-+
English as a Second Language Curriculum
Proficiency Level: Advanced Grades: 6-8
UNIT : 1
The Mysterious Mythology of Gods and Geeks
Section
Unit Title and Description with Learning Targets
Page Number
2-3
Unit Academic Language
4-6
Unit Assessments Checklist
8
Unit Assessment Rubric
9-10
Sample Unit Calendar (Overview)
Detailed Unit Calendar
11
12-16
Extension Ideas
17
Grammar Overview
18-20
Anchor Charts
21-23
1|Page
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
ESOL LEVEL: Advanced
UNIT 1: Digging the Dead
Stage 1
Identify Desired Results
Unit
Description
Standards
2|Page
GRADES: 6-8
Unit duration: 5 weeks
In this unit students will learn to describe people, places, things and locations related to archeological digs
using complex sentences, prepositional phrases and specific vocabulary. They will describe the actions of how
archeological digs are conducted using adverbial clauses and the present progressive tense. Students will
summarize the myths and curses surrounding the tombs of mummies using clear, well-structured, complex
sentences that include nouns, pronouns, and adjectives.
 Describing Location: Target Form – Prepositional Phrases: Students learn to understand and generate
oral and written language with prepositional phrases. Complex sentences with: phrases using
prepositions (e.g. beneath, within)
 Describing People, Places, and Things: Target Form – Nouns, Pronouns, and Adjectives: Students learn
to understand and generate oral and written language nouns, pronouns, and adjectives. Compound
sentences with more specific vocabulary (nouns, adjectives)
 Describing Action: Target Form – Present Progressive Tense, Adverbs: Students learn to understand
and generate oral and written language skills with present progressive tense and adverbs. Adverbs
clauses telling how, where, or when
 Defining/Describing: Target Form – Nouns, Pronouns, Adjectives: Students learn to define concrete and
abstract objects/concepts with correct nouns, pronouns, and adjectives. Concrete and abstract topic
using irregular nouns, singular and plural, personal and possessive pronouns and adjectives; Thought
can best be describes as a _____containing _____ and _____.
 Defining/Describing: Target Form - Nouns, Pronouns, Adjectives: Students learn to define concrete and
abstract objects/concepts with correct nouns, pronouns, and adjectives. Clear, well-structured, detailed
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
language on complex subjects, showing f noun, controlled use of nouns, pronouns, adjectives; The _____
is a _____ which incorporates _____ based upon _____.
Unit Goals
Learning
Targets
I can describe people,
places, things and
locations.
I can describe the actions
related to a story with a
plot.
I can summarize the myths
and curses surrounding the
tombs of mummies.
I can take notes.
I can use complex
sentences.
I can use a thesaurus to
expand my word choice.
I can use complex sentences.
I can use prepositional
phrases to describe
location.
I can use specific
vocabulary to describe
people, places, things, and
locations.
I can use a thesaurus to
expand my word choice.
I can use and comprehend
adverbial clauses to describe
actions.
I can use complex sentences.
I can determine importance
regarding a reading or listening
and record notes.
I can organize my thinking using
a tool to produce a summary.
I can determine importance
regarding a reading or
listening and record notes.
I can listen for key events,
time, vocabulary, characters,
and locations.
I can use genre schema to
predict what will be important
in a text.
I can use and comprehend
adverbial clauses.
I can use and comprehend the
past progressive tense.
I can supplement my notes or
organizer with anecdotal
commentary.
I can use specific vocabulary to I can incorporate a variety of
describe actions.
high-level adverbs and
adjectives.
I can use and comprehend
the past progressive.
3|Page
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Stage 2
Assessment Evidence:
Key Vocabulary
1. genre
2. myth
3. retell
4. synthesize
5. determine importance
6. main points
7. plot
8. setting
9. characters
10. events
11. summarize
12. narrative
13. moral
14. theme
4|Page
Academic Language (What language will students need to sound like experts?)
Language Scaffolding
Describe People, Places, and Things:

(his, her, our, their, Name) ___ had been/was ___ (adjective).
Osiris had always been a well loved leader.
Osiris was well loved by all of his subjects.
 ___ had had …
Seth had had problems with jealousy throughout his life.
 What was/were ___ (pronoun) like?
 ___ (subject) was ___, ___ and ___.
Osiris was caring, kind and gentle.
 Tell me about ___ (him, her, it).
 ___ was ___ with ___.
Isis was short with dark brown hair cropped at the neck.
 What was/were ___ like?
 He/she had ___ that… (like/as if) the/a…
He had dark features that made him look as if he were much older than he really was.
 Her ___ was ___ and ___ with…
Her face was pale and glistening with perspiration as she searched for her husband.
 ___ (subject)… (phrasal verb) + noun…
Egypt was filled to the brim with subjects that adored their beloved Pharaoh.
 He was a…who…
He was a gentle leader who never raised his voice no matter how angry he became.
 How did (his, her, their)… feel…?
How did his wife feel as she searched for her husband?
 ___ felt like…
When Isis found Osiris his skin felt like a marble stone, cold and hard.
 … (verb)… like…
Isis’ tears rolled down her cheeks like the rain that pours from the sky.
 ___ is/was considered…
A reed is considered a grass that grows in the Nile.
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Osiris was considered to be a great ruler.
 What is the composition of…?
It is composed of ___ (noun phrase), and ___ (noun phrase).
The Egyptian empire is composed of three kingdom, old kingdom, middle kingdom, and new
kingdom.
 What did ___ entail/contain/include?
 ___ article/adjective of quantity + adjective + noun…
The tombs of Egypt contained many precious artifacts that the Pharaoh might require in the
afterlife.
Locations:
 There was/has been/have been… (prepositional phrase)…
There have been as many as six department stores on that block at one time.
above
behind
into
over
across
below
in to
past the…
after
beneath
near by
through
against
beside
near the…
throughout
along
between
off in the distance
to
amid
beyond
off to the side of
toward
among
by
on top of
under
around
down
onto
underneath
at
from
on to
up
atop
in
out of
upon
before
inside
outside
with
within
5|Page
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Describe Actions: (Advanced Irregular Verbs List)
PAST
• A ___ (day, week, month, year) earlier…
• An hour earlier…
• The ___ (day, week, month, year) before…
• An hour before…
PRESENT
• At that moment,
• At that time,
• That day,
• Then,
FUTURE
 A ___ (day, week, month, year) later,…
 An hour later,…
 Later that (day, week, month, year) ___,...
 (#) ___(days, weeks, hours, months, years) later,…
Summarize: (Transitional Words List)
 The main points are ___, ___, and ___.
 The ___ is about…
 The ___ takes/took place…
 There is/are/was/were (a/an) ___...
 A summary of ___ could…
 The ___ was/were referring to…
 The ___ took place when… That’s why… (because…)
The story took place during the great depression when people were without many necessities.
That’s why the parents in the story gave up their child, because they felt they didn’t have the
basic resources to care for a child.
 Due to the fact that …, …
Due to the fact that banks had failed, many businesses and families lost everything they had.
 After (subject) (verb), (subject) (verb). Therefore…
After the fall of the stock market, the great depression began. Therefore many families were
separated as people tried to scrape together enough money to survive.
6|Page
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
What evidence from formative and summative assessments should you collect to verify student learning?
Assessment
Tools:
Possible
Assessments
(Student
performance
based on
language
productive
skills).
7|Page
 Rubric
 Assessment Checklist
Reading
I can read highly descriptive, at approximately grade level (+/- 1 year) myths and non-fiction texts
Writing
I can summarize events and stories giving details pertaining to people, places, things, events, and locations related to any
topic using specific vocabulary.
Speaking
I can use notes from a listening to produce an oral summary.
Listening
I can listen to a highly descriptive myth and take notes regarding people, places, things, events, and locations.
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
Student Name
8|Page
ELP Level: Advanced Grade level: 6-8
12/9/13
I can use genre schema to predict what
will be important in a text.
I can listen for key events, time,
vocabulary, characters, and location.
I can incorporate a variety of high-level
adverbs and adjectives.
I can supplement my notes or my
organizer with anecdotal commentary.
I can organize my thinking using a tool
to produce a summary.
I can determine importance regarding a
reading or listening and record notes.
I can use specific vocabulary to describe
actions.
I can use and comprehend adverbial
clauses to describe actions.
I can use and comprehend the past
progressive.
I can use a thesaurus to expand my
word choice.
I can use specific vocabulary to describe
people, places, and things.
I can use prepositional phrases to
describe location.
I can use complex sentences.
-+
Unit of Study Assessment Checklist
Notes
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
ESOL UNIT# 1
-+
5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1
Superior
Proficient
Emerging
I can use complex sentences.
I can use complex sentences
strategically to enhance the
fluidity of my writing.
I can use complex sentences
where appropriate.
I can use prepositional
phrases to describe location.
I can flexibly use multiple
prepositional phrases to
describe location.
I can use a variety of
prepositional phrases to
describe location.
I can use specific vocabulary
to describe people, places,
things, and locations.
I can use a variety of specific,
colorful vocabulary to help a
reader draw mental pictures
of characters, objects,
events, and locations.
I purposely and strategically
use tools to enhance the
description in my writing.
I can use specific vocabulary
to describe people, places,
things, and locations.
I can use and comprehend
the past progressive.
I can use and comprehend
the past progressive in
compound and complex
sentences.
I can use and comprehend the
verb to be in the past tense
paired with the gerund.
I can use and comprehend
adverbial clauses to describe
actions.
I make selective choices
about the verbs and
adverbial clauses I use to
accurately describe events.
I can correctly use a variety of
adverbial clauses together with
specific verbs to describe actions.
I can use a thesaurus to
expand my word choice.
9|Page
I can use a thesaurus, or other
independent tool, to expand
my word choice.
ELP Level: Advanced Grade level: 6-8
Beginning
I am actively trying out
complex sentences with a
reliance on simple sentences
to maintain syntax.
I experiment with more
complex prepositional
phrases with some repetition
of common phrases.
I can use specific vocabulary
to describe people, places
and things with some
incorrect usage.
I can accurately use simple
sentences.
I notice when I am overusing
a word and attempt to find a
synonym by asking a teacher
or peer.
I am familiar with the past
