esl 1 essential standard: rbt tag: learning resources

NC Essential Standard Template

ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/

UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

ESL

1

Essential Standard:

Social and Instructional Language /

Language of Social Studies

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning

Activities/Assessments

Resources

Week 1

Listening:1,2,3,5,6,7,8 Speaking: 1,2,4,8,9,11 Reading: 1,3,5,10, 39, 23 Writing: 1,2,8,9,10,13 Grammar: 1,2,3 Pronunciation: Content: 1, 8, 9

Greetings #s 1-10 Letter names Map skills: continents, oceans, U.S.A., Canada, relevant countries, cardinal directions My name is______ I am from________ What is your name? Where are you from?

-If needed, develop fine motor skills to wri te legibly

-Recognize, wri te, and name letters of the alphabet and

#s 1-10 -Recognize/respond appropriately to/with basic survival

vocabulary, greetings, and polite expressions - Respond to and use body language and simple requests for repetition appropriately -Respond to simple questions in familiar contexts and

participate in guided, planned classroom conversations that include key vocabulary -Express lack of understanding

-Scan for and recognize personal information words in

print (e.g., fi rs t/last name, address, telephone #, SSN, date of bi rth, sex, etc.)

-Read and wri te learned sentences and basic personal

information, using capital letters and correct punctuation.

-Locate an item using alphabetical order -- Recognize and use subject pronouns

- Ask and answer simple yes/no questions in present tense - Construct orally and in writing affi rmative and negative statements with the verb “to be”

-Add, subtract, multiply, and divide smaller numbers -Locate specific points or areas on a map using absolute

and relative location

-Locate oceans , continents , USA

-Explain graduation plan course syllabus, classroom rules

-Introduce dictionary skills by using abc order -Demonstrate how to fill out a basic personal data form, apply to various common forms -Role-play with greetings -Model and post key phrases for beginners such as “I don’t understand.” Or “Could you repeat that?” -Turn information on personal data form into basic declarative sentences about self with correct capitalization and punctuation. Students should read their information to class while everyone else takes notes. Everyone will then practice creating sentences with other pronouns for other students. -Continue greetings dialogue instruction and role-play to include where students are from. Have them tell where they are from and locate on a map. Students should practice dialogue repeatedly and then create sentences using a variety of subjects. -Work on # recognition, using telephone numbers in a dialogue and basic operations.

www.esltower.com Punctuation Classroom Language

Greetings Alphabetization Speaking: Interview five

people

http://www.esltower.com/










ESL 1

Essential Standard: Social and Instructional Language / Language of Math

RBT Tag:

Time

Clarifying

Objectives Essential

Vocabulary Task Analysis

Learning

Activities/Assessm

ents

Resources

Week 2

Listening:4,2,3,5,6,7,8 Speaking: 2,10, 4,8,9,11, 3 Reading: 2, 1,3,5,10,4,6, 8,9, 39 Writing: 1,2,3,4,5,8,9,10,13 Grammar: 1,2,3 Pronunciation: 1,2 Content: 1, 3, 5

-If needed, develop fine motor skills to wri te legibly -Recognize, wri te, and name letters of the alphabet and #s 1-100 with

correct pronunciation -Recognize/respond appropriately to/with basic survival vocabulary,

greetings, and polite expressions - Respond to and use body language and simple requests for repetition appropriately

-Respond to simple questions in familiar contexts and participate in

guided, planned classroom conversations that include key vocabulary -Express lack of understanding and ask for repetition -Scan for and recognize personal information words in print (e.g., fi rs t/last name, address, telephone #, SSN, date of bi rth, sex, etc.)

-Read and wri te learned sentences and basic personal information, using capital letters and correct punctuation.

-- Recognize and use subject pronouns - Ask and answer simple yes/no questions in present tense

- Construct orally and in writing affi rmative and negative s tatements

with the verb “to be” -Follow simple one-step directions

-- Apply sound/symbol relationships to decode and write: letters, blends, and familiar short words - Recognize simple words and phrases related to immediate needs (gym, cafeteria, bathroom, circle, underline)

- Interpret simple signs and symbols in the environment - Identify and count money using U.S. coins and currency

- Read prices

- Spell correctly high frequency words from K-3 lists - Add, subtract, multiply, and divide smaller numbers

- Identify basic shapes

Assessment of week 1 skills Consonant sounds, short vowels #s 1-100, apply to objects and money Poster of question words, poster of U.S. currency and coin values Poster of basic geometrical shapes Common vocab with cvc pattern (hat, dog, cat, etc.) Classroom commands (TPR)- stand up, line up, raise your hand, open your book, close your book, sharpen your pencil, pack up, read, be quiet (for listening comprehension only) Common signs, symbols, and words of the school environment related to immediate needs

www.abcfastphonics.com www.teacherscorner.net www.mes-english.com www.esl-kids.com School supplies matching exercises School supplies crossword My school bag What does she have in her bag? School supplies word search How many books are there? Counting coins Basic shapes Shapes word search Three dimensional figures

http://www.abcfastphonics.com/








http://www.teacherscorner.net/








http://www.mes-english.com/










http://www.esl-kids.com/













ESL

1

Essential Standard: Social and Instructional Language / Language of Math /


RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week 3

Listening: 3,4,5,6,7,8

Speaking: 3, 14, 4,8,9,11 Reading: 7,2, 1,3,5,10 Writing: 6,8,9,10,13,14 Grammar: 1,2,3,9 Pronunciation: 1,2,3,4 Content:12, 18

-Recognize, write, and name letters of the alphabet and #s 1-100 with correct pronunciation

-Recognize/respond appropriately to/with basic survival vocabulary, greetings, and polite expressions - Respond to and use body language and simple requests for repetition appropriately

-Respond to simple questions in familiar contexts and participate in guided, planned classroom conversations

that include key vocabulary

-Express lack of understanding and ask for repetition

-Read and write learned sentences and basic personal information, using capital letters and correct punctuation.

-- Recognize and use subject pronouns

- Ask and answer simple yes/no questions in present

tense

Construct orally and in writing affirmative and

negative statements with the verb “to be”

-Follow and give simple one-step directions and

commands

-- Apply sound/symbol relationships to decode and write: letters, blends, and familiar short words

- Recognize simple words and phrases related to

-Assessment of week 2 skills

-Continue TPR and students can begin to give the commands to one another

-Continue short vowel differentiation as needed

-Time:- culture-importance of promptness, math- telling

time/time related problems, language- how to talk about time and frequency

-Dates- how to write/say dates (ordinal #s implied)

-Months of year- learn months, poem

-What holidays occur in each month and what are they about?

