WASHINGTON TOWNSHIP PUBLIC SCHOOLS



Washington Township Public Schools

Office of Curriculum & Instruction

Curriculum Guide Checklist

|Course Title: |ESL Grades 6-8 |

|Submitted By: |Georgeann Figueroa |Date: |7/28/2014 |

(Elementary Director or /MS/HS Dept Supervisor please check)

|Acceptable |Not Acceptable |N/A | |Comments |

| | | |Cover Page (Course Description) | |

| | | |Demonstrable Proficiencies (MS & HS only) | |

| | | |Scope & Sequence (Elementary only) | |

| | | |List of Major Units of Study | |

| | | |(For each unit of study include the following A-E) | |

| | | |A. Unit Overview | |

| | | |B. Unit Graphic Organizer (Web) | |

| | | |C. Unit Plan | |

| | | |1. Topics/Concepts | |

| | | |2. Critical Content | |

| | | |3. Skill Objectives | |

| | | |4. Learning Activities | |

| | | |5. Instructional Resources with Title and Page Number | |

| | | |6. Evaluation/Assessment | |

| | | |7. Core Curriculum Standards/Cumulative Progress Indicator References | |

| | | |D. Lesson Plan Detail (Elementary Only) | |

| | | |E. Cross-Content Standards Analysis | |

| | | |D. Curriculum Modification Page Insert | |

|Approval: Principal: | | |Curriculum Director: | |

| | | |Asst. Superintendent: | |

|Department Supervisor: | | |Board of Education: | |

|PLEASE NOTE: A completed and signed checklist MUST accompany any course of study that is submitted for approval. |

Washington Township Public Schools

Office of Curriculum & Instruction

|Course: |ESL Grades 6-8 |

|Written By: |Georgeann Figueroa |

| |

|Under the Direction of: |Bobbi Marciano |

| |

|Description: |The English as a Second Language grades 6-8 curriculum consists of five domains with five proficiency levels for each domain of instruction. It includes both social |

| |communication English skills and instructional skills that assist the student in becoming academically successful in core content areas. The four language domains are |

| |maintained as separate constructs for the purpose of thinking about curriculum, instruction, and assessment. The use of five levels of language proficiency reflects the |

| |complexity of language development and allows the tracking of student progress across grade levels within the same scale. These five levels of proficiency, (1) Starting, (2) |

| |Emerging, (3) Developing, (4) Expanding, and (5) Bridging, are intended to highlight and model the process of language acquisition. |

| |Because this curriculum is a working document, enhancements can readily be made as changes in the “No Child Left Behind” legislation occur. Currently, students in New Jersey |

| |are tested annually with the Access standard exam. This instrument is based on the WIDA Standards which New Jersey has also adopted and is implementing in revised proficiency |

| |standards. These revisions will include expanding the scope and breadth of the ESL content standards and using students’ first languages and cultures as the foundation for |

| |developing academic language proficiency. |

|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |

|Barbara E. Marciano: |Director of Elementary Education |

|Jack McGee: |Director of Secondary Education |

|Written: | |

|Revised: |August 2012 |

|BOE Approval: | |

DEMONSTRABLE PROFICIENCIES

|COURSE TITLE: |ESL Grades 6-8 |

|CLASSWORK REQUIREMENTS |

|Per Board Policy |

|ATTITUDE & BEHAVIOR |

|Per Board Policy |

|COURSE OBJECTIVES/OVERVIEW |

|COURSE CONTENT |

| |

|SKILLS |

| |

|APPRECIATION OF CONCEPTS |

|ATTENDANCE |

|Attendance: Refer to Board of Education Policy |

| |

|GRADING PROCEDURES |

| Per Board Policy |

MAJOR UNITS OF STUDY

|Course Title: |ESL Grades 6-8 |

|Listening |

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|Speaking |

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|Reading |

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|Writing |

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|Viewing and Media Literacy |

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Unit Overview

|Course Title: |ESL Grades 6-8 |

| | |

|Unit #: |UNIT 1 OVERVIEW |Unit Title: Grades | |

| | |6-8 Listening | |

| | |

|Unit Description: |

|Listening is the first domain of language learning. Throughout the integrated course, students will participate in active listening to reinforce comprehension skills, to question and contribute to |

|classroom settings, to increase vocabulary and concept development, and to recognize the need to communicate according to audiences and purposes. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|active listening will increase understanding. |

|use of English depends on audience and settings. |

|there are different ways to say the same thing. |

|languages and experiences of the students and their families are recognized and respected |

| |

|Guiding Questions |

|What is the difference between listening and hearing? |

|Why is it important to listen carefully? |

|In what ways can students develop sound/letter correspondence in the English language? |

|Why is an interactive environment in which students communicate for authentic purposes important? |

|How does the use of English vary with context? |

|How are content classes incorporated into the target lesson? |

|How do students’ experiences relate to the target lesson? |

|How does language usage reflect regions and cultures? |

CURRICULUM – Unit Plan

|Course Title: |ESL 6-8 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Listening | | | |RL.6.1-7,9 | | | | |

| | | | | |            | | | | |

| | | | | |RL.7.1-3, 6,9 | | | | |

| | | | | |               | | | | |

| | | | | |RL.8.1-7 | | | | |

| | | | | |RI.6.1-9 | | | | |

| | | | | |                | | | | |

| | | | | |RI.7.1-9 | | | | |

| | | | | |                      | | | | |

| | | | | |RL.8.1-9 | | | | |

| | | | | |W.6.1-5, 10 | | | | |

| | | | | |           | | | | |

| | | | | |W.7.1-5,10 | | | | |

| | | | | |                 | | | | |

| | | | | |W.8.1-6,10 | | | | |

| | | | | |SL.6.1-4, 6 | | | | |

| | | | | |            | | | | |

| | | | | |SL.7.1-4, 6 | | | | |

| | | | | |                 | | | | |

| | | | | |SL.8.1-4,6 | | | | |

| | | | | |L.6.1-5 | | | | |

| | | | | |L.7.1-5 | | | | |

| | | | | |                       | | | | |

| | | | | |L.8.1-5 | | | | |

|Time Allocation: |1-year integrated program | | | | | | | | |

| | | | | | | | | | |

Objectives: SWBAT:

|Demonstrate active listening behaviors in a variety of situations for |` | |

| a variety of purposes | | |

|Demonstrate the ability to listen actively in order to restate, interpret, respond to, and evaluate | | |

|increasingly complex messages | | |

| | | |

|- | | |

|A. CONTENT/SKILLS |B. WIDA |C. LEARNING ACTIVITIES |D. SUGGESTED MATERIALS |E. STUDENT EVALUATION |

| |PROFICIENCY | | | |

| |LEVEL | | | |

|Listen to read, watch, and respond to | 1-5 |Participate in choral jazz chants |Shining Star, Introductory Level |T-S oral q&a for |

|plays, films, stories, books, songs, |TESOL Goal |Listen to taped story or play and discuss |Level A |aural comprehension |

|computer programs, and magazines |1-Standard Grades 4-8 |story elements |Units 1-6 |Grading of reports |

| | |Write a critique of a text story or film |shiningstar | |

| | | | | |

|Listen to and imitate how others use |1-5 |Practice pronunciation with teacher in class |Intro. Level Units 1-8 |Teacher observations |

|English |TESOL Goal 1-Standard 3|Practice pronunciation in groups with taped text |Levels B,C Units 1-6 | |

| |Grs. 4-8 |Practice pronunciation with computer program |Audio cassettes | |

| | | |On-line practice | |

| | | | | |

|Interpret vocabulary gained through | 3-5 |Discuss new vocabulary from plays, films, stories, books and songs|Intro Level Units 1-8 |Classroom listening |

|listening |3.4.4.A.3 |in class |Levels B, C Units 1-6 |comprehension checks |

| | |Use a dictionary to analyze new vocabulary | | |

|Distinguish among types of speech (e.g.,| 3-5 |Discuss class rules and consequences in class with teacher |Intro. Level Units 1-8 |Teacher observations |

|a joke, a chat, or a warning) |3.4.2.A.2 |Improvise a speaking situation with a partner to present to the |Levels B, C Units 1-6 | |

| | |class |Prompt cards for jokes, chats | |

| | |Listen to a joke and analyze the humor | | |

|Listen attentively and critically to a | |Listen to morning announcements and recall information |Intro Level Units 1-8 |Teacher observations |

|variety of speakers |3-5 |Listen to a group present a play and discuss the theme |Levels B, C Units 1-6 | |

| |3.4.4.A.2 |Listen to a guest speaker and ask questions about the speech | | |

|Demonstrate active listening by | |Listen to a teacher lecture and take notes |TG20-21,22,23,25,27,49-50, |Teacher observations |

|analyzing information, ideas, and |4-5 |Work in cooperative groups to complete questions based on text |190-196 Intro. Level |Grading of written assignments |

