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English as a Second Language Curriculum
Proficiency Level: Novice Grades: 9-12
UNIT: 3
Title: Community & Landscapes
Section
Page Number
Unit Title and Description with Learning Targets
2-3
Unit Language - Functions and Forms
4-5
Unit Assessment Overview
6
Unit Assessment Checklist
7
Unit Assessment Rubric
8-9
Sample Unit Calendar
10-11
Detailed Unit Calendar
12-15 (INCOMPLETE)
Additional Activities
16 (INCOMPLETE)
Grammar Cheat Sheet
17-19
Anchor Charts
20-21
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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ESOL LEVEL: Novice
GRADES: 9-12
UNIT 2: Community and Landscapes
Unit duration:
Stage 1
Identify Desired Results
This unit is all about describing the setting. In this unit students will learn specific nouns for describing
Unit
different locations in the community and landscapes that will be useful in describing a setting. Adjectives
Description are a critical part of this unit as students use landforms to describe setting. Adjectives are a critical part of
this unit. Students will to describe setting using nouns and demonstrative adjectives, and adjectives used to
limit (ie. a few, some). Students will use the present progressive to describe the actions of people within a
setting.
Standards
 Describing Actions: Target Form: Students use the present progressive to demonstrate comprehension
of actions by performing or describing an action.
 Describing Location: Target Form: Students demonstrate commands of prepositions through total
physical response. Students use simple sentences with prepositional phrases such as (next to, beside,
between, etc.)
 Asking Informational Questions: Target Form: Students use the present or present progressive tense to
ask and answer questions with the verb to be. Students ask and answer simple questions about
familiar/concrete subjects.
 Evaluating: Target Form: Students use adjectives of number (one truck, two buildings), adjective used
to limit (few, much, little), and adjectives to point out a specific object (that, this, these, those, every,
each)
 Literary Analysis: Target Form: Students learn to describing setting using a single word - “a castle”.
Students use simple sentences (s/v/adj) and (s/v/o) - “The castle is big.”
Unit Goals
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I can describe actions.
I can describe location and
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
I can specify quantity of objects
4/9/2014
I can use specific nouns to
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Learning
Targets
3|Page
I can use the present
progressive to describe
actions using (to be + verb ing).
setting by asking and answering
informational questions
regarding location.
I can use prepositional phrases
to describe location.
and use adjectives to point out
specific objects.
I can use exact numbers (+
singular/plural) to show the
quantity of objects.
I can use specific nouns to
identify places in the
community.
I can use specific nouns to
describe locations in the
community.
I can use the present tense to
ask questions.
I can use adjectives that express a
non specific amount of objects in
a place.
I can use adjectives that point out
a specific object.
I can use specific nouns to
identify landforms.
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
describe a setting.
I can write a descriptive
paragraph.
I can use simple sentences.
I can use weather related verbs
to describe a setting.
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Stage 2
Assessment Evidence:
Academic Language (What language will students need to sound like experts?)
Key Vocabulary
Locations - store, mall, laundromat, aquatic center,
hospital, restaurants, bank, fire station, post office, bakery,
bus stop, convenience store, apartment, house (home),
hotel, gas station, park
Actions (verbs) – swim, buy groceries, wash clothes,
shop for…, visit the doctor, eat, make a
withdrawal/deposit, play, buy gas, send a letter, buy
bread, wait for the bus, pick up a pack of gum, visit a
friend, rest
Language Scaffolding
Academic Language Stems:

Where does the ___ take place? (setting/story)
o The ____ takes place in the _____.
o The ____ takes place on a _____ (preposition/prepositional phrase) a/the ___.
o The setting is at a ___ (preposition/prepositional phrase) the ___.

What are the characters/they doing?
o The ____ is/are ____-ing.
o The ___ are ___-ing (preposition/prepositional phrase) the ___.

What is ___ doing?
o ___ is ___-ing in the _____.
o ___ is ___ing (preposition/prepositional phrase) the ____.

Where are you/they/proper nouns going?
o I am going to the _____.
o ___ are going to the _____.
o ___, ___, and ___ are going to the ___ (preposition/prepositional phrase) the ___.

Where is ___?
o ____ is ____(prepositional phrase) the _____ (location).
o ____ is ____(prepositional phrase) the _____ (location) (preposition/prepositional
phrase) the ___.

