Course: ESL READING 5
Essential Question: What influences a person’s choices?
Unit Title: CHOICES
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Language
and
Content
Objectives:
S/L. Students will introduce themselves to the
class and get to know their peers.
Students will become aware of class
expectations.
Students will take a personality test for selfdiscovery.
Students will discuss opinions with peers and
support their ideas with reasons and evidence
from their own personal experiences.
Bell Work:
Copy Objectives
I Do
Teacher/class introduction
Tuesday, Aug 20
Students will take a personality OR learning styles
test for self-discovery purposes.
Students will discuss opinions with peers and
support their ideas with reasons and evidence from
their own experiences.
Copy Objectives
Model, establish, and discuss Class
Rules, Expectations, & Rewards
Wednesday, Aug 21
Students will discuss opinions with peers and support their
ideas with reasons and evidence from their own experiences.
Students will learn class procedures, routines, and
expectations
Thur, Aug 22
Students will discuss opinions with
peers and support their ideas with
reasons and evidence from their own
experiences.
Students will learn class procedures,
routines, and expectations
Copy Objectives
Discuss upcoming UNIT and UNIT Pre-test.
Model class routines, expectations, and
procedures prior to practicing with students.
Copy Objectives
Model, establish, and discuss
Class Rules, Expectations, &
Rewards
Model Learning Styles Inventory and
Score Sheet for scoring
We Do
Model Drawing a pig for
personality test.
9th graders draw pig to determine
validity of pig personality test.
Class discusses results of pig
personality test; evaluates
accuracy of test based on their
knowledge of peers only.
Assessment Exit Ticket:
Written personal reflection: How
accurate/true was test for them
personally? Explain what was most
accurate and why.
Practice class routines and expectations.
Practice class routines and expectations:
Routines: Cooperative learning &
sharing out routine: numbered heads
Rules and Expectations distribution
Procedure: Preparing for Class
Establishing team leaders
+team leader responsibilities.
Daily Exit Tickets
Expectation: Exit Ticket Rubric/Score Criteria
Teambuilding Activity: Human Knot
They Do
Learning styles inventory
Peer Discussion of findings
Exit Ticket: Written personal reflection
regarding what students 1) learned
about themselves that they didn’t know
before; 2) explain how they’ve used
previous knowledge of their learning
style to help them in academics in past.
Friday,
Aug 23
Exit Ticket: Written personal reflection:
Evaluate personal performance as a team
member. Choose 1 of the following & respond:
1) Effective: How effective were they as a team
member with specific examples
2) Ineffective: Specifically what could they
have done to improve their performance as a
team member.
Practice class routines and
expectations.
Three-way Interview
Think-Pair-Share
Jig Saw
Fishbowl
UNIT ASSESSMENT
Unit Assessment: Unit 1 Literary Analysis Test
Monday, Aug 19
Course: ESL READING 5
Essential Question: What influences a person’s choices?
Unit Title: CHOICES
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Bell Work:
Attendance
10 min.
I Do
10 min.
We Do
They Do
Assessment
UNIT ASSESSMENT (CONT.)
Language
and
Content
Objectives:
Distribute Binders & Paper/Mini Notebooks/Assign Cubicles /Distribute Lexile/RIT Data
Unit Assessment: Unit 1 Literary Analysis Test
Mon.
Tuesday, Aug 27
Aug 26
Wednesday, Aug 28
Thur., Aug 29
Students will:
Students will:
Be introduced to Unit/Essential Question
R. read and interpret a table to analyze and
Learn and practice class routines & procedures
evaluate the effect of family, friends,
R. Analyze and evaluate two speakers’ messages
circumstances, and society on choices.
about the influence of choices on the direction that W. develop main ideas and content that fully
one’s life may take
focuses on a prompt with relevant, thorough, and
W. Take notes on peer points of view. Respond to
effective support.
prompt.
S/L. discuss opinions with peers and support their
S/L. Participate effectively in discussions or
ideas with evidence from table data and from their
debates with peers, building on others’ ideas and
own experience.
expressing their own clearly and persuasively.
Routines: Four Corners, Expert Group
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Hand out sticky notes for students to
stick on 1st binder page + draw B. Map.
7 min.
Instruct team captains to collect these
at end of period.
1. READ OBJECTIVES
10 min
- One volunteer shares his/her story
-Facilitate discussion on Quotations p.1,
--clarify vocab
--Ask what is difference between them?
