Unit Plan
Unit Title:
Make a Difference
Examples – Direction Words, Civil Rights vocabulary, express wants and feelings ,irregular past tense verbs, r-controlled verbs, sequence, personal narrative
Essential Questions:
How is language used?
Why do we use language?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
RL.6.1 Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from text.
RL.6.2 Determine a theme or
central idea of a text and
how it is conveyed through
particular details; provide
a summary of the text
distinct from personal
opinions or judgments.
RL.6.5 Analyze how a particular
sentence, paragraph,
chapter, or section fits
into the overall structure
of a text and contributes
to the development of the
ideas.
CC.4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.4.L.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
CC.4Rinf2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Summative Unit Assessment :
Summative Assessment Objective
Students Will-Students will be able to use Key Vocabulary to discuss or write
about how to give directions to someone. Students will show knowledge of
learned skills throughout the unit by taking the end of the unit assessment.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Teacher Name : Emily Brown
Subject : ESL
Proposed Dates: Oct/Nov
Grade Level (s)
7th and 8th
Building : MMEMS
Day
1
2
3
4
Objective (s)
DOK
LEVEL
Students will- be able to listen
actively; repeat spoken language
and recite words. Also, students
will be able to explain what has
happened in the past.
1, 2
Students will be able to write in
past tense. Also, students will be
able to use direction word
vocabulary.
1,2,3
Students will use civil rights
vocabulary. Students will also
express wants and feelings, being
able to know the differences
between the two.
2,3
Students will use irregular past
tense verbs. They will make chart
1, 2, 3
Activities / Teaching Strategies
Students will recall a part of their past. They would
then explain to the class what it was. Students will
then listen to the story, “A Better Place”. After,
students will correct sentences 1-6 using the correct
past tense.
Read page39
Practice reading aloud
Use direction vocabulary: around, into, up, down,
across
Practice writing sentences using direction words
Look at the pictures on pg 40
Give a definition of each word next to the picture it is
with
Listen to the CD
Work with a partner with what each person wants and
feels.
Answer question 4 by making a chart
Make a past and present tense chart for the words:
think, lead, go , give, speak, and see.
Grouping
DAILY PLAN
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Materials / Resources
Assessment of Objective (s)
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, visual representations,
Oral responses
Notebooks
Textbook
CD/Book
Formative- - Questioning,
discussion, written responses,
visual representation
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
Notebooks
Textbook
Formative-- Questioning,
discussion, written response, oral
that represents past and present
tense. Reading about Cesar
Chavez and Martin Luther King Jr.,
students will be able to write
sentences about them and write
about how they felt when they
came to the united states.
Students will use vocabulary about
the civil rights. Also, students will
list to a story; “Who Was Martin
Luther King Jr?”. Students will be
able to make a time line.
Read about Cesar Chavez and write down the words
which need to be changed in the sentences .
Write sentences about a person coming to the united
states and how they felt.
1, 2, 3,
4
Read and listen to the story, “Who Was Martin Luther
King Jr?”
Make a list of civil rights vocabulary words
Make a time line about what happened in each year
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CD/Book
responses
Notebooks
Textbook
CD/Book
Formative-- Questioning,
discussion, written responses
Summative: Quiz on Civil Rights
Vocab
5
6
Students will review and use high
frequency words. Also, students
will practice spelling high
frequency words.
1, 2,3
Students will review and use more
high frequency words in sentences
(written and oral)
1, 2, 3
7
8
9
Students will learn how to isolate
words. Also, students will be
associating sounds and spellings.
Students will also learn how to
blend sounds to be able to decode
words.
1, 2, 3
Students will will learn how to
isolate words. Also, students will
be associating sounds and
spellings. Students will also learn
how to blend sounds to be able to
decode words.
1, 2, 3
List the following high frequency words: play, places,
their, to, and other
New Words they are introduced to are : country,
called, lived, house, now
Write a high frequency word, give a definition, and
draw a picture that goes with it.
Use the high frequency words in a sentence
List the following high frequency words: was, again,
saw, were, their, begin
New words: American, would, know, should, also
Use the high frequency words in a sentence
Write a high frequency word, give a definition, and
draw a picture that goes with it.
Introduce the “ar” and “or” sound
Explain to students car, far, jar all have the ar sound.
Explain or, for, nor, all have the or sound
Show a picture and the students have to try spelling the
words by sounding it out
Show how to blend sounds Star and horn
Introduce words with blended sounds
Introduce the ur, er, ir sound
Explain to students how her, sir, fur how the same
sound but different spellings
Show a picture and the students have to try spelling the
words by sounding it out
Show how to blend sounds, curb
Introduce words with blended sounds
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Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses
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Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses
Summative- Quiz on high
frequency words
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Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
10
11
12
Students will recall the ar and or
sound, as well as the ur, ur, er, ir
sounds. Students will use their
prior knowledge in the story “Kids
Are Helping Kids”. Students will be
focusing on the words started,
hard, for, formed, her, hurts,
leaders, air, fair, fear, and years.
Also they will define ethnic groups,
war. radio, and courage
Students will read Kids Are Helping
Kids”. Also, students will be able
to make a chart, making
connections on who helped other,
where it took place, what group of
people did he or she help, and how
did they help.
Students will- take a unit test
based on parts on Unit 2
1, 2, 3
2, 3
2, 3, 4,
Look for words in the story with the ar and or sound, as
well as the ur, ur, er, ir sounds.
Write down the definitions of ethnic groups, war. radio,
and courage and draw a picture of each.
Use new vocabulary in sentences
Point out words with the ar and or sound, as well as the
ur, ur, er, ir sounds
Describe what the story was about
Make a chart drawing connections between the
character and who they helped and how
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Take unit test
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Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
Notebooks
Summative- Unit test