-Research skills/soc.st: Find out what happened on these

dates and report to the class: May 13, 1846, April 6, 1917, April 26, 1607,

February 28, 1692, January 1, 1863, December 1, 1955,

www.time-for-time.com www.elcivics.com/esl-grammar/lessons.html

The months of the year The months of the year word search American holidays

http://www.time-for-time.com/













http://www.elcivics.com/esl-grammar/lessons.html






















immediate needs (gym, cafeteria, bathroom, circle, underline)

- Interpret simple signs and symbols in the environment

- Spell correctly most high frequency words from K-3

lists

- Add, subtract, multiply, and divide smaller numbers

-Read, write, and talk about dates and times in digital, conventional, and sentence formats with near-native pronunciation

- Use simple graphic organizers

- Name and describe holidays celebrated in the U.S. - Do research using internet search engines

December 12, 1800, November 21, 1789, October 29, 1929,

September 11, 2001, August 28, 1963, July 4, 1776




ESL

1

Essential Standard: Language of Language

Arts / Social and

Instructional Language

RBT Tag:

Time

Clarifying Objectives Essential


Learning

Activities/Assessments Resources

Week 4

● Listening: : 3,4,5,6,7,8 ● Speaking: 6,7,12,

4,8,9,11

● Reading:2,11,14,18

● Writing: 8,9,10,13,14

● Grammar: 1,3,9,2,

7,16,20,23,4,5,8,14,22

● Pronunciation:

5,6,7,8,9,10

In addition to continuous, spiraled and strategic review of previous objectives, the students will:

- Ask simple questions

- Produce simple s tatements - Answer simple questions in familiar situations with short phrases or simple sentences

- Follow simple wri tten instructions - Read simple sentences on a familiar

topic - Identify patterns and categorize words

- Recognize/reproduce chunks (words that often go together) and linking the words together (It’s a _____= Itza

_________). - Recognize/reproduce syllable s tress of new vocabulary

- Recognize/reproduce intonation for

yes/no questions - Recognize/reproduce s-ending

sounds: /s/, /z/, /єz/ -Contrast/produce phonemes needed to enhance comprehensibility based on learner’s needs/L1 (e.g., /th/ vs . /t/

-- Contrast/produce short and long vowel sounds

Assessment of week 3 skills ● Introduce long vowels and their

spelling patterns, contrast w/ short vowels, start chart to

“collect” long vowel words

● Color w ords

● Classroom object vocabulary-

using correct articles Where is/are….?

What is/are….? Here/There it is. Do you have......? It is (It’s) _________.

They are (They’re) ________. Yes, I have a/some /# ________(s)_.

No, I do not (don’t) have a/any _____(s).

● Prepositions of location- the

globe is on the shelf.

● Contractions for recognition only

at this time.

www.esltower.com

Describing pictures activity











ESL

1

Essential Standard: Language of Math / Language of Social

Studies / Language of Language Arts

RBT Tag:

Time

Clarifyi

ng

Objecti

ves

Essential


Learning


Week 5

Listening: : 3,4,5,6,7,8

Speaking: 6,7,12, 8, 9 Reading:2, 11,14,18, 17,29 Writing: 8,9,10,13,14 Grammar: 21,1,2,3,4,6,20 Pronunciation: 5,6,7,8,9,10 Content: 8, 9, 10, 11, 21


- Read short simplified paragraphs on a single topic with familiar vocabulary for a set purpose/for specific information

-place Adjective before noun in descriptive phrases - Ask and answer simple wh-questions in present tense

- Locate many regions, states, and cities in the U.S. - Locate and describe common landforms

- Describe changes that have occurred in/on our

planet over time

Assessment of week 4 skills

● Continue work on long/short vowels

● Blends/digraphs

● Identify, locate, and describe landforms and bodies of water found

in/near the US

● Numbers: 0-1 trillion

● Reading for details- ex-

how landforms are created

● Sentence Writing: (adjective placement and word order)- A mountain is

a tall land mass.

www.edupe.casouthernkings/landforms.html www.tolearnenglish.com

Growing plants

http://www.edupe.casouthernkings/landforms.html













http://www.tolearnenglish.com/










ESL

1

Essential Standard: Language of Science / Social and


RBT Tag:

Time



Learning


Week 6

● Listening: : 3,4,5,6,7,8

● Speaking: 5, 6,7,12,8,9

● Reading:2, 11,14,18

● Writing: 8,9,10,13,14, 12, 23

● Grammar: 2,4,16,15

● Pronunciation: 5,6,7,8,9,10

● Content: 4

In addition to continuous, spiraled and strategic planned

review of previous objectives, the students will:

- Use basic vocabulary for social

interactions - Following a model, write a simple paragraph on a single familiar topic

- Use pre-writing strategies - Recognize and begin to use

possessive adjectives (e.g., my, your, her, our) - recognize and begin to use

prepositions of time and place (e.g., in, on, next to, to the right of)

- Become familiar with standard

units of measure and can answer basic questions and make conversions with assistance.

Assessment of week 5 skills ● R controlled vowels

● Our bodies, health,

hygiene, physical descriptions, describing illnesses

● Poster of standard/metric measurements,

equivalents, and conversions What’s the matter?

I have/she has……. My/your/her his ____ hurts.

● The language of science—ex: the circulatory system

● Writing: Write a

descriptive paragraph about a person in class with a main idea

sentence and 3-4 supporting details.

http://bogglesworldesl.com/circulatorysystem.html www.songsforteaching.com

www.eslgalaxy.com http://kidshealth.org

Food Math The Skeletal System

http://bogglesworldesl.com/circulatorysystem.html














http://www.songsforteaching.com/







http://www.eslgalaxy.com/







http://kidshealth.org/










ESL

1

Essential Standard: Language of Language Arts / Language of Science /

Social and Instructional Language

RBT Tag:

Time

Clarifying



Learning


Week 7

Listening: : 3,4,5,6,7,8 Speaking:

6,7,12, 8, 9 Reading:2, 11,14,18,13,

20 Writing: 8,9,10,13,14, 12, 20, 23

Grammar: 30,17,26,3,14 Pronunciation: 5,6,7,8,9,10

Content: 19,20


-Discuss living and non-living things using singular/ plural- correct forms regular, irregular, count, non-

count (y to I, f to v, deer, fish , oxen, etc.) -Discuss the actions of living and non-living things using: simple frequency adverbs (e.g., always,

sometimes, never), simple past of regular verbs and most common irregular verbs, and present progressive in affirmative and negative

statements as well as questions -While reading a non-fiction text about living and non-living things: apply sound/symbol relationships

to decode simple words (both familiar and unfamiliar), Identify root word in larger words to infer meaning and use online dictionaries and/or

translators to verify meaning of non-Latin derived words -Write a descriptive paragraph about living and non-living things that includes a beginning, middle, and

end (no fragments or run-ons)

Assessment of week 6 skills Word parts: root

words, common prefixes, common suffixes used for plural, past, adjectives, and adverbs meanings

Science reading- characteristics of living things

Verb work- Tell what you are doing right now

I am ________ing.

He is _________ing.

Word parts dominoes

http://www.yourdictionary.com/library/reference/root-word-definitions.html

http://www.ehow.com/facts_5611905_meaning-root-word_.html http://www.ehow.com/info_8726950_difference-root-word-base-

word.html






























http://www.ehow.com/facts_5611905_meaning-root-word_.html

























http://www.ehow.com/info_8726950_difference-root-word-base-word.html


































ESL

1

Essential Standard: Language of Language Arts / Social

and Instructional Language

RBT Tag:

Time

Clarifying



Learning Activities/Assessments Resources

Week 8

Listening: : 3,4,5,6,7,8 Speaking: 6,7,12,8,9 Reading: 14,5,15, 16

Writing: 8,9,10,13,14, 12, 20, 21, 18,23 Grammar:

9,10,11,12,13,20,26 Pronunciation: 5,6,7,8,9,10,12,13

:

In addition to continuous, spiraled and strategic review of previous objectives, the students will: - Create affirmative and negative statements with high frequency and regular verbs in simple present tense and simple past (recognizing and beginning to use correct pronunciation of-ed as /t/, /d/, or / єd/ -Write a friendly letter, applying basic capitalization and punctuation rules, in addition to subject-verb agreement -Use beginning Modal auxiliary verbs (e.g., can/have to + verb) -Read schedules and simple charts -Read compound and complex sentences following punctuation clues -Recognize/reproduce shift in meaning when using different emphasis in sentence stress

Assessment of week 7 skills ● Verb work!!!

