Mr b's CDS ELL Class



5th-8th Grade ELLTerm 1: Skill Assessment and Service Learning Project PlanningMr. David Brennandbrennan@daltonschool.krClass Website: mrbdaltonschool.Our Goal: Ready to help people in your community and beyond while improving your reading, writing, speaking skills in English? Mr. B will help you to grow as a person while making a difference in the lives of others! You will be able to learn more about the world we live in and the power that each of us to change it for the better.Objectives for this year:Students will be able to:Assess their abilities in reading, writing and speaking in order to improve in the areas that are a challenge for themIdentify their personality type and values in order to better understand their strengths, what issues are important to them and what their ideal role is within a groupResearch an issue in contemporary society, using various web sources and other forms of media and technologyApply research into a well-developed, coherent and effective essayWork with peers to design and implement a service project in theirs or the global communityPractice empathy in relation to others and their individual differences and circumstancesCollaborate and converse effectively with others in order to solve problems in a group settingUse academic English more effectively in their reading, writing and speaking Items students must bring to class each day:A notebook with lined paper for taking notes and quick writesMaterials from other classes (we will work on assignments from other subjects)A pen or pencilOn certain days, you will be asked to bring a laptop computer (if you own one)Term Introduction: More and more these days, people are realizing their potential to have a positive impact on the lives of others in their community and beyond. The wonderful thing about planning and completing service projects from the classroom is that many different skills are learned and students learn so much about themselves, including what they are good at, what they need to work on and how it feels to help others in need. The skills I hope to focus on this year are reading, writing, speaking, in English as well as teamwork, self-awareness, leadership, etc. Essential Questions: What are my strengths and what do I need to work on to improve?What are my values (what is most important to me)?What are some issues in modern society that I would like to work to have a positive impact on?What are the elements of this issue that are the most important to me?What are the ideal roles for myself and each member of my group so we can work together as well and efficiently as possible?How can I more effectively communicate with the members of my group and the teacher to make this project as successful as possible?What actions can I take to have a positive effect on my community?Standards (that will be addressed this year): Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics SL.8.1, 6; L.8.3, 6Interacting with others in written English in various communicative forms (print, communicative technology and multimedia) W.8.6; WHST.8.6; SL.8.2; L.8.3, 6Offering and justifying opinions, negotiating with and persuading others in communicative exchanges W.8.1; WHST.8.1; SL.8.1, 4, 6; L.8.3, 6Adapting language choices to various contexts (based on task, purpose, audience, and text type) W.8.4–5; WHST.8.4–5; SL.8.6; L.8.1, 3, 6Listening actively to spoken English in a range of social and academic contexts SL.8.1, 3, 6; L.8.1, 3, 6Expressing information and ideas in formal oral presentations on academic topics l SL.8.4–6; L.8.1, 3Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.8.1–10; WHST.8.1–2, 4–10; L.8.1–6Justifying own arguments and evaluating others’ arguments in writing W.8.1, 8–9; WHST.8.1, 8–9; L.8.1–3, 6Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas W.8.4–5; WHST.8.4–5; SL.8.4, 6; L.8.1, 3, 5–6Daily Schedule:Session 1: Getting to know each other/The 6 C’s of CDSGoal: To get to know each other better and to establish a trusting, safe and mutually respectful environment in the classroom. (Standards SL.8.1, 6, L.8.2) Activity:*Teacher Introduction*Soccer ball question activity*Students fill out info sheets*Introduction to class expectations, policies and proceduresSession 2: Social Contract (grades 5,6,7)Goal: For the students to take ownership of the expectations in the classroom by creating a social contract to be followed throughout the year. (Standards W.8.1, 6, 3) Activity:*Brainstorm (how students want to be treated by the teacher, how theyshould treat each other, how the teacher wants to be treated, and how theyshould treat each other in times of stress or conflict*Discussion of the 6 C’s (creation of wall poster)Session 3: Writing AssessmentGoal: To assess the students’ English proficiency levels in order to personalize their instruction based on their strengths and weaknesses throughout the year. (Standards SL.8.1, 6)Activity:*Students write a narrative about a time when they helped someone or a time when someone helped them, including how it felt, how they imagine itfelt for the other person and how they plan to use this experience to changethe way they live in the futureSession 4: Values Assessment (Grades 5,6,7)Goal: In preparation for the service learning projects, students will determine what values are most important to them in order to create a clearer idea of what sort of issues they would like to address. (Standards SL.8, L.8.3)Activity: *Class discussion of the values on the worksheet and the different elements of each value. *Students will