[national geographic reach] - concord museum unit... · 2017-11-22 · the embedded language...
TRANSCRIPT
1NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
UnitTemplate
[NationalGeographicReach]ESL[Grade5—ELDLevels2-4]
[Thisunitaboutcrossingbetweenculturesisintendedtodeliversystematic,explicit,andsustainedEnglishlanguagedevelopmentinthecontextoftheMassachusettsCurriculumFrameworks(abbreviatedasMA2017).ThepurposeofthisunitistohelpELsdevelopthelanguagenecessaryforacademicsuccessinthecontentareaofEnglishlanguagearts.Theywillalsodeveloplanguagethatwillbeused
recurrentlyinandacrossvariousacademicandsocialcontexts.]
TheembeddedlanguagedevelopmentofthisunitcentersontwooftheKeyUsesofAcademicLanguage:
• RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.• EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.
2NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
TableofContentsUnitPlan............................................................................................................................................................................................[page3]Lesson1.............................................................................................................................................................................................[page9]Lesson2..........................................................................................................................................................................................[page12]Lesson3..........................................................................................................................................................................................[page15]Lesson4..........................................................................................................................................................................................[page18]Lesson5..........................................................................................................................................................................................[page21]Lesson6..........................................................................................................................................................................................[page25]Lesson7..........................................................................................................................................................................................[page28]Lesson8..........................................................................................................................................................................................[page31]
3NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
IntegratedESLUnitTemplateIncorporatingWIDAStandards,MassachusettsCurriculumFrameworks,andUbDFramework
UnitPlanStage1—DesiredResults
ESTABLISHEDFOCUSGOALS: GFocusLanguageGoals/Standards:1.(Recount)Describecharacterdevelopmentwithinafictionaltext,usingsupportingevidence.2.(Recount)Summarizemainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.3.(Explain)Compareandcontrastlifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.ContentConnections:Thestudentisbuildingtoward:(MA2017)ELA-Literacy.RI.5.2-Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;
TransferStudentswillbeabletoindependentlyusetheirlearningto… TT.1Communicateforsocialandinstructionalpurposeswithintheschoolsetting.T.2Communicateinformation,ideas,andconceptsnecessaryforacademicsuccessinthecontentareaoflanguagearts.
MeaningUNDERSTANDINGS UStudentswillunderstandthat…Whenreading,it’simportanttoconsidertheperspectiveofacharacter.Determiningmainideasandexplaininghowtheyaresupportedbykeydetailshelpstosummarizeatext.Understandinghowanarratoruseslanguagecanhelpuscompareandcontrastdifferentplaces.Usingevidencetosupportideasbuildsknowledgefromatext.
ESSENTIALQUESTIONS QHowcanwhereyouarechangewhoyouare?Whatisjustice?
LanguageAcquisitionintheFourDomainsKNOWLEDGE:AcademicLanguage KStudentswillknow…Subject-verbagreement(includingsimpleandcomplexsubjects,singularandpluralverbs).Usingadictionarytodeterminemeaningofunknownwords.Usingathesaurustodeterminesynonymsandantonyms.Similesandmetaphorsarekeyconstructsoffigurativelanguage.
SKILLS:AcademicLanguage SStudentswillbeskilledat… Usingsubject-verbagreementtoformsentences.Determiningthemeaningofacademicvocabularyusingtools,suchasdictionariesandthesaurus.Analyzetheuseoffigurativelanguage(similesandmetaphors)tocompareandcontrast.
4NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.
Compareandcontrastlanguageusedtoindicatesimilaritiesanddifferences(and,but,however,therefore).
Comparingandcontrastingideasininformationaltext.
Stage2—EvidenceEVALUATIVECRITERIA: ASSESSMENTEVIDENCE:LanguageDevelopment CURRICULUMEMBEDDEDPERFORMANCEASSESSMENT(PerformanceTasks) PT
OTHEREVIDENCE: OE
Stage3—LearningPlanSOCIOCULTURALIMPLICATIONS:Topics:Dependingonstudents’backgroundexperiences,thesetopicsmayevokestrongemotionalresponses,givenpossiblenegativeexperiences(e.g.discrimination,injustice,etc.)Furthermore,thesub-topicofslaveryintheUSmightnotbefamiliartoEnglishLearnerstudents.Task/situation:
• Studentsmaybemorecomfortablelearningand/orexpressingthemselvesindifferentways:orally,inwriting,bylistening,bymovementortouch,bylookingatimagesofvisualrepresentations,byspeaking,etc.Providemultiplewaysforstudentstolearninformationanddemonstratetheirlearning.
SUMMARYOFKEYLEARNINGEVENTSANDINSTRUCTION:Part1:Howcanwhereyouarechangewhoyouare?Thread1:BeingAwake,Aware,andAliveLesson1:Day1-
5NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandpersonalexamplesofkeytermssuchascharacterdevelopmentand
characteristics.o Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-
downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics).