1. PPT. Demonstration: Four Corners
2. Conduct Four Corners Cooperative
Learning Activity
17 min
Report Out: Volunteer from each Expert
Group debriefs class on most important
points shared by group using academic
sentence frames. 10 min
1. Hand in B. Map sticky note.
2. Mini notebook notes of Expert Group
bullet points.
3. Choose and answer 1 of 2 prompts.
5 min
Students will:
R. Be introduced to short story elements (parts):
characterization, setting, and plot. and explore how
story elements are connected and influence
characters’ actions and choices.
make predictions based on their analyses of characters
and setting.
W. write complete sentences using academic
vocabulary in correct context.
S/L. Discuss or debate opinions with peers,
supporting opinions & ideas with reasons and
evidence.
Copy Objectives
Copy Objectives & Make a Prediction
Analyze data in a table:
Model interpretation of first fact with
students. What influences choices?
Guided Practice:
-Class analyzes and debates question
(#1) p.2: factors in choices typically
made by men/women using sentence
frame #1 TG-left margin
-Groups analyze &debate question (#2)
p.2: the greatest influence on a person’s
choices. (i.e. family, friends, culture,
money or wealth)
Use sentence frame for (#2) in
Teacher Bk left margin
Exit Ticket:
Short response: Write minimum of 1
paragraph with a topic sentence,
reflecting on impact of influences. (T2,
A.) Choices can be influenced
by_________
Friday, Aug 30
Build background on short storiesfavorite stories/movie
Clarifying word meanings, fill out Word
Map for term: predict
Absent
Substitute Teacher
Class reads demo text #1 and makes
predictions based on analyses of
characters, setting, & plot.
Respond to one question in writing to
prompt connecting the reading to life.
(#B p.T5)
Complete academic Word Map for
monitor.
Exit Ticket:(T6-7: Unpack Think)
Pairs-- Students will make predictions
based on analyses of characters and
setting and information from their own
personal experience.
Course: ESL ENGLISH 5
Essential Question: What influences a person’s choices?
Unit Title: CHOICES
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
I Do
We Do
They Do
Assessment
ASSESSMENT DAY
Bellwork
LABOR DAY
Language
& Content
Objectives
:
Thursday Sept. 5
Friday Sept.6
Students will:
Students will:
R. Be introduced to short story elements:
characterization, setting, and plot. and explore
how story elements are connected
Recognize characterization clues within a story.
W. take notes on
S/L. Discuss opinions with peers and support their
ideas with evidence from table data and from
their own experience.
Copy Character Chart
R. recognize and analyze characterization clues within a
story.
W. identify text evidence for characterization clue and
write a brief explanation to support text evidence.
S/L. Discuss opinions with peers and support their ideas
with evidence from table data and from their own
experience.
Demonstrate recognizing characterization in short
stories.
Demonstrate connection between setting and plot.
Practice recognizing characterization using
character Catherine
Demonstrate recognizing characterization in short stories.
Find parts within text that relate to
characterization
Exit Ticket:
Define/Explain: What is characterization?
Name at least four characterization clues
authors use in story.
Copy Objectives
Practice recognizing characterization using character James
Find parts within text that relate to characterization
Exit Ticket:
Using the information on page 6, create a test item
about reading short stories. Exchange questions
with partner and answer.
ASSESSMENT
Unit Assessment: Unit 1 Literary Analysis Test
Monday Sept. Tuesday
Wednesday Sept. 4
2
Sept. 3
Unit Title: CHOICES
Course: ESL ENGLISH 5
Essential Question: What influences a person’s choices? Focus on Family and Friends
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Monday Sept. 9
Tuesday Sept. 10
Wednesday Sept.11
Students will:
Language & Students will
Students will
Content Analyze the impact author’s choices have on
Determine the meaning of words and phrases as Analyze and evaluate the effect of family,
friends, circumstances, and society on
Objectives the relationship and development of
they are used in the text, including figurative
choices.
and
connotative
meanings
elements in a short story.
Begin working in collaborative teams to
Discuss or debate opinions with peers,
Compare and contrast between original
research the styles/formats, mood and tone of
and revised texts to predict how changes supporting opinions & ideas with reasons
a variety of talk shows, and then compose a
and evidence.
in setting and plot can determine, a
TV talk show script with dialogue, debate, and
character’s actions and choices in a short
concluding remarks focused on this unit’s
essential question.
story.
Work with peers, engaging in democratic
Discuss or debate opinions with peers,
discussions and decision-making, set clear
supporting opinions & ideas with reasons
goals and deadlines, and establish individual
and evidence.
roles as needed..