select those that are most important to them from the list of common sets of values on the worksheet. *This will be followed by the sorts of issues that are related to each value. Session 5: Personality AssessmentGoal: Students will determine their individual personality types in order to establish what roles they should play in the classroom and in groups, as well as what interests they may have in relation to the future. (Standards W.8, 6) Activity: *What color are you? Personality Assessment worksheet*class discussion of vocabulary and traits of each personality typeSession 6: Introduction to Longman Keystone text bookGoal: Students will become familiar with the text book and themes that we will cover throughout the term as well as previewing the readings and learning new vocabulary. (Standards SL.8.1, L.8.2)Activity: *Vocabulary Focus: Key Words, Academic Words *Preview of “The First Americans” Reading *Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 7: What Does Service Really Mean?Goal: The class will take a close look at what it means to serve others and how important it is to exhibit empathy and understand what those in need really are going through and the kind of support they need. (Standards SL.8.1, 6, L.8.2) Activity: *Ted Talk about service followed by a writing/discussion about the theme and message *Group discussion about what service means to them and the creation of a group definition which will be combined into a class definitionSession 8: “The First Americans”Goal: Students will read the text and review through speaking and listening. (Standards WHST.8.4, L.8.2)Activity: *Class reading of text with frequent checks for comprehension *Speaking and Listening Focus: In Your Own Words*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 9: Issues in Korea and Around the World (Grades 5,6,7)Goal: Students will brainstorm about issues in Korea and globally that they feel would be important to them to address in their projects. (Standards 5-6, L8.1)Activity: *Group and class discussion and creation of a class poster (mind map) about issues that relate to the values of the students, as well as ways that the issues may be addressed as a service project*Group Brainstorm: Guided worksheet on the elements of each issue and possible strategies to make a difference Session 10: “The First Americans”Goal: Students will continue their analysis of the text as well as increase their understanding of adjective order and practice in descriptive writing. (Standards L.8.1-6, 6)Activity: *Grammar Focus: Order of adjectives *Writing Focus: Describe a Group of People*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 11: Research of Issues (Grades 5,6,7)Goal: Students will increase their understanding of the issues they have chosen, including the causes, scope, facts and details. (Standards W.10, 4-10)Activity: *Time to research (on laptops) on the chosen topics*Guided research worksheet to be used as they prepare to write their research essaySession 12: “Riding Freedom”Goal: Students will read an excerpt from the novel, “Riding Freedom” by Pam Munoz Ryan and will learn new vocabulary as well as analyze the text from a historical perspective. (Standards SL.8.4, 3, L.8.2)Activity: *Vocabulary Focus: Key Words, Academic Words *Reading Focus: Analyzing Historical Content*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 13: Continued Research of Issues (Grades 5,6,7)Goal: Students will increase their understanding of the issues they have chosen, including the causes, scope, facts and details. (Standards W.8.6, WHST.8.6)Activity: *Time to research (on laptops) on the chosen topics*Guided research worksheet to be used as they prepare to write their research essaySession 14: “Riding Freedom”Goal: Students will continue their analysis of the text as well as practicing their speaking, listening and writing (Standards SL.8.1, 6)Activity: *Speaking and Listening Focus: Reader’s Theater *Progress Monitoring: Response to Literature*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 15: Continued Research of Issues (Grades 5,6,7)Goal: Students will increase their understanding of the issues they have chosen, including the causes, scope, facts and details. (Standards SL.8.1, L.8.2)Activity: *Time to research (on laptops) on the chosen topics*Guided research worksheet to be used as they prepare to write their research essaySession 16: “Riding Freedom”Goal: Students will continue their analysis of the text as well as practice their grammar and writing (Standards 6, L.8.2)Activity: *Grammar Focus: Sequence Words*Writing Focus: Describing and Event or Experience*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 17: Research Essay Planning (Grades 5,6,7)Goal: Students will begin to outline and plan a research essay that will encompass all the details and possible solutions to the problem they have chosen. (Standards 4, L.8.3)Activity: *Time to research (on laptops) on the chosen topics*Guided research worksheet to be used as they prepare to write their research essaySession 18: “The Train to Freedom” and “The Drinking Gourd”Goal: Students will prepare to read the text by going over vocabulary and learning how to skim for details. (Standards L.8.3, WHST.8.1)Activity: *Vocabulary Focus: Key Words/Academic Words*Reading Focus: Skimming*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 19: Research Essay Rough Draft (Grades 5,6,7)Goal: Students will use their outline and plan to begin writing their essay.Activity: *Students will hand write a rough draft of their essay to be checked