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English as a Second Language Curriculum
Proficiency Level: Intermediate
Grades: 6-8
UNIT: 1
Title: Community
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
Sample Unit Calendar
9-10
Detailed Unit Calendar (DRAFT - INCOMPLETE)
11-19
Additional Activities (INCOMPLETE)
Shuffle Card Game Rules
20-21
22
Grammar Cheat Sheet
23-27
Anchor Charts and Extras
28-38
1|Page
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
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ESOL LEVEL: Intermediate
GRADES: 6-8
UNIT 1: Community
Unit Duration:
Stage 1
Identify Desired Results
In this unit students use irregular nouns, personal and possessive pronouns, and adjectives to
Unit Description describe a community. Students describe locations in the community using complex sentences
containing two prepositional phrases with more difficult prepositions. Students will describe actions
of various occupations using a variety of verb tenses including the regular and irregular verbs, present
(review), present progressive, and present perfect. Students will describe actions of various
occupations. As students’ progress through the unit, they will become familiar with English sentence
structure and learn how to expand upon simple sentences to develop complex sentences.
Standards
 Describe a community: Target Form – Irregular nouns (singular/plural), personal and
possessive pronouns, and adjectives: Students learn to understand and generate oral and
written language irregular nouns, personal and possessive pronouns, and adjectives.
 Describing location: Target Form - Prepositional Phrases: Students learn to understand and
generate oral and written language with multiple prepositional phrases. Complex sentences
containing two prepositional phrases with more difficult prepositions.
 Describe actions of various occupations: Target Form- A variety of verb tenses including regular
and irregular verbs, present (review), present progressive, and present perfect. Descriptive
adverb clauses (how, where, when). Students learn to understand and generate oral and
written language with a variety of verb tenses.
2|Page
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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Unit Goals
Learning
Targets
I can describe a
community.
I can describe locations.
I can describe actions that occur in
a community.
I can use complex
sentences.
I can use irregular nouns.
I can use complex sentences.
I can use regular and irregular past
tense verbs.
I can use present or present
progressive tense.
I can use complex sentences.
I can use prepositional
phrases.
I can use personal and
possessive pronouns.
I can use adjectives.
3|Page
I can use present perfect tense.
ELP Level: Intermediate Grade level: 6-8
I can use a picture dictionary
and a bilingual dictionary to
expand my vocabulary on
known topics.
I can use a bilingual dictionary.
I can use a picture dictionary.
I can use alphabetical order to
locate words.
I can check for accuracy in a
bilingual dictionary.
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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Stage 2
Assessment Evidence:
Academic Language (What language will students need to sound like experts?)
Key Vocabulary
Language Scaffolding

Describe a Community
Where is the ___?
The _____(location) in our town/community is ______(prep phrase) the ____ (location), _______
(prep phrase) the ______(location).
•
The bakery in our town is across from the pet store, next to the bank.




Describing People – farmers, farm hand, pharmacist,, sales
clerk, lifeguard, doctor, receptionist, nurse, waiter/waitress,
hostess, bank teller, fire chief, fire fighter, postal worker, baker,
bus driver, manager, clerk, supervisor, tenants, housekeeper,
homemaker, custodian, engineer, mechanic, landscaper, CEO,
grocer, attendant, tailor, seamstress, mayor, professor, cashier,
conductor, food service worker, delivery driver, barista, barber,
hairdresser, employee
Locations- Laundromat, aquatic center, campus, restaurants,
bank, fire station, post office, bakery, bus stop, convenience
store, apartment complex, duplex, house (home), gas station,
sky scraper, grocery store, hardware store, dry cleaners, feed
store, city hall, university, thrift store, train station, fast food
restaurant, pizzeria, coffee shop, salon, farm, church, pharmacy
Things – sign, traffic light, street sign, signal, crosswalk, fire
hydrant, manhole cover, off/on ramp, train tracks, utility pole,
driveway, parking lot, drive through, alley, intersection, statues,
fountains
Describing Location - prepositions: to the right of, to the left
of, behind, in front of, on the corner, near, far from, next to,
across the street from, by the, above, across, amid, behind,
below, beneath, beside, between, beyond, over, past, under,
underneath
Personal and possessive pronouns –
(my/mine/your(s)/his/her/our/their)
Who works at the ___?
_________ (occupation) work(s) at the _________ (location) _________ (action).
•
The nurse works at the hospital taking care of the patients.
What can you find at the ___?
The _____(location) is full of _____, _____, ______, and _______(nouns).
•
The bakery is full of bread, cakes, cookies, and sweet things to eat.
What is the ___?
The _________(location) is a __________ (adjective/clause) that contains/has_________(noun).
 The aquatic center is a blue building that has a large swimming pool.
Describing Location
Where can I find a ___?
Where is the ___?
You will find the __________ (location) _________ (prepositional phrase) the ________( location),
__________(preposition).
 You will find the bank next to the school, across the street from the grocery store.
_________ (preposition) the _________ (location), ___________(preposition)_________( location),
there is a __________ (location).
 Behind the gas station, across from the park, there is a convenience store.
There are _______(irregular (plural) noun) in/at the _________ location.
4|Page
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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