● Specif ic review of conjugations for to

be, to have plus can, to do, to go (present tense)

● Regular verb conjugations in present

tense such as: read, walk, dance, laugh, swim, cry, study, write, etc.

● Past tense- regular past formation

with correct pronunciation

● Past tense for irregular verbs on an as

needed basis for activity and- to be, to have, to eat, to do, to see

● Tell w hat you can do

● Tell w hat you do on a regular basis

and specify time and/or frequency

● Tell w hat you did last night/last

weekend

The Simple Present: habits

and routines Common or proper nouns ESL verb tense

chart 1




ESL 1

Essential

Standard: ALL 5

WIDA

Standards

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week 9

Review all objectives covered up to this point as

needed

Assessment of week 8 skills

● Review /catch up

● Optional Mid-semester

assessment




ESL 1

Essential Standard:

Social and Instructional Language /


RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week 10

Listening: : 3,4,5,6,7,8, 12 Speaking: 6,7,12,13,15,8,9,1

0,21, 24 Reading:5,14,17,21,22,24,31 Writing: 8,9,10,11,

12,13,14, 15,26,25,23, 21, 27 Grammar:

17,18,16,30,15, 19 Pronunciation:

5,6,7,8,9,10


-Participate in short conversations (asking and answering questions using complete sentences) on everyday activi ties and likes/dislikes using appropriate conversation management techniques

and monitoring for listener comprehension

When reading about and discussing (orally and in wri ting) American Culture and daily routines : - Use possessive adjectives (e.g., my, your, her, our) - Use prepositions of time and place (e.g., in, on, next

to, to the right of) - Use simple conjunctions (and,or,but) to create more

complex sentences

- Use object pronouns to add details to sentences -Use simple frequency adverbs (e.g., always ,

sometimes , never) -Use prediction as a reading strategy -Apply simple context clues to determine meaning of new words -Identi fy main idea -Identify fact and opinion in a text -Use pre-wri ting s trategies

-Demonstrate conscientiousness by spelling words according to learned phonetic patterns and rules,

using a dictionary, and /or using spell-check -Begin to use some learned idioms -Write paragraphs with varying sentence lengths and

s tructures .

Assessment of week 9 skills ● Reading in American

Culture- main ideas,

locating information, facts, opinions, generalizations

● How to use graphic organizers to organize thoughts

● Discuss likes/dislikes: I love/like (to)

___________. I dislike/hate (to) ______.

● Vocabulary: Sports,

hobbies, recreational activities, chores

● Grammar lesson- object

pronouns Discuss what they do and w ith

what frequency

www.educationoasis.com object pronouns student worksheet

where do these activities belong? Which activities do you like doing?

Interview and write about your friend Write about best friend activities

http://www.educationoasis.com/










ESL I

Essential Standard:

Language of Social

Studies

RBT Tag:

Time

Clarifying

Objectives Essential Vocabulary Task Analysis

Learning


Week

11

Listening: :

3,4,5,6,7,8 Speaking:

6,7,12,15,8,9,21, 24 Reading:

5,14,17,21,22,24,31

Writing: 8,9,10,11, 12,13,14,

15,26,25,23, 21, 27 Grammar:,28,29,30

Pronunciation:

5,6,7,8,9,10, 13,14 Content: 8,10, 19

I have (not) been to

___________. I would (not) like to

go to _______because

_____________.

Have you been to ______? Yes I have. No

I haven’t. Would you like to visit

______? Yes, I would.

fact, opinion, names of regions, vocabulary

associated with characteristics of regions

(dry, hot, populated, etc.)

In addition to continuous, spiraled

and strategic review of previous objectives, the students will:

-Differentiate between

questions and statements by

attending to intonation

differences

-Use the present perfect

tense in affirmative and

negative statements as well

as questions

-Use simple modals (e.g.,

can/could, may/might,

shall/should, will/would,

must) in affirmative and

negative statements as well

as in questions

-Identify facts and opinions

in a text

-U.S. Geography:

Regions/characteristics, states, national parks, large cities----

locate and describe

-Use graphic organizers to display main ideas and supporting details

from reading selections

pertaining to U.S. geography topic -Discussion and writing: discuss

and write about regions and places you would like to visit and have

visited, giving reasons why. Include facts and opinions.

-listen to audio or the teacher

reading a series of sentences and identify which are statements.

-with a partner, practice turning statements into questions and vice

versa using only a change in

intonation

-States, Capital

and Nicknames-

see appendix wk

11

-Present Perfect

site:

www.1-

language.com

http://www.1-language.com/









ESL I

Essential Standard:

Social and

Instructional

Language

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week 12

Listening: :

3,4,5,6,7,8,12

Speaking:

6,7,12,15,8,9,21,

24

Reading:

5,14,17,21,22,24,

31

Writing: 8,9,10,11,

12,13,14,

15,26,25,23, 21,

20, 27

Grammar:

27,29,23

Pronunciation:

5,6,7,8,9,10,13,14

Content: 19

- career

vocabulary

-I would like to

be/study______.

-I will ___.

-I am going to _.

-contractions

with am, will,

and would

In addition to continuous, spiraled and strategic review of

previous objectives, the students will:

- employ the future tense in

affirmat ive and negative

statements as well as

questions

-Writing: Make a future plan:

What would you like to do?

What will you do in order to

accomplish this?

-Reading- Read nonfictional

texts about career choices and

identify key ideas as

previously studied

-Discuss career preferences

and future plans

Possible add-ins for spiraling

of instruction: fictional text

about careers, listening

comprehension, identifying

fact and opinion in readings,

conversational strategies,

presentational strategies

-Job Definition-

see appendix week

12

-Jobs vocabulary-

see appendix week

12

www.eslflow.com

-Jobs-see

appendix week 12

http://www.eslflow.com/










ESL I

Essential Standard: Language of

Language Arts

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week

13

Listening:

3,4,5,6,7,8,

9,10,11,12,

13, 14,15,16

Speaking:

6,7,12,22,15

,8,9, 21,18,

24

Reading:

5,14,17,21,2

2,24,31

Writing:

8,9,10,11,

12,13,14,

15,26,25,23,

21, 20, 22,

27

Grammar:

18,31, 22,

25, 19

Pronunciatio

n:

5,6,7,8,9,10,

13, 14

Content: 13,

14

- some common

idioms

-sequencing

words

-

better,best,worse,

worst, more, less,

most, least,

similar, alike, in

common, and,

both, as well,

neither, but,

however,

different, unlike,

whereas

-reality, fantasy

-stereotype

In addition to continuous, spiraled and strategic review of previous objectives, the students will: -Recognize/respond to alternative forms of

basic questions in familiar contexts, some

common idioms, simple multi-step

directions and instructions,

statements, questions, and commands

containing some expanded vocabulary, and simple social conversation in familiar

contexts (i.e ., shopping, employment,

school) -Listen in order to identify simple information from a conversation or in

familiar contexts -Use context clues to get main ideas and to identify details

-Retell a simple story.

