The Verb · Web viewTarget Forms: Imperative verb form Greet Introduce and Share Personal...

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English as a Second Language Curriculum

Proficiency Level: Novice Grades: 9-12

UNIT: 1

Life at School

Section Page NumberUnit Description and Learning Targets 2

Unit Language 3-5

Unit Assessment Checklist 6

Unit Assessment Rubric 7-8

Overview Unit Calendar 9-11

Detailed Unit Calendar (INCOMPLETE) 12-16

Extensions Ideas (INCOMPLETE) 17-18

Grammar Overview 19-23

Anchor Charts 24-26

Appendix 29-31

1 | P a g e E L P L e v e l : N o v i c e G r a d e l e v e l : 9 - 1 2 E S O L U N I T # 1 W r i t t e n b y P e d r o M a r q u e z w i t h h e l p f r o m L e n a B a u c u m M a y 2 0 1 4

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ESOL LEVEL: Novice GRADES: 9-12

UNIT 1: Life at School Unit duration: 5 weeksStage 1 Identify Desired Results

Unit Description

This unit entails the stating of who people are in the school as well as identification of school supplies. It also involves the asking and clarification of school procedures and routines as students participate in short conversational exchanges with a variety of school staff members. Students make simple requests about needs, follow and give classroom directions, and the expression of greetings and farewells.

Standards Language Functions and Forms: Defining and Describing: Target Forms: simple terms, aspects of concrete and familiar objects, regular nouns, singular and plural,

personal pronouns, present tense, simple sentences Asking Clarifying Questions: Target Forms: Formulaic questions for clarifying classroom procedures, rules, and routines. Persuading: Target Forms: Imperative verb form Greet Introduce and Share Personal Information Make Requests

ELP Standards: 2, 7, 8, 10

Unit Goals I can ask and answer simple questions about school

procedures and personal information.

I can give and follow simple directions.

I can use the right language and tone for the right situation.

I can describe school objects and school personnel.

Learning Targets

I can use question words to ask and answer questions.

I can follow commands regarding classroom routines and procedures.

I can use the appropriate register in a variety of situations.

I can label school locations and objects with appropriate nouns.

When responding to a question, I use the question as part of my answer.

I can give commands regarding classroom routines and procedures.

I can describe objects using color, shape, number, and texture.

I can use prepositions to describe the location of common classroom items.

I can use the irregular forms of the verbs to be and to have to describe objects.I can use circumlocution to describe objects.


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Stage 2 Assessment Evidence: Academic Language (What language will students need to sound like experts?)

Key Vocabulary Language ScaffoldingGreetings

Hello Hi good morning

good afternoon good evening

School Supplies/MaterialsUSB colored pencil crayons

glue highlighter markers

glue stick folder binder

notebook pencil sharpener rulers

protractor pencils pens

scissors backpack notebook paper

stapler paper clip computer/ laptop

stereo DVD player Projector

screen whiteboard chalkboard

book textbook teacher chair

student chair table desk

clock tissue bulletin board

garbage can filing cabinet headphones

printer keyboard mouse

planner

I can give and follow simple directions: I need a…

o Here you are.o Gladly.o Just one moment.

I’d like a… Please give me… Please pass me… Please hand me… May I go to the…?

o Yes, you may.o No, you may not.

Put the ___ on the …*o *(Use other prepositions such as above, below, beside, on top of, and

next to)

I can use the right language and tone for the right situation. Excuse me, but would you mind… Sorry to bother, but could you please… Please… Would you mind (verb)+ing… Would you please...

I can describe school objects: What is this/that?

o This/that is a…o It is…(adjective).

What are these/those?3 | P a g e E L P L e v e l : N o v i c e G r a d e l e v e l : 9 - 1 2 E S O L U N I T # 1 W r i t t e n b y P e d r o M a r q u e z w i t h h e l p f r o m L e n a B a u c u m M a y 2 0 1 4

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School Locations/Personnelprincipal teacher counselor

athletic director bus driver vice principal

school nurse school cook custodian

coach teacher assistant librarian

secretary school resource officer

Classroom Directionsopen close ask

answer go to listen

point to read repeat

sit stand talk

write work/work with return

raise walk keep/hold on to

pass give hand…

let me borrow…

o These/those are…o They are…(adjective)

I can describe the location of school objects: Where is/are the…?

o The ___ is/are on*the ____(adjective) ___ (noun). *(Use other prepositions such as above, below, beside, on top of,

and next to)

I can describe school personnel: Who is this? Who are they?

o This is… (he/she) works in the...o They are… (they) work in the...