|opinions to determine relevancy |3.4.7.A.2 |story |TG10-13,50-57,178-189 | |

| | |Listen to an oral presentation and list questions that helped |Level A | |

| | |review information | | |

|Recognize and analyze persuasive | 4-5 |Listen to a radio/TV commercial and discuss the message in class |TG151,169 Level B |Teacher observations |

|techniques while listening |3.4.5.A.4 |Listen to orally presented information and discuss credibility of | | |

| | |message | | |

|Listen to determine a | 4-5 |Listen to a letter to the editor and discuss the writer’s opinion |TG204-211 Intro Level |Teacher observations |

|speaker’s purpose, attitude, and |3.4.7.A.5 |in class | | |

|perspective | |In cooperative groups, read aloud from | | |

| | |“Aaron’s Gift” and determine the author’s purpose for writing the | | |

| | |story | | |

|Gain an appreciation of the rich and | 4-5 |Listen to a recording of “Wings” by Pie Corbett and discuss the |TG161,183,198,126-131 |Teacher observations |

|varied language of literature |3.4.5.A.5 |rich language |Intro. Level |Grading of written assignments |

| | |Read aloud in class an excerpt from |TG147,148,192 Level A | |

| | |“Pecos Bill, the Greatest Cowboy of All Time”, and discuss the |TG58-59,60,102,200-205 Level B | |

| | |varieties of the English used | | |

| | |Compare writings of the Sumerians with | | |

| | |other writing systems | | |

|Listen to and incorporate a peer’s |4-5 |Work in cooperative groups to list rules/guidelines for successful|TG40,84,128,216 Level A |Teacher observations |

|feedback regarding classroom behavior |TESOL Goal2 |oral presentations in class |TG172,262 Level B |Grading of written assignments |

| |Standard 1 |Use peer feedback from previous oral presentations to improve next| |with a rubric |

| |Grs. 4-8 |oral presentation | | |

|Follow increasingly difficult oral | 1-5 |Listen and respond to 1,2,3,4,-step TPR instructions to practice |TG201 Intro Level |Teacher observations |

|directions (e.g., one, two, three, and |3.4.4.B.6 |vocabulary |Levels A,B Units 1-6 |Listening testing |

|four steps | |Follow multi-step oral commands to create origami l |Cooking mixes and supplies |Grading of completed projects |

| | |Prepare a recipe in small groups for making muffins (3-4 steps) | |with a rubric |

| | | | | |

|Paraphrase information shared by others | |Repeat/restate the teacher’s oral instructions |Intro Level Units 1-8 |Teacher observations |

| |4-5 |Paraphrase oral instructions |Levels B, C Units 1-6 | |

| |3.4.3.B.3 |Summarize a text story orally | | |

| | |Explain the theme of a text story orally | | |

| | | | | |

|Exhibit proficiency in integrating oral | |Listen to recording of text story and complete written assignments| |Teacher monitoring |

|reading with listening, writing, and | |Listen to lesson objectives and complete computer assignment |Intro Level Units 1-8 |Grading of written assignments |

|viewing | | |Levels B, C Units 1-6 | |

| |4-5 | |Shining Star CD-Rom | |

| |3.4.7.B.2 |Give an oral book report | |Teacher observations |

|Critique information heard or viewed | |Give an oral critique of a film viewed in class | |Grading of oral presentations |

| | |Complete a rubric for an oral group presentation given to the | | |

| | |class |Intro Level Units 1-8 | |

| | | |Levels B, C Units 1-6 | |

| |4-5 | | |Teacher observations |

| |3.4.7.B.3 |Create a math word problem and present it to the class | |Grading of oral presentation |

|Demonstrate competence by interpreting | |Create an alternate ending to a text story and read it to the | |with a rubric |

|and applying received information to new| |class | | |

|situations and solving problems | | | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels B, C Units 1-6 | |

|Make inferences based on an oral report | | | |Teacher observations and |

|or presentation |4-5 | | |critiques of journal writings |

| |3.4.5.B.2 |Discuss the purpose/message of an oral presentation | | |

| | |Write in a journal entry what was inferred from an oral | | |

| | |presentation | | |

| | | | |Teacher observations |

|Describe how language reflects specific | | | | |

|regions and/or cultures | | |Intro Level – Units 1-8 | |

| | |Compare how different cultures greet and say good-bye to people |Levels B, C Units 1-6 | |

| | |Investigate different words for the same | | |

| |4-5 |object in English(e.g., soda/pop, bag/sack) | | |

| |3.4.4.B.4 |Analyze the song ”Follow the Drinking Gourd” to interpret its | | |

| | |message to slaves in America | | |

| | | | | |

| | | |TG122-142 Intro. Level | |

| | | |TG143 Level C | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.4.4.B.5 | | | |

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Unit Overview

|Course Title: |Middle School ESL |

| | |

|Unit #: |UNIT 2 OVERVIEW |Unit Title: | |

| | | |Grs. 6-8 Speaking |

| | |

|Unit Description: |

|Speaking is the second domain of language learning. Throughout the integrated course, students will participate in an interactive environment to speak effectively in English by |

|engaging in oral discourse, sharing ideas, experiences and opinions, using the target language to ask for clarification, developing vocabulary skills, and presenting orally to a variety of audiences. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|listening and speaking skills are interlinked. |

|effective speaking is necessary for successful communication. |

|the languages and experiences of students and their family are recognized and respected. |

|there are various ways to say the same thing. |

|vocabulary growth and development is essential for effective oral communication. |

|English can be used to communicate, learn, and understand information. |

| |

| |

|Guiding Questions |

|Why is it important to speak effectively in English? |

|How do body language, gestures, and eye contact effect communication? |

|How do you respond to the ideas of others? |

|How does paraphrasing demonstrate understanding of a spoken message? |

|What is the difference between colloquial and Standard English? |

|How do you recite a poem or chant with appropriate expression? |

|7. What is the key vocabulary for persuasion? |

|8. What are the guidelines for giving a successful oral presentation? |

CURRICULUM – Unit Plan

|Course Title: |ESL 6-8 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Speaking | | | |RL.6.1-7,9 | | | | |

| | | | | |            | | | | |

| | | | | |RL.7.1-3, 6,9 | | | | |

| | | | | |               | | | | |

| | | | | |RL.8.1-7 | | | | |

| | | | | |RI.6.1-9 | | | | |

| | | | | |                | | | | |

| | | | | |RI.7.1-9 | | | | |

| | | | | |                      | | | | |

| | | | | |RL.8.1-9 | | | | |

| | | | | |W.6.1-5, 10 | | | | |

| | | | | |           | | | | |

| | | | | |W.7.1-5,10 | | | | |

| | | | | |                 | | | | |

| | | | | |W.8.1-6,10 | | | | |

| | | | | |SL.6.1-4, 6 | | | | |

| | | | | |            | | | | |

| | | | | |SL.7.1-4, 6 | | | | |

| | | | | |                 | | | | |

| | | | | |SL.8.1-4,6 | | | | |

| | | | | |L.6.1-5 | | | | |

| | | | | |L.7.1-5 | | | | |

| | | | | |                       | | | | |

| | | | | |L.8.1-5 | | | | |

|Time Allocation: |1-year integrated course | | | | | | | | |

| | | | | | | | | | |

Objectives: SWBAT:

|Demonstrate the ability to engage in oral discourse in paired, small-group, or whole class activities to | |Demonstrate the ability to use developmentally appropriate vocabulary to support and/or clarify a|

|convey ideas | |message |

|Demonstrate the effective use of a variety of questions and responses including literal, inferential, and| |Demonstrate the ability to speak for a variety of audiences and purposes |

|evaluative forms to communicate through speaking | | |

| | | |

| | | |

| | | |

|A. CONTENT/SKILLS |B. WIDA |C. LEARNING ACTIVITIES |D. SUGGESTED MATERIALS |E. STUDENT EVALUATION |

| |PROFICIENCY | | | |

| |LEVEL | | | |

|Take turns when speaking in a group | 1-5 |Respond to and offer greetings, compliments, introductions, and |Shining Star Series |Teacher observations |

| |3.3.3.A.3 |farewells |Intro Level Units 1-8 | |

| | |Ask questions of peers |Levels B, C Units 1-6 | |

| | |Engage in small group conversation | | |

| | |Express opinions about story characters in conversations | | |

| | | | | |

| | | | | |

| | |Ask-answer WH-questions about text story | | |

|Elicit information and ask clarification| |Play “Jeopardy” to review text story/theme information | |Teacher monitoring |

|questions | |Ask for assistance with a task | | |

| |1-5 |Read a list of personal likes/dislikes to class |Intro Level- Units 1-8 | |

| |TESOL Goal1-Standard 1 |Talk in groups about personal experiences, such as summer |Levels B, C Units 1-6 | |

| |Grs. 4-8 |vacations | |Teacher observations |

|Talk about personal information |2-5 |Interview a partner and report information to the class | |Grading of oral presentations |

