S E C O N DA RY
Week One
Developing Your Academic Identity
Grades 6–8
Exiting Intermediate
CONTENTS
© 2015
Summary
2
Materials
3
Lesson One
4
Lesson Two
8
Lesson Three
12
Lesson Four
16
Assessment Task
20
Ongoing Assessment Log
22
Re-Teaching Planner
23
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
Page 1
Developing Your Academic Identity
S E C O N DA RY
Exiting
Intermediate
SUMMARY
It is important for middle school students to learn to use specific vocabulary and support their opinions with examples. By
practicing orally, they gain the competence and confidence to take language to writing.
In this week of lessons, students describe the concept of success. They explain qualities of a person whom they consider
successful and expand their understanding of what constitutes success. Students practice making generalizations and
describing characteristics that lead to success (Describe and elaborate – 7.11, 7.14). They use a variety of sentence structures,
gerund and verb phrases, modal verbs, and conjunctions.
The four lessons culminate in an assessment task during which students write a paragraph defining what success means to
them and the characteristics that lead to success.
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Daily Objective
Students describe the
qualities and actions of
successful people using
specific nouns and phrases
with gerunds.
Students describe persistent
and diligent actions using
the conjunction when and
indefinite and relative
pronouns.
Students explain setting
and achieving goals using
modal verbs, specific verb
phrases, and dependent
clauses with if.
Students explain and give
examples of resourcefulness
using specific nouns, verbs,
and adjectives.
Previous language, plus:
Noun: persistence
Verbs and verb phrases:
stays focused, is willing to,
concentrates, perseveres,
to achieve, loses hope
Pronouns: someone, who
Phrase: someone who
Phrase: For example
Conjunctions: when,
even when
Previous language, plus:
Noun: goal
Verb phrases: get distracted,
set a goal to, to accomplish
Modal verbs: might, could
Phrase: It takes
Phrase with gerund:
Having a goal
Conjunction: if
Previous language, plus:
Nouns: resources, setback
Verbs and verb phrases:
take advantage of, figures
out, stay on track, can
provide (be a resource for),
overcome
Adjectives: creative,
resourceful
Phrase with gerund: Taking
advantage of
Having a goal is important
because it helps us focus our
effort/time (decide what to
do next).
If a student wants to get
better grades, he (she) might
(could) set a goal to turn in
all his (her) assignments.
This is an example of an
academic goal. It takes
diligence to stay focused
on turning in assignments
every day.
If I want to get better at
soccer, I might (could) set a
goal to improve my passing
skills. This is an example
of a personal goal. It
takes perseverance to keep
working on a skill.
A resourceful person
is someone who takes
advantage of (uses) the
resources available.
The community can provide
different types of resources.
For example, the local
librarian can be a resource
for helping you do research.
It takes resourcefulness to
stay on track with your goals.
For example, when Diane
has a setback, she figures out
ways (gets/asks for help) to
overcome it.
A resourceful person is
someone who uses creative
(different) ways to overcome
challenges.
Target Language
Nouns: perseverance,
diligence, resourcefulness
Adjectives: successful,
diligent, persistent,
resourceful
Phrase: is an example of,
In my opinion
Phrases with gerunds using
_____ing _____, such as:
working hard; believing
you can do it; being _____
Examples of Language Patterns
Success is …
not giving up.
believing you can do it.
being diligent (persistent,
resourceful).
In my opinion, she (he) is
successful because she (he)
works hard (doesn’t give up,
gets good grades).
Working hard to achieve
your goals is an example of
diligence.
Trying again after you fail is
an example of perseverance.
Finding a study group is an
example of resourcefulness.
An example of diligence is
having a regular study time.
Page 2
A successful person is
someone who works hard to
achieve her goals.
When someone works hard
and stays focused, they are
being diligent. For example,
when Alicia has homework,
she concentrates on her
assignments before doing
other things (even when
friends try to distract her).
A person who perseveres
doesn’t give up. When Lee
has a problem, he is willing
to try different ways to solve
it. That’s an example of
perseverance.