There are children at the bus stop.
There are geese in the pond.
Describe Action
What does a/an ___ do?
The _____(location) employs a _____ (person)who ________(verb), a _____ (person)who
________(verb), and a _____ (person) who _____(verb).
 The bakery employs a cashier who collects money, a baker who bakes the bread and cakes,
and a manager who runs the bakery.
Why do people go to the ___?
People go to the ______ (location) to _______________.
 People go to the bakery to buy their favorite cakes and breads.
Why do people go to the ___?
People go to the ________ (location) to …
 People go to the bank to deposit money.
How often does ___ ___?
Every time he/she goes to the _________(location), he/she…..
 Every time Tommy goes to the bakery, he orders bread and coffee.
(Who) (what) (how often)…
 Tommy orders coffee every time he goes to the bakery
How do you know when you are at the ___?
As soon as I walk into the _________(location), I…
 As soon as I walk into the bakery, I smell bread baking.
 As soon as I arrive at the ___ (location), I…
Possessive Pronouns
_______ (noun) enjoy(s) _________ (possessive pronoun) job at the _______( location).
 The teacher enjoys her job at the school.
_____(pronoun) enjoy(s) _______(possessive pronoun) job at the ________(location).
 She enjoys her job at the school.
5|Page
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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________ (personal pronoun) __________ (present perfect) (to) the ___________ (location) to…
 ___ have/has gone to the mall to buy clothes.
 ___ have/has visited the zoo to see the animals.
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).
6|Page
 Rubric
 Assessment Checklist
Reading
I can read simple text (pre-K through 2nd grade) on topics related to community and respond with single word or simple phrases
to comprehension questions.
Writing
I can use previously learned language to write five simple sentences about community using learned vocabulary.
Speaking
I can use simple sentences to ask and answer community related questions using previously learned language and vocabulary.
Listening
I can listen to a short passage related to community and answer comprehension questions with single words or simple phrases.
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
Student Name
7|Page
ELP Level: Intermediate Grade level: 6-8
I can use alphabetical order to locate
words.
I can use a picture dictionary.
I can check for accuracy in a bilingual
dictionary.
I can use a bilingual dictionary.
I can use present perfect tense.
I can use present or present or present
progressive tense.
I can use adjectives.
I can use personal and possessive
pronouns.
I can use prepositional phrases.
I can use complex sentences.
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Unit of Study Assessment Checklist
January 13, 2014
Notes
5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
ESOL UNIT# 1
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Superior
Proficient
Emerging
I can use complex sentences.
I can incorporate vivid detail(s) to
create complex sentences.
I can use prepositional
phrases.
I can combine two prepositional
phrases in a complex sentence to
describe location.
I can use irregular nouns in a
complex sentence.
I can use a simple sentence
structure with details added to
who, what, where, and when to
elaborate.
I can combine two prepositional
phrases in a sentence to describe a
location.
I can use irregular nouns in a
simple or expanded simple
sentence.
I can use personal and possessive
pronouns in a variety of simple
sentence structures.
I can use a simple sentence with
solid sentence structure, who,
what, where, and when to express
an idea.
I can use a prepositional phrase in
a simple sentence to indicate the
location of an object.
I can use irregular nouns in simple
sentences to accurately identify
objects.
I can use personal and possessive
pronouns in simple sentences.
I can use irregular nouns.
Beginning
I can use a simple sentence to
express an idea.
I can use a phrase to indicate the
location of an object.
I can use an irregular noun to
identify a person, place, or thing.
I can use personal and
possessive pronouns.
I can use personal and possessive
pronouns in a complex sentence.
I can use adjectives.
I can use adjectives in complex
sentences.
I can use the present and/or
present progressive tense to
identify an action in a complex
sentence.
I can use the present perfect
tense in a complex.
I can use adjectives in a variety of
simple sentence structures.
I can use the present and/or
present progressive tense to
identify an action in a variety of
simple sentence structures.
I can use the present perfect tense
in a variety of simple sentences.
I can use adjectives in a simple
sentence.
I can use the present and/or
present progressive tense to
identify an action in a simple
sentence.
I can use the present perfect
tense in a simple sentence.
I can locate a word and find its
translation, part of speech, and
pronunciation.
I can locate a word in either
language and find its translation.
I can locate a word in a bilingual
dictionary.
I can use the correct form of the
verb “to have” plus the past
participle.
I can identify the location of each
language in the dictionary.
I can find words in the index and
the accompanying picture.
I can locate words in a dictionary.
I can find the thematic category to
find a specific picture.
I can place words in alphabetical
order.
I can place words in alphabetical
order.
I can determine the order of
letters.