| |TESOL Goal1-Standard 1 | |Intro. Level Units 1-8 |with a rubric |

| |Grs. 4-8 | |Levels A, B Units 1-6 | |

| | |Share personal family experiences in “Show and Tell” format | | |

| | |Collect information to make a graph that | | |

| | |compares family size for all class members | |Teacher observations |

| | | | | |

|Volunteer information and respond to |2-5 | | | |

|questions about self and family |TESOL Goal 1-Standard 1|Retell a favorite story | | |

| |Grs. 4-8 |Summarize a text story orally | | |

| | |Report to the class about your favorite |Intro Level Units 1-8 | |

| | |team’s last game |Levels A, B Units 1-6 |Teacher observations |

|Recount events of interest | | | | |

| |2-5 | | | |

| |TESOL Goal1 |Discuss the life of Roberto Clemente in class | | |

| |Standard 2 |Work in cooperative groups to complete a graphic organizer of | | |

| |Grs. 4-8 |information | |Teacher observations |

|Participate in full-class, group and | |Work with a partner to complete a KWL chart for new text story |Intro Level Units 1-8 |Grading of written assignments |

|pair discussions | | |Levels A, B, C Units 1-6 |with a rubric |

| | | | | |

| |2-5 |Teacher assigns jobs in a cooperative group to complete a task | | |

| |TESOL Goal2 |Students choose a job in a cooperative group to complete a task | | |

| |Standard 1 |Use a checklist/rubric in cooperative groups to ensure task is | |Teacher observations |

| |Grs. 4-8 |completed |TG88-94 Intro. Level | |

|Define group roles using consensus to | |List solutions to character’s problems from text story in class |TG4-6,100207,242,258 Level A | |

|ensure task is understood and completed | |Work in cooperative groups to solve a math word problem |TG189,232,74,82,240 Level B | |

| | |Read about a personal problem (Dear Abby column) and write | | |

|Negotiate solutions to problems, | |possible solutions in a letter form | |Teacher observations |

|interpersonal misunderstandings, and | |Use peer mediation to solve a class problem among students | |Grading of written assignments |

|disputes |3-5 | | |with a rubric |

| |3.3.7.A.4 | | | |

| | |Interview classmates about their favorite sport/team to make a |Intro Level Units 1-8 | |

| | |graph |Levels B, C Units 1-6 | |

| | |Compare and explain opinions/preferences of 2 or more peers | | |

| | |about text story elements | | |

| |3-5 | | | |

| |TESOL Goal1 | | |Teacher observations |

|Ask and accept peers’ opinions, |Standard 1 |Participate in a mock debate about if the U.S should enter WWI |TG27 Intro. Level |Grading of graphs with a rubric|

|preferences, and desires |Grs. 4-8 |Give a persuasive speech about why Anne Frank was a hero and |Levels A, B Units 1-6 | |

| | |convince others of your views | | |

| | | | |Teacher observations |

| | | | |Grading of oral presentation |

| | | | |with a rubric |

|Apply rules for cooperative or | |Debate a current topic in a spontaneous speech | | |

|whole-class debate (e.g., follow rules | |Take a pro-con opinion about Aaron’s decision to join a gang in | | |

|for formal debate on a controversial | |“Aaron’s Gift” and debate in small groups | | |

|issue | | | |Teacher grading |

| |3-5 | | |of debate roles with a rubric |

| |TESOL Goal1 | |Intro Level Units 1-8 | |

|Participate in an informal debate |Standard 1 | |Level A Units 1-6 | |

| |Grs. 4-8 |Identify and discuss text story problem in class with teacher |TG166 Level B | |

| | |Modify a peer’s statement about a problem | | |

| | |Explain to teacher reason for absence lateness | | |

| | | | | |

| | | | | |

| |4-5 |Ask teacher for help with a written assignment |TG134-145,198-207 Level A |Teacher observations |

| |3.3.7.A.3 |Ask peers for help with a written assignment | | |

|Talk with others to identify and explore| | | | |

|issues and problems | | | | |

| | |Participate in an oral survey of favorite foods | | |

| | |Work in a cooperative group to list favorite movies | | |

| | |Work with a partner to explain what is needed to make a friend | | |

| | |disappear (scientific experiment) or do a water trick | |Teacher observations |

| |4-5 | |TG206-213 Intro. Level | |

|Ask for assistance with a task |3.3.7.A.5 | | | |

| | |Create a 5-W chart to review elements of a text story with class | | |

| | |Listen to a guest speaker and ask 3 | | |

| | |questions about the speech | |Teacher observations |

| | |Interview a partner about their weekend | |Grading of written assignments |

|Express likes, dislikes, and needs | |activities and write a news article about | |with a rubric |

| | |Him/her | | |

| | | |Intro. Level - Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| |1-5 | | | |

| |3.3.7.B.3 | | | |

| | |Interview a peer about his/her likes,dislikes and report | |Teacher observations |

| | |information to class | | |

| | |Write 3 questions to help review Roberto Clemente’s | | |

|Use questioning to construct meaning by | |opinions/views on | | |

|listening to others, reflecting on | |helping others |Intro Level Units 1-8 | |

|thought processes, and integrating | | |Levels A,B, C Units 1-6 | |

|knowledge | | |Shining Star CD-Rom | |

| |1-5 | | | |

| |TESOL Goal2 |Retell a classmate’s story | | |

| |Standard 1 |Paraphrase a peer’s comments in group discussion | | |

| |Grs. 4-8 |Add on to peer’s opinion |TG120-122 Level A |Teacher’s observations |

| | |Disagree with a peer’s opinion and explain your views | |Grading of oral presentation |

|Question to clarify others’ opinions | | | |with a rubric |

| |1-5 | | |Grading of written assignments |

| |TESOL Goal2 |Describe how an earthquake happens | |with a rubric |

| |Standard 1 |Discuss genetics and make a family chart to help predict family | | |

| |Grs. 4-8 |eye color | |Teacher observations |

| | |Create a “Jeopardy” game to help review text story elements | | |

| | | | | |

| | | | | |

|Modify a statement made by a peer | |Create review questions to help prepare for end-of-unit story/unit|TG120 Intro Level | |

| | |evaluation |TG108 Level A | |

| | | |TG107 Level B | |

| | | | |Teacher observations |

| |2-5 | | |Grading of written assignments |

| |3.3.5.B.1,5 | | |with a rubric |

| | | | | |

|Explore concepts by describing, | | | | |

|narrating, or explaining how and why | | | |Teacher observations |

|things happen | | | |Monitoring of written |

| | | | |assignments |

| | |Pantomime new action words |TG88-93 Intro Level | |

| | |Discuss the water cycle using a word bank | | |

|Use a variety of questions (e.g., | |Role-play an event of Anne Frank’s life using key vocabulary words| | |

|literal, inferential, and evaluative | |Orally express a math operation using appropriate terms | | |

| | | | | |

| |2-5 | | | |

| |3.3.7.B.2 |Add adjectives to make sentences on Smartboard more vibrant | |Teacher observations |

| | |Practice adding/combining sentences in small groups to vary | |Grading of oral assignments |

| | |sentences to describe Pablo Picasso’s “Guérnica” | |with a rubric |

| | |Tell about Bessie Coleman’s life as if she lived today, using |Intro Level Units 1-8 | |

| | |present tense |Levels A, B, C Units 1-6 | |

|Use varied word choice to paraphrase, | | | | |

|clarify, illustrate, and elaborate | | | | |

| | |Role-play meeting someone for the first time | |Teacher observations |

| | |Role-play a text story situation between 2 characters (e.g., | |Grading of group written |

| |3-5 |“Aaron’s Gift”) | |assignments with a rubric |

| |TESOL Goal2 |Role-play techniques to stop a bully from bothering others | | |

| |Standard 1 | |TG66-72 Intro Level | |

| |Grs. 4-8 | |TG252-255 Level A | |

|Use varied sentence structure | |Make a list with the class of 5 questions to ask the U.S. | |Teacher observations |

| | |President | | |

| | |Discuss the plant cycle by using a word bank | | |

| | |Convince the class that your favorite sports team will win the | | |

| | |championship | | |

| |3-5 |Make a chart of the scientific method and explain how to conduct |Intro Level Units 1-8 | |

| |3.3.6.B.3 |an experiment |Levels A, B, C Units 1-6 | |

| | |Role-play appropriate ways to formally greet, introduce, or ask | |Teacher observations |

|Use convincing dialog to role-play short| |for information | | |

|scenes involving familiar situations or | |Compare Standard English with popular slang (e.g., refrigerator- | | |

|emotions | |“ice box”, “fridge” | | |

| | | | | |

| |5 | | | |

| |3.3.6.B.2 |Present a panel discussion to the class | | |

|Adapt language to persuade, explain or | |about the meaning of the word “challenge” | | |

|seek information | |Write a letter thanking a guest speaker | | |

| | |Create a Powerpoint demonstration for Parent Night that shows | |Teacher observations |