Someone who works hard
to achieve his (her) goals is
diligent and persistent.
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
© 2015
!
Secondary ELD Instructional Unit Week One
Analytical!Note!Taking!
See#$Wonder$#$Suggest$
ELD$INSTRUCTIONAL$UNIT$WEEK$ONE:!!Developing$Your$Academic$Identity0!Exiting!Intermediate!!!!!!!Grades!608!
What!do!you!SEE#or#NOTICE!
that!interests!you?!
Participant 2
Participant 1
(Choose!a!specific!section!or!sections)!
What!does!it!make!you!WONDER?! What!do!you…!APPRECIATE#or#
SUGGEST?!
(What!did!you!think!about!or!wonder!
when!you!read!this!part!of!the!plan)!
(What!do!you!want!to!see!more!of)!
_______________________________
_______________________
_____________________________
_________________________
_____________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
________________________
_____________________________
_______________________________
_______________________________
Participant 4
Participant 3
_____________________________
_________________________
___________________________________
___________________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
___________________________________
___________________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
_________________________
_____________________________
_______________________________
Constructing Meaning: Explicit Language for Content Instruction
www.elachieve.org
© 2010/E.L.Achieve
MATERIALS
Lesson One
Support Kit Material: Ticket Out the Door
Picture Cards 1–4
PowerPoint: Developing an Academic Identity
Developing Your Academic Identity, 6–8 (Exiting Int.)
1
© 2015
Developing Your Academic Identity, 6–8 (Exiting Int.)
2
© 2015
Developing Your Academic Identity, 6–8 (Exiting Int.)
3
© 2015
Developing Your Academic Identity, 6–8 (Exiting Int.)
4
© 2015
Post-it notes
Music
Teacher-made chart
Ongoing Assessment Log
Routines:
Interactive Notebooks
S E C O N DA RY
Interactive Notebook
Developing Your Academic Identity
© 2015
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
Page 3
Lesson One
Objective: Students describe the qualities and actions of successful people using specific nouns and
phrases with gerunds.
I NSTRUCTIONAL S EQUENCE
Open the Lesson
Introduce the unit and assess prior knowledge regarding the meaning of success
Begin your lesson by projecting Slide 1 of Power Point: Developing Your Academic Identity Week One, Lesson One.
Today we start a new unit called Developing Your Academic Identity, which focuses on academic success. You’ll be
discussing different actions that lead to success. This includes persevering through setbacks, staying focused on your goals,
and learning to be resourceful. Have students review the lesson objective on Slide 2.
When you think about the word success, what comes to mind? Let’s have 30 seconds of quiet think time.
Ask students to open their Interactive Notebooks to p. 3. Explain the layout of the
page. For this part of the lesson, they only need to attend to the first section. Point
out the sentence frame and show how it aligns to the frame on PowerPoint Slide 3.
Use the bullet list to brainstorm some ideas of what success means to you. The
ideas you write down should complete the sentence. For example, write working
hard to complete the sentence: Success is working hard. Echo.
As students write, notice whether they are completing their sentences with words
that end with –ing.
Designate A/B Partners. Remember, as you share ideas, you should listen to each
other with your whole bodies. Also, if you notice that your partner made an error,
ask if you can help fix the response and then let your partner try again.
After partners have shared, use a democratic process such as name
cards or equity sticks to invite students to share out. To increase student
engagement, have the whole class echo the responses. Chart student
ideas beside Slide 3.
Next to your PowerPoint projection, post a chart
and use it to capture additional language that
students contribute.You may also capture student
responses using a smart board, if available.
Teach the Language for the Lesson (I Do/We Do)
Part I: Discuss the qualities of a successful person using phrases with gerunds and is an example of
Reinforce that the sentence should be completed with a phrase that begins with an –ing word. The animation on Slide 3
allows you to show the pattern in all of the responses on the slide.
Notice how the language frames from your brainstorm clued you in to using words
that ended with –ing. For these sentences to make sense, the phrase that goes in the
blank space has to start with an –ing word.