I can check for accuracy in a
bilingual dictionary.
I can locate a word in a bilingual
dictionary.
I can identify the location of each
language in the dictionary.
I can use present and/or
present progressive tense
verbs.
I can use present perfect
tense.
I can use a bilingual dictionary.
I can use a picture dictionary.
I can use alphabetical order to
locate words.
I can check for accuracy in a
bilingual dictionary.
8|Page
ELP Level: Intermediate Grade level: 6-8
I can use specific pronouns to
identify the noun it is replacing.
(Who went to the store? We.
Mary and I)
I can describe a picture using
adjectives.
I can use the present and/or
present progressive tense to
identify an action.
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Day 1
*Pink text implies an assessed goal.
Day 2
Students will use location picture
cards and corresponding vocabulary
cards to develop vocabulary.
Students will practice oral use of
new location vocabulary.
Day 6
Students will learn the different
features of a bilingual dictionary.
Day 7
I can use a bilingual dictionary. I can
check for accuracy using a bilingual
dictionary.
Day 11
Students will practice the use of
prepositional phrases in the four
domains. (speaking, listening)
Day 12
Students will practice the use of
prepositional phrases in the four
domains. (reading)
Day 16
Students will use sentences with two
prepositional phrases.
I can use sentences with two
prepositional phrases.
Day 17
I can describe locations.
Day 3
Day 4
Students will practice new location
vocabulary, through listening,
reading and writing activities.
I can use location vocabulary.
Day 8
Given 2 objects, students can
indicate location through total
physical response actions.
Students will find words in picture
dictionary.
Day 9
Given 2 objects, students can orally
state location.
I can use a picture dictionary.
Day 10
Students can describe the location of
two (or more) places using two
prepositional phrases.
Students can orally instruct a peer to
place an object in a specific location
using prepositional phrases.
Day 14
Students will use sentences with two
prepositional phrases.
Day 15
Students will use sentences with two
prepositional phrases.
I can use prepositional phrases.
Day 18
Students will use verb phrases to
indicate the actions of different
occupations.
Day 19
Students will use verb phrases to
indicate the actions of different
occupations.
Day 20
Students will use verb phrases to
indicate the actions of different
occupations.
Students can use the present tense
form of a verb.
Day 24
Students will be able to use adverb
clauses to answer the question
‘where’.
Students can use the present tense
form of a verb.
Day 25
Students will be able to use the
present perfect tense
Day 13
Students will practice the use of
prepositional phrases in the four
domains. (writing)
Day 21
Students will use verb phrases to
indicate the actions of different
occupations.
Day 22
Students will use verb phrases to
indicate the actions of different
occupations.
Students can use the present tense
form of a verb.
Day 23
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use the present
progressive tense.
Students will use the present
progressive tense.
Students will use the present
progressive tense.
9|Page
Day 5
Students will put words in
alphabetical order.
ELP Level: Intermediate Grade level: 6-8
Students will be able to use adverb
clauses to answer the question
‘how’.
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 26
Students will be able to use the
present perfect tense.
Day 27
Students will be able to use the
present perfect tense.
Day 28
Students will be able to use the
present perfect tense.
Day 29
Students can describe a community
using adjectives.
Day 30
Students can describe a community
using adjectives.
Day 34
Students can use personal
possessive pronouns.
Day 35
Students can use personal possessive
pronouns.
Students will be able to use the
present perfect tense.
Day 31
Students can describe a community
using adjectives.
Students can use the singular and
plural of irregular nouns.
Day 36
Students can use personal
possessive pronouns.
Day 32
Students can use the singular and
plural of irregular nouns.
I can describe occupational actions.
Day 33
Students can use the singular and
plural of irregular nouns.
Day 37
I can use complex sentences.
Students can use personal
possessive pronouns.
Day 38
I can use complex sentences.
I can describe a community.
Students can use personal
possessive pronouns.
10 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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Day 1
Day 2
Day 3
Day 4
Students will use location picture
cards and corresponding vocabulary
cards to develop vocabulary.
Students will practice oral use of
new location vocabulary.
Students will practice new location
vocabulary, through listening,
reading and writing activities.
Day 5
OBJECTIVE
Students will put words in
alphabetical order.
Students will find words in picture
dictionary.
I can use location vocabulary.
LANGUAGE
Locations- Laundromat, aquatic
center, campus, restaurants, bank,
fire station, post office, bakery, bus
stop, convenience store, apartment
complex, duplex, house (home), gas
station, sky scraper, grocery store,
hardware store, dry cleaners, feed
store, city hall, university, thrift
store, train station, fast food
restaurant, pizzeria, coffee shop,
salon, farm, church, pharmacy
Same vocabulary as day 1.
Same vocabulary as day 1.
Same vocabulary as day 1.
Same vocabulary as day 1.
“Shuffle” card game. (See
Instructions on page x.)