tense of the verb to be and
the gerund but am not yet
applying them in a
coordinated fashion.
I notice when I am overusing
a word.
I can use a limited number of
adverbial clauses to describe
actions with some inconsistent
syntax.
I can use a variety of specific
verbs. (i.e. running, trotting,
jogging, etc.)
I can use common
prepositional phrases in
simple sentences.
I can use basic vocabulary to
describe people, places,
things, and locations. (i.e.,
big, tall, etc.)
I can use the verb to be in
the past tense.
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Superior
I can use specific vocabulary
to describe actions.
I can use genre schema (of a
myth) to predict what will be
important in a text.
I can determine importance
regarding a reading or
listening and record notes.
I can listen for key events,
time, vocabulary, characters,
and location.
I can organize my thinking
using a tool to produce a
summary.
I can supplement my notes
or my organizer with
anecdotal commentary.
I can incorporate a variety of
high-level adverbs and
adjectives.
10 | P a g e
Proficient
Emerging
Beginning
I can use a variety of specific,
colorful vocabulary to help a
reader draw mental pictures
of events.
I can use genre schema to
predict what will be
important in a text.
I can use specific vocabulary
to describe actions.
I can use specific vocabulary
to describe actions with
some incorrect usage.
I can use basic vocabulary to
describe actions. (i.e., ran,
sat, etc.)
I can use myth schema to
predict what will be important
in a text.
I can list the genre specific
characteristics of a myth.
I realize that there are
different genres.
I can determine importance
and synthesize those details
to infer a main idea and am
able to support my choice
with evidence.
I am able to create a list of
what I think is important
based upon my purpose and
am able to support my
choices with evidence.
I can listen for key events,
time, vocabulary, characters,
and location.
I am able to create a list of
what I think is important
based upon my purpose. I
may have more on my list
than what is truly important.
I understand that the ability
to determine importance is
dictated by my reason for
reading or listening.
I am able to create my own
organizational tool from a
blank sheet of paper to
produce a well organized and
detailed summary.
I can choose an appropriate
tool from a variety of tools to
organize my thinking in order
to produce a well organized,
detailed summary.
When given a familiar tool, I
can produce a summary that
contains relevant details but
may require additional
organizational revision or
detail.
I can take concise and
accurate notes.
I can follow a model of the
use of a familiar tool to
produce a formulaic
summary.
I can accurately incorporate
basic adverbs and adjectives
into compound sentences.
I can use basic adverbs and
adjectives in simple sentence
structures.
I can supplement my notes or
my organizer with anecdotal
commentary.
I can incorporate a variety of
high-level adverbs and
adjectives into compound
and complex sentences.
I can incorporate a variety of
high-level adverbs and
adjectives into compound
sentences.
ELP Level: Advanced Grade level: 6-8
I can take accurate notes.
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Day 1
*Pink text implies an assessed goal.
Day 2
Students will memorize specific
vocabulary by matching words and
pictures.
What are the characteristics that can
be found in every myth?
Students will recognize people,
places/locations and events.
Day 6
Day 7
I can listen for key events, time, key
vocabulary, characters and locations.
What is worthy of taking notes on?
I can determine importance regarding
a reading or listening and record
notes.
What is a thesaurus used for and how
is it used?
Day 11
Day 3
When is the past progressive used?
How is it constructed?
When I read any myth, what
information will be important? How
do I know?
I can use genre schema to predict
what will be important in text.
Day 8
Day 9
What is worthy of taking notes on?
I can use vocabulary to describe
people, places, and things.
How can a thesaurus be used to
improve my communication?
I can use specific vocabulary to
describe actions.
What is a thesaurus used for and how
is it used?
Day 12
How does sentence structure change
when I try to begin a sentence with
location or time?
Day 4
Based upon what you know about
myths, what information will be
important to remember?
Students will recognize people,
places/locations and events.
Day 13
Day 14
What does the past progressive look
like in the context of a summary?
What does the past progressive look
like in the context of a summary?
I can use and comprehend the past
progressive.
Introduce prepositional vocabulary
Day 16
Day 17
How do I elaborate on my notes?
I can supplement my notes or
organizer with anecdotal
commentary.
What does a quality summary look
like? What does it sound like? What
kinds of words should I be using?
Day 21
I can use and comprehend adverbial
clauses to describe.
How do I (personally) take notes on a
myth, and then write a detailed
summary that uses complex sentences
to add to the fluency of my writing?
11 | P a g e
What does a quality summary look
like? What does it sound like? What
kinds of words should I be using?
Day 18
I can incorporate a variety of high
level adverbs and adjectives.
I can use a thesaurus to expand my
word choice.
Day 5
What might be a good graphic
organizer that would help me be able
to record the important information?
Day 10
Is there more than one way to
organize our notes?
What note taking organization works
best for me when reading a myth?
Day 15
How do I elaborate on my notes?
I can use vocabulary to describe
location. I can use prepositional
phrases to describe location.
Day 19
Day 20
How do I use adverbial clauses to
expand and contract a sentence?
How do I use adverbial clauses to add
variety to my writing?
How do I use adverbial clauses to
expand and contract a sentence? How
do I use adverbial clauses to add
variety to my writing?
Day 22
Day 23
Day 24
Day 25
How do I (personally) take notes on a
myth, and then write a detailed
summary that uses complex sentences
to add to the fluency of my writing?
How do I (personally) take notes on a
myth, and then write a detailed
summary that uses complex sentences
to add to the fluency of my writing?
How do I (personally) take notes on a
myth, and then write a detailed
summary that uses complex sentences
to add to the fluency of my writing?
I can use complex sentences.
I can organize my thinking using a tool
to produce a summary.
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Day 1
Day 2
Day 3
Day 4
Students will memorize specific
vocabulary by matching words and
pictures.
What are the characteristics that
can be found in every myth?
Students will recognize people,
places/locations and events.
Based upon what you know about
myths, what information will be
important to remember?
Students will recognize people,
places/locations and events.
When I read any myth, what
information will be important?
How do I know?
I can use genre schema to predict
what will be important in text.
Day 5
OBJECTIVE
LANGUAGE
See vocabulary list for the unit