-Provide simple descriptions and factual

informat ion

-Use indefinite art icles (some/any,

much/many) correctly and know when to

use NO article

-Use comparative and superlative adjectives

when making comparisons

-Take notes on familiar material trans mitted

orally

-Language of fact/opinion

-Culture: Life in American

H.S. the experience-

videos, readings

-Discuss reality versus

fantasy.

-Compare/contrast own

high school experience to

the ones pictured.

-Compare/contrast to h.s.

in other countries.

-Use Comparison

language orally and in

writing: similar, alike, in

common, and, both, as

well, neither, but,

however, different, unlike,

whereas

-In groups, create a video

to show to new ESL

students to prepare them

for high school in the U.S.

based on your

experiences and

impressions.

-Compare and Contrast

http://mrspalmerseslclass.

wikispaces.com/Compare+

and+Contrast+Vocabulary -H.S . Experience

http://www.voanews.com/learningenglish/ theclassroom/home/

http://www.voanews.com/learningenglish/%20theclassroom/home/
























ESL

I

Essential Standard: Language

of Language Arts

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week

14

Listening: :

3,4,5,6,7,8,

9,10,11,12,13,14,15,16 Speaking: 6,7,12,16,17,23,15,

8,9,21,18,22, 24 Reading:

5,14,17,21,22,24,31

, 25 Writing: 8,9,10,11,

12,13,14, 15,26,25,23, 21,

20, 22, 27

Grammar: 10, 11, 12, 17, 18,20,22,

29, 30, 31, 19 Pronunciation:

5,6,7,8,9,10,13, 14 Content: 8, 14, 17,

1, 2, 7, 6

I think that... I

agree/disagree

-words of sequence

and time -percent,

part, whole

-vocabulary related to

specific topics

selected for

readings and video

In addition to continuous,

spiraled and strategic review of previous objectives, the students will:

-Use simple expressions to express

opinions

-Express agreement/disagreement and

satisfaction/dissatisfaction.

-Follow sequence in texts on familiar

subjects

-Identify which operation to perform for

a given word problem

-Read and create bar graphs, line graphs,

and pie charts

-Demonstrate understanding of fractions

and percentages : concept, ways to

represent

-Create a presentation using technology

Theme: New York -Video, readings: be able to list

main ideas and key points in

addition to some specific details -Possible Topics for whole class

study and group projects: landmarks, Big Apple, theater,

mass media, fashion, wall-street, real estate, police, city

government

-Integrate math lessons on theater ticket sales, seating,

investments and interest, crime statistics, salaries

-Integrate Soc.St. Lessons on

important historical events/periods related to topics,

organization of city government -Discussion: I think NY is a nice

city to live/visit because……… Writing: Write an informational

report on NYC

- Create a presentation about New York City using technology-

share!

-www.iloveny.com

-http://www.voanews.com/

learningenglish/theclassroom

/

articles/american_culture/Th

e-Empire-State-Building-146437295.html

-http://www.voanews.com/l earningenglish/theclassroom/home/

http://www.iloveny.com/








http://www.voanews.com/%20%20learningenglish/theclassroom/%20articles/american_culture/The-Empire-State-Building-146437295.html










































http://www.voanews.com/l%20earningenglish/theclassroom/home/



























ESL I


Social Studies

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week 15

Listening: : 3,4,5,6,7,8,

9,10,11,12,13,14,15,16

Speaking:

6,7,12,15,8,9,21,18,22,23, 24,

19 Reading:

5,14,17,21,22,24,31, 25

Writing:

8,9,10,11, 12,13,14,

15,26,25,23, 21, 20 22, 27

Grammar: 24,

22, 36,38,26, 43

Pronunciation: 5,6,7,8,9,10,13,

14 Content: 25, 14

-What do you

mean? -Could you be

more specific/clarify

that? -

this,that,these,th

ose -myself, herself,

themselves, etc. - poverty, hope,

immigration,

nations, liberty, Irish, Italian,

European, legal, illegal, famine,

war, border, fair, unfair, etc.


-Ask for clarification or elaboration

-Use demonstrative adjectives (

“this/these/that/those”) to specify and clarify

-Use past habitual (used to…) in affirmat ive and

negative statements as well as questions

-Use past continuous in affirmat ive and negative

statements as well as questions

-use reflexive pronouns (myself, herself, etc.)

-Describe issues and trends in immigration- past

and present

● Theme: Immigrants

and Diversity

● EQ: Melting Pot or

Tossed Salad?

● Readings on

Immigration topics to

include: past waves

and reactions, trends,

controversies,

procedures

● Videos

● Ellis Island

● Discussion of current

controversies and laws

● Writing: Answer the

EQ and defend answer

with facts from lesson

-www.manythings.org

-Immigration/Ellis Island: www.michellehenry.fr

http://iteslj.org/questions/

immigration.html

-Ellis Island-see appendix week 15

http://www.manythings.org/








http://www.michellehenry.fr/







http://iteslj.org/questions/%20immigration.html



















ESL I

Essential Standard:

Social and

Instructional

Language

RBT Tag:

Time


Vocabulary

Task Analysis

Learning


Resources

Week 16

● Listening: : 3,4,5,6,7,8,

9,10,11,12,13,14,1

5,16

● Speaking: 6,7,12,

15,8,9,21,18,22,23,

28, 24

● Reading:

5,14,17,21,22,24,3

1, 25

● Writing: 8,9,10,11,

12,13,14,

15,26,25,23, 21, 20, 22, 27

● Grammar: 36, 31,

19

● Pronunciation: 5,6,7,8,9,10, 13, 14

● Content: 27, 17,

14, 12

In addition to continuous, spiraled and strategic review of previous objectives, the students will: -Explain concepts/ideas in

organized manner using

examples and details.

-Identify American heroes and pastimes ( past and present)

especially those that are popular in our area

Theme: American Pastimes

- Discuss in small groups

readings and video clips on American holidays, traditions,

and pastimes -Create a graphic organizer

comparing items studied with

counterparts in other countries -With a partner, conduct

research on a certain American pastime or holiday tradition.

Create a presentation and

explain to the class the historical significance, details,

and comparisons associated with topic

-American Values: www.macomb.k12.mi.us/

cc/cdv/cdv.htm

-Compare and Contrast

http://mrspalmerseslclass.

wikispaces.com/Compare+

and+Contrast+Vocabulary

-History www.history.com

http://www.macomb.k12.mi.us/%20cc/cdv/cdv.htm

























http://www.history.com/











ESL I

Essential Standard:

Language of Social

Studies

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis

Learning


Resources

Week

17

Listening:

3,4,5,6,7,8, 9,10,11,12,13,

14,15,16

Speaking: 6,7,12,

15,8,9,21,18,22,23, 28,

25,24,33, 14 Reading:

5,14,17,21,22,

24,31, 25 Writing:

8,9,10,11, 12,13,14,

15,26,25,23,

21, 20, 22, 27

Grammar: 39, 26,36,22,24,25

,

Pronunciation: 5,6,7,8,9,10,13

Content: 28, 17, 14

In addition to continuous, spiraled and strategic review of previous objectives, the students will: -express regret

-defend a

position/opinion in a

convincing manner

-Recognize and use more

modals (ought to, had

better, would rather)

-Explain the ideas of manifest destiny,

democracy, states’ rights,

isolationism, and civil

liberties

American Ideologies

-What beliefs and values do Americans hold dear

and why?