How many ___ are ___(ing)?
o There are ___ (number) ___(people/children/etc) ___-ing at the ____ (location).
o There are four children playing at the park.
o There are ____ (adjective of limit) _____ (peolpe/children/etc) ____ing at the ___
(location).
Things – street, highway, sidewalk, road
Defining and Describing – is/are, a couple/a
few/some/many/a lot/every/each
Describing Location - prepositions: near, far from, next
to, by the, a distance from, beside, between, in, on
Landscapes - beach, butte, canyon, cave, cliff, coast,
desert, dune, hill, island, lagoon, lake, mountain, ocean,
pond, field, forest, woods, river, swamp, valley, volcano,
waterfall
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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
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Are they ___(ing)...?
Are they enjoying themselves?
o Yes, they are ___-ing…
o No, they are not ___-ing...
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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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).
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 Rubric
 Assessment Checklist
Reading
Writing
Speaking
Listening
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
Student Name
7|Page
5 POINT SCALE: Exceeds = 5;
Proficient =4; Almost Proficient = 3; Limited = 2;
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
Not Proficient = 1
4/9/2014
I can use adjectives
that point out a specific
object.
I can use adjectives
that express a non
specific amount of
objects in a place.
I can use exact
numbers (+
singular/plural) to show
the quantity of objects.
I can use the present
tense to ask questions.
I can use specific nouns
to describe locations in
the community.
I can use prepositional
phrases to describe
location.
I can use the present
progressive to describe
actions using (to be+
verb -ing).
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Unit of Study Assessment Checklist
Notes
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Learning Target
Proficient
I can use the present
progressive to describe
actions using (to be + verb ing).
I correctly use the verb to be
plus the progressive tense in
complete sentences to describe
actions.
I am going to the bank.
Developing
Emerging
I use the verb to be plus an
article in complete sentences to
describe actions.
I use the verb to be in simple
phrases to describe actions.
I am go to the bank.
I is go to bank.
Beginning
I can use simple
phrases to describe
actions.
I go to bank.
I can use prepositional
phrases to describe
location.
I can use a prepositional phrase
in a simple sentence.
I can use a prepositional phrase
to indicate the location of an
object.
I can combine a motion and
occasionally use a prepositional
phrase to indicate the location
of an event.
I can use a motion
to indicate the
location of an
object.
I can use specific nouns to
describe locations in the
community.
I can use specific nouns in simple
sentences.
I can use specific nouns in simple
sentences with occasional errors
in sentence structure.
I can use a single word noun or
simple phrase to accurately
identify objects.
I can identify a noun
by pointing at a
picture.
I can use the present tense
to ask questions.
I can use specific vocabulary and
accurate syntax to ask questions
regarding a location.
I can use circumlocution, phrases, I can use simple phrases and
and gestures with accurate
intonation to ask questions
syntax to ask questions regarding regarding location.
location.
I can use intonation
with single words to
indicate a question.
I can use exact numbers (+
singular/plural) to show the
quantity of objects.
I can use the verb to be, exact
numbers, and singular/plural to
accurately identify the quantity
of objects.
There are five boats
I can use the verb to be and exact
numbers to quantify objects.
Singular/plural may be
inaccurate.
There is five boats
I can use single
words, write or
show with fingers
8|Page
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
I can use exact numbers to
quantify objects. Singular/plural
may be inaccurate.
4/9/2014
5 boat.
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I can use adjectives that
express a non specific
amount of objects in a
place.
I can use a variety of adjectives
to express amounts of objects.
There are many people.
I can use adjectives that
point out a specific object.
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I can accurately use adjectives
that point out a specific object.
I can use a variety of adjectives to I can use a limited amount of
express amounts of objects
adjectives to express amount of
Singular/plural may be
objects.
inaccurate.
There is many peoples.
a little/ a lot
I can use numbers
to express amount
of objects.
I can classify adjectives that point
out specific objects as near or far.
I can point to
indicate specific
objects.
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
I can classify objects as near and
far, singular and plural.
4/9/2014
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Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Day 1
Day 2
Vocabulary
Vocabulary
Day 6
Where does the ___ take place?
(setting/story)
Day 7
What are the characters/they
doing?


The ____ takes place in the
_____.
Day 11
How many ___ are ___(ing)?

There are ___ (number)
___(people/children/etc)
___-ing at the ____
(location).
There are four children
playing at the park.

Day 3
Vocabulary
Day 8
What is ___ doing?



The ____ takes place in the
_____.
Day 9
Where are you/they/proper
nouns going?


Day 13
Day 14
Prepositions
Prepositions
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
There are ___ (number)
___(people/children/etc) ___ing at the ____ (location).
Day 15
Where does the ___ take place?
(setting/story)

Yes, they are ___-ing…
No, they are not ___-ing...
The ____ takes place in the
_____.
The ____ takes place on a
_____ .
Day 10
How many ___ are ___(ing)?
I am going to the _____.
___ are going to the _____.
There are ____ (adjective of
limit) _____
(people/children/etc)
____ing at the ___
(location).
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

Are they ___(ing)...?
Are they enjoying themselves?


Day 5
Where does the ___ take place?
(setting/story)
___ is ___-ing in the ____
The ____ is/are ____-ing.
Day 12
Day 4
Where does the ___ take place?
(setting/story)

The ____ takes place on a
_____
(preposition/prepositional
phrase) a/the ____.
The setting is at a ___
(preposition/prepositional
phrase) the ___.
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Day 16
What are the characters/they
doing?
Day 17
What is ___ doing?