• Briefoverviewoflesson:Studentswillbeintroducedtothebigquestionandthreadthroughexplorationofcharacterdevelopmentandhowweuseadjectivestodescribecharacter[development]characteristics.Startingwithexamplesthatconnecttotheirbackgrounds,suchastheirownpersonalcharacterdevelopmentastheymovedfromcountrytocountry,studentswillthenbeintroducedtothefigureandcharacterdevelopmentofHenryDavidThoreau.Studentswilltakepartinaformativeassessmentthatwillevaluatetheirabilitytousethetop-downwebgraphicorganizerwithwhichtheyarealreadyfamiliartooutlineadjectivestodescribetheirowncharacterdevelopmentintheirpersonalmovesfromcountrytocountry.Thisactivitywillalsobuildtheirbackgroundknowledgeinpreparationforapplicationtotext.
Lesson2:Day1-
• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentand
characteristics.o Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary
(characterdevelopment,characteristics)supportedbytextevidencewithapartner.”
Briefoverviewoflesson:StudentswillbeintroducedtotheNationalGeographicReachtext,“MyDiaryfromHeretoThere,”throughafirstread.Thesetpurposeistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.Thread2:LivinginSocietyLesson3:Day1-
• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentand
characteristics.o Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletion
ofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.
• Briefoverviewoflesson:Inthesecondreadofthistext,studentswillreviewplotandmakeatop-downweboftheplot.Toexplorethethread,theywillthenreviewcharacterdevelopmentusingadjectivecharacteristics,supportedbytextevidence,and
6NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
addthesecharacteristicsinwritingtotheirtop-downweb.Lesson4:Day1-
• Languageobjectives:o Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentbaseduponthecharacteristic
vocabularyincludedintheirtop-downwebsandsupportedbytextevidence.• Briefoverviewoflesson:Studentswillreviewthecharacterdevelopmentportionoftheirtop-downwebs,whichserveas
formativeassessmentsoftheirabilitytoidentifyacharacter’schangingcharacteristicsandfindsupportusingtextevidence.Theywillretellhowthemaincharacterdevelopsinthetextfirstorallytoapartnerandtheninwriting,baseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.Theirwritingwillserveasasummativeassessmentofstudents’abilitytodescribeacharacter’sdevelopmentinwriting,baseduponatop-downwebwritingplanincludingcharacteristicsandsupportingtextevidence.
Thread3:HearingthatDifferentDrummerLesson5:Day1-
• Languageobjectives:o Studentswillbeabletodescribeorallyhowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.
• Briefoverviewoflesson:Toexplorethethread,studentswillbeintroducedtothenon-fictionautobiographygenrethrough
explorationandreviewoftextfeatures,includingmaps,photos,labels,captions,andheadings.ThesetpurposeforthefirstreadofthisNationalGeographicReachtext,“ARefugeeRemembersTheAutobiographyofJohnBulDau,”istoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.Tolinkcurrentandpastlearning,characteristicswillcontinuetobeusedtoanalyzethepersoninthetextandmakecomparisonsbetweenhislifeintwocountries.
Lesson6:Day1-
• Languageobjectives:o Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-
downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.
• Briefoverviewoflesson:StudentswillcompletetheirfirstreadofthetextanddiscussJohnBulDau’slife,comparingitbetweentwocountries.Studentswillbeintroducedtoatop-downwebforcomparisonthatfunctionssimilartoaVennDiagram.Theywilldevelopatop-downwebwritingplancomparingJohnBulDau’slifebetweentwocountries,usingtextevidencetosupporttheidentifiedcharacteristicsincomparingthisperson’slifebetweentwocountries.
Part2:Whatisjustice?
7NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Thread4:ChoosingLifewithPrincipleLesson7:Day1-
• Languageobjectives:o Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsand
characteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.
• Briefoverviewoflesson:Inthislesson,studentswillbeintroducedtothebigquestionandthreadafterreviewingandcompletingtheircomparisontop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyaperson’scharacteristics,makecomparisonsbetweenlifeintwocountries,andfindsupportusingtextevidence.Theywillexplainthesecomparisonsfirstorallytoapartnerandtheninwriting,reflectingonwhatisjust,andbaseduponthecomparisonsincludedintheirtop-downwebs.Theirwritingwillserveasasummativeassessmentofstudents’abilitytomakecomparisonsinwriting,baseduponatop-downwebwritingplan,includingcharacteristics,comparisons,andsupportingtextevidence.
Lesson8:Day1-
• Languageobjectives:o Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationand
completionofatop-downwebgraphicorganizerincludingthesechoices.
• Briefoverviewoflesson:Inthislesson,studentswillcontinuetoreflectonthebigquestionandthreadthroughvocabularywordpartanalysisanduseofcognates.Studentswillanalyzewordpartsintheword“deliberately”asweexaminetheThoreauvianconceptof“LivingDeliberately”throughdiscussionandwiththesupportofatop-downweb.AfterbuildingbackgroundofThoreau’sdecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,studentswillcontinuetoapplytheirknowledgeof“livingdeliberately”totheirownpersonalexperiencesinpreparationforapplicationtotext.Theywilldiscusswithapartnerandthencreatetheirowntop-downwebasawritingplantorespondtotheprompt:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?