| | |class projects and activities |TG23 Intro Level | |

| | | |Tg200-205 Level A | |

| | | |TG26-27 Intro Level | |

| | |Complete this sentence with as many possible examples in class- | | |

| | |______ is | | |

|Recognize the use of Standard English | |as ______ as _______ | |Teacher observations and |

| | |Use a word web to write descriptive sentences about a text story | |monitoring |

| |1-5 |character and record them for class listening | | |

| |3.3.6.C.1 | | | |

| | | |TG208-210 Level A | |

| | |Bring in a favorite game, object, or piece of equipment and |TG192-195 Intro Level | |

|Select and use suitable vocabulary to | |explain it to the class | | |

|fit and stimulate a range of audiences | |Explain how an earthquake occurs using visuals and diagrams | | |

| | |Create a Powerpoint demonstration to explain about the war in | |Teacher written recordings and |

| | |Sudan that produced “The Lost Boys” | |observations |

| | | | |Grading of oral presentation |

| | | | |with a rubric |

| |3-5 | | | |

|Use figurative language purposefully in |3.3.6.C.4 |Retell text story with a partner | | |

|speaking situations | |Become a “Book Buddy” with a younger student |TG206-211 Intro Level |Grading of oral presentations |

| | |Tutor a struggling reader in your class | |with a rubric |

| | | | | |

| | | | | |

| | |Work in cooperative groups to present a Powerpoint presentation | | |

|Use visual aids, media, and/or | |about the Holocaust in the Netherlands | | |

|technology to support oral communication| |Conference with a teacher to improve an oral presentation about | | |

| | |ecosystems | | |

| |3-5 | |TG266 Intro Level | |

| |3.3.4.C.1 | | | |

| | | | |Teacher observations |

| | |Demonstrate a science experiment to the class with a partner | | |

| | |Use visuals such as diagrams, charts, or flashcards to present | | |

| | |information learned from the text story | | |

| | | | | |

|Practice recently learned language by | | | |Teacher monitoring and |

|teaching a peer | | | |observations |

| |3-5 | |TG10-11 Intro Level | |

| |3.3.4.C.4 | | | |

| | | | | |

|Incorporate peer feedback and teacher | | | | |

|suggestions for revisions in content, | | | | |

|organization, and delivery | | | |Teacher observations |

| | | | |Grading of oral presentation |

| | | |TG84-85 Level A |with a rubric |

|Use verbal and nonverbal elements of | | | | |

|delivery to maintain an audience focus |4-5 | | | |

| |TESOL Goal3 | | |Teacher observations |

| |Standard 1 | | | |

| |Grs. 4-8 | | | |

|Read aloud with fluency | |Complete a class survey or opinion poll and analyze the results in| |Teacher observations |

| | |writing | |Grading of oral presentation |

|Develop and deliver a formal | | | |with a rubric |

|presentation based on a central theme, | | | | |

|including logical sequence, |4-5 | |TG153 Intro Level | |

|introduction, main ideas, supporting |3.3.6.C.3 | |Levels A, B Units 1-8 | |

|details, and concluding remarks to an | |Play “Charades” in class to act out favorite book, movie, or film | | |

|audience of peers, younger students, | |Analyze a political cartoon from WWI | | |

|and/or parents | | | |Teacher observations |

|Use writing to prompt discussion and | | | |Grading of completed |

|enhance planning of formal and informal | |Practice and read aloud the poem “This Big Sky” | |assignments |

|presentations | |In small groups, practice and present a jazz chant | | |

| | | |TG66-71 Intro Level |Teacher observations |

|Use humor through verbal and nonverbal |4-5 | |TG76-78 Level A | |

|means |3.3.4.C.2 | | | |

| | | | | |

| | | | |Teacher observations |

|Use appropriate strategies to prepare, | | | |Critique of oral presentation |

|rehearse and deliver an oral | | | |Rubric for checking to ensure |

|presentation word choice, expression, | | | |that appropriate strategies are|

|intonation, and volume | | | |used to practice and prepare |

| |1-5 | | |for oral presentation |

| |3.3.7.D.2 | | | |

| | | |School library | |

| | | |Classroom supplemental library | |

| | | | | |

|END | | | | |

| | | | | |

| | | |TG198-205 Level | |

| | | |TG66-67,76-79 Level B | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |2-5 | | | |

| |TESOL Goal1 | | | |

| |Standard 3 | |TG120-122 Intro Level | |

| | | |Levels A,B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

| |3-5 | | | |

| |3.3.7.D.5 | | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| |3-5 | | | |

| |3.3.6.D.6 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |2-5 | |Intro Level Units 1-8 | |

| |3.3.6.D.7 | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.3.6.D.1 | | | |

| | | |TG136-143 Level A | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |TG198 Intro Level | |

| | | |Jazz Chants – Carolyn Graham | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.3.7.D.1 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |TESOL Goal3 | | | |

| |Standard 1 | | | |

| |Grs. 4-8 | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.3.3.D.3 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Unit Overview

|Course Title: |Middle School ESL |

| | |

|Unit #: |UNIT 3 OVERVIEW |Unit Title: |Grs. 6-8 Reading |

| | |

|Unit Description: |

|Reading is the third domain of language learning. Throughout the integrated course, students will become effective readers by mastering phonological awareness, decoding vocabulary words, developing |

|concepts with appropriate vocabulary, applying basic comprehension skills to gain meaning, learning how to research a topic, and realizing that reading will have a lifelong impact on their lives. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|sound/letter correspondence, word decoding, word families, and phonetic analysis will strengthen and increase vocabulary knowledge. |

|effective readers use specific strategy to understand the meaning and purpose of a selection. |

|the languages and experiences of the students and their families are recognized and respected. |

|predicting, drawing conclusions, making inferences, analyzing characters and setting, and sequencing story events are important reading skills. |

|reading aloud or with expression promotes comprehension and fluency in the target language. |

|reading alone every day for 15 minutes will improve skills and comprehension in the target language. |

|there are differences between every day English and Standard English. |

| |

| |

|Guiding Questions |

|How can students become effective readers? |

|How can graphic organizers represent important story information? |

|What are some Standard English spelling rules that assist decoding of new vocabulary? |

|What is content area vocabulary? |

|How can reading comprehension skills be applied to content area reading selections and texts? |

|What the steps of conducting research to complete a successful project? |

|7. What are some reading skills that help to comprehend schedules, directions, newspapers, and electronic text? |

CURRICULUM – Unit Plan

|Course Title: |ESL Grades 6-8 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Reading | | | |RL.6.1-7,9 | | | | |

| | | | | |            | | | | |

| | | | | |RL.7.1-3, 6,9 | | | | |

| | | | | |               | | | | |

| | | | | |RL.8.1-7 | | | | |

| | | | | |RI.6.1-9 | | | | |

| | | | | |                | | | | |

| | | | | |RI.7.1-9 | | | | |

| | | | | |                      | | | | |

| | | | | |RL.8.1-9 | | | | |

| | | | | |W.6.1-5, 10 | | | | |

| | | | | |           | | | | |

| | | | | |W.7.1-5,10 | | | | |

| | | | | |                 | | | | |

| | | | | |W.8.1-6,10 | | | | |

| | | | | |SL.6.1-4, 6 | | | | |

| | | | | |            | | | | |

| | | | | |SL.7.1-4, 6 | | | | |

| | | | | |                 | | | | |

| | | | | |SL.8.1-4,6 | | | | |

| | | | | |L.6.1-5 | | | | |

| | | | | |L.7.1-5 | | | | |

| | | | | |                       | | | | |

| | | | | |L.8.1-5 | | | | |

|Time Allocation: |1-year integrated course | | | | | | | | |

| | | | | | | | | | |

Objectives:

|Identify and explain text features that contribute to comprehension | |Develop appropriate vocabulary and concepts according to subject area and content |

|Demonstrate phonological awareness and a sense of sound-symbol relationships, including all phonemes | |Apply basic reading comprehension skills using context |

| | |to construct meaning |

|Decode and recognize words through letters-sound correspondence, structural analysis, and word study | |Develop inquiry and research from a variety of sources |

|skills | | |

|Acquire and apply reading strategies before, during, and after reading | | |

| | | |

|A. CONTENT/SKILLS |B. WIDA |C. LEARNING ACTIVITIES |D. SUGGESTED MATERIALS |E. STUDENT EVALUATION |

| |PROFICIENCY | | | |

| |LEVEL | | | |

|Identify and use common textual and | 3-4 |Point out and discuss text features in small groups |Shining Star series |Teacher observations |

|graphic features and organization |3.1.7.A.1,2 |Use a dictionary to find the meaning of vocabulary words |Intro Level- Units 1-6 | |

|structures to comprehend information. | | |Levels A, B, C – Units 1-8 | |

|These include: textual features (e.g., | | | | |

|table of contents, paragraphs, topic | | | | |

|sentences, index, newspapers, magazines,| | | | |

|and reference materials ), graphic | | | | |

|features (e.g., charts, maps, diagrams) | | | | |

|and organizational structure (e.g., | | | | |

|logical order ,comparison/ | | | | |

|contrast, cause/effect | | | | |

|Demonstrate a developed sense of | | | | |

|sound-symbol relationships, including | | | | |

|all phonemes (e.g., | | | | |

|blends, diagraphs, diphthongs) | |Review consonants and vowel sounds in class | | |

