I can

tell

how

thin

gs a

re a

like

by u

sing

wor

ds li

ke: a

ll, b

oth,

th

e sa

me,

sim

ilar,

and

too.

I can

tell

how

thin

gs a

re

diffe

rent

by

usin

g w

ords

like

: di

ffer,

diffe

rent

, onl

y, a

nd b

ut.

I can

exp

ress

my

opin

ion

by

telli

ng w

hat I

thin

k ab

out

som

ethi

ng u

sing

wor

ds li

ke: I

th

ink,

I be

lieve

, In

my

opin

ion,

an

d Fo

r me.

I can

use

a su

bjec

t pro

noun

as

the

subj

ect o

f a se

nten

ce.

I can

use

an

obje

ct p

rono

un

as th

e ob

ject

of t

he v

erb

in

the

pred

icat

e

I can

use

a re

flexi

ve p

rono

un

to ta

lk a

bout

the

sam

e pe

rson

or

thin

g in

the

sam

e se

nten

ce.

Notes

B = Beginning D = Developing P = Proficient M = Mastery


Student Name

I can

use

an

inte

nsiv

e pr

onou

n to

pro

vide

em

phas

is or

mak

e so

met

hing

stro

nger

.

I can

use

con

text

clu

es to

de

term

ine

the

mea

ning

of

anot

her w

ord

in a

text

.

I can

dev

elop

a re

stat

emen

t by

usin

g co

ntex

t clu

es to

de

fine

the

mea

ning

of a

wor

d or

phr

ase.

I can

giv

e a

syno

nym

for a

w

ord.

I can

giv

e an

ant

onym

for a

w

ord.

I can

giv

e an

exa

mpl

e of

a

wor

d ba

sed

on it

s defi

nitio

n.

I can

det

erm

ine

caus

e an

d eff

ect b

y lo

okin

g fo

r sig

nal

wor

ds su

ch a

s: b

ecau

se, t

he

reas

on, s

ince

, and

as a

resu

lt.

I can

det

erm

ine

caus

e by

id

entif

ying

the

reas

on

som

ethi

ng h

appe

ns.

I can

det

erm

ine

effec

t by

dete

rmin

ing

wha

t hap

pens

as

a re

sult

of th

e ca

use.

Notes


Student Name

I can

det

erm

ine

whi

ch id

eas

are

the

mos

t im

port

ant w

hen

read

ing.

I can

incl

ude

the

title

and

au

thor

in a

sum

mar

y pa

ragr

aph.

I can

stat

e th

e or

igin

al

writ

er’s

mai

n id

eas i

n m

y ow

n w

ords

in a

sum

mar

y

I can

incl

ude

the

mai

n id

eas

in a

sum

mar

y pa

ragr

aph.

I can

writ

e an

intr

oduc

tion

with

a c

lear

cen

tral

idea

in a

ca

use-

and-

effec

t ess

ay.

I can

incl

ude

a bo

dy th

at

expl

ains

the

caus

es a

nd

effec

ts in

det

ail.

I can

incl

ude

a co

nclu

sion

that

co

nnec

ts to

the

cent

ral i

dea

and

leav

es th

e re

ader

with

so

met

hing

to th

ink

abou

t

Notes

Assessment Rubric

Unit 6: Struggle For Freedom(To reach the next level, a student must master the previous level’s task.)

Mastery Proficient Developing Beginning

Students will be able summarize a presentation.Students will be able tomake comparisons.Students will be able toexpress opinions.

I can identify the facts that support the topic of a presentation.

I can identify the main idea, or what a presentation mostly says about a topic.I can express my opinion by telling what I think about something using words like: I think, I believe, In my opinion, and For me.

I can tell how things are alike by using words like: all, both, the same, similar, and too.I can tell how things are different by using words like: differ, different, only, and but.

.

Students will be able to use subject and predicate nouns.Students will be able to use subject and predicate pronouns.Students will be able to use reflexive and intensive pronouns.

I can use a reflexive pronoun to talk about the same person or thing in the same sentence.I can use an intensive pronoun to provide emphasis or make something stronger.

I can use a subject pronoun as the subject of a sentence.I can use an object pronoun as the object of the verb in the predicate.

Students will be able to use context clues to determine definition and develop a restatement.Students will be able to give synonyms and antonyms of words.Students will be able to give an example of a word.

I can use context clues to determine the meaning of another word in a text.I can develop a restatement by using context clues to define the meaning of a word or phrase.I can give an example of a word based on its definition.

I can give a synonym for a word.I can give an antonym for a word.

Students will be able to determine cause and effect.

I can determine cause by identifying the reason something happens.I can determine effect by

I can determine cause and effect by looking for signal words such as: because, the reason, since, and as a result.

determining what happens as a result of the cause.

Students will be able to write a summary paragraph.Students will be able to write a cause-and-effect essay.

I can include a body that explains the causes and effects in detail.I can include a conclusion that connects to the central idea and leaves the reader with something to think about.

I can determine which ideas are the most important when reading.I can include the main ideas in a summary paragraph.I can write an introduction with a clear central idea in a cause-and-effect essay.

I can state the original writer’s main ideas in my own words in a summary paragraph.

I can include the title and author in a summary paragraph.