Teacher holds up the picture
and students write the word.
Teacher says the word, and
students write the word.
Students write vocabulary
words onto a blank bingo chart.
Teacher holds up the picture
and students read the words on
the bingo chart and mark the
word that has been called.

Teacher models alphabetization
of word vocabulary cards.
Students lay words out on their
desks and alphabetize the
words.
As an extension, students can
shuffle words and race to
alphabetize them.

Blank laminated cardstock or
whiteboards
Blank laminated BINGO chart
Vis-à-vis markers



Alphabet (posted in classroom)
Location word cards (small)
Location word cards (large)

ACTIVITY
Students echo teacher reading the
word while displaying the picture
card.


Teacher states the word, in pairs;
students find and hold the word and
the picture card.
MATERIALS

Location cards (large)

Location cards (small)
11 | P a g e

Location cards (small)



ELP Level: Intermediate Grade level: 6-8




Teacher writes words for
students to look up onto blank
worksheet template.
Students copy the word, use
the index to look up the word,
find the page number, the
number of the picture, add the
translation of the word, and
draw a picture of the word.
Oxford Picture
Dictionaries
Worksheet from
unit (pg. X)
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
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Day 6
Day 7
Day 8
Day 9
Day 10
OBJECTIVE
Students will learn the features of a
bilingual dictionary.
LANGUAGE
Same vocabulary as day 1.
I can use a bilingual dictionary. I can
check for accuracy using a bilingual
dictionary.
Given 2 objects, students can indicate
location through total physical response
actions.
Given 2 objects, students can orally state
location.
Students can orally instruct a peer to
place an object in a specific location using
prepositional phrases.
Students can describe the location of
two (or more) places using two
prepositional phrases.
Not vocabulary specific.
Describing Location - prepositions: to
the right of, to the left of, behind, in front
of, on the corner, near, far from, next to,
across the street from, by the, above,
across, amid, behind, below, beneath,
beside, between, beyond, over, past,
under, underneath
Same vocabulary as day 8.
Where is the ___?
You will find the __________ (location) _________ (prepositional phrase) the
________( location), __________(preposition).

You will find the bank next to the school, across the street from the grocery
store.
_________ (preposition) the _________ (location),
___________(preposition)_________( location), there is a __________ (location).

Behind the gas station, across from the park, there is a convenience store.
There are _______(irregular (plural) noun) in/at the _________ location.

There are children at the bus stop.

There are geese in the pond.
ACTIVITY



Teacher reviews separation of
languages, parts of speech
indicators, pronunciation, and
grammar section
Teacher explains and models
looking up INFINITIVE form of verbs
in dictionary
Teacher guides students through
comparing a bilingual and picture
dictionary. What information can
be accessed in each?

Teacher models how to look up a
word in L1 (mariposa), to find a
word in L2 (butterfly), then look up
the word in L2 (butterfly), refers the
student back to the initial word in
L1 (mariposa).
Teacher makes students aware of the
fact that at times the dictionary can make
suggestions that are incorrect.

Look up a word in L1 (mariposa), to
find a word in L2 (insect), then look
up the word in L2 (insect), refers
the student back to the initial word
in L1 (insecto).
When prompted by a prepositional
phrase, students will demonstrate their
understanding through total physical
response actions by moving pictures
around on a pictorial input chart.
Using a map of the Woodburn
community, students can orally instruct a
peer to place an object in a specific
location using prepositional phrases.
Using map from previous lesson, along
with sentence frames, students can
describe the location of two (or more)
places using a prepositional phrase.





Sentence frames
List of prepositional phrases
MATERIALS


Bilingual Dictionaries
Picture Dictionaries
12 | P a g e
Bilingual Dictionaries
Location Picture Cards
Prepositional Phrase Cards
ELP Level: Intermediate Grade level: 6-8

Map of Woodburn with key
locations
Picture cards of buildings
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 11
Day 12
Day 13
Day 14
Day 15
OBJECTIVE
Students will practice the use of
prepositional phrases in the four
domains. (speaking, listening)
Students will practice the use of
prepositional phrases in the four
domains. (reading)
Students will practice the use of
prepositional phrases in the four
domains. (writing)
Students will use sentences with
two prepositional phrases to
provide directions.
Students will use sentences with two
prepositional phrases to provide
directions.
I can use prepositional phrases.
LANGUAGE
There are _______(irregular ) (plural
noun) in/at the _________ location.