| | |Work in cooperative groups to complete worksheets to review | | |

| | |phonemes |Intro Level – Units 1-6 |Teacher observations |

|Apply spelling rules that aid in correct|2-5 |Apply knowledge of common English morphemes in oral and silent |Levels A, B, C – Units 1-8 |Grading of written assignments |

|spelling |3.1.3.B.1 |reading | | |

| | | | | |

| | | | | |

| | | | | |

| | |Create a word wall of words with same | | |

| | |spelling patterns | |Teacher observations |

| | |Write word wall words on separate index cards and sort by spelling| | |

| | |pattern |TG37,45,59,67,11.125,133,147,169,177,205 Intro | |

|Use letter-sound correspondence, | |Work with a partner to proofread writing for spelling errors |Level | |

|structural analysis, and context |1-5 |Create a journal section for words commonly misspelled |TG67,68 Level A | |

|analysis to decode unknown words |3.1.7.C.2 | |TG 49,57 Level B | |

| | | |TG 49 Level C | |

| | |List new vocabulary words with prefixes and brainstorm other words| | |

| | |with same prefix | | |

| | |Identify context clues in the text story to help define new | |Teacher observations |

|Apply self-correcting strategies | |vocabulary words | | |

| | |Explain to small group how a new vocabulary word can be sounded | | |

| | |out |TG80,84,124,128,132,138,140 | |

| | | |Intro Level | |

| | | |TG60,45,89 Level A | |

| |2-5 |Reread aloud in class to check for vocabulary pronunciation and |TG67,68,70,45,89,49,65,57 Level B | |

|Read for a variety of purposes and |3,1.4.C.1 |comprehension | | |

|audiences | |Read with a partner and correct any pronunciation or phrasing | |Teacher observations |

| | |errors | | |

| | |Reread silently to check for vocabulary pronunciation and | | |

| | |comprehension |Intro Level Units 1-8 | |

| | |Read a jazz chant aloud with the class |Levels A, B, C Units 1-6 | |

|Recognize the need to seek assistance | |Prepare an oral reading of the play “Jewel In the Sand” for the | | |

|(e.g., teachers, peers, and other | |class | |Teacher observations |

|sources | |Read for enjoyment | |Critiquing of oral play |

| |3-5 | | |presentation for each role |

| |3.1.7.D.3 | | | |

| | | |Intro Level Units 1-8 | |

| | |Ask questions in class to clarify reading |Levels A, B, C Units 1-6 |Teacher observations and |

| | |Work in cooperative groups to solve problems/answer questions |TG49, Intro Level |monitoring of class work |

| | |about text story | | |

|Hypothesis and predict | |Conference with teacher to affirm comprehension of text story | | |

| |4-5 |Use the Internet with supervision to clarify information about the| | |

| |3.1.6.D.1 |text story | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| | |Discuss in class a prediction for a text story ending prior to | |Teacher monitoring of class |

| | |reading | |work |

| | |Work in small groups to predict the ending of a text story and | |Grading of written assignments |

| | |list story clues to support your prediction | |with a rubric |

| |1-5 |Write a journal entry about a possible sequel to the text story | | |

|Use basic reading skills such as |TESOL Goal2 |and share it with the class | | |

|skimming, scanning, previewing, and |Standard 3- | | | |

|reviewing text |Grs. 4-8 | | | |

| | |Practice skimming a text story in class |TG103,105 Intro Level |Teacher observations |

| | |Preview a text story in small groups and complete a main idea |TG15,23,29 Level A |Grading of written assignment |

| | |graphic organizer |TG5, Level B | |

| | |Answer a 5W questions worksheet about a text story already read in| | |

|Expand reading vocabulary by identifying| |class | | |

|and understanding figurative language | | | | |

| | | | |Teacher observations |

| |3-5 | | |Grading of written assignments |

| |TESOL Goal2 |Use a word web to help describe the hare in “Tortoise and the | |with rubrics |

| |Standard 2- |Hare” | | |

| |Grs. 4-8 |Find examples of personification in “The Tortoise and the Hare” in|TG2,37 Intro Level | |

|Understand and produce technical | |small groups and read your ideas to the class |TG5,49 Level A | |

|vocabulary and text features according | |Create similes to help describe the characters of “China’s Little |TG5,49 Level B | |

|to content | |Ambassador” | | |

| | | | |Grading of written assignments |

| | | | | |

| | |Make a timeline of important historical events of California and | | |

| | |share it with class | | |

| |4-5 |Make a diagram of the water cycle using science vocabulary words |TG14-15 Level A | |

| |TESOL Goal2 |and explain it to the class |TG156-162 Level B | |

|Demonstrate familiarity with everyday |Standard 3- |Create a math word problem that demonstrates order of operations | | |

|texts |Grs. 4-8 |and have the class solve the problem | | |

|(train schedules, directions, brochures)| | | | |

| | | | | |

| | |Use a times table to review multiplication facts | |Teacher observations |

| | |Follow read directions on a map | | |

|Differentiate between fact/opinion, |3-5 |Use the food pyramid to plan a healthy meal | | |

|bias, and propaganda in newspapers, |3.1.7.F.4 | | | |

|periodicals, and electronic text | | |TG20,21,98,169,170,26-27,186 Intro Level | |

| | |Discuss in class how to identify fact/opinion and the vocabulary |TG82,196,253 Level A | |

|Read critically by identifying and | |words that are clues |TG152,225,226,227,228,78, |Teacher observations |

|analyzing various literary and | |In cooperative groups, write examples of fact and opinions and |230 Level B |Grading of written assignment |

|content-area works | |share them with the class | |with a rubric |

| | |Analyze propaganda in an ad | | |

| | |Link the reading selections, “The Clever Daughter-In-Law” and | | |

| | |“Family Traits” by comparing vocabulary shared in both text | |Grading of written assignments |

|Analyze, synthesis and infer from | |stories on a chart | | |

|textual information |4-5 |Analyze Unit 4 Level A text readings and complete a chart to | | |

| |TESOL Goal2 |compare the selections |TG32 Intro Level | |

| |Standard 2- | |TG4,22,164-166,209 Level B | |

| |Grs. 4-8 |Read the text story, “The Blind Men and the Elephant” and use | | |

| | |inference to analyze the meaning of the selection | | |

| | |Read the text story, “”Zlata’s Diary” and infer how the author | |Teacher observations |

|Understand author’s point of view in | |feels about what is happening in her country | | |

|multi-cultural texts | | | | |

| | | |TG94-99 Level A | |

| | |Read the text story, “Aaron’s Gift” and discuss the author’s point| | |

| | |of view about | | |

| | |bullying | | |

| |1-2 |Read the text drama excerpt from “The Diary of Anne Frank” and | |Teacher monitoring of class |

|Locate and analyze elements of a story |3.1.7,8.G.16 |discuss Anne’s view of the world while in hiding | |discussions |

|related to content | | | | |

| | | |TG104-115 Intro Level | |

| | |Read the text story, “The Trojan Horse” and analyze cause/effect |TG149,167 Level A | |

| | |in the selection | | |

| | |Compare the story elements of the 3 mystery stories in Unit 3 of | | |

|Gather information orally and in writing| |Level A in a chart | |Teacher observations |

|to complete a research |2-5 | | |Grading of written assignments |

|project |3.1.7.G.3 |Create a bar graph of peers’ heroes | | |

|Self-select materials appropriately | |Interview adults about RobertoClemente | | |

|related to a research project | |Research poems by Carl Sandburg |TG148-152 Intro Level | |

| | |Use the Internet to research a project |TG156-161,182 Level A |Teacher observations |

| | |Research different ways to make a model airplane in the library or|TG93 Level B |Grading of research projects |

| | |on the Internet | |Grading of completed research |

| |4-5 |Make a poster about a special animal like Cher Ami, the World War | |project with a rubric |

| |3.1.7.G.8,9 |I carrier pigeon, using the library or Internet for research | | |

| | |Film a TV show in which you and a partner each review a movie | | |

| | | | | |

| | | |TG205 Intro Level | |

|Produce written and/or | |Make a timeline of important dates in the history of New Jersey |TG198-205 Level A | |

|oral work that demonstrates | |and share it with the class | | |

|comprehension of information materials | |Make a poster about daily life in an ancient culture and share | | |

| | |your ideas with the class | |Grading of written and/or oral |

| |4-5 | | |project |

| |TESOL Goal2 | | | |

|Take notes to record important |Standard 2- Grs. 4-8 |Take notes on a text story to find the main ideas | | |

|information to aid one’s own learning | |Take notes in your journal about an extraordinary person to help |TG58-64 Intro Level | |

