Unit Plan
Unit Title:
Our Living Planet
Examples – opinion words, animals and habitats, plants and habitats, building vocabulary (away, because, few, found, mountains, oil, over, story, try, why,
blended syllables
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: Dec/Jan
Grade Level (s)
7th and 8th
Building : MMEMS
Day
1
2
3
Objective (s)
DOK
LEVEL
Students will- be able to listen
actively; repeat spoken language
and recite words. Also, students
will be able to complete sentences
using opinion words.
1, 2
Students will be able to describe
places. Also, students will be able
to look at a picture and describe
the animals in the picture and the
habitat they live in.
1,2,3
Students will listen to a story
called, “Who’s Talking?”. Students
will following along with the
teacher as they go over each part
of the picture. Teacher will
describe that different plants grow
in different habitats like animals
2,3
Activities / Teaching Strategies
Students will read the poem, “Our Earth”. After, the
students will give their opinions about the poem. Once
the students have shared with a partner about their
opinion, as a class we will go over the opinion words
should, must, think, and believe. Students will then
answer 4 sentences about what we should do for our
Earth.
Students will get into groups and describe the pictures
to one another. They will see what animals live in each
picture and what the habitat looks like in each picture.
After discussion, the students will work individually and
write 3 sentences about each picture.
Look at the pictures on pg 74
Repeat the words that go with each part of the picture
Describe the picture
Listen to the story “Who’s Talking”
Answer the question, who cane we take good care of
nature?
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, visual representations,
Oral responses
W
S
Notebooks
Textbook
CD/Book
Formative- - Questioning,
discussion, written responses,
visual representation
W
I
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
W
S
I
do.
1, 2, 3
Describe sensory adjectives
Have students make up a list of sensory adjectives
Look at a picture and describe the picture using sensory
adjectives
Answer questions 1-6
1, 2, 3,
4
Read and listen to the story, “Rachel Carson A Woman
Who Loved Nature”
Make a web-diagram of habitats
Make a time line about what happened in each year
including age, event that took place, and the year
5
Students will learn about sensory
adjectives. The teacher will
provide the students with 3
different types of adjectives that
inform how things feel, looks, and
sounds. After the teacher provides
adjectives, the students will come
up with a few adjectives of their
own. Next, students will answer
questions 1-6 on page 75.
Students will use vocabulary about
animals and habitats. Also,
students will list to a story; “Who
Was Martin Luther King Jr?”.
Students will be able to make a
time line.
1, 2,3
6
Students will review and use high
frequency words. Also, students
will practice spelling high
frequency words and using them in
a sentence correctly.
Students will continue to review
and use high frequency words.
Also, students will practice spelling
high frequency words and using
them in a sentence correctly.
1, 2, 3
Students will develop phonemic
awareness by identifying and
matching syllables
1, 2, 3
4
7
8
List the following high frequency words: house, head,
another, new, answer, now
New Words they are introduced to are mountains, oil,
found, because, and few
Write a high frequency word, give a definition, and
draw a picture that goes with it.
Use the high frequency words in a sentence.
Answer questions 4-11
List the following high frequency words: very, many,
help, need, thank, and think
New words: try, over, away, why, sotry
Use the high frequency words in a sentence
Write a high frequency word, give a definition, and
draw a picture that goes with it.
Answer question 4-11
Introduce the syllables ber, mer, per, gar, ter, der, bur,
for
Explain to students hor to clap their hand for each
syllable
Count how many syllables each word had by the
amount of claps there were for each word
Point to a picture and the students have to try and
figure out how man syllables there are
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Notebooks
Textbook
CD/Book
Formative-- Questioning,
discussion, written response, oral
responses
Notebooks
Textbook
CD/Book
Formative-- Questioning,
discussion, written responses
Summative: Quiz on Habitat and
Animal Vocab
W
I
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses
W
I
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses
Summative- Quiz on high
frequency words
W
I
Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
9
10
11
12
Students will learn how recognize
blended syllables. Also, students
will be able to recognize syllable
types and be able to decode
multisyllabic words.
1, 2, 3
Read “Under the Moon”
Review the words:

spider, under find which syllable (der) falls

supper, perfume (per)

letter, butter (ter)
Answer questions 1-3
Students will recall how to
recognize syllable types to be able
to decode multisyllabic words and
will be able to recognize high
frequency words. Students will use
their prior knowledge in the story
“Animals in the Wild”. Students
will be focusing on the words
started, winter, timberline,
member, summer, antlers.
Students will build background
knowledge on animals. Read over
the Animal Ecosystem. Learn how
to pronounce key words:
ecosystem, forest, pond, soil,
survive.
Students will- take a unit test
based on parts on Unit 2
1, 2, 3
Look for high frequency words in the story
Count how many syllables in selected words
Answer questions at the end of the story
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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
Students will take a quiz at the end
of the story by answering
questions 1-6
2, 3
2, 3, 4,
Pronounce words ecosystem, forest, pond, soil, survive.
Write a definition, draw a picture, name an animal that
lives in that habitat (to the words which would aply to
an animal) and write a sentence using the key word
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Take unit test
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Notebooks
Textbook
CD/Book
Formative- Questioning,
discussion, written responses,
visual representation
Notebooks
Summative- Unit test