Repeat the sentences you have already charted and have students echo. As you do
this, circle the –ing words and direct students to do the same in their Interactive
Notebooks. Example:
Success is working hard to achieve your goals. Echo.
Notice that my first word ends with –ing: working. Success is working hard to
achieve your goals. Echo.
Write additional examples on the chart to push students’ range of responses. For
each example you add, they echo.
Continue to circle all the –ing words to reinforce the language pattern. Remember, for the sentences to make sense, the first
word of the phrase needs to have –ing on the end.
A big part of our ELD class will be to practice writing the things we can say. Look over the notes you’ve taken in your
notebook so far. Think about the examples we’ve practiced saying. Now let’s take it to writing. As quickly as possible, write
three sentences in the “Take it to writing” box in your notebook. Please pay attention to your spelling and punctuation. Use
your notebook as a tool to help you do work that you will be proud of.
Students read their sentences to their A/B Partner.
In this class you’re going to be expected to practice and share a lot. Does anyone know why we would devote so much of our
class time to practicing and sharing your ideas?
Page 4
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
© 2015
I NSTRUCTIONAL S EQUENCE
Lead a brief discussion. Affirm students’ ideas and explain that research has proven that becoming proficient in a language
takes lots and lots of practice. Many of you have been speaking English for a long time and you may be thinking, “I already
know English!” And you do! But our job here is to make sure you can express your thinking fluidly, flexibly, and accurately,
in both social and academic English.
Each of you will take a turn reading a sentence. First, read all the sentences you wrote one more time. Put a star
next to the sentence you want to share with the class. Designate the first student and snake around the room until
every student has read a sentence. Chart any new examples to add more options.
Now that all of you can describe what success is, let’s discuss some of the qualities that make a person successful.
Use Slides 4–11 to introduce the vocabulary words: perseverance, diligence, and resourcefulness. Be prepared to chart
student examples regarding the meaning of each word.
In ELD, we teach vocabulary through explanations and examples, which can be
more helpful than definitions for English learners. Example:
Perseverance means that you try again and again even after you fail or if
things get difficult. Show Slide 5.
Can you think of a time when you showed perseverance? Tell your A/B Partner.
Trying again after you fail is an example of perseverance. Echo.
Now that you can explain what each of these qualities means, let’s use some specific
patterns to share our ideas.
Point out the following two frames in the notebook, p. 3, and forward to Slide 11 to
show that it has the same language.
What do you notice about these two language patterns? Pause for responses. Exactly! These are two ways to say the same
idea. How many of you consciously knew that you could flip some sentences around and play with how you want to express
your ideas? These are the kinds of things you will become more aware of in ELD. Be sure to practice multiple options for
putting your ideas together so that all the options get locked into your brain.
Trying again after you fail is an example of perseverance. Echo.
Let’s say this in another way:
An example of perseverance is trying again after you fail. Echo.
And here’s even another way I could say my idea:
Perseverance is trying again after you fail. Echo.
Use Slides 7–10 to explain the remaining two words. Add to the charts as you see fit and ask students to chart additional
examples in their notebook, p. 3. Work with your students to create sentences using the vocabulary words. Examples:
An example of diligence is working hard to achieve
your goals.
Working hard to achieve your goals is an example
of diligence.
Diligence is working hard to achieve your goals.
An example of resourcefulness is asking for help
when you need it.
Asking for help when you need it is an example of
resourcefulness.
Resourcefulness is asking for help when you need it.
Distribute a post-it note to each student. On your post-it note, you will have two minutes to write an example
of diligence, perseverance, or resourcefulness. You’re going to share your work with others, so make sure you
reread and check it.
Signal students to get up and move around the room. They take their post-it notes with them. When you say to
stop, they pair up with someone. Designate who shares first (e.g., the partner with the longer or shorter hair, darker shirt,
etc.). After partners have shared, they trade notes and look around for a new partner. Continue the process for five minutes.
The goal is to meet and share with as many different partners as possible.