Include at least: freedom, individualism, right to

bear arms, freedom of speech, Bill of Rights,

revered founding fathers, self-reliance, mobility,

active citizenship

Read and listen to determine how these

values passed from one generation to the next?

-Debate: What role should

immigrants take….should they try to adopt these

values, too? Take, discuss, and defend your

position.(Teacher should

model proper debate forms and protocol and

show sample debates beforehand in addition to

guiding students to the information) Evaluate

debate performance on a

rubric given to students in advance.

-Bill of Rights ppt: http://www.scribd.com/doc/ 88789183/Bill-of-Rights-

PowerPoint-for-ESL-Citizenship-lesson-plan

-Founding Fathers:

http://www.michellehenry.fr/ revolution.htm

-Discussion Questions http://www.esldiscussions.com/f/

freedom_of_speech.html

-Founding Fathers http://imadeamerica.com/

founding-fathers/#utm_source=google&utm_medium =cpc&utm_term=american%20founding%20fathers&

utm_campaign=Founding%20Fathers%20

Debate: Movie: The Great Debaters (2007)

http://www.imdb.com/title/tt0427309/

http://www.scribd.com/doc/%2088789183/Bill-of-Rights-PowerPoint-for-ESL-Citizenship-lesson-plan








































http://www.michellehenry.fr/%20revolution.htm
















http://www.esldiscussions.com/f/%20freedom_of_speech.html













































ESL I


Language Arts, Language of

Social Studies, Social and


Time

Week 18

● -Discuss progress towards goals

-portfolio

-assessment

-review

●




ESL II

Essential Standard: Language of Science

RBT Tag:

Time

Clarifying Objectives

Essential Vocabulary

Task Analysis

Learning Activities/Assessments

Resources

Week 1

Listening:

10, 11,12,

13, 14, 15,16,

17,20,21, 24

Speaking:

15,

16,20,21,22,23,24,28,29

Reading: 17,18,19,20,

21,22,23,24 Writing:

3,4,5,11,12,

13,14,15, 21, 27,28

Grammar: 9,11,12,14,

17,20,22,23

Pronunciation: 5,6,8,9,

15 Content:

22,9,11

In addition to continuous, spiraled and strategic review of previous objectives(from ESL 1), the students will:

-Recognize a variety of expressions indicating lack of understanding when in a conversation

-Respond to requests for elaboration to show they have understood

-Identify key information/details in a

description

-Recognize/respond to figurative language in familiar and academic

situations, inferring meaning when the idiom is unknown

-Produce statements, questions, and

commands in less familiar contexts and

with some detail

-Tell anecdotal stories as part of a

conversation

-Pronounce key vocabulary (even multi-

syllabic words) with correct phonemes

and stress

-Read compound words -Write a detailed paragraph with topic

sentence, supporting details, and

conclusion

-Name and describe types of weather

events and natural disasters

Explain graduation plan

course syllabus

Theme- Extreme Weather

Tell anecdotal stories about weather events

they have experienced

Describe types of extreme weather and

where they occur, processes by which

they form, causes and effects, compare and

contrast different types

Graphic organizers, charts, presentation

Collect data and create charts

idioms

Writing: write descriptive paragraphs

including complex and compound sentences

,Imaginative writing using figurative

language

-

http://www.atozteacherstuff.com/Themes/W

eather/index.shtml -

http://www.wildwildweather.com/index.html- weather homepage -

http://www.usatoday.com/weather/resources/basics/wworks0.htm- informational articles

on various weather topics -

http://www.homeschoollearning.com/units/unit_09-17-01.shtml -videos- http://www.yourdiscovery.com/video/shows

/extreme-weather/ Weather and Dressing Advice-see appendix week 1 -Extreme Weather-Nat. Disasters-see appendix week1 -About hurricanes Weather issues -see appendix

week http://www.educationw orld.com/a_lesson/lesson/

lesson076.shtml -Tsunami Formation-see appendix week 1 -The Water Cycle -see appendix week 1

http://www.atozteacherstuff.com/Themes/Weather/index.shtml

http://www.atozteacherstuff.com/Themes/Weather/index.shtml

http://www.wildwildweather.com/index.html-

http://www.wildwildweather.com/index.html-

http://www.usatoday.com/weather/resources/basics/wworks0.htm-

http://www.usatoday.com/weather/resources/basics/wworks0.htm-

http://www.homeschoollearning.com/units/unit_09-17-01.shtml

http://www.homeschoollearning.com/units/unit_09-17-01.shtml

http://www.yourdiscovery.com/video/shows/extreme-weather/

http://www.yourdiscovery.com/video/shows/extreme-weather/

http://www.educationworld.com/a_lesson/lesson/%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20lesson076.shtml

http://www.educationworld.com/a_lesson/lesson/%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20lesson076.shtml




ESL II


Language Arts

RBT

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis


Week 2

Listening: 10, 12, 13 , 14, 15,16, 17,20,21, 18,19 Speaking: 15, 16,20,21,22,23,24,,29,30 Reading: 17,18,19,20,21,22,24,27,28,29,39,31,32,33,35 Writing: 3,4,5,11,12,13,14,15, 21, 27,28, 23,24 Grammar: 12,13,,17,18,20,21,22,23,24,25,26,31 Pronunciation: 5,6,8,9,11, 15 Content: 31,32,33

In addition to continuous, spiraled and strategic review

of previous objectives(including those from ESL 1 as needed), the

students will: -Recognize examples of formal vs

informal language use

-Distinguish between facts and

opinions in a conversation

-Clarify utterances by rewording or

repeating in order to be understood

by general public

-Recognize transition words, words

with multip le meanings, and some

idioms

-Read and understand mult i-

paragraph selections from a variety

of genres

-Make connections to other texts and

experiences before, during, and after

reading to further comprehension

-Make inferences from texts -Identify a writer’s purpose by text

characteristics -Use editing and revising strategies -Identify characteristics of different

literary genres -Identify an author’s purpose -Identify examples of stereotype,

bias, and propaganda -

Fact or fiction?