AdaptedfromUnderstandingbyDesign®.©2012GrantWigginsandJayMcTighe.Usedwithpermission.
Whatstudentsshouldknowandbeabletodotoengageinthisunit:
� Turnandtalk:turntotheirassignedpartner,facingthemdirectly(knee-to-kneeandeye-to-eye),andquietlytalkwiththeirpartnerontopicusingsentenceframesprovidedbytheteacher.
8NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Shareideaswiththewholeclassorasmallgroup.
� Basicunderstandingofadjectivesasdescribingwords.
� Basicunderstandingofthetop-downwebgraphicorganizerstructure.
� Αctivelylistentotextread-aloud.
� Basicunderstandingofplot.
� Retellelementsfromtext,usingtextevidencesupport.
� Compareconcepts.
� Basicunderstandingoffictionandnon-fictiontextfeaturestoevaluatewhethertextisfictionornon-fiction.
9NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Part1EssentialQuestion:Howcanwhereyouarechangewhoyouare?
Thread1:BeingAwake,Aware,andAlive
Lesson1
Day1 BigQuestionandthreadexploration:Howcanwhereyouarechangewhoyouare?&BeingAwake,Aware,andAlive EstimatedTime:40minutes
Briefoverviewoflesson:Studentswillbeintroducedtothebigquestionandthreadthroughexplorationofcharacterdevelopmentandhowweuseadjectivestodescribecharacter[development]characteristics.Startingwithexamplesthatconnecttotheirbackgrounds,suchastheirownpersonalcharacterdevelopmentastheymovedfromcountrytocountry,studentswillthenbeintroducedtothefigureandcharacterdevelopmentofHenryDavidThoreau.Studentswilltakepartinaformativeassessmentthatwillevaluatetheirabilitytousethetop-downwebgraphicorganizerwithwhichtheyarealreadyfamiliartooutlineadjectivestodescribetheirowncharacterdevelopmentintheirpersonalmovesfromcountrytocountry.Thisactivitywillalsobuildtheirbackgroundknowledgeinpreparationforapplicationtotext.
LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.1 RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.
(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoorallydiscussthemeaningandpersonalexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.
Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics). Q.1 Howcanwhereyouarechangewhoyouare?
Assessment
10NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidepersonalexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andintop-downwebgraphicorganizers.
� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizersoftheirpersonalcharacterdevelopment,includingadjectivecharacteristicstodescribehowtheychangedmovingfromcountrytocountry.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandexamplesofkeytermssuchascharacterdevelopmentandcharacteristics,”and“Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics).”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.
2. Introducethebigquestionandthread.
3. Pre-teachthevocabularycharacterdevelopmentandintroducewordpartanalysistobreakdownthemeaningofvocabularywords:diaryandcharacteristics.Modelforstudentshowtousetheirfirstlanguagetohelpthembreakdownthemeaningofwordparts(cognates).Discussdescribingwordsandteach/reviewtherelatedvocabularyword,adjectives.
DuringtheLesson
1. Assessstudents’backgroundknowledgeaboutcharacterdevelopmentthroughturn-and-talksandclassdiscussionabouttheirpersonalcharacterdevelopmentastheyhavemovedfromcountrytocountry.
2. Providebackgroundaboutthefigure,HenryDavidThoreau.Then,modeluseofadjectivecharacteristicstodescribethisimportanthistoricfigureorallyandinwritingusingatop-downweb(e.g.observant,deliberate,scientific,reflective,etc.)
a. Definecharacterdevelopmentagain(“howsomeonechangesovertime”).
b. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizerstowritedowntheirownpersonalcharacter[development]characteristicsastheyhavemovedfromcountrytocountrythattheyhadsharedorally.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.
11NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
3. Studentscreateandcompletetheirowntop-downgraphicorganizersoftheirpersonalcharacterdevelopment,includingadjectivecharacteristicstodescribehowtheychangedmovingfromcountrytocountry.
LessonClosing
1. Introducethelesson’stexttoberead,analyzedanddiscussednextlesson:NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
2. Reviewthatstudentswillapplytheirknowledgeofusingadjectivestodescribecharacter[development]characteristicsofthetext’smaincharacter.
3. Revisittheobjectives.
Lesson1Resources
� NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studentwritingpaper
� ImagesofHenryDavidThoreau
12NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson2
Day2 Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&BeingAwake,Aware,andAliveEstimatedTime:40minutes
Briefoverviewoflesson:StudentswillbeintroducedtotheNationalGeographicReachtext,“MyDiaryfromHeretoThere,”throughafirstread.Thesetpurposeistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.
LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.1 RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.
(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.
Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidencewithapartner. Q.1 Howcanwhereyouarechangewhoyouare?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
13NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics”and“Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidencewithapartner.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.
2. Reviewfrompriorclassthatstudentswillapplytheirknowledgeofusingadjectivestodescribecharacter[development]characteristicsofthetext’smaincharacter.
DuringtheLesson
1. Introducethelesson’stext.
a. DisplaythefrontcoverofNationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
b. Studentspreviewthetextinpairs.Review:1)howtoevaluatewhetherthetextisfictionornon-fictionusingtextfeaturesand2)picturewalking,includingquestiongeneration.Remindstudentsthattheywillalternatepagesintheirpicturewalkandmustgenerateatleastonequestionduringtheirpicturewalkthattheywillconsiderduringreading.
c. Tellstudentstothinkaboutthesetpurpose,whichistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.
d. Explainthatstudentswillapplytheirbackgroundknowledgeoftheirpersonalcharacterdevelopmentintheirownmovesfromcountrytocountrytoorallyanalyzethemaincharacter’scharacterdevelopmentthroughoutthetext,usingsupportingtextevidence.
2. Readthetextaloud,modelingproperreading.
3. Reviewthetext:
a. Reviewthevocabularywordplot(beginning,middle,andendofatext).Illustrateplotinatop-downweb. b. Havestudentsthinkaboutthemainideasofthetextindependentlyfirst,thenturnandtalkwithapartnertorecountmainideasfromthetext,beforesharingasawholegroup.Promptstudentsasneeded,usingquestions,suchas:“Whathappenedatthebeginningofthetext?”or“WhatchangeshappeninAmada’slife?”Providesentenceframesforstudentstouseiftheywantto,suchas:“Atthebeginning,________becauseIsawinthetext_____."Duringpartnerwork,listentoconversations,focusingonuseofadjectivecharacteristics,keywordsortheuseofsentenceframes.
14NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
4. Studentsturn-and-talktodiscussthemaincharacter’scharacterdevelopmentthroughoutthetextsupportedbytextevidence.Modelsomeadjectivecharacteristicsusingasentenceframesuchas“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Thenhavestudentsdiscussitwithapartner.Listentoconversations,assessingstudents’languageproductionandunderstandingofcharacterdevelopmentintextssupportedbytextevidence.
LessonClosing
1. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizersnextclasstowritedownthemaincharacter’scharacter[development]characteristicsasshemovedfromcountrytocountrysupportedbytextevidencethattheyhadsharedorally.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.
2.Reviewthatstudentscanusetheirpersonalcharacterdevelopmenttop-downwebsasreferenceandsupport.
3.Revisittheobjectives.
Lesson2Resources
� NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
� Whiteboard
� Studentpartnergroupings
15NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson3
Day3Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&LivinginSociety
EstimatedTime:40minutes
Briefoverviewoflesson:Inthesecondreadofthistext,studentswillreviewplotandmakeatop-downweboftheplot.Toexplorethethread,theywillthenreviewcharacterdevelopmentusingadjectivecharacteristics,supportedbytextevidence,andaddthesecharacteristicsinwritingtotheirtop-downweb.LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.1 RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.
(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.
Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.Q.1 Howcanwhereyouarechangewhoyouare?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguageofthetermplotintop-downwebgraphicorganizers.
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
16NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizersofatext’smaincharacter’scharacterdevelopment,includingadjectivecharacteristicstodescribehowthemaincharacterchangedthroughoutthenarrativesupportedbytextevidence.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics”and“Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Modelinatop-downwebaconceptlearnedduringaThoreauvianworkshopofwhatchangeslocationcanmake(topic=location;sub-topicsofwhatlanguagecanchange=1)characterdevelopment,2)writing,3)language.Promptstudentstodiscusshowtheirpersonallocationchangesaffectedanyofthesesub-topics.Monitorconversationsforacademiclanguageproficiencyanduseofkeyvocabulary.Ifneeded,modelanexampleofhowalocationchangealteredpersonalcharacterdevelopmentinpreparationforstudents’texttalkandapplication.3. Activator:Studentsturn-andtalktoreviewthetextplotdescribingthemaincharacter’scharacterdevelopmentusingadjectivecharacteristicssupportedbytextevidence.
DuringtheLesson
1. Studentscreateandcompletetheirowntop-downgraphicorganizersofthemaincharacter’scharacterdevelopment,includingadjectivecharacteristicssupportedbytextevidencetodescribehercharacterdevelopmentthroughoutthenarrative.
a. Promptstudentstostartbycreatingatop-downwebillustratingplot(beginning,middle,andend). b. Remindstudentstoaddnotesintheirtop-downwebsofthemaincharacter’scharacterdevelopmentofthetextindependently.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheadjectivecharacteristicstheyhadidentifiedorallywiththeirpartnerstodescribethemaincharacter’scharacterdevelopmentsupportedbytextevidence.Promptstudentsasneeded,usingquestions,suchas:“HowdoesAmadachangeduringthetext?Why/Whathappened?”Providesentence
17NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
framesforstudentstouseiftheywantto,suchas:“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Duringindependentorpartnercheck-ins,monitortop-downwebnote-takingandlistentoconversations,focusingonuseofadjectivecharacteristics,keywordsortheuseofsentenceframes.