by the teacher.Session 20: “The Train to Freedom” and “The Drinking Gourd”Goal: Students will read the text as a group and summarize it verbally as well as beginning to write stories individually (Standards SL.8.1, 6)Activity: *Speaking and Listening Focus: In Your Own Words*Reading Focus: Write a Story With a Starter*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 21: Research Essay Rough Draft (Grades 5,6,7)Goal: Students will use their outline and plan to begin writing their essay. (Standards SL.8.1, 3, L.8)Activity: *Students will hand write a rough draft of their essay to be checked by the teacher.Session 22: “Personal Narrative and Poetry”Goal: Students will prepare to read “Five New Words at a Time” by Yu Lan Ling and “Quilt” by Janet Wong (Standards WHST.8.4, 6, L.8.2)Activity: *Vocabulary Focus: Literary Words/Academic Words*Reading Focus: Identify Problems and Solutions*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 23: Service Project Proposal (Grades 5,6,7)Goal: Students will collaborate with their peers to create a specific plan of how they intend to address the issue they have chosen. (Standards SL.8.1, 6, L.8.2)Activity: *Students will brainstorm as a group to decide what they would like their project to entail and how they plan to make a difference through the completion of a guided worksheet. Session 24: “Personal Narrative and Poetry”Goal: Students will read the text and respond verbally and in writing (Standards L.8.3, WHST.8.6)Activity: *Speaking and Listening Focus: Reader’s Theater*Progress Monitoring: Responding to Literature*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 25: Service Project Proposal Continued (Grades 5,6,7)Goal: Students will continue to create a specific plan of how they intend to address the issue they have chosen. (Standards SL.8.1, 6, L.8.2)Activity: *Students will brainstorm as a group to decide what they would like their project to entail and how they plan to make a difference through the completion of a guided worksheet. Session 26: “Personal Narrative and Poetry”Goal: Students will focus on grammar and story writing (Standards L.8.3, 6)Activity: *Grammar Focus: Gerunds as subjects and objects*Writing Focus: Write a familiar story*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Session 27: Service Project Proposal Continued (Grades 5,6,7)Goal: Students will continue to create a specific plan of how they intend to address the issue they have chosen. (Standards SL.8.1, 6, L.8.2)Activity: *Students will brainstorm as a group to decide what they would like their project to entail and how they plan to make a difference through the completion of a guided worksheet. Session 28: “The Great Fever”Goal: Students will prepare to read the text by focusing on vocabulary and understanding cause and effect in literature. (Standards SL.8.1, 3, L.8.1)Activity: *Vocabulary Focus: Key Words and Academic Words*Reading Focus: Recognizing Cause and Effect*Review and discussion of current assignments in their other classes (time for students to work together while teacher provides support and guidance)Additional ELL Resources: Grade ________________ Live: On Campus / Off CampusDo you own a laptop (notebook) computer (that you can bring to school)? Yes / No What is your email address? ________________________________________________________________What is a good phone number to reach you? _______________________________________________________What are your favorite subjects in school? ________________________________________________________________________________________What are your hobbies? ________________________________________________________________________________________________________________What is your favorite candy/snack? ________________________________________________________________________________________________Where did you live outside of Korea? ______________________________________________________________________________________________What do you think are your strengths (what are you good at?) _____________________________________________________________ __________________________________________________________________________________________________________________________________________________What do you think you need to improve (what is hard for you?) ______________________________________________________________________________________________________________________________________________________________________________________________________________Name__________________________________________________________ Grade ________________ Live: On Campus / Off CampusDo you own a laptop (notebook) computer (that you can bring to school)? Yes / No What is your email address? ________________________________________________________________What is a good phone number to reach you? _______________________________________________________What are your favorite subjects in school? ________________________________________________________________________________________What are your hobbies? ________________________________________________________________________________________________________________What is your favorite candy/snack? ________________________________________________________________________________________________Where did you live outside of Korea? ______________________________________________________________________________________________What do you think are your strengths (what are you good at?) _____________________________________________________________ __________________________________________________________________________________________________________________________________________________What do you think you need to improve (what is hard for you?) ______________________________________________________________________________________________________________________________________________________________________________________________________________Writing Prompt: Choose one and give as many details as possible Write about a time when you helped someone with a problem they had. *What did you do to help them?