E L D
S T A N D A R D S
P R O J E C T
O V E R V I E W
Name of Project:
Early Asian Civilizations
Fluency Level(s):
Emerging, Expanding, Bridging
Duration:
4 weeks
Subject/Course:
ELD
Teacher:
Grade Level:
2nd Grade
ELD Objectives:
Content Objectives:
SW: plan, edit, and present an informative/explanatory text about an early Asian Civilization using facts and definitions to develop points.
Language Objectives:
SW: construct an informative text by using domain-specific vocabulary and non-fiction text features to explain the characteristics of an early
Asian Civilization.
Project Idea: Summary of the - Write an informational/explanatory text
issue
- examples: paragraph, All About _____ book, etc.
- Presentation
- Individual presentation about the components of an early Asian civilization (Ancient China or Ancient India).
Driving Question
How does what you’re learning connect or differ to your own life?
1
ELD Standards
Part I: Interacting in Meaningful Ways : Collaborative, Interpretive, Productive
(Critical Principles only. *Please refer to Elaboration on Critical Principles for specific levels in your ELD Standards Guide)
Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics.
2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly
through language.
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain,
etc.) depending on modality, text type, purpose, audience, topic, and content area.
Productive
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
Part II: Learning About How English Works: Structuring Cohesive Texts, Expanding and Enriching Ideas, Connecting and Condensing Ideas
(Critical Principles only. *Please refer to Elaboration on Critical Principles for specific levels in your ELD Standards Guide)
Structuring Cohesive Texts
1. Understanding text structure
2. Understanding cohesion
Expanding and Enriching Ideas
5. Modifying to add details
Connecting & Condensing Ideas
6. Connecting Ideas
7. Condensing Ideas
Part III: Foundational Literacy Skills, as Needed Phonics and Word Recognition/Fluency
*Will vary depending on student’s language level/needs. Refer to Appendix A in your ELD Standards Guide for support.
2
ELA Standards
W2.2: Write informative/explanatory texts in which they introduce a topic, use facts, and definitions to develop points, and provide a concluding
statement or section.
Academic Language
Purposes: (Depth of Knowledge - D.O.K)
- Connect
- Present
- Compare
- Create
- Discuss
- Differentiate
- Construct
- Modify
- Cite Evidence
Patterns:
Text Type:
Informational/explanatory
Text Features:
Non-Fiction: Title, Table of Contents, Photos/Pictures, Captions, Diagrams, Bold Print, Headings, Glossary
Cohesion: (Accommodate sentence frames based upon ELD level taught)
Components of early Asian Civilizations:
*Example sentence frames for emerging level. To differentiate for other levels, additional detail sentences can be added.
Location: They lived ____________. (Add map or drawing of location)
Cities: Some cities that gave people vital resources were _________.
Jobs: Some important jobs were ____________.
Leaders: In (Ancient China/Ancient India), ___________ emerged as a leader.
Writing: In (Ancient China/Ancient India), they used _________ to write.
Religion: They practiced ________. (Hinduism/Buddhism)
Word Level Understanding
Domain Specific Vocabulary:
Hinduism
Buddhism
civilization
religion
holy
culture
ancient
Word Level Understanding
Support Vocabulary:
sacred
custom
conquer
praise
resembles
suffering
emerge
Word Level Understanding Cognates: (words that sound
similar in English & Spanish)
common  común
example  ejemplo
suffering  sufrir
conquer  conquista
transport  transportar
represents  representar
observation  observar
fertile  fertile
* Refer to Vocabulary Charts in Supplemental Guide for
individual lesson lists.
* Refer to Vocabulary Charts in Supplemental Guide
* Refer to Vocabulary Charts in Supplemental Guide for individual
for individual lesson lists.
lesson lists.
3
21st Century Skills to
be taught and
assessed through
instructional
strategies
Collaboration:
Students will work with partners, groups, or
whole class to discuss components of early Asian
Civilizations.
Students will work with a partner to peer edit a
rough draft of their informational/explanatory
text.
Instructional Strategies:
Sentence frames
Note-taking in Journals
- examples: T-charts, sketching/labeling, Boxes & Bullets, Timeline
Asking and answering questions in partnerships
Talk Structures: 4-Corners, Inside-Outside Circle, Line Up, Tea Party, Think-InkShare
Students will present their research poster about
an early Asian Civilization.
Communication:
Oral PresentationPresentations are well planned, include academic
language, is easy to follow, and utilizes a rubric to
evaluate oral presentations and group support.
Critical Thinking/Problem Solving:
After collecting ideas and discussions, students
select an early Asian Civilization to create an
informational/explanatory text, which will be
presented to the class.
Technology:
Teachers and students use internet resources to
watch clips of a variety of resources about early
Asian Civilizations.
Instructional Strategies:
- sentence frames
- use facts and domain-specific vocabulary
- non-fiction text structure
- peer presentation rubric
Instructional Strategies:
- Non-fiction text examples
- Produce clear and coherent writing (including multiple paragraph texts) in which the
development and organization are appropriate to task, purpose, and audience
Instructional Strategies:
- Note-taking strategies
- Select visuals or audio clips to support main points
* Refer to page 11 of the Module introduction for additional
vocabulary words
4
Major Products
and
Performances
Group:
Presentation Audiences:
1. Groups of students will discuss and research an
early Asian Civilization.
X
School:
Teacher
Class members
Community:
X
Experts:
A person practicing Hinduism or Buddhism (if available)
Web Publications:
Other:
Individual:
- Students will create an informational/explanatory
text about an early Asian Civilization.
- Students will present their research findings
about an early Asian Civilization.
Presentation Audiences:
X
X
School:
Teacher
Class Peers
Community:
Parents
Experts:
Web Publications:
Other:
Entry Event (to launch
inquiry,
engage students):
-
-
Show students a map/globe or show the website: http://www.exploreandmore.org/world/default.htm and explain that we all live on the
same earth, but every country has their unique culture.
- Some things will be the same or different from what you are familiar with.
- Locate the continent of Asia and countries of India and China
*India is not listed on the website
Show the website: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/re/teddys_day_out/index.htm and allow students to
explore the different religions with Teddy.
Discuss the leading question: How does what you learned today connect or differ from your life?
5
Assessments
Formative Assessments:





Rubrics within PBL Projects
Self-Evaluations
Peer Evaluations
Collaborative Group Research
Note-taking Journal
Summative Assessments:
Writing:
Emerging/Expanding: Write an All About ______ book using sentence frames or appropriate support
Expanding/Bridging: Write an All About ______ book using their journal notes and research findings.
Presentation:
Emerging/Expanding/Bridging: Complete an oral presentation about an early Asian Civilization using the poster he/she created.
6
Resources Needed
Equipment:
Computers
LCD projector
Materials:
Non-fiction books *Refer to pages 8-11 “Recommended Resources for Early Asian Civilizations”
Video Clips/Websites *Refer to page 11 “Recommended Resources for Early Asian Civilizations”
Other Resources:
http://www.uri.org/kids/world_hind.htm
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/re/teddys_day_out/index.htm
http://www.exploreandmore.org/world/default.htm
teachertube.com
brainpop.com
Reflection Methods
Individual/Group/Whole Class:
-
Student self reflection
* Students identify how their own life connects or differs from early Asian Civilizations.
Groups reflection
* What can we learn from early Asian Civilizations?
7