ACTIVITY
Students match the picture cards
with vocabulary words. Students
will confirm the pronunciation and
to match the key vocabulary
MATERIALS

Vocabulary Cards
12 | P a g e
What might be a good graphic
organizer that would help me be
able to record the important
information?


Who are the main characters in
the story?
The main characters in the story
are…
Tell me about the setting.
The myth was set in…
What was/were ___ (objects)
like?
What were the key events in the
story?
Some main events were…
What did ___
entail/contain/include?








I would like to propose …
I understand what you are
saying, however I believe…
I agree with you…(but)…
That is a wonderful idea
I propose that we should…
It might behoove us to…
We should…
So what I hear you saying is…
Do I understand that you are
proposing…
If I understood correctly, it
seems that you…
- Students chart out characteristics
of myths:
1.) Gods/Supernatural, 2.) Religious
sense, 3.) Explanation of Nature, 4.)
Adventures of the gods.
- Students will highlight the different
people, places, locations different
colors
- Students chart out characteristics
of myths:
1.) Gods/Supernatural, 2.) Religious
sense, 3.) Explanation of Nature, 4.)
Adventures of the gods.
Create a list of the most important
information from a Myth
Students listen for/read and record
key events, time, vocabulary,
characters and locations using the
graphic organizer that they created.









