HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Mrs. Valentine
Subject : ESL L.A. Level B
Start Date(s): 2/23/14
Grade Level (s): 8
Building : HEMS
Unit Plan
Unit Title: “Our Living Planet”
Essential Questions:
What lives around the water?
Describe the Earth.
What are some things you like about nature?
What is a habitat?
Who was Rachel Carson?
What are the syllable types?
What is a science article?
What is an ecosystem? What are its parts?
What must human have to keep living?
How do you write a fact-and-opinion article?
Standards:
CC.1.2.8.J: 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.
CC.1.2.8.K: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range
of strategies and tools.
CC.1.4.8.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8.B: Identify and introduce the topic clearly, including a preview of what is to follow.
CC.1.4.8.C: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; including graphics
and multimedia when useful to aiding comprehension.
CC.1.4.8.D: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.8.F: Demonstrate command of the conventions of standard English grammar and usage.
CC.1.4.8.T: 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 and audience have been addressed. 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 and audience have been addressed.
CC.1.4.8.U: 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.
CC.1.5.8.A: Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.1.5.8.G: Demonstrate command of the conventions of standard English when speaking based on grade 8 level and content.
ELP Standards:
1.4.8.A-C: Write phrases or short sentences using a graphic organizer.
R.8.A.1: Classify visually supported vocabulary in context associated with genres associated with various genres read within a small group.
Summative Unit Assessment :
Summative Assessment Objective
Students will display their understanding of the new academic vocabulary
from each selection within the unit, strategize how to identify syllable types,
comprehend how to write a fact-and-opinion article and what a science
article is, analyze graphs, understand ecosystems and why they are important
and comprehend who Rachel Carson was and her importance.
Assessment Method (check one)
__X__ Rubric ___ Checklist __X__ Unit Test ____ Group
__X__ Student Self-Assessment
__X__ Other (explain) Students will also be graded on the organization of
their notebooks (PDN’s and notes), and also through their portfolios.
Day
1
(2/23)
2
(2/24)
3
(2/25)
Objective (s)
Students will learn about animals
and habits, respond to visual
images, strategize how to preview
and build background, use graphic
organizers (mind map), generate
ideas, make comparisons, and
classify.
Students will listen actively, repeat
spoken language, recite, and give
their opinion.
Students will strategize how to
describe places and use basic
vocabulary: animals and habitats.
DOK
LEVEL
1
2
3
1
3
1
3
Activities / Teaching Strategies
Please Do Nows
Note-Taking
Guided Practice
Focus on the strategy used
Critical Thinking
Think-Pair- Share
Grouping
DAILY PLAN
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Materials / Resources
Practice Book p. 37
Mind Map
Rosetta Stone
Assessment of Objective (s)
Formative- Practice Book
Summative- Mind Map
Student Self - Assessment- How
well do I understand this strips.
Please Do Nows
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
WG
SG
I
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
WG
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Academic Language Frame 8
Practice Book p. 38
Language CD 1, Track 7
Rosetta Stone
Formative- Practice Book
SummativeStudent Self - Assessment- How
well do I understand this strips.
Practice Book p. 39
Rosetta Stone
Formative- Practice Book
Summative-
Students will strategize how to
make a suggestion and use words
about plants and animals.
1
3
4
(2/26)
Students will strategize how to use
sensory adjectives.
3
5
(2/27)
6
(3/3)
Students will use words about
animals and habitats, listen to a
preview and a selection, recognize
the biography genre, strategize
how to activate prior knowledge
through previewing and setting a
purpose, interpret and analyze
visuals, identify sequence and
details, and use sensory adjectives.
Students will recognize and spell
high frequency words.
1
2
3
4
1
7
(3/4)
Students will recognize and spell
high frequency words.
1
8
(3/5)
9
(3/6)
Students will develop phonemic
awareness: identify and match
syllables, recognize syllable types
(r-controlled), and decode
multisyllabic words.
1
2
3
Critical Thinking
Technology Tools
Think-Pair-Share
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Thin-Pair-Share
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Think-Pair-Share
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
Language CD 1, Track 8
Practice Book p. 40
Vocabulary Routine 6
Rosetta Stone
Formative- Practice Book
Summative-
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
Language Transfer Transparency 2
Practice Book p. 41
Rosetta Stone
Formative- Practice Book p. 41
Summative-
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
“Rachel Carson: A Woman Who
Loved Nature” Theme Book
Theme Book CD 1, Track 5
Detail Chart
Rosetta Stone
Formative- Detail Chart
Summative-
Student Self - Assessment- How
well do I understand this strips.
Practice Book p. 43
Rosetta Stone
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Formative- Practice Book
Summative-
Practice Book p. 44
Rosetta Stone
Student Self - Assessment- How
well do I understand this strips.
Formative- Practice Book
Summative-
Transparency 62: Types of Syllables
Practice Book p. 45
Decodable: “The Perfect Moose” p.
171
Rosetta Stone
Student Self - Assessment- How
well do I understand this strips.
Formative- Practice Book
Summative-
Student Self - Assessment- How
well do I understand this strips.