Introduction to different literary genres, reading between the lines, author’s

purpose and motivation, stereotypes, bias, generalizations, history as point of

view, objectivity vs. subjectivity

-ideas for teaching bias/point of view: Author’s purpose power point

Language of fact, opinion Nuance, persuasion, inferences, making

connections to author’s background to

infer meaning Writing: given a certain topic (ex-snow),

write 1 non-fiction and one fictional paragraph, focusing on the writing

process (review)

-Bias/Point of view: http://www.media-

awareness.ca/english/resources/educational/lessons/seco

ndary/broadcast_news/bias_news_lesson.cfm,

http://www.d.umn.edu/~mi

tt0045/unit.htm -Genres ppt: http://literature.pppst.com/g

enres.html -Fiction/ Nonfiction http://library.thinkquest.org/5002/Basi

c/fic

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/broadcast_news/bias_news_lesson.cfm





http://www.d.umn.edu/~mitt0045/unit.htm



http://literature.pppst.com/genres.html

http://literature.pppst.com/genres.html

http://library.thinkquest.org/5002/Basic/ficnf.htm

http://library.thinkquest.org/5002/Basic/ficnf.htm




ESL II


Social Studies, Language of Language

Arts

RBT

Time

Clarifying

Objectives

Essential Vocabulary

Task Analysis Learning Activities/Assessments Resources

Week 3

Listening: 16,18,19,

21

Speaking:

13,18,19,

20,21,22,23,24

Reading: 17,18,

20, 22, 7, 24

Writing:

3, 4, 5, 6, 11, 12,

13, 14, 15, 23,

24, 25,

27, 28 Grammar:

26,28 Pronuncia

tion: 11,12,14,

15

Content:

25,30,31,

32,35

In addition to continuous, spiraled and strategic review of previous objectives(including those from ESL 1 as needed), the students will:

-Name and describe 2 works written

by William Shakespeare and why

they are significant

-Recognize and use appropriately t

he past tense of regular verbs and

some irregular verbs

-Recognize and begin to use the past perfect appropriately, differentiating it from the simple

past

● Theme: The Age of Exploration

● Suggestions for reading selections: non-fiction historical

accounts, primary document (for

example: John Smith’s journal) Biography of an explorer

● England-Shakespeare- Who was

he? Name some famous works? Why important? What does the

language sound like? Sample reading of one of the plays.

● -past tense- regular verbs and

about 1/3 of irregular verbs on

list (simple past, past perfect, and compare/contrast these 2

tenses)

-Facebook Assignment-see appendix week 3 -Past, Present, and Future-see

appendix week 3 -Mixed Verb Tenses-see appendix

week 3 -Famous Explorers http://www.elizabethan-

era.org.uk/famous-explorers.htm

http://www.elizabethan-era.org.uk/famous-explorers.htm

http://www.elizabethan-era.org.uk/famous-explorers.htm




ESL II


Social Studies

RBT Tag:

Time


Vocabulary


Week 4

Listening:15,16,17,18,19,20,21,22

Speaking:

14,15,16,17,19,20,21,22,23,24,28

Reading: 18,32,29,

30,31,33,35,37 Writing:

5,6,11,12,13,14,1

5,17,21,23,24,25,27,28,33

Grammar: 26,28,16,17,20,3

8,29

Pronunciation: 11,12,14,15

Content: 25,31,32,33


-Follow complex multi-step

directions and instructions related

to academic topics

-Vary reading strategies for

understanding content on

unfamiliar topics or technical

informat ion -Write to summarize effectively

in a multi-paragraph essay which

includes an introduction,

conclusion, and transitions

Colonial America

-readings of different genres regarding

types and characteristics of colonies in

addition to historical events -Salem Witch Trials Investigation: (work in

groups) -Continue work with simple past and past

perfect, memorizing another group of irregular verbs, introduce past continuous

Write a summary of findings about Salem

in a multi-paragraph paper, using pre and post writing strategies

-Questionnaire 13 Colonies -see

appendix week 4

-Salem Witch:

http://law2.umkc.edu/facult

y/projects/ftrials/salem/salem.htm

-Foundations of the US Political

system -see appendix week 4

-13 Colonies Map Test -see appendix week 4

-13 colonies-2- map game http://www.purposegames.com/game/d4c1306c -13 colonies maps

http://www.softschools.com/soci

al_studies/13_colonies_map/

-Past, Present, and Future-see

appendix week 4

http://www.quia.com/quiz/10644

6.html?AP_rand=199585983

http://www.elcivics.com/13-

colonies.html

http://www.eduplace.com/ss/map

s/pdf/colonies_nl.pdf

http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm






























http://www.quia.com/quiz/106446.html?AP_rand=199585983























http://www.elcivics.com/13-colonies.html















http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf
































ESL II


Social Studies, Language of

Language Arts

RBT

Time

Clarifying Objectives Essential Vocabulary


Week 5

Listening:16,18,24

Speaking: 21,23,27,28

Reading: 16,17,18,19,20,2

1,22

Writing: 5,12,13,14,17,21,

22,23,24,25,27,28,31

Grammar:

26,28,38,36,35,47,48,51

Pronunciation: 11,12,14,15

Content:

27,28,25,26

In addition to continuous, spiraled and strategic review of previous

objectives(including those from ESL 1 as needed), the students will:

-Use appropriate language in both

informal and formal situations.

-Conjunctions- and, or, but, yet,

either, neither

-Perfect modals (should have,

would have)

-Embedded statements and

questions

-Connectives (because, even,

though, etc.)

-Apply phonetic princip les to

spell mult i-syllab ic words

correctly most of the time

-Write to explain effectively in a

multi-paragraph essay which



-Name and discuss conflicts and

wars that have left their mark on

the U.S.

American Revolution

Possible readings: Facts, events, and

personalities ( Paul Revere, Thomas

Jefferson, George Washington)

Read- Patrick Henry’s famous Give me

liberty… speech

-last week of memorizing irregular

verbs-past tense

-discuss what would have happened if

______(insert personality) had not

________ (suggestion- provide word

bank of connectives for students to

incorporate into these

discussions/paragraphs)

-possible activity- match famous

quotes to famous figures and practice

using embedded statements and

questions by rewriting the sentences

Writing- emphasis on note-taking

skills and expository writing

-The Patriot -see appendix week

5

-American Revolution-see

appendix week 5

-Cause s of the American

Revolution-see appendix week 5

-The Declaration of

Independence-see appendix week

5

-Paul Revere :


revolution.htm






ESL II

Essential

Standard:

The language of

Social

Studies

RBT Tag:

Time

(No. of

Days)


Vocabulary

Task Analysis

(Unpacking Simplified)

Learning


Resources

Week 6

Listening: 16,18,22,24

Speaking:

13,15,16,17,19,20,21,22,23,24,27

Reading: 15,18,20,21,22,23, 24,32,33,35,37,38

Writing: 5,13,17,21,22,25,26,36

Grammar: 16,26,31,33,43,51,52

Pronunciation:15,16

Content: 28,29,27,31,32,34, 38, 19, 26


-Apply knowledge of stressed

syllables in known words to unknown words with some

accuracy

-Adverbial form (-ly ending)

-Transitional adverbs

(therefore, however) -Recognize idioms

-Distinguish between literal

and figurative language

-Use figurative language in

writing as appropriate -Identify examples of figurative

language

-Describe how technology has

evolved over time and changed

our way of life

A New Nation (aprox 1780-

1860)

Reading: timeline of events

in this period Possible topics for readings:

expansion, government,

conflicts, industry

Possible Literature- Edgar

Allan Poe’s poem To My Mother (http://www.online-

literature.com/poe/2135/)

-comparatives and structures-

(ex-smarter than_______)

Transitional adverbs including archaic forms in

poem

Prepositions including

literary/archaic forms of

poem Write a poem about someone

you love using some

figurative language

http:/www.graphic.org

(graphic organizers)