Chart Myth Component Chart
Osiris the story
Highlighter of various colors

Chart Myth Component Chart
Most Important and Important
Chart
Isis and the Seven Scorpions
ELP Level: Advanced Grade level: 6-8
The Prince and the Sphinx
Paper and pens
Previous charts
Any previous myth
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Day 6
Day 7
Day 8
Day 9
Day 10
OBJECTIVE
I can listen for key events, time, key
vocabulary, characters and
locations.
What is worthy of taking notes on?
I can determine importance
regarding a reading or listening and
record notes.
What is a thesaurus used for and
how is it used?
What is worthy of taking notes on?
I can use vocabulary to describe
people, places, and things.


How can a thesaurus be used to
improve my communication?
I can use specific vocabulary to
describe actions.
Is there more than one way to
organize our notes?


What is the composition of…?
It is composed of ___ (noun phrase),
and ___ (noun phrase).
The Egyptian empire is composed of
three kingdom, old kingdom, middle
kingdom, and new kingdom.

___ article/adjective of quantity
+ adjective + noun…
The tombs of Egypt contained many
precious artifacts that the Pharaoh
might require in the afterlife.
What is a thesaurus used for and
how is it used?
What note taking organization
works best for me when reading a
myth?
LANGUAGE



(his, her, our, their, Name) ___
had been/was ___ (adjective).
Osiris had always been a well
loved leader.
Osiris was well loved by all of his
subjects.
___ had had …
Seth had had problems with
jealousy throughout his life.
___ (subject) was ___, ___ and
___.
Osiris was caring, kind and gentle.


___ was ___ with ___.
Isis was short with dark brown
hair cropped at the neck.
He/she had ___ that… (like/as if)
the/a…
He had dark features that made
him look as if he were much older
than he really was.
Her ___ was ___ and ___ with…
Her face was pale and glistening
with perspiration as she searched
for her husband.


Her ___ was ___ and ___ with…
Her face was pale and glistening
with perspiration as she searched
for her husband.
___ (subject)… (phrasal verb) +
noun…
Egypt was filled to the brim with
subjects that adored their beloved
Pharaoh.
He was a…who…
He was a gentle leader who never
raised his voice no matter how
angry he became.


How did (his, her, their)… feel…?
How did his wife feel as she
searched for her husband?
___ felt like…
When Isis found Osiris his skin felt
like a marble stone, cold and
hard.
… (verb)… like…
Isis’ tears rolled down her cheeks
like the rain that pours from the
sky.
ACTIVITY
Students listen to a myth and take
notes on a myth that is read aloud
by teacher. Discussion of pertinent
information taken in notes. Repeat
as many times as needed.
MATERIALS
Graphic organizer that they create
themselves
Multiple myths for teacher to read
from
13 | P a g e
Students read a myth and take notes
on the myth.
Continue practice determining
importance with new text.
Practice coming up with synonyms
for overly used adverbs and
adjectives.
Continue with thesaurus usage.
Cloze activities around overly used
adjectives and adverbs. (Written in
past progressive.)
Thesaurus
Graphic organizers
Copy of myths
Cloze activities for people
Cloze activity for places
Cloze activity for things
Thesaurus
ELP Level: Advanced Grade level: 6-8
Continue with thesaurus usage.
Cloze activities around overly used
adjectives and adverbs. (Written in
past progressive.)
Model note taking using one story
and taking notes on it in several
different ways.
Teacher reference: various ways of
taking notes
Any myth
Chart paper
Markers
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Day 11
Day 12
Day 13
OBJECTIVE
How does sentence structure change
when I try to begin a sentence with
location or time?
When is the past progressive used?
How is it constructed?
What does the past progressive
look like in the context of a
summary?
Introduce prepositional vocabulary
LANGUAGE
Introduce prepositions that indicate
location.
See complete list of prepositional
phrases indicating location on page 5
of unit plan.
above
behind
across
below
after
beneath
against
beside
ACTIVITY
Introduce complex sentence which
include prepositional phrases for
location.
(Who, what, where, & when)

There was/has been/have
been… (prepositional
phrase)…
There have been as many as six
department stores on that block at one
time.
14 | P a g e
What does the past progressive look
like in the context of a summary?
Day 15
How do I elaborate on my notes?
I can use and comprehend the past
progressive.
I can use vocabulary to describe location. I
can use prepositional phrases to describe
location.