| | |plan paragraph or report writing |TG105 Level A | |

| | | | | |

| | | | |Teacher observations |

| | |Analyze the correlating excerpt of “The Diary of Anne Frank” with | | |

|Analyze and compare works of literature |4-5 |the excerpt of the text drama to find similarities and differences| | |

|of different genres |3.1.4.G.4 | | | |

| | | |TG88-93 Intro Level | |

| | | |TG180-188 Level A | |

| | | | |Teacher observations |

| | | | | |

| | | |TG214,224 Intro Level | |

| | | | | |

| |4-5 | | | |

| |3.1.7.G.7 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |1-5 | | | |

| |TESOL Goal2 | |TG55,60-65 Intro Level | |

| |Standard 2- | |TG217,220 Level A | |

| |Grs. 4-8 | | | |

| |3-5 | | | |

| |3.1.7.H.4 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |TG125,141,142 Intro Level | |

| | | |TG239 Level A | |

| | | |TG181 Level B | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | |TG200-205 Level A | |

| |3.1.7.H.1 | |Excerpts from the book, | |

| | | |The Diary of Anne Frank | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |TESOL Goal2 | | | |

| |Standard 3- | | | |

| |Grs. 4-8 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |5 | | | |

| |3.1.7.H.5 | | | |

| | | | | |

| | | | | |

| | | | | |

Unit Overview

|Course Title: |Middle School ESL |

| | |

|Unit #: |UNIT 4 OVERVIEW |Unit Title: |Grades 6-8 Writing |

| | |

|Unit Description: |

|Writing is the fourth domain of language learning. In this integrated course, students will understand that writing is a process using prewriting, drafting, revising, and editing that produces a |

|finished product for sharing or publication. The finished product is a reflection of the student’s understanding of standard English conventions and writing for different audiences and purposes. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|writing helps to communicate ideas. |

|the use of English varies with context. |

|the use of English depends on purpose and audience. |

|sentences convey meaning. |

|checklists and peer support help to improve writing. |

|there are conventional spelling patterns and rules in English. |

|technology is a useful tool for writing. |

|writing topics across the curriculum demonstrate the relationship of writing with other content areas. |

|Guiding Questions |

|In what ways can students use writing to communicate? |

|How does the use of English vary with context? |

|What are the differences between fiction and nonfiction writing? |

|How do drawings and visuals promote writing? |

|How can ideas for writing be generated? |

|What are the steps of the writing process? |

|How do handwriting, punctuation, capitalization, and spelling impact on writing products? |

|What are the proper ways to cite research references in formal writings? |

CURRICULUM – Unit Plan

|Course Title: |Grades 6-8 ESL | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Writing | | | |RL.6.1-7,9 | | | | |

| | | | | |            | | | | |

| | | | | |RL.7.1-3, 6,9 | | | | |

| | | | | |               | | | | |

| | | | | |RL.8.1-7 | | | | |

| | | | | |RI.6.1-9 | | | | |

| | | | | |                | | | | |

| | | | | |RI.7.1-9 | | | | |

| | | | | |                      | | | | |

| | | | | |RL.8.1-9 | | | | |

| | | | | |W.6.1-5, 10 | | | | |

| | | | | |           | | | | |

| | | | | |W.7.1-5,10 | | | | |

| | | | | |                 | | | | |

| | | | | |W.8.1-6,10 | | | | |

| | | | | |SL.6.1-4, 6 | | | | |

| | | | | |            | | | | |

| | | | | |SL.7.1-4, 6 | | | | |

| | | | | |                 | | | | |

| | | | | |SL.8.1-4,6 | | | | |

| | | | | |L.6.1-5 | | | | |

| | | | | |L.7.1-5 | | | | |

| | | | | |                       | | | | |

| | | | | |L.8.1-5 | | | | |

|Time Allocation: |1-year integrated course | | | | | | | | |

| | | | | | | | | | |

Objectives: SWBAT:

|Demonstrate writing as a process using prewriting, drafting, revising, editing, and publishing | | |

|Create a formal product in a variety of genres by building upon skills and knowledge through the writing | | |

|process | | |

|Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, | | |

|capitalization, and spelling) | | |

|Demonstrate the ability to write in a variety of forms for different audiences and purposes | | |

| | | |

|A. CONTENT/SKILLS |B. WIDA |C. LEARNING ACTIVITIES |D. SUGGESTED MATERIALS |E. STUDENT EVALUATION |

| |PROFICIENCY | | | |

| |LEVEL | | | |

|Observe and reproduce teacher-modeled | 1-2 |Copy vocabulary words in journal |Shining Star series |Teacher monitoring |

|writing |3.2.1.A.2 |Copy phrases and sentences from overhead or board |Intro Level Units 1-8 | |

| | | |Level A, B Units 1-6 | |

| | | | | |

| | | | | |

|Begin to sequence stories and put ideas | |Listen to teacher-read story and draw a picture to represent an | |Teacher monitoring |

|into writing using pictures, | |element of the story | |Grading of pictures using a |

|developmental spelling, or conventional |1-2 |Draw a picture that depicts a text story character in 20 years |Intro Level Units 1-8 |rubric |

|text |3.2.K.A.4 |Draw a picture that represents an element of the text story |Level A, B Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

|Use simple sentences to convey ideas | |Journal writings in class | |Teacher monitoring of journal |

|after hearing stories, recalling | |Create a holiday card for a text story character | |writings |

|experiences, brainstorming, an drawing | | | | |

| | | | | |

| | | |Intro Level Units 1-8 | |

|Use computer writing applications when |1-2 | |Level A Units 1-6 | |

|possible, during most of the writing |3.2.1.A.4 | | | |

|process | |Use shiningstar to practice writing skills | |Teacher observations and |

| | |Use word processing to type first draft | |monitoring of in-school |

| | |Use district Print Shop software to complete final draft and | |computer usage |

|Use a variety of reference materials to | |publish writing | | |

|revise work, such as a dictionary, | | | | |

|thesaurus, or Internet/software | | |Intro Level Units 1-8 |Teacher observations |

|resources |1-5 | |Levels A, B, C Units 1-6 | |

| |3.2.4.A.9 | | | |

| | | | | |

|Review own writing with others to | | | | |

|understand the reader’s perspective and | | | | |

|to consider ideas for revision | | | |Teacher observations and |

| | | |Dictionary |personal critique |

|Use strategies such as graphic | |Work with peers to revise first drafts |Thesaurus | |

|organizers and outlines to elaborate and|2-5 |Work with the teacher to revise first drafts |Word processor | |

|organize ideas for writing |3.2.4.A.8 | |shiningstar | |

| | | | | |

|Generate possible ideas for writing | | | |Teacher observations |

|through talking, recalling experiences, | | | |Grading of graphic organizers |

|hearing stories, reading, discussing | |Complete a word web to write a text story character description |TG16,223 Intro Level |with a rubric |

|models of writing, asking questions, and| |Use a graphic organizer to sequence events for a personal |TG64 Level A |Teacher observations |

|brainstorming | |narrative | | |

| |2-5 |Use a Venn diagram to compare | | |

|Review and edit work for spelling, |3.2.4.A.6 |Use outline form to draft a book review | | |

|mechanics, clarity, and fluency | |Participate in class discussion to generate writing ideas | | |

| | |Read a text story and compare characters in a Venn diagram | | |

| | |Read a letter to the editor and talk about persuasive writing |TG218,142,98,186,120 | |

| | |techniques |Intro Level | |

| | |Elaborate on a journal entry by developing a personal narrative |TG126,152,20,258,170,214,82,96,64 Level A | |

| | |about the subject or character | |Teacher observations and |

|Understand and apply elements of |2-5 | | |critiques |

|grade-appropriate rubrics/checklists to |3.2.6.A.4 |Work with a partner to edit first drafts using a checklist for |TG16 Intro Level | |

|improve and evaluate writing | |spelling and mechanics |TG108,41,173,217 Level A | |

| | |Conference with teacher to check clarity and fluency of writing | | |

| | |Use technology to edit drafts | | |

|Develop a collection of writing (e.g., a| | | | |

|literacy folder or portfolio) |2-5 | | |Teacher observations |

| |3.2.5.A.3 |Demonstrate usage of a writing rubric in | | |

| | |a whole-class editing activity | | |

| | |Work with a partner to use a checklist to ensure writing clarity | | |

| | |and fluency | | |

| | |Use a rubric to check final draft before publishing |TG16, 223 Intro Level | |

| | | |TG20,38,43,64,82,87,108,126,131,152,170,175,196,214,| |

|Write a range of essays, including | | |219,240,258,263 Level A |Teacher observations |

|persuasive, descriptive, personal or | |Keep a journal of various entries based on teacher’s writing | |Evaluation of journal entries |

|issue-based (e.g. summaries, journal | |prompts | | |

|writings, dialogues, business and | |Keep a journal of freewriting examples | | |

|personal letters |3-5 |Keep a journal of writing samples divided by genre | | |

| |3.2.5.A.3 |Record your reactions to a text story in a journal or portfolio |TG16,223 Intro Level | |