Draw a three-column table on the board (labeled perseverance, diligence, and resourcefulness) to display the post-it notes.
Stand and read aloud the sentence you ended up with. After you are done, post the note under the word you
described. If your sentence is an example of more than one quality, decide on just one column.
© 2015
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
Page 5
I NSTRUCTIONAL S EQUENCE
Teach the Language for the Lesson (I Do/We Do)
Part II: Discuss the actions of successful people using in my opinion
Together we have created a list of actions that describe what success means, and we also discussed a few qualities that lead
to success. Now we’ll look at some pictures and use a variety of verb phrases to tell why each is an example of success.
Show Slide 12. This is a language
pattern you can use to tell your
opinion about many things. I could describe a
story: In my opinion, the story was interesting
because there was a lot of action leading up to the
solution. I could share my feelings about math: In
my opinion, geometry is helpful because you use it
to design buildings. Your opinion is what you think. The word because signals you to give an explanation.
Think-Aloud
Show Slides #–#. We will be looking at pictures of everyday people.
In this picture, a teacher talks to her students. The students have their hands raised and participate in the
lesson. My opinion is that the teacher is successful because she comes to work every day to make sure
her students learn. She is persistent and doesn’t give up. Now I’ll say my idea using the target language
pattern:
In my opinion, the teacher is persistent because she works to help her students learn. Echo.
I can’t forget about the other language we’ve practiced in this lesson. I’m going
to use it to elaborate, or say more about, my idea. By practicing all the language
as much as I can, I’m setting up my brain to memorize it. Refer back to Slide 11.
Being persistent with your responsibilities is an example of success. Echo.
Or, I can say it like this: An example of success is being persistent with your
responsibilities. Echo.
Show Slide #. In this picture, a girl is helping her mom cook dinner. Many parents have to work and they
depend on us to help take care of our needs and the needs of others in our families.
In my opinion, the young girl is successful because she helps her mom cook. Echo. An example of
diligence is helping your parents at home every day. Echo.
Continue the process to model and ensure that students can successfully use the target language, with or without supports.
Show Slide #. Using language we’ve been practicing together, share your opinion about why this person is an
example of success. First, say your sentences to yourself, and then write what you said. You should have two
sentences: one that tells your opinion and then a follow-up sentence that explains the quality the successful
person is showing. Point out the language frames you expect students to use in the notebook, p. 5.
Turn to your A/B Partner. As read their sentences first. Bs read their sentences next.
Depending on time, choose several students to share out using a democratic process.
Practice the New Language in Context (We Do)
Modified Think, Write, Four, Share
Organize students into groups of four and distribute Picture Cards 1–4 to each group. Each member takes one card.
Together we just practiced giving our opinions about things people do to become successful. I modeled the language first so
you’d know exactly what to do when you discuss the cards together.
First, each of you look at your card and ask yourself, “Why is this person successful?” Show Slide #.
There’s a young woman helping her sick sister. She is spending time with her sister.
In my opinion, the young woman is successful because she is helping her sick sister. Echo.
Helping your family is an example of diligence. Echo.
Think
Write
Page 6
Use the language we have practiced to think about why this person is successful, because you will write your
idea next. Set a timer for up to one minute for students to think and rehearse.
I know what I want to say. You practiced it with me. Now I need to write it.
Model writing your idea. Think aloud as you use supports to help you spell and punctuate accurately.
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
© 2015
I NSTRUCTIONAL S EQUENCE
Reinforce that you make conscious decisions about what you want to say and how you ensure the ideas make it into writing.
Just as you saw me move what I can say into my writing, please write your sentences in your notebook.
Four, Share
The picture cards are numbered. Take note of your number.
1. Number Ones, read your sentences. Show each sentence to your team and prompt them to read it aloud together. If
anyone in the group notices any corrections that need to be made, work together to fix the sentences.
2. Next, all Number Twos share your responses. Show each sentence to your team and prompt them to read it aloud
together. If you notice any corrections that need to be made, work together to fix the sentences.