10
(3/9)
11
(3/10)
12
(3/11)
13
(3/12)
14
(3/13)
15
(3/16)
Students will develop phonemic
awareness, recognize syllable
types, decode multisyllabic words,
and spell syllable types.
Students will recognize syllable
types to decode multisyllabic
words, blend sounds to decode
words, recognize high frequency
words, strategize how to activate
prior knowledge and set a
purpose, analyze captions, read
with fluency and accuracy.
Students will describe places, use
content-area vocabulary, identify
details, and write in response to
literature.
Students will use content-area
vocabulary: line graph, y-axis, xaxis, scale, point, title, x-axis label,
and y-axis label and analyze how
to use line graphs.
Students will use key vocabulary,
strategize how to build
background, and respond to
visuals.
Students will recognize the science
article genre, strategize how to
preview, identify main idea and
details, interpret and analyze
visuals, set a purpose, and analyze
captions, diagrams, and line
graphs.
1
1
3
4
1
2
1
4
1
3
1
2
3
4
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Think-Pair-Share
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
Technology Tools
Graphic Organizer
WG
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I
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I
Language CD 1, Track 9
Rosetta Stone
Formative- Ticket Out the Door
Summative-
Fluency Models and Selection
Readings CD, Track 3
Practice Book p. 46
Student Self - Assessment- How
well do I understand this strips.
Formative- Practice Book
Summative-
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
WG
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I
WG
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I
Academic Language Frame 11
Chart
Rosetta Stone
Line Graph
Rosetta Stone
Formative- Chart
Summative-
Student Self - Assessment- How
well do I understand this strips.
Formative- Line Graph
Summative-
Practice Book p. 47-48
Vocabulary Routines 2 & 3
Rosetta Stone
Student Self - Assessment- How
well do I understand this strips.
Formative- Practice Book
Summative-
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
Fluency Models and Selection
Readings CD, Track 12
Graphs and Diagrams
Mind Map
Rosetta Stone
Formative- Ticket Out the Door
SummativeStudent Self - Assessment- How
well do I understand this strips.
Students will use key vocabulary,
identify details, summarize, and
write in response to literature.
1
2
16
(3/17)
17
(3/18)
Students will research a wild
animal that lives in their
community
Students will analyze a student
model: fact-and-opinion article.
2
4
4
18
(3/19)
19
(3/20)
20
(3/23)
Students will prewrite, choose a
topic, gather facts, write opinions,
and reflect on their writing.
Students will edit and proofread,
reflect on their writing, use
adjectives, use commas correctly,
and spell correctly.
1
3
1
3
Please Do Nows
Critical Thinking
Note-Taking
Technology Tools
Please Do Nows
Note-Taking
Research
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus on the strategy used
Critical Thinking
Chart
Technology Tools
Please Do Nows
Note-Taking
Chart
Technology Tools
Please Do Nows
Proofreading Poster
Focus on the strategy used
Critical Thinking
Technology Tools
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Academic Language Frame 12
p. 98 in textbook
Rosetta Stone
Research
p. 95 in textbook
Formative- Practice Book
Summative-
Student Self - Assessment- How
well do I understand this strips.
Formative- Ticket Out the Door
Summative-
WG
SG
I
Fact-and-Opinion Chart
Rosetta Stone
Student Self - Assessment- How
well do I understand this strips.
Formative- Ticket Out the Door
Summative-
Student Self - Assessment- How
well do I understand this strips.
WG
SG
I
WG
SG
I
Fact-and-Opinion Chart
Practice Book p. 49
Rosetta Stone
Practice Book p. 52
Rosetta Stone
Formative- Fact-and-Opinion Chart
Summative-
Student Self - AssessmentFormative- Ticket Out the Door
Summative-
Student Self - Assessment-
21
(3/24)
22
(3/25)
Students will publish and share
their writing, reflect on their
writing, deliver an informational
presentation, read loudly and
clearly, speak at an appropriate
pace, listen attentively, and
distinguish fact and opinions.
Students will be able to show their
knowledge of identifying the types
of syllables, spelling multisyllabic
words, recognizing high-frequency
words, sensory adjectives, and
1
2
4
1
Please Do Nows
Note-Taking
Focus in the strategy used
Critical Thinking
Technology Tools
Please Do Nows
Note-Taking
Guided Practice
Focus in the strategy used
Critical Thinking
WG
SG
I
WG
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I
InsideNG.com
Writing Rubric in the Assessment
Handbook
Presentation Rubric
Rosetta Stone
Study Guide
Rosetta Stone
Formative- Writing Rubric
Summative- Assessment Rubric
Student Self - Assessment- Student
Rubric
Formative- Study Guide
Summative-
opinion words, and understanding
of key vocabulary.
23
(3/26)
Students will be able to identify
the types of syllables, spell
multisyllabic words, recognize
high-frequency words, sensory
adjectives, and opinion words, and
understand key vocabulary.
Review
Technology Tools
1
Assessment
Technology Tools
Student Self - Assessment-
Unit 3 Quick Check
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FormativeSummative- Unit 3 Quick Check
Student Self - Assessment-