The main points are ___, ___,
and ___.
The ___ is about…
The ___ takes/took place…
There is/are/was/were (a/an)
___...
A summary of ___ could…
The ___ was/were referring to…


Pulling previously seen examples,
students look at past progressive
examples and inductively determine
rules for the past progressive.
Have students take notes on one story
in several ways. (Dependent upon the
type of text and my purpose.)
MATERIALS
Prepositional cards
Day 14
Teacher models adding anecdotal
commentary to her notes.
Teacher highlights or adds past
progressive into summary.
Students write using the past progressive to
summarize from their notes.
Teacher models writing summary
from notes.
Have students take notes on one
story. (Turn and Talk with an elbow
partner to add anecdotal
commentary.)
Teacher tests students on prepositional
phrases.
Students take notes on one story.
Past progressive examples
Chart paper
Markers
The ___ took place when… That’s
why… (because…)
The story took place during the great
depression when people were without
many necessities. That’s why the
parents in the story gave up their child,
because they felt they didn’t have the
basic resources to care for a child.
Due to the fact that …, …
Due to the fact that banks had failed,
many businesses and families lost
everything they had.
After (subject) (verb), (subject) (verb).
Therefore…
After the fall of the stock market, the
great depression began. Therefore
many families were separated as
people tried to scrape together enough
money to survive.
Teacher example summary
ELP Level: Advanced Grade level: 6-8
Myth
Paper for notes
Summary page
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Day 16
Day 17
Day 18
Day 19
Day 20
How do I use adverbial clauses to
expand and contract a sentence?
How do I use adverbial clauses to add
variety to my writing?
How do I use adverbial clauses to
expand and contract a sentence?
How do I use adverbial clauses to add
variety to my writing?
Teacher modeling and student
exploration with adverbial clauses.
Teacher modeling and student
exploration with adverbial clauses.
OBJECTIVE
How do I elaborate on my notes?
I can supplement my notes or organizer with
anecdotal commentary.
What does a quality summary look like?
What does it sound like? What kinds of
words should I be using?
LANGUAGE
What does a quality summary look
like? What does it sound like?
What kinds of words should I be
using?
PAST

A ___ (day, week, month, year) earlier…

An hour earlier…

The ___ (day, week, month, year)
before…

An hour before…
PRESENT

At that moment,

At that time,

That day,

Then,
FUTURE

A ___ (day, week, month, year) later,…

An hour later,…

Later that (day, week, month, year)
___,...

(#) ___(days, weeks, hours, months,
years) later,…
From day 16 forward, students are
working to read, take notes,
elaborate orally on their notes,
draft a summary, revise a
summary for language that we
have learned in the unit, edit for
presentation, and share.
I can incorporate a variety of high
level adverbs and adjectives.
I can use a thesaurus to expand
my word choice.
See process chart.
Teacher monitors student progress
in various language acquisition
areas and provides additional
activities to support student
language growth. See page 18 for
ideas.
ACTIVITY
Students play a game to practice moving
irregular verbs into the past, present, and
future.
Students incorporate a variety of
high level adverbs and adjectives.
Students use a thesaurus to expand
my word choice.
MATERIALS
Game
15 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Day 21
Day 22
Day 23
Day 24
Day 25
OBJECTIVE
I can use and comprehend adverbial
clauses to describe.
How do I (personally) take notes on
a myth, and then write a detailed
summary that uses complex
sentences to add to the fluency of
my writing?
LANGUAGE
How do I (personally) take notes on
a myth, and then write a detailed
summary that uses complex
sentences to add to the fluency of
my writing?
How do I (personally) take notes on
a myth, and then write a detailed
summary that uses complex
sentences to add to the fluency of
my writing?
How do I (personally) take notes on
a myth, and then write a detailed
summary that uses complex
sentences to add to the fluency of
my writing?
I can use complex sentences.
I can organize my thinking using a
tool to produce a summary.
ACTIVITY
MATERIALS
16 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
12/9/13
-+
Superior
Additional Activities
I can use complex sentences.
I can use complex sentences
strategically to enhance the
fluidity of my writing.