LessonClosing
1. Explainthatstudentswillbeusingtheirowntop-downwebgraphicorganizer[writingplans]nextclasstowriteincompletesentencesthemaincharacter’scharacter[development]characteristicsasshemovedfromcountrytocountrysupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.
2.Revisittheobjectives.
Lesson3Resources
� NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studentwritingpaper
18NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson4
Day4Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&LivinginSociety
EstimatedTime:40minutes
Briefoverviewoflesson:Studentswillreviewthecharacterdevelopmentportionoftheirtop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyacharacter’schangingcharacteristicsandfindsupportusingtextevidence.Theywillretellhowthemaincharacterdevelopsinthetextfirstorallytoapartnerandtheninwriting,baseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.Theirwritingwillserveasasummativeassessmentofstudents’abilitytodescribeacharacter’sdevelopmentinwriting,baseduponatop-downwebwritingplanincludingcharacteristicsandsupportingtextevidence.LESSONFOUNDATIONUnit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.1 RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.
(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentbaseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence. Q.1 Howcanwhereyouarechangewhoyouare?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
19NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Summative:Assessstudentapplicationofcharacterdevelopmentinwritingbasedupontheirtop-downwebgraphicorganizersandincludingcharacteristicsandsupportingtextevidence.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentthroughretellingbaseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Activator:Studentsturn-andtalktoreviewtheirtop-downwebsdescribingthemaincharacter’scharacterdevelopmentusingadjectivecharacteristicssupportedbytextevidence.
DuringtheLesson
1. Studentswritefromtheirowntop-downgraphicorganizer[writingplans]aboutthemaincharacter’scharacterdevelopment,includingadjectivecharacteristicssupportedbytextevidencetodescribehercharacterdevelopmentthroughoutthenarrative.
a. Remindstudentstoincludeanintroductionandconclusionintheirwriting.Promptstudentsasneededtochecktheappropriate______(e.g.topic)sectionoftheirtop-downwebsforintroductionandconclusionnotestousetowritecompletesentences.Ifneeded,promptstudentstocheckinwithpartnerstostateorallytheirintroductionsandconclusions. b. Remindstudentstowritecompletesentencesfromtheirtop-downwebnotes.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheircompletesentencesderivedfromtheirtop-downwebnote-taking.Providesentenceframesforstudentstouseiftheywantto,suchas:“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Duringindependentorpartnercheck-ins,monitorwritingincompletesentencesinintroductions,body,andconclusion.Listentoconversations,focusingonuseofcompletesentencesincludingadjectivecharacteristicsorkeywordsortheuseofsentenceframes.
LessonClosing
1. Studentsreadtheirwritingtoeachotherinpairsandofferfeedbackaboutanyrevisionsneededtomaketheirpartner’swritingmoreclear.
20NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
2. Writeonboardandaskstudentstoconsiderthetextsentence(p.21):“Keepyourlanguageandculturealiveinyourdiaryandin
yourheart.”Readaloudp.25“Meettheauthor”abouthowsomeoftheauthor’sdiarystoriesbecamebooks.Studentsdiscusshowthefictionalmaincharacter’sthoughts,emotions,andexperiencesinfluencehoweventsaredescribedinthestory((MA2017)ELA-Literacy.RL.5.6.)
3.Revisittheobjectives.
Lesson4Resources
� NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studenttop-downwebgraphicorganizers
� Studentwritingpaper
21NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson5
Day5CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&HearingthatDifferentDrummer
EstimatedTime:40minutes
Briefoverviewoflesson:Toexplorethethread,studentswillbeintroducedtothenon-fictionautobiographygenrethroughexplorationandreviewoftextfeatures,includingmaps,photos,labels,captions,andheadings.ThesetpurposeforthefirstreadofthisNationalGeographicReachtext,“ARefugeeRemembersTheAutobiographyofJohnBulDau,”istoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.Tolinkcurrentandpastlearning,characteristicswillcontinuetobeusedtoanalyzethepersoninthetextandmakecomparisonsbetweenhislifeintwocountries.LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.
(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.
(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.
LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletodescribeorallyhowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.Q.1Howcanwhereyouarechangewhoyouare?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermsnarrator,pointofview,andcompare(Verb)/comparison(Noun)duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
22NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Describehowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Modelinatop-downwebsomeexamplesofsubjectandpronounwordsthatareusedforanarratorinfirst-personpointofviewtotellastorythewayheseesit.(topic=firstpersonpoint-of-view;sub-topics=1)I,2)me,3)my.Promptstudentsto:1)discusstheirownpersonalstories(connectingtotheirbackgroundexperiences)fromtheirpointofviewand2)noticethesubjectandpronounwordstheyusetodoit(e.g.I,me,my).Ifneeded,modelanexampleandvisuallymarkinthemodeledtop-downwebthenumberoftimesthesefirst-personsubjectandpronounwordsarebeingusedduringmodeling. DuringtheLesson
1. Introducethelesson’stext.
a. DisplaythefrontcoverofNationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.
b. Reviewwordpartanalysistobreakdownthemeaningofvocabularywords.Toconnectstudents’currentandpriorlearning,mentionthevocabularywordsstudentspreviouslyanalyzedusingwordpartanalysis(e.g.diaryandcharacteristics)andthenexplicitlystate(orallyandinwriting)thatthenextvocabularywordforwordpartanalysisis:autobiography.Toexplicitlyleveragestudents’backgroundexperiences,remindstudentstousetheirfirstlanguagetohelpthembreakdownthemeaningofwordparts(cognates).Beexplicitthatthenarratorofthetextisthesameastheauthor:JohnBulDau.
c. Studentspreviewthetextinpairs.Review:1)howtoevaluatewhetherthetextisfictionornon-fictionusingtextfeatures,includingmaps*,and2)picturewalking,includingquestiongeneration.Remindstudentsthattheywillalternatepagesintheirpicturewalkandmustgenerateatleastonequestionduringtheirpicturewalkthattheywillconsiderduringreading.
*Asavisualexample,showamapofDCR’sWaldenPondStateReservationtoconnectbacktothelifeofHenryDavidThoreauandhistimelivingatWaldenPond.
23NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
c. Tellstudentstothinkaboutthesetpurpose,whichistoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.BeexplicitthatthenarratorofthetextisJohnBulDau.
d. Explainthatstudentswillapplytheirpriorlearningofcharacteristicstocomparethenarrator’slifeintwocountries,usingsupportingtextevidence.
2. Reviewpartnerreadingassimilartopicturewalkinginwhichstudentswillalternatepagesintheirpicturewalkandlookforanswerstotheirpreviouslygeneratedquestions.
3. Reviewthetext:
a. Reviewhowtocomparelifesituations.ModelusingsentenceframesnotinghowIwouldspeakinfirstpersonpoint-of-viewaboutmyself(asthenarratordid),suchas:“InFrance,I____,butinAmerica,I______.Inbothplaces,I________.”Emphasizethatmypoint-of-viewinfluenceshoweventsaredescribed. b. Havestudentsthinkaboutthemainideasofthetextindependentlyfirst,thenturnandtalkwithapartnertorecountmainideasfromthetext,beforesharingasawholegroup.Promptstudentsasneeded,usingquestions,suchas:“Whathappenedinthenarrator’s,JohnBulDau’s,lifeinAfrica?”or“HowwasthatthesameordifferentthaninAmerica?”Providesentenceframesforstudentstouseiftheywantto,notinghowwewouldspeakinadifferentpoint-of-viewtodescribeapersoninatext(usingnamesorpronounslike“he”or“she”),suchas:“InAfrica,John____,butinAmerica,he_____.Inbothplaces,thenarrator______."Duringpartnerwork,listentoconversations,focusingonuseofcharacteristics,keywordsortheuseofsentenceframes.
LessonClosing
1. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizersnextclasstocomparethenarrator,JohnBulDau’s,lifebetweentwocountriessupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.
2.Continuetoreviewthatstudentscanusetheircharacterdevelopmenttop-downwebsfromthepriorfictionalstory,“MyDiaryfromHeretoThere”asreferenceandsupport.
3. Writeonboardandaskstudentstoconsideragain(thistimeusingnon-fiction)howanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed((MA2017)ELA-Literacy.RL.5.6.)StudentsdiscusshowJohnBulDau’sfirstpersonpoint-of-view(e.g.usingwordssuchas“I”,“me”,“my”)influenceshoweventsaredescribedinthe[non-fiction]autobiography.
4.Revisittheobjectives.
24NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson5Resources
� NationalGeographicReach::“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.
� Whiteboard
� Studentpartnergroupings
� Visuals:mapofDCR’sWaldenPondStateReservation
25NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson6
Day6CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&HearingthatDifferentDrummer
EstimatedTime:40minutes
Briefoverviewoflesson:StudentswillcompletetheirfirstreadofthetextanddiscussJohnBulDau’slife,comparingitbetweentwocountries.Studentswillbeintroducedtoatop-downwebforcomparisonthatfunctionssimilartoaVennDiagram.Theywilldevelopatop-downwebwritingplancomparingJohnBulDau’slifebetweentwocountries,usingtextevidencetosupporttheidentifiedcharacteristicsincomparingthisperson’slifebetweentwocountries.LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.
LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.Q.1Howcanwhereyouarechangewhoyouare?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermsnarrator,pointofview,andcompare(Verb)/comparison(Noun)duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
26NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizerstocompareaperson’slifebetweentwocountriessupportedbytextevidenceandincludingcharacteristics.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.3. Modelhowtouseatop-downweborcomparison,specificallyusingsymbolssuchas“=”and“X”todemonstratetop-downweb
detailsthatarethesameordifferent.
4. Review/cyclebacktoconnectcurrentlearningtopriorlearningbydiscussinghowtheadjectivecharacteristicstodescribeafictionalcharacter,likeAmada,canalsobeusedtodescribeanon-fictionalpersonlikeJohnBulDau.
5. Studentsturn-and-talktobrainstormadjectivecharacteristicstodescribeJohnBulDausupportedbytextevidence.Ifneeded,promptstudentstoreferbacktotheirpriorAmadacharacterdevelopmenttop-downwebs.
DuringtheLesson
1. Studentscreateandcompletetheirowntop-downgraphicorganizerscomparingJohnBulDau’slifebetweentwocountries,includingadjectivecharacteristicssupportedbytextevidence.
a. Ifneeded,promptstudentstoreferbacktotheirpriorAmadacharacterdevelopmenttop-downwebsforreferenceandsupport. b. Remindstudentstoaddnotesintheirtop-downwebscomparingthenarrator’slifeintwocountriesindependently,basedontheirpriorturn-and-talkconversations.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheadjectivecharacteristicstheyhadidentifiedorallywiththeirpartnerstocomparethenarrator’slifebetweentwocountriessupportedby
27NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
textevidence.Promptstudentsasneeded,usingquestions,suchas:“HowdoesJohnBulDauchangeduringthetext?Why/Whathappened?”Provideguidingquestionsforstudentstorespondtoiftheywantto,suchas:“Whathappenedinthenarrator’slifeinAfrica?”or“HowwasthatthesameordifferentthaninAmerica?”listentoconversations,focusingonuseofadjectivecharacteristicsorkeywords.
LessonClosing
1. Explainthatstudentswillbeusingtheirowntop-downwebgraphicorganizer[writingplans]nextclasstowritecompletesentencescomparingthenarrator’slifeintwocountriessupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.
2.Revisittheobjectives.
Lesson6Resources
� NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studentwritingpaper
28NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Part2EssentialQuestion:WhatIsJustice?
Lesson7
Day7CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&Choosinglifewithprinciple.
EstimatedTime:40minutes
Briefoverviewoflesson:Inthislesson,studentswillbeintroducedtothebigquestionandthreadafterreviewingandcompletingtheircomparisontop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyaperson’scharacteristics,makecomparisonsbetweenlifeintwocountries,andfindsupportusingtextevidence.Theywillexplainthesecomparisonsfirstorallytoapartnerandtheninwriting,reflectingonwhatisjust,andbaseduponthecomparisonsincludedintheirtop-downwebs.Theirwritingwillserveasasummativeassessmentofstudents’abilitytomakecomparisonsinwriting,baseduponatop-downwebwritingplan,includingcharacteristics,comparisons,andsupportingtextevidence.
LESSONFOUNDATIONUnit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.
(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.
LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsandcharacteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.Q.2 Whatisjustice?
Assessment
29NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermsnarrator,pointofview,andcompare(Verb)/comparison(Noun)duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.
� Summative:Assessstudentapplicationofcomparisonsofaperson’slifeintwocountriesinwritingbasedupontheircomparisontop-downwebgraphicorganizersandincludingthesecomparisons,characteristics,andsupportingtextevidence.
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsandcharacteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.
2. Guidewordpartanalysisoftheessentialquestionvocabularyword,“justice,”usingatop-downwebwith“justice”asthetopic.Ifneeded,promptstudentstofinda[familiar]wordpartwithintheword(e.g.just).
3. Studentsturn-andtalktoreviewtheirtop-downwebscomparingJohnBulDau’slifeintwocountries,includingcomparisons,adjectivecharacteristics,andsupportingtextevidence.Promptstudentstoreflectonthesecomparisonsinrelationtowhatisjust.
DuringtheLesson
1. Studentswritefromtheirowntop-downgraphicorganizer[writingplans]comparingJohnBulDau’slifeintwocountries,includingcomparisons,adjectivecharacteristics,andsupportingtextevidence.
a. Remindstudentstoincludeanintroductionandconclusionintheirwriting.Promptstudentsasneededtochecktheappropriate______(e.g.topic)sectionoftheirtop-downwebsforintroductionandconclusionnotes.Ifneeded,promptstudentstocheckinwithpartnerstostateorallytheirintroductionsandconclusions.
30NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
b. Remindstudentstowritecompletesentencesfromtheirtop-downwebnotes.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheircompletesentencesderivedfromtheirtop-downwebnote-taking.Providesentenceframesforstudentstouseiftheywantto,notinghowwewouldspeakinadifferentpoint-of-viewusingnamesorpronounslike“he”or“she”suchas:“InAfrica,John____,butinAmerica,he_____.Inbothplaces,thenarrator______."Duringindependentorpartnercheck-ins,monitorwritingincompletesentencesinintroductions,body,andconclusion.Listentoconversations,focusingonuseofcompletesentencesincludingcomparisons,adjectivecharacteristicsorkeywords,ortheuseofsentenceframes.