3. Continue the process for Numbers Three and Four.
As students share and practice together, walk around and take notes on your Ongoing Assessment Log. If you notice certain
students overly relying on basic vocabulary or a certain frame, push them to extend their range of language.
Take Language to Application (You Do Together/You Do On Your Own)
Give One, Get One
Explain how to use the Give One, Get One section of the notebook, p. 5. Show Slide 9.
1.
In the “My Idea” section, use the language we’ve practiced today to write about a person in your life who you think is
successful. For example, I could write:
In my opinion, my mother is successful because she works hard and doesn’t give up. Working hard without giving
up is an example of perseverance.
As you write the example, think aloud how to use lesson tools to spell words correctly and
reinforce correct use of language patterns. Also continue to model variations. I can switch up
my last idea and instead say:
An example of perseverance is working hard without giving up.
Since it’s my idea, I can write it how I want – as long as what I write is accurate.
2.
Play music. Students take their notebooks and a pencil, and they walk around the
perimeter of the room. When the music stops, they form A/B Partners with the person
closest to them.
3.
Take turns reading your idea aloud. Bs go first.
After your partner has shared, you will take note of what he shared in the Give One, Get One
section of your notebook.
When you record your partners’ ideas, add their names and change the pronouns. For example:
In Jorge’s opinion, his mother is successful because she tries hard and doesn’t give up.
If you would like more
structure for this activity,
combine with Lines of
Communication. This
allows you to direct
students to change
partners in a more
formalized way. For
example, you can assign
even and odd numbers
to students, then ask all
the even numbers to
rotate clockwise one
partner then engage in
the Give One, Get
One. You can then
repeat for a third round.
Do three rounds and allow 2–3 minutes per round.
Walk around, listen, and record student progress on your Ongoing Assessment Log.
Close the Lesson
Connecting the learning with a Ticket Out the Door
Show Slide #. Today you used a range of language to talk about what makes people successful. The purpose of this class
is to help you learn new ways to say and write things so that you can make choices about how you would like to express
yourselves. The language you learn in this class is meant to support you in your other classes as well as outside of school.
You used phrases like in my opinion and is an example of as well as vocabulary such as diligence and resourcefulness.
You can use this language to express your opinions about important people in history during Social Studies or when talking
about someone in your own life. For example:
In my opinion, Dolores Huerta is a successful person because she worked to support farm workers’ rights.
In my opinion, Dolores Huerta is a hero because she worked to establish rights for farm workers. She is an example of
a true American hero.
Think about what you learned about language in this lesson. Write what you learned. How will you use the language outside
of ELD?
Collect Tickets Out the Door and review them to gain feedback and insights on students’ application of the language.
© 2015
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Week 1
Page 7
S E C O N DA RY
Interactive Notebook
Developing Your Academic Identity
Week One, Lesson One
Lesson One Objective
Describe the qualities and actions of successful people using
specific nouns and phrases with –ing words.
Success is _______________.
–ing …
working hard
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Take it to writing
Examples that describe the qualities of a successful person
Qualities of a successful person
Perseverance
(n. – thing, concept)
trying again after
you fail
Diligence
Resourcefulness
(n. – thing, concept)
(n. – thing, concept)
working hard to achieve asking for help when you
your goal
need it
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Persevere
(v. – action)
Diligent
(adj. – describing word)
__________ is an example of __________.
(quality)
© 2015
OR
Resourceful
(adj. – describing word)
An example of __________ is __________.
(quality)
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Interactive Notebook
Page 3
Discuss the actions of a successful person
A: In your opinion, is/are ____________ successful?
(who)
B: In my opinion, _____________ is/are __________ because ________________________.
(who)
adjective
__________ is an example of __________.
OR
(noun)
An example of __________ is __________.
(noun)
Take it to writing
Describe a successful person in your life
My Idea:
Write your partners’ responses. (In ______’s opinion, her/his _____ is successful because …)
My Partner’s Ideas
1.
2.
3.
© 2015
Developing Your Academic Identity Grades 6–8 (Exiting Int.) – Interactive Notebook
Page 5