(http://www.online-literature.com/poe/2135/

http://my.hrw.com/nsmedia/int gos/html/igo.htm

Parts of Speech PPT on ESL Google Site

Transition Words. Appedix Week 6

http://www.online-literature.com/poe/2135/




































http://my.hrw.com/nsmedia/intgos/html/igo.htm




























ESL II

Essential Standard:

The

language of

Social

Studies

RBT Tag:

Time

(No. of

Days)


Vocabulary

Task Analysis

(Unpacking Simplified)

Learning


Resources

Week 7

Listening:

16,18,19,21,22,24

Speaking: 18,27,28,30

Reading:

16,17,18,25,26,28,29,36,37

Writing:

5,17,21,22,23,24,25,27,34

Grammar: 19,21

Pronunciation: 15,16

Content: 25,26,10,27,28

In addition to continuous, spiraled and strategic review of

previous objectives(including those from ESL 1 as

needed), the students will: -Use knowledge of prefixes

and suffixes to guess word

meanings -Use a variety of strategies to

decipher unknown words and

determine their meaning -Write to rev iew/evaluate

effectively in a multi-

paragraph essay which



Civil War Era:

General info, maps,

biographies of

personalities, t ime lines

Sample of literature about

period (ex- excerpts from

Uncle Tom’s Cabin,

Incidents in the Life of a

Slave Girl, etc.)

-Write a b iography a

personality of this era and

possibly do a digital

presentation/poster

-focus on object pronouns

and placement of

adjectives in writ ing of

biographies, prefixes and

suffixes to infer word

meaning, reading strategies

- 20 Questions about the Civil War.

Appendix Week 7

Reading Strategies worksheets:

http://www.education.com/worksheets/

Uncle Tom’s Cabin Excerpts and

Summary :

http://www.sparknotes.com/lit/uncletom/



































ESL II

Essential

Standard:

The language

of Social

Studies

RBT Tag:

Time


Vocabulary

Task Analysis


Week 8

Listening:

16,18,19,21,22,24

Speaking: 19,20,14,27

Reading:

16,17,18,25,27,28,

29,35,36,37

Writing:

5,16,17,18,21,23,23,25,27

,31

Grammar: 23,25,32,33,34


Content: 26, 36,38

In addition to continuous, spiraled and strategic

review of previous objectives(including those from ESL 1 as needed), the

students will: -Possessives (Tom’s ball, the

teachers’ lounge) -Write out instructions with some

detail

-Identify parts of speech

Reconstructing and Expanding the Nation, turn of the

Century (1865-1915)

Sample topics from which to choose selections: race

relations and emergence of KKK, new states, new

technologies, New Year Celebrat ion of 1900 in NYC

Contractions- how and when to use them (not in

academic writ ing)

Adverbs-common adverbs, adverb form, id adverbs

within a sentence, and place correctly in their own

writing

Writing assignment- write out detailed instructions

related to one of topics/readings in the format of a

friendly letter

http://www.learner.org/worksho

ps/primarysources/corporations/

docs/inventions.html

http://englishforeveryone.org/PD

Fs/ContractionsList.pdf

www.eslflow.com

http://englishforeveryone.org/PD

Fs/Active%20-

%20Passive%20Voice.pdf

http://www.uis.edu/ctl/writing/

ActiveandPassiveVoice.pdf.pdf

http://www.learner.org/workshops/primarysources/corporations/docs/inventions.html





























http://englishforeveryone.org/PDFs/ContractionsList.pdf
























http://englishforeveryone.org/PDFs/Active%20-%20Passive%20Voice.pdf






















http://www.uis.edu/ctl/writing/ActiveandPassiveVoice.pdf.pdf




























ESL II

Essential Standard:

The language of Social Studies, The language of

Science, The language

of Language Arts, Social

and Instructional

Language.

RBT Tag:

Time


Vocabulary

Task Analysis

Learning


Resources

Week 9

Listening: 12,13,17,20,23

Speaking:

11,15,16,17,18,19,20,21,22,23,24,28,30


-Recognize and respond to

conversational openers/closures and polite expressions as used by native speakers (e.g., “I have to get

going”, “I’d rather not”, “How about…?”)

Review/assess week

Discussion of topics in small

groups- lesson on listening,

polite expressions, turn

taking, etc.




ESL II

Essential Standard: The language of Social Studies

RBT Tag:

Time


Task Analysis


Week 10

Listening:

16,18,19,21,22,24

Speaking:

21,22,23,27,28

Reading:

24,25,27,28,29,31,32,33,

35,36,37,38

Writing:

19,21,22,23,24,25,27,30,

35

Grammar:27,37,45


Content: 26,27,28


-Present perfect and contrast with

other forms using “for, since,

already, yet” -Commonly confused verbs

(do/make, teach/learn,

borrow/lend) etc.

-Write simple fo rmal letters -Write to persuade effectively in a



conclusion, and transitions -Demonstrate good word choice

by varying vocabulary and

choosing the appropriate

terminology/register

America in WWI

Hemingway’s A Farewell to Arms?

Possible Reading: Woodrow Wilson’s second

Inaugural Address

http://www.bart leby.com/124/pres45.html

(focus on formal language, present perfect,

and ideologies)

Introduce commonly confused verbs

Formal persuasive letter: Suggested activity:

have students pretend a family member is

away fighting in the trenches. Have them

write a letter to the president trying to

persuade him to send the troops home for

Christmas

Present Perfect Practice:

http://www.isabelperez.com/happy/tenses/pres_perfect.htm

Rubric for persuasive Writing. Appendix

Week 10

WWI Timeline

http://memory.loc.gov/ammem/collections/roto

gravures/rototime1.html

http://www.bartleby.com/124/pres45.html









































http://memory.loc.gov/ammem/collections/rotogravures/rototime1.html





























ESL II

Essential Standard:

The language of Social Studies

RBT Tag:

Time


Vocabulary

Task Analysis


Week 11

Listening:

16,18,19,21,22,24

Speaking: 28,30, 31

Reading:

24,25,27,28,29,31,32,

33,35,36,37,38

Writing: 23,24,25,

27,29,35

Grammar: 36,41,42


Content: 36,27,28


-Use a variety of sentence

patterns, new vocabulary,

and high-frequency idioms in

spontaneous conversation -Adverbial clauses

-Passive voice -Write to describe effect ively

in a multi-paragraph essay

which includes an

introduction, conclusion, and

transitions

Highs and Lows …the Roaring Twenties and

the Great Depression

Possible topics to read about: fashion,

women’s right to vote, music, Wall

Street/Stock Market, prohibit ion, gangsters,

automobile, aviation

Possible Activit ies: compare/contrast Great

Depression with today’s recession

Past habitual, adverbial clauses, passive

voice

Writing: Write to describe way of life in

either the 20’s or 30’s

Information about 20’s and 30’s

http://www.1920-30.com/


Website for creating presentations

and/or graphic organizers

http://popplet.com/


































http://popplet.com/

http://popplet.com/

http://popplet.com/

http://popplet.com/

http://popplet.com/

http://popplet.com/

http://popplet.com/

http://popplet.com/




ESL

II

Essential Standard:

The language of Social Studies

RBT Tag:

Time


Vocabulary

Task Analysis

Learning


Resources

Week

12

Listening: 16,18,19,21,22,24

Speaking:

17,20,23,24,27,28,30,31,32,33

Reading:

24,25,27,28,29,31,32,33,35,36,37,38

Writing: 23,24,25,27,34,35

Grammar: 29,39,42,47,50


Content: 26


-Use persuasion in

conversation

-

America in WWII

Possible topics to read about:

biographies of war

personalities, fascism, the

Holocaust, propaganda,

evolution of warfare, atomic

bombs, music and movies of

the 40s

Informal debate- discuss in

small groups whether or not

America should have entered

this war-study language and

methods of debate

Writing assignment- Review

and evaluate America’s

decision to enter WWII in a

multi-paragraph essay

http://www.tes.co.uk/teaching-

resource/Writing-Anne-Frank-s-diary-

lesson-plan-resources-6038339/

Website to create cartoons:

http://www.toondoo.com/

http://www.history.com/topics/world-

war-ii

http://www.tes.co.uk/teaching-resource/Writing-Anne-Frank-s-diary-lesson-plan-resources-6038339/























































http://www.history.com/topics/world-war-ii

























ESL

II

Essential Standard: The language of Social Studies

RBT Tag:

Time


Vocabulary

Task Analysis


Week 13

Listening: 12,13,17,20,23

Speaking:11,14,17,18,19,

20,21,22,23,24,25,26,27,2

8,30

Reading:

24,25,27,28,29,31,32,33,3

4,35,36,37,38

Writing:

22,24,26,27,32,35,36

Grammar: 44,49


Content: depends on topic

selected


-Use the appropriate language to

issue an invitation, formally and

informally

-Common phrasal verbs (get up,

take out)

-Compound and complex sentences

-Write to entertain effectively in a




America in the 50s-60s

Possible topics: music, fashion,

hippies, Civil Rights movement,

mission to the moon, Co ld War,

emergence of America as a “super

power”

-phrasal verbs, idioms

-compound/complex sentences

Project- Interview someone who was

liv ing in the US during this time

period. Write an entertaining story that

they related (could be sad, funny,

scary, or dramatic) Workshop on

conducting interview beforehand

should include- proper response to

emotion, conversation openers, closers,

ice breakers, etc.

“What type of Sentence is it?” Document

found on ESL Google Site.

http://www.discoveryeducation.com/teac

hers/free-lesson-plans/the-civil-rights-

movement.cfm

http://www.history.com/topics/cold-war

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-civil-rights-movement.cfm




























































ESL II

Essential Standard: The language of Social

Studies

RBT Tag:

Time

Clarifying

Objectives

Essential

Vocabulary

Task Analysis


Week

14

Listening:

16,18,19,21,22,24

Speaking: 29

Reading:

24,25,27,28,29,31,3

2,33,34,35,36,37,38

Writing:

23,23,25,27,31,35

Grammar: 40

Pronunciation:

15,16

Content: depends

on topic selected


-Conditionals

America in the 70s-80s

Possible topics- Watergate,

Vietnam, Reagan, clothing,

music, AIDS, MTV

Learn conditional forms and

common uses paired with the

subjunctive: ex- If I were an

astronaut, I would…

Writing: An expository piece

based loosely around your chosen

reading that gives them the

chance to use the conditional. For

example: Describe what you

would do if you had the chance to

do your own music video.

http://www.avert.org/lessons.htm

http://www.cloudnet.com/~edrbsass/edhist.htm#vietnam

http://www.cloudnet.com/~edrbsass/edhist.htm#1970s


http://www.ego4u.com/en/cram-up/grammar/conditional-sentences

http://www.nc-net.info/ESL/epluribusunum/testprep/worksheets-

american-history.pdf


















































































































http://www.nc-net.info/ESL/epluribusunum/testprep/worksheets-american-history.pdf





































ESL

II

Essential Standard:

The language of Science

RBT Tag:

Time


Task Analysis


Week 15

Listening:

12,13,17,20,23

Speaking: 32,34,24,27

Reading:

24,25,27,28,29,31,32,33

,34,35,36,37,38

Writing:

23,24,26,27,35,36

Grammar:30, 37,46


Content: 38


- Negotiate a solution/compromise

-Present perfect continuous in

affirmat ive and negative statements as

well as questions

The Information Age

Topics- all new technologies (cell

phone, CD, DVD, internet, etc.), mass

media, marketing

Project: Write the script for a tv

commercial advertising some type of

new technology. The language should

be persuasive and perhaps figurative,

promoting this specific technology as

a solution to all problems. In s mall

groups, choose the best script

(negotiation/compromise strategies)

and perform commercial for the class.

Follow up by role -playing

“spontaneous” phone calls to

consumers who are complain ing about

the product

http://www.webenglishteacher.com

/argument.html

http://www.procopytips.com/tv-

commercial-script

http://www.webenglishteacher.com/argument.html















http://www.procopytips.com/tv-commercial-script






















ESL

II

Essential Standard:


RBT Tag:

Time


Vocabulary

Task Analysis


Week

16

Listening:

16,18,19,21,22,24

Speaking:

27,28,30,31,32,33

Reading:

24,25,27,28,29,31,3

2,33,34,35,36,37,38

Writing:

23,24,25,26,27,31,3

4, 35

Grammar: 30, 37,

46

Pronunciation:

15,16

Content: depends on

topic selected

In addition to continuous, spiraled and strategic review of previous objectives(including those from ESL 1 as needed), the students will: -

Current Events

Readings- selected articles, editorials, and

blogs on current events

Debate a controversial current event topic

in a fo rmal (or almost formal) debate style

Writing- Write an editorial-type opinion to

submit to a school or local newspaper or to

post on a blog.

Current Events:

http://www.infoplease.com/ipa/A000

5971.html

http://www.actdu.org.au/archives/act

ein_site/basicskills.html

http://www.infoplease.com/ipa/A0005971.html



















http://www.actdu.org.au/archives/actein_site/basicskills.html
































ESL

II

Essential Standard:


RBT

Time


Vocabulary

Task Analysis


Week 17

Listening:

16,18,19,21,22,24

Speaking: 23,27,28

Reading:

24,25,27,28,29,31,32,33,34,

35,36,37,38

Writing:

22,23,24,25,27,29,31,34,35

Grammar: 37,46, 30, 42


Content: 21,23,24, 9,11


-Discuss the results of a

scientific experiment conducted

in class/at home

-Describe current issues facing

scientists today

Theme: Global Warming

Newspaper article:

http://www.usatoday.com/weather

/resources/climate/wclisci0.htm

Conduct some simple scientific

experiment in class and have

students discuss the process and

the results

Writing: Prepare an informational

report on climate change and a

presentation and/or poster

http://www.pbs.org/now/classro

om/global-warming-lesson-

plan.pdf

http://www.globalwarminglies.

com/

http://www.edf.o rg/climate/glo

bal-warming-facts

http://www.sciencebob.com/ex

periments/index.php

Scientific Method. Appendix

Week 17

http://www.usatoday.com/weather/resources/climate/wclisci0.htm

























http://www.pbs.org/now/classroom/global-warming-lesson-plan.pdf
































http://www.globalwarminglies.com/











http://www.edf.org/climate/global-warming-facts























http://www.sciencebob.com/experiments/index.php




















esl 1 essential standard: rbt tag: learning resources

Documents