*How do you think it made them feel?*How did it make you feel to help them?*How will you use this experience to change how you will live your life in the future?Write about a time when someone helped you with a problem you had.*What did they do to help you?*How did it make you feel when they helped you?*How do you think it made them feel to help you?*How will you use this experience to change how you will live your life in the future?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1Needs Improvement2Developing3Competent4ExceptionalWriting Writes fewer than 10 sentences. Writes mostly simple sentences and attempts to write compound sentences (and, but, so). Writes 8-10 simple and compound sentences (and, but, so), but is unable to form complex sentences (because, although, since, while). Writes 10-15 sentences with compound (and, but, so) and complex (because, although, since, while) structure. Most simple and compound sentences are correct, but complex structures may have some mistakes.Writes 10-20 sentences with strong compound (and, but, so) and complex (because, although, since, while) structure. Punctuation, capitalization, & spellingMany mistakes in punctuation, spelling and capitalization. Some mistakes in punctuation, spelling and capitalizationA few mistakes in punctuation, spelling and capitalization.Almost no mistakes in punctuation, spelling and capitalization. Vocabulary (words)Uses only simple or common words.Uses simple or common words correctly. Rarely uses difficult or class vocabulary. Uses simple and common words correctly. Often uses difficult words and class vocabulary correctly. Uses simple and common words correctly. Usually uses difficult words and class vocabulary correctly.IdeasWrites about one topic, but many of the ideas are not connected well and the supporting information is usually weak.Writes about one topic, but some of the ideas are not connected well and the supporting information is often weak.Writes about one topic. Many of the ideas are connected well, often with good supporting information. Writes about one topic. Most of the ideas are connected well with strong supporting information.GrammarMakes many mistakes with level grammar. The sentences are difficult to understand.Makes some mistakes with level grammar. The sentences are sometimes difficult to understand. Can use the grammar for correctly most of the time. There are mistakes, but the sentences are easy to understand.Writes good sentences with correct grammar most of the time. The sentences have good structure.Research Essay Assignment:This essay will consist of:5 paragraphs (including a thesis, introduction, body and conclusion)At least three sources (reliable online sources/this will be covered in class)Clear details that provide insight into the issue you have chosenThree strategies that have been used in the past to address this problemAt least two strategies that you could use in your project1Needs Improvement2Developing3Competent4ExceptionalQuality of InformationInformation clearly relates to the main topic. It includes no supporting details and/or rmation clearly relates to the main topic. It provides 1-2 supporting details and/or rmation clearly relates to the main topic. It includes a few supporting details and/or rmation clearly relates to the main topic. It includes several supporting details and/or examples.SourcesSources are not accurately documentedAll sources (information and graphics) are accurately documented, but many are not in the desired format.All sources (information and graphics) are accurately documented, but a few are not in the desired format.All sources (information and graphics) are accurately documented in the desired format.SolutionsNo strategies were providedAt least one past strategy and one potential strategy are providedAt least two past strategies and one potential strategies are providedAt least three past strategies and two potential strategies are providedPunctuation, capitalization, & spellingMany mistakes in punctuation, spelling and capitalization. Some mistakes in punctuation, spelling and capitalizationA few mistakes in punctuation, spelling and capitalization.Almost no mistakes in punctuation, spelling and capitalization. Vocabulary (words)Uses only simple or common words.Uses simple or common words correctly. Rarely uses difficult or class vocabulary. Uses simple and common words correctly. Often uses difficult words and class vocabulary correctly. Uses simple and common words correctly. Usually uses difficult words and class vocabulary correctly.GrammarMakes many mistakes with level grammar. The sentences are difficult to understand.Makes some mistakes with level grammar. The sentences are sometimes difficult to understand. Can use the grammar for correctly most of the time. There are mistakes, but the sentences are easy to understand.Writes good sentences with correct grammar most of the time. The sentences have good structure. ................
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