Algebra II – Unit 3 – ELL Scaffold
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Find approximate solutions for the intersections of functions and explain why |After finding approximate solutions for the intersections of functions explain |VU: Function, intersections, |
|CCSS: |the x-coordinates of the points where the graphs of the equations y = f(x) and|orally why the x-coordinates of the points where the graphs of the equations y= |x-coordinates, linear, polynomial, |
|A.REI.11 |y = g(x) intersect are the solutions of the equation f(x) = g(x) involving |f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x) using |rational, absolute value, exponential |
|WIDA ELDS: 3 |linear, polynomial, rational, absolute value, and exponential functions. |word walls, white board and small group. | |
|Listening | | | |
|Reading | | | |
|Writing | | | |
|Speaking | | | |
| | | |LFC: Imperative, present tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |White Board |White Board |White Board |White Board |White Board |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |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 Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Write arithmetic and geometric sequences both recursively and with an explicit|After listening to an oral explanation demonstrate comprehension of how to write |VU: Formula, recursive rule, explicit |
|CCSS: |formula, use them to model situations, and translate between the two forms.★ |arithmetic and geometric sequences both recursively and with an explicit formula, |rule, preceding, geometric sequence |
|F.BF.2 | |and use them to model situations, and translate between the two forms using | |
|WIDA ELDS: 1 & 3 | |Teacher Modeling, Math Journal, Word wall and Small group. | |
|Listening | | | |
|Reading | | | |
|Writing | | | |
| | | |LFC: Present tense |
| | | |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 |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |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 Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Determine the inverse function for a simple function that has an inverse and |After listening to an oral explanation and reading the directions, demonstrate |VU: Expression, inverse function |
|CCSS: |write an expression for it. |comprehension of the inverse function for a simple function that has an inverse | |
|F.BF.4 | |and write an expression for it using Teacher Modeling, a Math Journal, a Word wall| |
|WIDA ELDS: 1 & 3 | |and Sentence Frames. | |
|Reading | | | |
|Listening | | | |
|Writing | | | |
| | | |LFC: If clause, conditional, present |
| | | |tense |
| | | |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 |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |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 Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Graph functions expressed symbolically and show key features of the graph |Demonstrate comprehension of graphing functions expressed symbolically by hand in |VU: intercepts, intervals, symmetries, |
|CCSS: |(including intercepts, intervals where the function is increasing, decreasing,|simple cases and using technology for more complicated cases and show key features|end behavior, periodicity, coordinate |
|F.IF.4 |positive, or negative; relative maximums and minimums; symmetries; end |of the graph using Math Journal, Sentence Frames and Small group. |plane |
|F.IF.7 |behavior; and periodicity) by hand in simple cases and using technology for | | |
|WIDA ELDS: 3 |more complicated cases. ★ | | |
|Reading | | | |
|Listening | | | |
|Writing | | | |
| | | |LFC: Wh- questions, present tense |
| | | |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 |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |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 |Interpret the parameters in a linear or exponential function in terms of a |Interpret orally and in writing the parameters in a linear or exponential function|VU: Parameters, linear, exponential |
|CCSS: |context. |in terms of a context using Word wall, Charts, Math Journal and Small group. |function |
|F.LE.5 | | | |
|WIDA ELDS: 3 | | | |
|Speaking | | | |
|Writing | | | |
|Reading | | | |
| | | |LFC: present tense, future tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Charts |Charts |Charts |Charts |Charts |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |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 Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 6 |Uses the radian measure of an angle to find the length of the arc in the unit |Demonstrate comprehension of how use the radian measure of an angle to find the |VU: Radian measure, angle, arc, |
|CCSS: |circle subtended by the angle and find the measure of the angle given the |length of the arc in the unit circle and how to find the measure of the angle |degrees, radius, cord, semicircle |
|F.TF.1 |length of the arc. |given the length of the arc using Visuals, demonstrations, a Word wall, and a | |
|WIDA ELDS: 3 | |Small group. | |
|Speaking | | | |
|Reading | | | |
|Writing | | | |
| | | |LFC: Present tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Demonstrations |Demonstrations |Demonstrations |Demonstrations |Demonstrations |
| |Visuals |Visuals |Visuals |Visuals | |
| |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 Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 7 |Explain how the unit circle in the coordinate plane enables the extension of |Explain orally and in writing how the unit circle in the coordinate plane enables |VU: Pythagorean theorem, trigonometric |
|CCSS: |trigonometric functions to all real numbers(interpreted as radian measures of |the extension of trigonometric functions to all real numbers and use the |functions, radian measures of angles |
|F.TF.1 |angles traversed counterclockwise around the unit circle) and use the |Pythagorean identity to find sin θ , cos θ , or tan θ , given sin θ , cos θ , or | |
|WIDA ELDS: |Pythagorean identity (sin θ )2+ (cos θ )2= 1 to find sin θ , cos θ , or tan θ |tan θ , and the quadrant of the angle using demonstrations, Charts, Sentence | |
|Reading |, given sin θ , cos θ , or tan θ , and the quadrant of the angle. |Frames, and Word walls. | |
|Listening | | | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: If clause, conditional tense, |
| | | |present tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Demonstrations |Demonstrations |Demonstrations |Demonstrations |Demonstrations |
| |Charts |Charts |Charts |Charts | |
| |Word/picture wall |Word/picture wall |Small group | | |
| |L1 text and/or support |L1 text and/or support |Word wall | | |
| |Pictures/illustrations |Sentence Frame |Sentence starter | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 8 |Choose trigonometric functions to model periodic phenomena with specified |Demonstrate understanding of how to choose the correct function to model periodic |VU: Trigonometric, periodic phenomena, |
|CCSS: |amplitude, frequency, and midline. ★ |phenomena with specified amplitude, frequency and midline using Math Journal, |amplitude, frequency, midline, |
|F.TF.5 | |Small group, and online support (dictionaries, Visuals, tutorials) |oscillation |
|WIDA ELDS: 3 | | | |
|Reading | | | |
|Listening | | | |
| | | |LFC: Present tense, if clauses, |
| | | |conditional tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |White Board |White Board |White Board |White Board |White Board |
| |Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |
| |Online support |Online support |Online support |Online support | |
| |Small group |Small group |Word wall | | |
| |Word/picture wall |Word/picture wall | | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Pictures/illustrations |Sentence Frame | | | |
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