Copy Objectives
Bellwork
Copy Objectives
Copy Objectives
Rate Knowledge of Vocabulary
Build
background:
Why
might
a
young
person
Read: Plan a Project, TV Talk Show (T3)
Think-Alouds
while
leading
discussion
I Do
choose to help an older neighbor?
Demonstrate one or two prime-time Talk
of short story elements and their
Read directions for completing ranking chart
Shows—format, tone and mood.
interrelationships.
on p.8.
Handout: Modeling Talk Show Script.
Modeling: Prediction chart
Students complete chart.
Class DISCUSSION: highest and lowest on chart,
and how they ranked friends/family
Academic vocabulary.
Handout Project Rubric: Discuss expectations
We Do
Students highlight definitions within text and
for TV Talk Show.
synonyms.
Team choice: 1 of 2 internet articles on TV talk
Explain cognates, how are a good strategy for
show formats and hosting. Report out to class.
remembering words. Student pairs look
up/write cognates next to word.
They Do
Plan and Monitor: team collaboration
on prediction chart with new scenarios
Assessment Exit Ticket:
Homework: Try an experiment: 2nd
demo text: On the Bus.
p.7, #1 Think Pair Share: Prediction
chart with new scenario
* Students choose two words to write CLOZE
sentences with key word missing
Exit Ticket/Homework:
* Sticky Notes:
Students choose two words to
write CLOZE sentences with key word missing.
Pairs exchange and initial each other’s papers
and write in the word that fits.
Homework: pp. 6-7 Interactive Pract. Bk
Student teams use technology to
research/investigate a variety of possible
formats for their Unit Project and collaborate
democratically to share findings & opinions,
establish roles, set goals and deadlines.
Exit:
Self- and Peer Assessments:
Oral Expression and Listening Rubric.
Thursday Sept. 12
Students will:
Plan their reading by using a Prediction Chart &
pre-reading strategies to make, monitor, and
confirm complex predictions.
Analyze how an author draws on and transforms
source material in a specific work
Discuss or debate opinions with peers,
supporting opinions & ideas with reasons and
evidence.
Copy Objectives 5 min
Copy Prediction Chart p.6 (full page)
Build background by sharing traditional biblical
story of
Good Samaritan. (Ref1; Ref 2) and its timeless
reference. (Explain we’ll come back to that story
a little later.)
10 min
Friday Sept. 13
Students will:
Learn the elements of plot: exposition, conflict,
complication, climax, and resolution, and how
each element is connected to the others
Copy Objectives
 p.9D Teach PLOT Elements:
. Follow teacher book
 READ OBJECTIVES
 HANDOUT: p.8 from Interactive Book
 Practice Book Pg.9: TEACHER READS
“How To Make and Confirm Predictions”
 TEACHER DEMOS Prediction Chart (graph
organiz.)
using OWN EXAMPLES from yellow sticky note
 PAIRS work on page 9 together
 PAIRS then browse through rest of story 10-23
to
generate predictions in chart 20 min
Coop LS: Groups predict & discuss similarities or
differences that might occur between Saldana’s
version & the biblical version of The Good
Samaritan.
5 min
 TEACH/READ Look Into the Text –
FOLLOWING TEACHER GUIDE while
students follow on Interactive p.8
Exit Ticket:
5 min
Answer:
What parts of a text can you use to make
predictions?
What do good readers do after making
predictions?
 COMPLETE PLOT graphic organizer
Completed PLOT graphic organizer:
Unit Title: CHOICES
Course: ESL ENGLISH 5
Essential Question: What influences a person’s choices? Focus on Family and Friends
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Monday Sept. 16
Tuesday Sept. 17
Students will:
Language & Students will:
Use text elements to make inferences and confirm
Content Use text elements to make inferences and confirm or or revise predictions.
revise predictions.
Analyze how complex characters (e.g., those with
Objectives:
Wed Sept. 18
Bellwork
I Do
We Do
They Do
 Plot Event Timeline with focus on flashback
occurring p.12
Assessment --Was your prediction about Rey’s feelings for his
neighbors confirmed?
--
 ANSWER “MONITOR comprehension” p15
How have Rey’s feelings about Mr. Sanchez
changed over time?
Response to “Monitor Comprehension” using
sentence frame:
Before Rey thought______, but now
he thinks _________.
UNIT PROJECT- TV TALK SHOW
:CHOICES
TEAM COLLABORATION
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over
the course of a text, interact with other characters,
and advance the plot or develop the theme.
multiple or conflicting motivations) develop over
the course of a text, interact with other
characters, and advance the plot or develop the
theme.