There are children at the bus stop.

There are geese in the pond.
Where is the ___?
Where can I find a ___?
You will find the __________ (location) _________ (prepositional phrase) the
________( location), __________(preposition).

You will find the bank next to the school, across the street from the grocery
store.
_________ (preposition) the _________ (location),
___________(preposition)_________
( location), there is a __________ (location).

Behind the gas station, across from the park, there is a convenience store.
ACTIVITY
Description of the location of
irregular nouns is provided by
teacher, student, or recording.
Student listens to description and
manipulates picture scene and
irregular noun cut outs to create a
visual representation of the
description.
Description of the location of
irregular nouns is provided in text.
Student reads the description and
manipulates picture scene and
irregular noun cut outs (or draws)
to create a visual representation
of the description.
Given a picture with irregular nouns
placed on it, students write a descriptive
paragraph that will allow others to
recreate the picture.
Description of the location of
various community buildings is
provided by teacher, student, or
recording. Student listens to
description and manipulates
preposition pictorial input chart
and preposition pictorial input
symbols to represent the
description.
Description of the location of various
community buildings is provided by
text. Student reads description and
manipulates preposition pictorial input
chart and preposition pictorial input
symbols to represent the description.






MATERIALS


Picture Scene
Copy of Irregular Nouns
(students cut them out)
13 | P a g e
Picture Scene
Copy of Irregular Nouns
(students cut them out)
Picture Scene
Copy of Irregular Nouns (students cut
them out)
ELP Level: Intermediate Grade level: 6-8

Preposition Pictorial Input
Chart
Preposition Pictorial Input
Chart Key Symbols

Preposition Pictorial Input
Chart
Preposition Pictorial Input Chart Key
Symbols
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 16
Day 17
Day 19
Day 18
Day 20
OBJECTIVE
I can describe locations.
I can use sentences with 2
prepositional phrases.
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use verb phrases to
indicate the actions of different
occupations.
Students can use the present
tense form of a verb.
Students can use the present tense form
of a verb.
Students can use the present
tense form of a verb.
Students will use the present
progressive tense.
LANGUAGE
Assessing in all four domains with the
use of 2 prepositional phrases.
Who works at the ___?
_________ (occupation) work(s) at the _________ (location) _________ (action).
•
The nurse works at the hospital taking care of the patients.
What does a/an ___ do?
The _____(location) employs a _____ (person)who ________(verb), a _____ (person)who
________(verb), and a _____ (person) who _____(verb).
 The bakery employs a cashier who collects money, a baker who bakes the bread and cakes, and
a manager who runs the bakery.
ACTIVITY
Given a map with city locations
placed on to it, students write a
descriptive paragraph that will
allow others to recreate the map.
What is the ___ doing?
The ___ is ___ing… and the ___ is
___ing…
 The baker is baking bread
and customer is paying for
the cookies.
Teacher and students collaborate
to create a process grid
containing: occupation, job
related verbs, job location, & job
related nouns.
Review chart from previous day then
cover or flip the chart.
Students use process grid to
complete sentence stems orally.
Using the process grid, students and
teacher add gerund to job related
verbs column.
Students create their own process grid in
small teams or pairs. Students use cards
to create chart and brainstorm list of job
related nouns.
Students use process grid to write
complete sentences and create a
paragraph describing the actions
of various occupations.
Students use process grid to practice
forming sentences adding the new
progressive tense.