LessonClosing
1. Studentsreadtheirwritingtoeachotherinpairsandofferfeedbackaboutanyrevisionsneededtomaketheirpartner’swritingmoreclear.
2.Revisittheobjectives.
Lesson7Resources
� NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studenttop-downwebgraphicorganizers
� Studentwritingpaper
31NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
Lesson8
Day8Howcanwemakechoicesto“livedeliberately”?&ChoosingLifewithPrinciple
EstimatedTime:40minutes
Briefoverviewoflesson:Inthislesson,studentswillcontinuetoreflectonthebigquestionandthreadthroughvocabularywordpartanalysisanduseofcognates.Studentswillanalyzewordpartsintheword“deliberately”asweexaminetheThoreauvianconceptof“LivingDeliberately”throughdiscussionandwiththesupportofatop-downweb.AfterbuildingbackgroundofThoreau’sdecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,studentswillcontinuetoapplytheirknowledgeof“livingdeliberately”totheirownpersonalexperiencesinpreparationforapplicationtotext.Theywilldiscusswithapartnerandthencreatetheirowntop-downwebasawritingplantorespondtotheprompt:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?
LESSONFOUNDATION
Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson
G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.
LanguageObjectivesEssentialQuestionsAddressedinThisLesson
Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationandcompletionofatop-downwebgraphicorganizerincludingthesechoices. Q.2Whatisjustice?
Assessment
� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovideexamplesofjusticeandtheterms,wordparts,andcognatesinthephrase“LivingDeliberately”duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.
� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizerstodescribechoicestheycanmaketodemonstratehowthey“livedeliberately.”
32NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
*Adjustinstructionasneeded.
THELESSONINACTION
LessonOpening
1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationandcompletionofatop-downwebgraphicorganizerincludingthesechoices.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.
2. Activator:Modelinatop-downwebaconceptlearnedduringaThoreauvianworkshopofapplyingwordpartanalysisand
cognatestounderstandwhatThoreaumeantby“LivingDeliberately”(topic=LivingDeliberately,sub-topicspromptedbystudents’useoftheirfirstlanguage(cognates)=1)liberty,2)libr[e]“library”,3)libra“toweigh”.GuidestudentstosynthesizepartsofoverallmessagepresentedbyLauraWall(e.g.havefreedomtoreadworldandweighconsequences,particularlyinhardcases.)Promptstudentstodiscusshowtheirfirstlanguages(cognates)supportedthemtosynthesize[partsof]thismessageandemphasizetheadvantagesofusingthisstrategy.Reviewtheconnectionsstudentshavemadebetweenpastlearningandcurrentlearningbyusingtheirfirstlanguagetosupporttheminwordpartanalysisandmakingmeaningofnewwords.Monitorconversationsforacademiclanguageproficiencyanduseofcognatevocabulary.
3. BuildbackgroundofThoreau’sharddecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,which
demonstratedonewayinwhichhefelthewasdoingjusticeand“livingdeliberately.”
4. Studentsturn-and-talktobrainstormchoicestheycanmakeatschoolandathometodemonstratehowthey“livedeliberately.”Writethewritingpromptontheboard:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?
DuringtheLesson
1. Studentscreateandcompletetheirowntop-downgraphicorganizersofchoicestheycanmakeatschoolandathometodemonstratehowthey“livedeliberately”inresponsetothewritingprompt.
33NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs
a. Ifneeded,promptstudentstothinkofsomeofthehardestchoicesthey(ortheirfriends)havehadtomakeandhowtheresultscoulddemonstratehowthey“livedeliberately.” b. Remindstudentstoaddnotesintheirtop-downwebsofthesechoicesatschoolandathometo“livedeliberately,”basedontheirpriorturn-and-talkconversations.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifythechoicestheyhadidentifiedorallywiththeirpartnersatschoolandathometo“livedeliberately.”Promptstudentsasneeded,usingquestions,suchas:“Howdoesthatchoicedemonstratethatyou“livedeliberately”?Why/Whathappened?”Provideguidingquestionsforstudentstorespondtoiftheywantto,suchas:“Whathardchoiceshaveyouhadtomakeatschoolorathome?”or“Howdo/didthosechoicesdemonstratehowyou“livedeliberately”?Listentoconversations,focusingonuseofkeywordsorcognates.
LessonClosing
1. Explainthatstudentswillbeusingtheirownpersonalexperiencestoapplytheideaofmakingchoicesto“livedeliberately”totext,startingwiththelasttext:NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.
2.Revisittheobjectives.
Lesson8Resources
� Whiteboard
� Pencils,markers,crayons
� Studentpartnergroupings
� Studentwritingpaper