I can use prepositional
phrases to describe location.
I can flexibly use multiple
prepositional phrases to
describe location.

I can use specific vocabulary
to describe people, places,
things, and locations.
I can use a variety of specific,
colorful vocabulary to help a
reader draw mental pictures
of characters, objects,
events, and locations.

I can use the past
progressive.
I can use and comprehend
the past progressive in
compound and complex
sentences.

I can use adverbial clauses to
describe actions.
I make selective choices
about the verbs and
adverbial clauses I use to
accurately describe events.

I can use specific vocabulary
to describe actions.
I can use a variety of specific,
colorful vocabulary to help a
reader draw mental pictures
of events.

I can incorporate a variety of
high-level adverbs and
adjectives.
I can incorporate a variety of
high-level adverbs and
adjectives into compound
and complex sentences.

17 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
Grammar Teacher Cheat Sheet:
COMPLEX SENTENCE
A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always
has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which. In
the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas
(when required) are in red.
A. When he handed in his homework, he forgot to give the teacher the last page.
B. The teacher returned the homework after she noticed the error.
C. The students are studying because they have a test tomorrow.
D. After they finished studying, Juan and Maria went to the movies.
E. Juan and Maria went to the movies after they finishedstudying.
PREPOSITIONAL PHRASE
A prepositional phrase is a group of words containing a preposition, a noun or pronoun object of the preposition, and
any modifiers of the object.
18 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
Adverbial Clauses
The name "adverbial" suggests that adverbial clauses modify verbs; but they modify whole clauses, as shown by the
examples [below]. Their other key property is that they are adjuncts, since they are typically optional constituents in
sentences. They are traditionally classified according to their meaning, for example adverbial clauses of reason, time,
concession, manner or condition, as illustrated below.
a. Reason
Because Marianne loved Willoughby, she refused to believe that he had deserted her.
b. Time
When Fanny returned, she found Tom Bertram very ill.
c. Concession
Although Mr D'Arcy disliked Mrs Bennet he married Elizabeth.
d. Manner
Henry changed his plans as the mood took him.
e. Condition
If Emma had left Hartfield, Mr Woodhouse would have been unhappy.
Past Progressive
The PAST PROGRESSIVE TENSE indicates continuing action, something that was happening, going on, at some point in
the past. This tense is formed with the helping "to be" verb, in the past tense, plus the present participle of the verb
(with an -ing ending):


I was riding my bike all day yesterday.
Joel was being a terrible role model for his younger brother.
The past progressive indicates a limited duration of time and is thus a convenient way to indicate that something took
place (in the simple past) while something else was happening:

Carlos lost his watch while he was running.
Adjectives
Adjectives modify nouns. To modify means to change in some way. For example:


"I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that someone ate a meal.
"I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It tells us what
kind of meal the person ate.
Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How many?" For example:
19 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+



"The tall girl is riding a new bike." Tall tells us which girl we're talking about. Newtells us what kind of bike
we're talking about.
"The tough professor gave us the final exam." Tough tells us what kind of professor we're talking
about. Final tells us which exam we're talking about.
"Fifteen students passed the midterm exam; twelve students passed the final
exam." Fifteen and twelve both tell us how many students; midterm and final both tell us which exam.
So, generally speaking, adjectives answer the following questions:



Which?
What kind of?
How many?
Adverbs
Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because many of them
are formed by adding -ly to an adjective, though that is not always the case.) The most common question that
adverbs answer is how.
Let's look at verbs first.


"She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang.
"The cellist played carelessly." Carelessly is an adverb that modifies played. It tells ushow the cellist
played.
Adverbs also modify adjectives and other adverbs.


"That woman is extremely nice." Nice is an adjective that modifies the noun woman.Extremely is an
adverb that modifies nice; it tells us how nice she is. How nice is she? She's extremely nice.
"It was a terribly hot afternoon." Hot is an adjective that modifies the nounafternoon. Terribly is an
adverb that modifies the adjective hot. How hot is it? Terribly hot.
So, generally speaking, adverbs answer the question how. (They can also answer the questions when, where,
and why.)
20 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
ANCHOR CHARTS:
Example Notes Chart
21 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
Example Summary Chart
22 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13
-+
Determining Importance Chart
23 | P a g e
ELP Level: Advanced Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
12/9/13