MATERIALS


Preposition Pictorial Input
Chart
Preposition Pictorial Input
Chart Key Symbols
14 | P a g e
Process Grid – See Anchor
Charts
Blank Process Grid (?)
Location cards
Job definition cards
ELP Level: Intermediate Grade level: 6-8
Process grid
Process grid
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 21
Day 22
Day 23
Day 24
Day 25
OBJECTIVE
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use verb phrases to
indicate the actions of different
occupations.
Students will use the present progressive
tense
LANGUAGE
Students will use the present
progressive tense
Students will be able to use
the present perfect tense.
Students will be able to use the
present perfect tense.
Students will be able to use the present
perfect tense.
I can describe occupational actions.
Describe Action
Where can I find a ___?
Where is the ___?
You will find the __________ (location) _________ (prepositional phrase)
the ________( location), __________(preposition).
 You will find the bank next to the school, across the street from
the grocery store.
Past participle vocabulary:
See chart
________ (personal pronoun) __________ (present perfect) (to) the
___________ (location) to…
 ___ have/has gone to the mall to buy clothes.
 ___ have/has visited the zoo to see the animals.
_________ (preposition) the _________ (location),
___________(preposition)_________( location), there is a __________
(location).
 Behind the gas station, across from the park, there is a
convenience store.
There are _______(irregular (plural) noun) in/at the _________ location.
 There are children at the bus stop.
 There are geese in the pond.
ACTIVITY
Students will practice using the process
grid to construct the present progressive
with different occupational purposes.
Using various pictorial cards, students will
create the appropriate sentences
following the sentences frames.
(individual work)
MATERIALS
15 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Pictorial cards
Process grid
Sentence Frames
16 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 26
Day 27
Students can describe a
community using adjectives.
Students can describe a
community using adjectives.
Day 28
Students can describe a
community using adjectives.
Students can use the singular
and plural of irregular nouns.
What is the ___?
The _________(location) is a __________ (adjective/clause) that
contains/has_________(noun).
 The aquatic center is a blue building that has a large
swimming pool.
There are _______(irregular
(plural) noun) in/at the
_________ location.
 There are children at
the bus stop.
 There are geese in
the pond.


17 | P a g e

ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 31
Day 32
Day 33
Day 34
Day 35
OBJECTIVE
Students can use the singular and plural
of irregular nouns.
Students can use the singular and
plural of irregular nouns.
Students can use personal
possessive pronouns.
Students can use personal
possessive pronouns.
Students can use personal
possessive pronouns.
Students can use personal possessive
pronouns.
Students can use personal possessive
pronouns.
LANGUAGE
There are _______(irregular (plural)
noun) in/at the _________ location.
 There are children at the bus
stop.
 There are geese in the pond.
_______ (noun) enjoy(s) _________ (possessive pronoun) job at the _______( location).
 The teacher enjoys her job at the school.
_____(pronoun) enjoy(s) _______(possessive pronoun) job at the ________(location).
 She enjoys her job at the school.
ACTIVITY
MATERIALS

18 | P a g e



ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Day 36
OBJECTIVE
I can use complex sentences.
Day 37
I can use complex sentences.
Day 38
I can use complex sentences.
Day 39
I can use complex sentences.
I can describe a community.
LANGUAGE
Use previously learned language.
ACTIVITY
MATERIALS

19 | P a g e



ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager, with help from Lena Baucum
January 13, 2014
-+
Superior
Additional Activities
VOCABULARY PRACTICE
IDEAS
I can use prepositional
phrases.
I can use prepositional
phrases in simple sentences.

Using a map of a city or park, students can use
simple sentences to describe buildings or
locations of places.
• Students can write a paragraph describing the
location of places around their homes.
I can use specific nouns.
I can use specific nouns in
simple sentences.
• Using a poster sized map, teacher can give a
student a paper car and give prepositional phrases
of where to place the car. Activity can be done as
whole class or group work.
 Make noun cards and students can use them to
write simple sentences.
• Students can read a passage and highlight the
nouns.
• Create ‘fill in the noun’ sentences. Using a word
bank, students can fill in the correct noun.
I can use specific adjectives.
I can use specific adjectives in • Using simple sentences, students can add
simple sentences.
adjectives to add details.
• Read a passage, highlight all nouns.
• Create adjective bingo cards (use blank card and
have students pick adjectives from a list)
20 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
I can use present and/or
present progressive tense
questions with the verb ‘to
be’.
21 | P a g e
I can use present and/or
present progressive tense
questions with the verb ‘to
be’ in simple sentences.
• Using scramble sentences and students can put
the sentence in correct order.
• “Fill in the correct verb” worksheet
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
SHUFFLE Card Game Rules
Goal

The goal of "Shuffle" is to be the first player to collect a complete set of 10 identical vocabulary cards.
A player must collect all 10 cards. When a player has all ten cards, he yells, "I WIN!"
Trading