| | | |TG20, 64,87,170.240 Level A | |

|Support main idea, topic, or theme with | | | |Grading of writing assignments |

|facts, examples, or explanations, | |Write a letter to a text story character | |with a rubric |

|including information from multiple | |Write a book report about your favorite text story to persuade | | |

|authoritative sources which provide | |others to read it | | |

|logical sequence throughout | |Write a personal narrative based on a similar experience in a text| | |

|multi-paragraph works | |story | | |

| |3-5 |Give your opinion in an essay based on the text story results |TG52,54 Units 1-8, Intro Level | |

| |3.2.4.A.10 | | | |

|Write reports and subject-appropriate | | | | |

|nonfiction pieces across the curriculum | | | |Teacher observations |

|based on research and including | |Use primary and secondary sources to write about the Vietnamese | |Grading of completed report or |

|citations, quotations, and a | |Boat People | |project |

|bibliography or works cited page | |Use the Internet to research information from various sources to | | |

| | |write a report | | |

| |1-5 | | | |

| |3.2.3.B.6 | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

|Extend knowledge of specific | | | | |

|characteristics, structures, and | | | | |

|appropriate voice and tone. Use this | | | |Grading of completed reports |

|knowledge in creating written work, | | | |with a rubric |

|considering the purpose, audience, and | | | | |

|context of the writing | |Write a report about World War I | | |

| | |Write a report about earthquakes in the U.S.A. | | |

| |2-5 |Write a report about a famous mathematician | | |

|Write developmentally appropriate |3.2.6.B.2 | |Intro Level Units 1-8 writing skills | |

|multi-paragraph expository pieces across| | |TG66-73 Level A | |

|the curricula (e.g., problem-solving, | | | | |

|cause/effect, hypothesis/results, | | | | |

|feature articles, critiques, or research| | | | |

|reports) | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |3-5 | | | |

| |3.2.6.B.5 | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | |Grading of |

|Use level-appropriate | | | |Completed reports/writings |

|sentence types correctly, including | | | | |

|combinations of independent and | |Write a report about the causes of WWI | | |

|dependent clauses, prepositional and | |Write a report about Jewish persecution during WWII | | |

|adverbial phrases, and varied sentence | |Complete an experiment using scientific method | | |

|openings to develop a lively and |4-5 |Compare Classical music and Baroque music in a report | | |

|effective personal style |3.2.8.B.3 | | | |

| | | | | |

|Use quotation marks and related | | | | |

|punctuation correctly in passages of | | | | |

|dialogue | | | | |

| | | | | |

| | | |, | |

| | | | | |

| | | | | |

|Indent in own writing to shoe the | | | | |

|beginning of a paragraph | | | | |

| | | | | |

| | | | | |

|Use transition words to reinforce a |4-5 | | | |

|logical progression of ideas |3.2.7.B.1 | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 |Teacher observations and |

| | | | |monitoring |

|Use writing for different purposes and | |Practice writing independent and dependent clauses in class using | | |

|audiences | |examples and models on the overhead or Smartboard | | |

| | |Work in cooperative groups to write a summary of the main ideas of| | |

|Take a position and support it in | |the text story | | |

|writing | |Write a narrative using varied, vibrant vocabulary | | |

| | | | | |

| | | | | |

| | | | | |

|Write personal narratives, short | | | | |

|stories, memoirs, poetry, and persuasive|4-5 |Practice punctuation skills in a whole-class exercise with | | |

|and expository text that relate clear, |3.2.6.B.3 |worksheets | |Teacher observations |

|coherent events or situations through | |Work in cooperative groups to correctly punctuate an assigned | |Grading of written assignments |

|the use of specific details | |paragraph containing dialogue | |Grading of narratives with a |

| | |Write a personal narrative that includes dialogue | |rubric |

| | | | | |

|Use a variety of narrative and | | | |Teacher observations of writing|

|descriptive writing techniques (e.g., | | | |products |

|dialogue, sensory words and phrases, | | | | |

|background information, thoughts and | | | | |

|feelings of characters, and comparison | | | |Teacher observations |

|and contrast of characters) | |List transition words for writing on a word wall with teacher | | |

| | |Work with a partner to edit a written draft for correct use of | | |

| | |transition words |Levels A, B, C Units 1-6 | |

|Writes reports based on research | | | |Teacher observations |

|including bibliography and/or | |Write a letter to a text story character | |Grading of reports |

|works-cited page using supplemental | |Write an announcement for broadcast | |Grading of written texts with a|

|materials | |Write a report for a parent day | |rubric |

|Demonstrate writing clarity, supportive | |Write a book report/review | | |

|evidence, and personal experiences when | |Write a review of a book, movie, or computer program | | |

|answering open-ended and essay questions| |Write a formal persuasive letter | | |

|across the curriculum | |Write a persuasive speech | |Teacher observations |

| | | | |Grading of written assignments |

| | | | | |

|Develop and apply knowledge and | | | | |

|strategies for composing pieces in a |2-5 | | | |

|variety of genres (e.g., narrative, |3.2.7.C.2 | |TG221 Intro Level | |

|expository, persuasive, poetic, and | | |TG64 Level A | |

|everyday/workplace or technical writing,| | | | |

|etc.) | | | | |

| | | | |Teacher observations of writing|

| | | | |samples |

|Write responses to literature and | | | | |

|develop insights into interpreta-tions | | | | |

|by connecting to personal experiences | | |Intro Level Units 1-8 | |

|and referring to textual information | |Complete a sensory detail chart to help organize writing |Levels A, B, C Units 1-6 | |

| | |Use a Venn diagram to compare text story characters | | |

| | | | | |

| | | | | |

| |2-5 | |Intro Level Units 1-8 | |

| |3.2.6.C.5 | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | |Grading of completed projects |

| | | |Intro Level Units 1-8 |based on a rubric |

| | | |Levels A, B, C Units 1-6 | |

| | | | |Teacher observations |

| | | | | |

| |2-5 | |TG217,218 Intro Level | |

| |3.2.4.C.7 | |TG151-152 Level B | |

| | | |TG64 Level C | |

| | | | | |

| | |Explain the cause of earthquakes on a science test | | |

| |3-5 |Write an essay about Anne Frank’s life in WWII for social studies |Intro Level Units 1-8 | |

| |3.2.7.C.5 | |Levels A, B, C Units 1-6 |Teacher observations |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |2-5 | | | |

| |3.2.6.D.1 | | | |

| | | | | |

| | | | | |

| |3-5 | |TG164 Intro Level | |

| |TESOL Goal2 | |Levels A, B, C Units 1-6 |Grading of written |

| |Standard 2 | | |assignments |

| |Grs. 4-8 | | | |

| |3.2.7.D.10,11 | | | |

| | | | | |

| | | | | |

| |4-5 |Take on the role of the princess in “Jewel in the Sand” and write | | |

| |3.2.7.D.4 |a journal entry about her trip to another camp | | |

| | |After reading “Extraordinary People” write about an extraordinary | | |

| | |person in your life | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | |Intro Level Units 1-8 | |

| |3.2.7.D.5 | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Intro Level Units 1-8 | |

| | | |Levels A, B, C Units 1-6 | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.2.7.D.7 | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.2.7.D.9 | |TG53 Intro Level | |

| | | |TG50-55 Level A | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.2.7.D.2 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |4-5 | | | |

| |3.2.7.D.3 | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Unit Overview

|Course Title: |Middle School ESL |

| | |

|Unit #: |UNIT 5 OVERVIEW |Unit Title: |Grades 6-8 Viewing and Media Literacy |

| | |

|Unit Description: |

|Viewing and media literacy is the fifth part of the curriculum. In this integrated course, students will develop an appreciation of media and visual arts and examine their iinfluence on language |

|acquisition. Visual and verbal messages will also be explored in order to demonstrate how media effects everyday life and opinion. |

|Enduring Understandings/Generalizations |

|Students will understand that: |

|labels and visual information will help to increase vocabulary . |

|books, films, electronic texts and television programs can generate discussions and writings for English practice. |

|graphs, charts, and diagrams explain information and generate topics for discussions and writings. |

|media messages are created for a specific purpose. |

|visual arts effect emotions and moods. |

|using media can build knowledge in the content areas. |

| |

| |

| |

|Guiding Questions |

|What is the difference between real and make-believe? |

|How can graphic organizers inform and interpret? |

|What do the pictures in a book tell about the story elements? |

|How are media messages in a magazine, newspaper, or TV ad effective? |

|How does body language effect the message ? |

|6. How credible is the news media? |

| |

CURRICULUM – Unit Plan

|Course Title: |ESL Grades 6-8 | |Core Content Standards and Cumulative Progress Indicators: |