Discuss or debate opinions with peers, supporting
opinions & ideas with reasons and evidence.
Copy Objectives
Copy Objectives
Predict Answer to Set a Purpose
TEAM LEADERS KEEP TRACK of who reports partial
summary of prior day’s reading, new person each
top page 12
day.
 (A ) Class DISCUSSION: TG (A) p13 Top of page. READ OBJECTIVES
ASK: Why is it important to have a good relationship ASSIGNED STUDENTS SUMMARIZE
story from day prior
with your neighbors?
PROBE students for
 DEMONSTRATE TEAM READING ROUTINES:
questions they generated for next pages
DAILY PRIOR TO READING,TEAM LEADER:
FRONTLOADS VOCABULARY both pages Chunk predictions that wereSTconfirmed/revised
 p. T14 (A) READ 1 PARAGRAPH
up reading so ALL members read
 p. T14 (A-3) READ MARGIN TEXT and
ASSIGNS READING ORDER of team memb.
ASK: What can you infer/
TRACKS team member’s contributions
guess about their community?
 TEACHER FRONTLOADS ALL VOCAB pp.12+13  pp.14-15: TEAMS READ, discuss, and
write answers to questions in MARGINS
 TEACHER+CLASS READ pp. 12-13 using
 PREPARE TO REPORT answers to
cooperative learning strategies to discuss and
margin questions, observations,
report out MARGIN questions.
 TEACHER MODELS how team leaders are to fill confirmed/revised predictions,
questions, observations/interpretations
out contribution tracking sheets.
of visuals, imagery
 T13 (C2)
Thursday Sept. 19
Students will:
Use text elements to make inferences and confirm or
revise predictions.
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme.
Discuss or debate opinions with peers, supporting
opinions & ideas with reasons and evidence.
Copy Objectives
TEAM LEADERS ASSIGN different person to report
partial summary of prior day’s reading.
READ OBJECTIVES
ASSIGNED STUDENTS SUMMARIZE
story from day prior
PROBE students for
questions they generated for next pages
predictions that were confirmed/revised
 pp.16-18: TEAMS READ, and
discuss questions in MARGINS
 PREPARE TO REPORT answers,
observations, confirmed/revised
predictions, questions, observations
Friday Sept. 20
Course: ESL ENGLISH 5
Essential Question: What influences a person’s choices?
Unit Title: CHOICES
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Monday Sept. 23
Unit Assessment: Unit 1 Literary Analysis Test
Tuesday Sept. 24
Wed Sept. 25
Language & Students will:
Use text elements to make inferences and confirm
Content or revise predictions.
Objectives: Analyze how complex characters (e.g., those with
Bellwork
multiple or conflicting motivations) develop over
the course of a text, interact with other characters,
and advance the plot or develop the theme.
Discuss or debate opinions with peers, supporting
opinions & ideas with reasons and evidence.
Copy Objectives
TEAM LEADERS ASSIGN different person to report
partial summary of prior day’s reading.
I Do
We Do
They Do
Assessment
 pp.19-23: TEAMS READ, and
discuss questions in MARGINS
 PREPARE TO REPORT answers,
observations, confirmed/revised
predictions, questions, observations
UNIT
PROJECT-TV
TALK SHOW:
CHOICES
TEAM
COLLABORATION
Thursday Sept. 26
Friday Sept. 27
Course: ESL ENGLISH 5
Essential Question: What influences a person’s choices?
Unit Title: CHOICES
Unit Objective / CC Standards: 1a. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
Monday Sept. 30
Unit Assessment: Unit 1 Literary Analysis Test
Tuesday Oct. 1
Wed Oct. 2
Language &
Content
Objectives:
Bellwork
I Do
We Do
They Do
Assessment
UNIT
PROJECT-TV
TALK SHOW:
CHOICES
TEAM
COLLABORATION
Thursday Oct. 3
Friday Oct. 4
Students will:
Continue working in collaborative teams to compose a TV talk show script with dialogue, debate, and concluding remarks focused on this unit’s essential question.
Discuss or debate opinions with peers, supporting opinions & ideas with reasons and evidence.
UNIT PROJECT
TV TALK SHOW: CHOICES
TEAM COLLABORATION
Demonstrate additional formats/styles of talk
shows.
Groups share out progress of group’s project, successes, and obstacles.
Class offers suggestions.
Groups continue working on Talk Show Unit project.
nn
Exit:
*Turn in script for a progress check.