All of the cards in "Shuffle" are dealt at the beginning of the hand. The number of cards used depends
on the number of players, with one set of ten cards with a single vocabulary word for each player in
the game (example, 10 cards with the word/picture “gas station”). Once all the cards have been dealt,
players can begin trading. Players may only look at their own hands during the game. A player can offer
as many or as few cards as she wishes in a trade, but all of the offered cards must be of the same
word/picture.
Players do not take turns in "Shuffle." Instead, they announce how many cards they are willing to trade
by yelling “2 gas stations” and wait for a trade partner who is willing to exchange the same number of
cards. If a player receives cards that are not all in the same word/picture, the trade is voided and the
two players must exchange the cards involved in the trade. Trading continues until a player collects all
ten cards.
Additional Notes:
To encourage lots of vocabulary practice, teacher will want to rotate cards among table groups so that students have
exposure to all of the vocabulary cards over time.
22 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Grammar Teacher Cheat Sheet:
Complex Sentences
A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A dependent clause is
similar to an independent clause, or complete sentence, but it lacks one of the elements that would make it a complete sentence.
Examples of dependent clauses include the following:
o because Mary and Samantha arrived at the bus station before noon
o while he waited at the train station
o after they left on the bus
Dependent clauses such as those above cannot stand alone as a sentence, but they can be added to an independent clause
to form a complex sentence. Dependent clauses begin with subordinating conjunctions. Below are some of the most
common subordinating conjunctions:
 after
 although
 as
 because
 before
 even though
 if
 since
 though
 unless
 until
 when
 whenever
 whereas
 wherever
 while
A complex sentence joins an independent clause with one or more dependent clauses.
The dependent clauses can go first in the sentence, followed by the independent clause, as in the following:
Tip: When the dependent clause comes first, a comma should be used to separate the two clauses.
1. Because Mary and Samantha arrived at the bus station before noon, I did not see them at the station.
2. While he waited at the train station, Joe realized that the train was late.
3. After they left on the bus, Mary and Samantha realized that Joe was waiting at the train station.
4. Conversely, the independent clauses can go first in the sentence, followed by the dependent clause, as in the
following:
Tip: When the independent clause comes first, a comma should not be used to separate the two clauses.
1. I did not see them at the station because Mary and Samantha arrived at the bus station before noon.
2. Joe realized that the train was late while he waited at the train station.
3. Mary and Samantha realized that Joe was waiting at the train station after they left on the bus.
Complex sentences are often more effective than compound sentences because a complex sentence indicates clearer and
more specific relationships between the main parts of the sentence. The word "before," for instance, tells readers that one
thing occurs before another. A word such as "although" conveys a more complex relationship than a word such as "and"
conveys.
23 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
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
Irregular Plurals (Nouns)
Although most nouns have plurals formed according to regular rules , some nouns have unusual, or irregular plurals. This page will
introduce the most common ones, so that you can learn them.
There are many types of irregular plural, but these are the most common:
24 | P a g e
Noun type
Forming the plural
Example
Ends with -fe
Change f to v
then
Add -s
knife
life
wife
knives
lives
wives
Ends with -f
Change f to v
then
Add -es
half
wolf
loaf
halves
wolves
loaves
Ends with -o
Add -es
potato
tomato
volcano
ends with -us
Change -us to -i
cactus
nucleus
focus
cacti
nuclei
foci
ends with -is
Change -is to -es
analysis
crisis
thesis
analyses
crises
theses
ends with -on
Change -on to -a
phenomenon
phenomena
criterion
criteria
ALL KINDS
Change the vowel
or
Change the word
or
Add a different ending
man
foot
child
person
tooth
mouse
Unchanging
Singular and plural
are the same
sheep
deer
fish (sometimes)
potatoes
tomatoes
volcanoes
men
feet
children
people
teeth
mice
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Possessive Pronouns
We use possessive pronouns to refer to a specific person/people or thing/things (the "antecedent") belonging to a person/people
(and sometimes belonging to an animal/animals or thing/things).
We use possessive pronouns depending on:
 number: singular (eg: mine) or plural (eg: ours)
 person: 1st person (eg: mine), 2nd person (eg: yours) or 3rd person (eg: his)
 gender: male (his), female (hers)
Below are the possessive pronouns, followed by some example sentences. Notice that each possessive pronoun can:
 be subject or object
 refer to a singular or plural antecedent
number
person
gender (of "owner")
possessive pronouns
singular
1st
male/female
mine
2nd
male/female
yours
3rd
male
his
female
hers
1st
male/female
ours
2nd
male/female
yours
3rd
male/female/neuter
theirs
plural
25 | P a g e


Look at these pictures. Mine is the big one. (subject = My picture)
I like your flowers. Do you like mine? (object = my flowers)


I looked everywhere for your key. I found John's key but I couldn't find yours. (object = your key)
My flowers are dying. Yours are lovely. (subject = Your flowers)




All the essays were good but his was the best. (subject = his essay)
John found his passport but Mary couldn't find hers. (object = her passport)
Here is your car. Ours is over there, where we left it. (subject = Our car)
Your photos are good. Ours are terrible. (subject = Our photos)


Each couple's books are colour-coded. Yours are red. (subject = Your books)
I don't like this family's garden but I like yours. (object = your garden)


These aren't John and Mary's children. Theirs have black hair. (subject = Their children)
John and Mary don't like your car. Do you like theirs? (object = their car)
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Adjectives
Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are
adjectives.