The ___ are ___-ing
(preposition/prepositional
phrase) the ___.
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___ is ___ing
(preposition/prepositional
phrase) the ____.
Day 18
Day 19
Where are you/they/proper
nouns going?

___, ___, and ___ are going
to the ___
(preposition/prepositional
phrase) the ___.
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
Where is ___?
 ____ is ____(prepositional
phrase) the _____ (location).
 ____ is ____(prepositional
phrase) the _____ (location)
(preposition/prepositional
phrase) the ___.
4/9/2014
Day 20
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DETAILED UNIT CALENDAR
Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
Friday
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Monday
Tuesday
Wednesday
Thursday
OBJECTIVE
LANGUAGE
ACTIVITY
MATERIALS
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
Friday
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Superior
Additional Activities
I can use the present
progressive to describe actions
using (to be + verb -ing).
I can use prepositional phrases
to describe location.
I can use specific nouns to
describe locations in the
community.
I can use the present tense to
ask questions.
I can use exact numbers (+
singular/plural) to show the
quantity of objects.
I can use adjectives that
express a non specific amount
of objects in a place.
I can use adjectives that point
out a specific object.
16 | P a g e
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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Grammar Teacher Cheat Sheet:
Verb to be
Present Tense of verb to be
I am
We are
You are
You are
He/She/It is
They are
Present Progressive
[am/is/are + present participle]
Examples:
 You are watching TV.
 Are you watching TV?
 You are not watching TV.
Use for right now:
Use the Present Continuous with normal verbs to express the idea that something is happening now, at this very moment.
It can also be used to show that something is not happening now.
Examples:
 You are learning English now.
 You are not swimming now.
 Are you sleeping?
 I am sitting.
Prepositions
A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition
introduces is called the object of the preposition.
Prepositional phrases
Prepositions connect nouns, pronouns, and phrases with other words in a sentence. It gives information about location,
direction, space, or time. Prepositions are usually part of a phrase because they often have a noun or pronoun after them.
Here are two examples of prepositions in sentences.
Examples:
to the right of
to the left of
behind
in front of
on the corner
near
far from
next to
across the street from
Adjective
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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Adjectives in English are not inflected (the endings do not change). In fact, English adjectives do not change at all, whether
they are describing one or many of a noun, or whether they are describing females, males or things.
For example:
A tall man. / A tall woman. / A tall
Tall trees. / Tall boys. / Tall girls.
Notice that the adjective - here I am using the adjective tall - does not change in any of the examples.
The order of adjectives
Adjectives are used in a certain order. Watch how you can build up this adjective set.
football boots.
Old football boots.
Three old football boots.
Three old black Spanish football boots
Three small old black Spanish football boots
These three small old black Spanish football boots
So the order is demonstrative, number, size, age, color, nationality and noun adjective.. We have not
done participles. when we do these you will see that a participle can be used where the noun adjective is.
When we use more than one adjective of a kind, we use commas to separate them.
For example:
A cold, windy autumn day.
Here there are two adjectives of the same kind (cold and windy) and one of a different kind (autumn),
because autumn is about time, not weather, so we do not use a comma between windy and autumn.
You can put many adjectives before a noun, but English speakers do not usually use more than two or three, especially if
they are adjectives of the same kind. Instead we put an extra part (usually a relative clause) afterward.
For example:
The big, scary house was dark and empty. / She had two black dogs which were noisy, messy and friendly.
Adjectives of number and limit
Numbers are usually adjectives, because the information they give is how many of the noun. They can be cardinal (like one,
two, three), or ordinal (like first, second, third).
For example:
A thousand pounds.
The second example. Sometimes numbers can look like nouns because of ellipsis (ellipsis is when you do not say all of the
words in a sentence because the other person knows what the words will be).
For example:
Jane has one boyfriend, but Mary has two (boyfriends)
one and two are both adjectives.
Sometimes adjectives of number are not precise.
For example:
A few days. Many kinds of adjective.
In grammar, adjectives of number come before most other kinds of adjective.
18 | P a g e
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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Adjectives used to point out (Demonstrative Adjectives)
These are called demonstrative because they show something. The demonstrative adjectives are: this and that (singular),
and these and those (plural). This and these mean "the one(s) here"; and that and those mean "the one(s) over there".
For example:
This apple here is green, that apple there is red.
These examples are useful, and those given above are useful too.
Demonstrative adjectives come even before adjectives of number.
Simple sentences
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In
the following simple sentences, subjects are in yellow, and verbs are in green.
A. Some students like to study in the library.
B. Juan and Arturo work at the bank.
C. Alicia goes to the school and teaches every day.
19 | P a g e
High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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ANCHOR CHARTS:
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014
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High School, Novice ESOL, Unit3
By Pedro Marquez with help from Lena Baucum
4/9/2014