|Unit Title: |Viewing and Media Literacy | | | |RL.6.1-7,9 | | | | |

| | | | | |            | | | | |

| | | | | |RL.7.1-3, 6,9 | | | | |

| | | | | |               | | | | |

| | | | | |RL.8.1-7 | | | | |

| | | | | |RI.6.1-9 | | | | |

| | | | | |                | | | | |

| | | | | |RI.7.1-9 | | | | |

| | | | | |                      | | | | |

| | | | | |RL.8.1-9 | | | | |

| | | | | |W.6.1-5, 10 | | | | |

| | | | | |           | | | | |

| | | | | |W.7.1-5,10 | | | | |

| | | | | |                 | | | | |

| | | | | |W.8.1-6,10 | | | | |

| | | | | |SL.6.1-4, 6 | | | | |

| | | | | |            | | | | |

| | | | | |SL.7.1-4, 6 | | | | |

| | | | | |                 | | | | |

| | | | | |SL.8.1-4,6 | | | | |

| | | | | |L.6.1-5 | | | | |

| | | | | |L.7.1-5 | | | | |

| | | | | |                       | | | | |

| | | | | |L.8.1-5 | | | | |

|Time Allocation: |1-year integrated course | | | | | | | | |

| | | | | | | | | | |

Objectives: SWBAT:

|Demonstrate an understanding and appreciation of how media/visual arts influence meaning and language | | |

|acquisition | | |

|Recognize and understand how visual and verbal messages impact learning, thoughts, and emotions | | |

|Understand the scope and implications of media at the local, national and global levels | | |

| | | |

| | | |

|A. CONTENT/SKILLS |B. WIDA |C. LEARNING ACTIVITIES |D. SUGGESTED MATERIALS |E. STUDENT EVALUATION |

| |PROFICIENCY | | | |

| |LEVEL | | | |

|Associate realia or diagrams with | 1-5 |Make vocabulary cards to label objects in classroom |Shining Star series |Teacher monitoring |

|written labels to learn vocabulary or |TESOLGoal1, |Draw a picture and label the objects depicted |TG23-25 Intro Level |Grading of drawing or diagram |

|construct meaning |Standard 3- |Draw a diagram of the water cycle |Levels A, B, C Units 1-6 |project with a rubric |

| |Grs. 4-8 |Use TPR to demonstrate meaning | | |

| | | | | |

| | | | |Teacher observations |

|Take notes as a teacher presents | |Answer questions on a study guide worksheet during a film about | |Grading of written assignments |

|information or during a film in order to| |earthquakes | | |

|summarize key concepts | |Take notes about the Holocaust as the teacher gives background | | |

| |3-5 |information for “The Diary of Anne Frank” |Intro Level- Movie from school or country film | |

| |TESOL Goal2 |Take notes about ecosystems while watching a rainforest movie |library | |

|Demonstrate an awareness of different |Standard 2 |Research newspapers to find background information about the |TG198-199 Level A |Teacher observations and |

|media forms (e.g., newspapers, internet,|Grs. 4-8 |Bosnian War for “Zlata’s Diary” |TG48-55 Level B |monitoring of internet usage |

|magazines) and how they contribute to | |Use the internet to find more information about WWI heroes |National Geographic movie about the rainforest | |

|communication | | | | |

| | | | | |

| | | |TG154-155,136-143 Level A | |

|Identify aspects of print and electronic| | | | |

|texts that support the author’s point of|3-5 |Cite examples from the story text to support your ideas about the | |Teacher observations |

|view(e.g., opinion and |3.5.5.A.6 |attitudes of the author | | |

|attitudes) | |Reread a text story to list supporting evidence of author’s | | |

| | |opinion and attitudes | | |

| | | | | |

|Consider the use of setting (e.g., | | | | |

|theme, characters) to support media | |Complete a story map while watching a film | | |

|presentations | |Create a Power point story presentation |Intro Level - Units 1-8 |Grading of written assignments |

| | | |Levels A, B, C Units 1-6 |Grading of presentations with a|

| | | | |rubric |

|Recognize and respond to visual and |4-5 | | | |

|print messages of humor, irony, and |3.5.7.A.1 |Create a humorous poster about your favorite text story | |Teacher observations |

|metaphor | |Use a word web to describe a text story character using metaphors | |Grading of written assignments |

| | |and similes | | |

| | | | | |

|Understand uses of persuasive text | | |School or county library film | |

|related to advertising in society | | |Power point access on the computer |Grading of written assignments |

| | |Analyze a printed ad or TV ad for a product for persuasive | |with a rubric |

| | |techniques | | |

|Distinguish different points of view in |4-5 |Create an ad for a fictitious product using persuasive advertising| | |

|media |3.5.7.A.2 |language |Intro Level Units 1-8 |Teacher observations |

|(e.g., cartoons, headlines, maps) | | |Levels A, B, C Units 1-6 | |

| | |Compare headline stories of 2 or more newspapers in the same area | | |

| | |Analyze a political cartoon | | |

|Identify the target audiences for a | | | | |

|particular program, story or |4-5 | | |Teacher observations |

|advertisement |3.5.7.A.3 | | | |

| | |Analyze the movie ratings or television ratings used to show |Newspaper and magazine ads | |

| | |proper audience appeal and appropriateness |Taped TV ads | |

| | |Create 3 different advertisements for a product that is | | |

|Interpret and respond appropriately to | |appropriate for 3 different age groups or ethnic populations | | |

|nonverbal cues and body language | | | |Teacher observations |

| | |Correctly respond to teacher’s gestures and nonverbal cues in |Local newspapers | |

| |4-5 |class |National newspapers | |

| |3.5.6.A.7 |Work with a partner to demonstrate body language meanings | | |

|Evaluate media messages for credibility | |Compare gestures from different countries | | |

| | | | | |

| | |Discuss the 1939 broadcast of “War of the Worlds” | |Teacher observations |

| |4-5 |Analyze a series of news reports in the local paper for accuracy |Internet research for ratings lis | |

|Develop criteria to judge the |3.5.6.A.8 | | | |

|effectiveness of visual and verbal | | | | |

|presentations | |Work in cooperative groups to write a grading rubric for oral | | |

| | |presentations that use visuals | |Teacher observations |

| | |Use a grading rubric for peer evaluation of oral presentations | | |

| | |with visuals | | |

| |4-5 | |TPR activities | |

| |3.5.4.A.6 | |Journals for recording | |

| | | | | |

|Use media to aid with language | | | | |

|acquisition and build content knowledge | |Create a power point demonstration entitled “All About Me” that | | |

| | |uses adjectives to describe yourself | |Grading of completed projects |

| | |Study the weather reports on TV for 2 weeks and graph the results | |using a rubric |

| |1-5 |Create a travel brochure for your native country |Internet research about “War of the Worlds” | |

| |TESOL Goal3 |Create a poster that explains your favorite political candidate’s |broadcast | |

| |Standard 2 |views |Local newspapers | |

| |Grs. 4-8 | | | |

|Examine and evaluate effects of media in| |Interview adults to determine what car they prefer and why | | |

|the family, home, and school | |Create a bar graph to represent the most popular computers used by| | |

| | |classmates in the home |Teacher and student-created rubrics for models |Grading of written projects |

| | |Analyze marketing information from an internet source to determine| |Teacher observations |

| |4-5 |media’s effects on the average person | | |

| |3.5.7.B.2 | | | |

| | |Conduct a classroom survey of favorite computer games | | |

|Express preferences for media and | |List your favorite text story and what you liked about it | | |

|programming choices (e.g., videos or | |Compile a list of the Top 5 movies in your class by interviewing | | |

|books) | |the students | |Teacher observations |

| |4-5 | |Power point access on the computer | |

| | | |TV weather reports | |

| | |Create an opinion poll to determine the saddest/happiest/scariest |Art supplies | |

| | |movie, book, or TV program among your classmates | | |

|Analyze media content for emotional | |Find examples in magazines or newspapers of advertisements that | | |

|effect on audiences (e.g., | |are based purely on emotional appeal | | |

|advertisement, propaganda, | | | |Teacher observations |

|entertainment) | | | | |

| | | | | |

| | | |Art supplies | |

| |1-5 | |Survey questionnaires | |

| |TESOL Goal1 | |Internet access with adult supervision | |

| |Standard 3 | | | |

| |Grs. 4-8 | | | |

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| |3-5 | | | |

| |3.5.6.C.4 | | | |

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| | | |Magazines | |

| | | |Local newspapers | |

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| |3-5 | | | |

| |3.5.6.C.1 | | | |

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| |4-5 | | | |

| |3.5.7.C.2 | | | |

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Cross-Content Standards Analysis

|Course Title: | |Grade: | |

Unit Title: |Visual and Performing Arts |Comp. Health & Physical Ed. |Language Arts Literacy |Mathematics |Science |Social Studies |World Languages |Tech Literacy |Career Education/

Consumer, Family, & Life Skills | |***Enter Text & delete any unnecessary rows*** | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

*All core content areas may not be applicable in a particular course.

Washington Township Public Schools

Department of Student Personnel Services

CURRICULUM MODIFICATION

The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.

Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.

The intent is three-fold:

• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

• To maximize students' potential for movement to less restrictive environments.

In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.

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