Math – Grade 8 - Unit 3 – ELL Scaffolds



| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 1 |Define linear functions as a rule that assigns one output to each input and |Orally identify whether or not the data represented as a graph or in a table is a |VU: Function, vertical, intersect, is |

|CCSS: |determine if data represented as a graph or in a table is a function. |function using Charts, a personal math dictionary and models. |mapped to, drawn |

|8.F.1 | | | |

|WIDA ELDS: 3 | | | |

|Speaking | | | |

| | | |LFC: Negative (which is NOT), follow |

| | | |directions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |

| |Personal math dictionary |Personal math dictionary |Personal math dictionary Small group |Small group | |

| |Small group |Small group |Sentence Starter | | |

| |Word/symbols wall |Word/symbols wall |Word wall | | |

| |L1 text and/or support |L1 text and/or support |Charts | | |

| |Charts |Sentence Frame | | | |

| | |Charts | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 2 |Compare two functions each represented in a different way (numerically, |Compare two functions, each represented in a different way (numerically, verbally,|VU: Y-intercept, slope, corresponding |

|CCSS: |verbally, graphically, and algebraically) and draw conclusions about their |graphically, and algebraically) and explain in writing the similarities and/or |value, 3 times the rate, rate of change|

|8.F.2 |properties (rate of change and intercepts). |differences using a word wall, Think -aloud, Charts and partner. | |

|WIDA ELDS: 3 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Comparative phrases, relative |

| | | |clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Think-aloud |Think-aloud |Think-aloud |Think-aloud |Think-aloud |

| |Charts |Charts |Charts |Charts |Charts |

| |Partner work |Partner work |Partner work |Partner work | |

| |Demonstration |Word/symbol wall |Sentence Starter | | |

| |Word/symbol wall |L1 text and/or support |Word wall | | |

| |L1 text and/or support |Sentence Frame | | | |

| |Completed examples |Examples | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 3 |Utilize equations, graphs, and tables to classify functions as linear or |Explain orally and in writing whether a function, represented graphically, in a |VU: Linear/non-linear |

|CCSS: |non-linear, recognizing that y = mx + b is linear with a constant rate of |table or as an equation is linear or non-linear, recognizing that y = mx + b is | |

|8.F.3 |change. |linear with a constant rate of change using a Charts, a word wall and Math | |

|WIDA ELDS: 3 | |Journal. | |

|Reading | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Cause and effect statements |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Charts |

| |Charts |Charts |Charts |Charts |Math Journal |

| |Math Journal |Math Journal |Math Journal |Math Journal | |

| |Word/symbol wall |Word/symbol wall |Sentence Starter | | |

| |L1 text and/or support |L1 text and/or support |Word wall | | |

| |Illustrations |Sentence Frame | | | |

| |Competed examples | | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 4 |Evaluate square roots and cubic roots of small perfect squares and cubes |Demonstrate comprehension of and explain how to evaluate square and cubic roots of|VU: Possible, value |

|CCSS: |respectively and use square and cube root symbols to represent solutions to |small perfect squares and cubes and use square and cube root symbols to represent | |

|8.EE.2 WIDA ELDS: |equations of the form x2 = p and x3 = p where p is a positive rational number.|solutions to equations using charts, think-alouds and models. | |

|3 |Identify √2 as irrational. | | |

|Speaking | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: If clauses, comparatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |

| |Think -aloud |Think -aloud |Think -aloud |Small group/ triads | |

| |Small group/ triads |Small group/ triads |Small group/ triads | | |

| |Word/Picture Wall |Word/Symbol Wall |Sentence Starter | | |

| |L1 text and/or support |L1 text and/or support |Word Wall | | |

| |Charts |Sentence Frame |Charts | | |

| |Cloze Sentences |Charts | | | |

.

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 5 |Explain a proof of the Pythagorean Theorem and its converse. |Explain orally and in writing a proof of the Pythagorean Theorem and its converse |VU: Congruent, substitution, |

|CCSS: | |using a chart, a word wall, linguistic supports and math journal. |simplification, Pythagorean Theorem, |

|8.G.6 | | |isosceles |

|WIDA ELDS: 3 | | | |

|Speaking | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Summary statements, embedded |

| | | |clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Charts |

| |Charts |Charts |Charts |Charts |Math Journal |

| |Math Journal |Math Journal |Math Journal |Math Journal | |

| |Word/picture wall |Word/picture wall |Sentence Starter | | |

| |L1 text and/or support |L1 text and/or support |Word Wall | | |

| |Competed examples |Sentence Frame | | | |

| |Cloze Sentences with choices for | | | | |

| |answers | | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 6 |Utilize the Pythagorean Theorem to determine unknown side lengths of right |Demonstrate comprehension of the Pythagorean Theorem by applying it to determine |VU: Diagonal, round (estimate), |

|CCSS: |triangles in two and three dimensions to solve real-world and mathematical |unknown side lengths of right triangles in two and three dimensions in real world |dimension |

|8.G.7 |problems. |and mathematical problems using charts, notes, a math journal, and completed | |

|WIDA ELDS: 3 | |examples. | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Past tense, comparatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Notes |Notes |Notes |Notes |Notes |

| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |

| |Charts |Charts |Charts |Charts |Charts |

| |Word Wall |Word Wall |Word Wall | | |

| |L1 text and/or support |L1 text and/or support |Completed examples | | |

| |Completed examples |Completed examples | | | |

| | | | | | |

| | | | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 5 |Use the Pythagorean Theorem to determine the distance between two points in |Demonstrate comprehension of how to use the Pythagorean Theorem to determineg the|VU: Coordinate plane, perimeter, |

|CCSS: |the coordinate plane. |distance between two points in the coordinate plane using a chart, think-alouds |distance |

|8.G.8 | |and personal math dictionary. | |

|WIDA ELDS: 3 | | | |

|Listening | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Prepositional clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Think -aloud |Think -aloud |Think -aloud |Charts |Charts |

| |Personal math dictionary |Personal math dictionary |Personal math dictionary |Partner work |Partner work |

| |Partner work |Partner work |Charts | | |

| |Word Wall |Word Wall |Partner work | | |

| |L1 text and/or support |L1 text and/or support |Word Wall | | |

| |Examples |Examples | | | |

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