the tall professor
the lugubrious lieutenant
a solid commitment
a month's pay
a six-year-old child
the unhappiest, richest man
Present Progressive
The PRESENT PROGRESSIVE TENSE indicates continuing action, something going on now. This tense is formed with the helping "to
be" verb, in the present tense, plus the present participle of the verb (with an -ing ending): "I am buying all my family's Christmas
gifts early this year. She is working through the holiday break. Dierdre is being a really good girl in these days before Christmas".
The present progressive can suggest that an action is going to happen in the future, especially with verbs that convey the idea of a
plan or of movement from one place or condition to another: "The team is arriving in two hours. He's moving to Portland this
summer." Because the present progressive can suggest either the present or the future, it is usually modified by adverbs of time.
Singular
Plural
I am walking
we are walking
you are walking
you are walking
he/she/it is walking
they are walking
Singular
Plural
I am being
we are being
you are being
you are being
he/she/it is being
they are being
26 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Present Perfect
[has/have] + past participle
Examples:



You have seen that movie many times.
Have you seen that movie many times?
You have not seen that movie many times.
We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. You
CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when
I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever,
never, once, many times, several times, before, so far, already, yet, etc.
Examples:
 I have seen that movie twenty times.
 I think I have met him once before.
 There have been many earthquakes in California.
 People have traveled to the Moon.
 People have not traveled to Mars.
 Have you read the book yet?
 Nobody has ever climbed that mountain.
 A: Has there ever been a war in the United States?
B: Yes, there has been a war in the United States.
27 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
ANCHOR CHARTS:
Ancho
Sample Assessment
28 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Sample Assessment
29 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Sample Assessment
30 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
IRREGULAR NOUNS
*** -> EN
SINGULAR
PLURAL
child
children
man
men
ox
oxen
woman
women
NO CHANGE
SINGULAR
PLURAL
deer
deer
fish
fish
means
means
offspring
offspring
series
series
sheep
sheep
species
species
moose
moose
31 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
OO -> EE
SINGULAR
PLURAL
foot
feet
goose
geese
tooth
teeth
OUSE -> ICE
SINGULAR
PLURAL
louse
lice
mouse
mice
32 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Name ______________________________________________________
Copy Word
Page
Picture
Date ___________________________
Translate
Draw
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
33 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Preposition Pictoral Input Chart Key
Word
Symbol
Grocery Store
Gas Station
Post Office
Fire Station
34 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Park
House
Traffic Light
Stop Sign
35 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Bus Stop
Bakery
Apartment
Hospital
36 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Simple Present
be
become
begin
bring
build
buy
come
cost
cut
do
drink
drive
eat
feed
feel
find
get
give
go
grow
have
keep
know
leave
make
pay
read
ride
see
sell
sit
sleep
speak
spend
swim
take
teach
tell
write
37 | P a g e
Simple Past
was, were
became
began
brought
built
bought
came
cost
cut
did
drank
drove
ate
fed
felt
found
got
gave
went
grew
had
kept
knew
left
made
paid
read
rode
saw
sold
sat
slept
spoke
swam
swung
took
taught
told
wrote
Past Participle
been
become
begun
brought
built
bought
come
cost
cut
done
drunk
driven
eaten
fed
felt
found
gotten or got
given
gone
grown
had
kept
known
left
made
paid
read
ridden
seen
sold
sat
slept
spoken
swum
swung
taken
taught
told
written
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014
-+
Noun
Verbs Phrase
farmer
farm hand
receptionist
nurse
lifeguard
doctor
waiter/waitress
hostess
bank teller
fire fighter/ chief
postal worker
baker
bus driver
manager
clerk
supervisor
homemaker
custodian
engineer
mechanic
landscaper
CEO
grocer
attendant
tailor/seamstress
mayor
professor
conductor
cashier
Food service worker
Delivery driver
Barista
barber
hairdresser
employee
customer
grows plants
drives the tractor
answers the phone
finds the pulse/ blood pressure
watches the swimmers
sees the patients
takes the orders
seats the customers
cashes the check
puts out the fire
delivers the mail
thinks of new recipes
sits at the front of the bus
tells the employees what to do
shows the customers the products
gives the orders
runs the home
opens the building
drives the train
fixes the car
builds a raised garden
leads the company
sells produce
pumps the gas
makes alterations
speaks to the city council
teaches the class
collects passengers’ tickets
takes the money
prepares the food
goes to the warehouse
makes the drinks
gives a haircut
designs new hair styles
comes to work on time
pays the bill
38 | P a g e
ELP Level: Intermediate Grade level: 6-8
ESOL UNIT# 1
Written by Roxanne LaForce, Dina Moritz, Karen Rash, Kathy Rager,
with help from Lena Baucum
January 13, 2014