Math – Grade 8 - Unit 1 – ELL Scaffolds



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

|SLO: 1 |Utilize the properties of rotation, reflection, and translation to model and |Identify and explain orally the relationship between an image and pre-image |VU: Counterclockwise, rotation/turn, |

|CCSS: |relate pre-images of |using the properties of rotation, reflection and translation using a model, |reflection/ flip, translation/slide, |

|8.G.1 |lines, line segments, and angles to their resultant image through physical |software, sentence frame and/or word wall. |coordinate plane, vertex |

|WIDA ELDS: |representations and/or geometry software. |Note: ELLs will need direct instruction regarding the multiple meaning of | |

|3 | |“translation” and “plane”. | |

|Speaking | | | |

| | | |LFC: Cause and effect transitional |

| | | |phrases, prepositional phrases |

| | | |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 |

| |Student-created dictionary |Student-created dictionary |Small group |Small group |Manipulatives |

| |Demonstration |Small group |Sentence Starter |Manipulatives | |

| |Small group |Word/picture wall |Word wall | | |

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

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

| |Manipulatives |Manipulatives | | | |

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

|SLO: 2 |Apply an effective sequence of rotations, reflections, and transitions to |Describe a sequence of rotation, reflections, and translations and explain in |VU: Congruent, sequence words, |

|CCSS: |prove that two dimensional figures are congruent. |writing why the figures are congruent using a model and Manipulatives. |coordinates, vertices |

|8.G.2 | | | |

|WIDA ELDS: | | | |

|3 | | | |

|Writing | | | |

|Speaking | | | |

| | | |LFC: Sequential transitional terms; |

| | | |cause/effect “so”; past tense; clauses;|

| | | |plural |

| | | |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 |

| |Manipulatives |Manipulatives |Manipulatives |Manipulatives | |

| |Small group |Small group |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Word wall | | |

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

| |Pictures/illustrations |Sentence frames | | | |

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

|SLO: 3 |Use the coordinate plane to locate pre-images of two-dimensional figures and |Locate pre-images of two-dimensional figures after listening to oral descriptions |VU: Dilations, two-dimensional; x and y|

|CCSS: |determine the coordinates of a resultant image after applying dilations, |and reading explanations using models and Charts/Posters. |axis, parallelogram, image/preimage |

|8.G.3 |rotations, reflections, and translations. |After applying transformations, identify the coordinates of the resultant image | |

|WIDA ELDS: | |using modeling and word wall. | |

|3 | | | |

|Listening | | | |

|Reading | | | |

| | | |LFC: Questions with clauses and passive|

| | | |voice |

| | | |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/Posters |

| |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |Multilingual Math Glossary (link to) |

| |Small group |Small group |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Word wall |Multilingual Math Glossary (link to) | |

| |L1 text and/or support |L1 text and/or support |Multilingual Math Glossary (link to) | | |

| |Pictures/illustrations |Sentence frames | | | |

| |Multilingual Math Glossary (link to) |Multilingual Math Glossary (link to) | | | |

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

|SLO: 4 |Recognize dilation as a reduction or an enlargement of a figure and determine |Identify and label dilations as a reduction or enlargement and determine the scale|VU: Not shown, quadrilateral, scale |

|CCSS: |the scale factor. |factor after listening to oral explanations and reading the prompt using models, |factor, transformation, label |

|8.G.3 | |word wall and Charts/Posters. | |

|WIDA ELDS: 3 | | | |

|Listening | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Passive voice |

| | | |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/Posters |

| |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters | |

| |Small group |Small group |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Word wall | | |

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

| |Pictures/illustrations |Sentence frames | | | |

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

|SLO: 5 |Apply an effective sequence of transformations to determine similar figures in|Follow multi-step oral and written directions using transformations and compare |VU: Similar, origin, justify |

|CCSS: |which corresponding angles are congruent and corresponding sides are |similar figures in writing using word wall, sentence frames and Charts/Posters. | |

|8.G.4 |proportional. Write similarity statements based on such transformations. | | |

|WIDA ELDS: 3 | | | |

|Listening | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Passive voice, modals |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |

| |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling | |

| |Small group |Small group |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Word wall | | |

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

| |Pictures/illustrations |Sentence frames | | | |

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

|SLO: 6 |Justify facts about angles created when parallel lines are cut by a |Explain facts about angles that are created when parallel lines are cut by a |VU: Transversal, vertical |

|CCSS: |transversal. |transversal using phrase wall, Sentence Starters and models. | |

|8.G.5 | | |

|WIDA ELDS: 3 | |t-angles | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Passive voice, cause/effect |

| | | |transitional phrases |

| | | |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 |

| |Small group |Small group |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Phrase wall | | |

| |Phrase wall |Phrase wall | | | |

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

| |Pictures/illustrations |Sentence frames | | | |

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

|SLO: 7 |Justify facts about the exterior angles of a triangle, the sum of the measures|Explain facts about the exterior angle of a triangle and the sum of the measures |VU: Sum, value, measure, interior, |

|CCSS: |of the interior angles of a triangle and the angle-angle relationship used to |of the interior angles. Identify similar triangles by using the angle-angle |exterior, missing |

|8.G.5 |identify similar triangles. |relationship using demonstrations, technology, word walls, Charts/Posters and | |

|WIDA ELDS: | |sentence frames. | |

|3 | | |

|Speaking | |nd-alternate-exterior-angles | |

|Writing | | | |

| | | |LFC: Cause and effect sentences |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Demonstrations |Demonstrations |Demonstrations |Demonstrations |Demonstrations |

| |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |Charts/Posters |

| |Peer/teacher support |Peer/ teacher support |Small group |Small group | |

| |Word/picture wall |Word/picture wall |Word wall | | |

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

| |Pictures/illustrations |Sentence frames | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download