Share Personal Information: What’s your name? My name is___. How old are you? I’m ___ years old. When is your birthday? My birthday is on… What grade are you in? I’m in the ___ grade. What school do you go to? I go to ____ What’s your address? My address is… What’s your telephone number? My telephone number is… Who do you live with? I live with…


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What evidence from formative and summative assessments should you collect to verify student learning?

Assessment Tools: Rubric Assessment Checklist

Possible Assessments

(Student performance based on language productive skills).

Reading

Writing

Speaking

Listening


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Unit of Study Assessment Checklist

Student Name I can

use

que

stion

wor

ds to

ask

and

an

swer

que

stion

s.

Whe

n re

spon

ding

to a

que

stion

, I u

se

the

ques

tion

as p

art o

f my

answ

er.

I can

follo

w c

omm

ands

rega

rdin

g cl

assr

oom

routi

nes a

nd p

roce

dure

s.

I can

giv

e co

mm

ands

rega

rdin

g cl

assr

oom

routi

nes a

nd p

roce

dure

s.

I can

use

pre

positi

ons t

o de

scrib

e th

e lo

catio

n of

com

mon

cla

ssro

om it

ems.

I can

use

the

appr

opria

te re

gist

er in

a

varie

ty o

f situ

ation

s.

I can

labe

l sch

ool l

ocati

ons a

nd o

bjec

ts

with

app

ropr

iate

nou

ns.

I can

des

crib

e ob

ject

s usin

g co

lor,

shap

e, n

umbe

r, an

d te

xtur

e.

I can

use

the

irreg

ular

ver

b fo

rms o

f the

ve

rbs “

to b

e” a

nd “

to h

ave”

to d

escr

ibe

obje

cts.

I can

use

circ

umlo

cutio

n to

des

crib

e ob

ject

s.

Notes

5 POINT SCALE: Exceeds = 5; Proficient 4; Almost Proficient = 3; Limited = 2; Not Proficient = 1


-+Superior Proficient Emerging Beginning


I can ask a question in more than one way using question words and appropriate intonation.

I can use question words with accuracy to ask and answer questions.

I combine question words, words and phrases, with intonation to ask questions.

I can use single words with intonation to ask questions.


I consistently answer using complete sentences.


I answer the question using incomplete sentences.

I respond with single word answers or only to yes/no.


I can follow verbal, multi-step directions regarding classroom routines and procedures.

I can follow multi-step directions with visual supports regarding classroom routines and procedures.


I can physically respond to typical classroom commands given by the teacher without any visual support.


I can use a variety of (interchangeable) prepositions to describe the location of classroom objects and school supplies.

I can use prepositions to describe the location of classroom objects and school supplies in a simple sentence.

Given a visual prompt, I can use phrases to describe the location of classroom objects and school supplies.

I can use nonverbal means to communicate the location of an object in relationship to another object.


I can give multi-step directions regarding classroom routines and procedures.

I can give single commands regarding classroom routines and procedures using simple sentences.

I can use single words or phrases to give a command.

I can use gestures or model to indicate my intended command.


I am aware of the gradient that exists in various situations and I can fluidly match my language and actions to the appropriate situation.

I can use a variety of language that is appropriate to the situation (setting, group, purpose).

I can use a limited set of phrases that are appropriate in a formal and informal setting.

I can determine which situations require a formal register.


-+I can label school locations and objects with appropriate nouns.

I can name objects and school supplies and use them in basic sentences.

I can accurately identify all learned objects and school supplies.

I can identify some immediate school supplies verbally and point at others.

I can point to classroom objects and school supplies when directed.

I can describe objects using color, shape, number, and texture.

I can use detailed simple sentence to describe an object.This is a small blue square with four sides.

I can use a simple sentenceThis is a blue square.

I can describe objects using a phrase.blue square

I can name single colors, shapes, numbers and texture.

I can use the irregular forms of the verbs to be and to have to describe objects.

I can correctly use the irregular forms of the verbs “to be” and “to have” to describe objects in complete sentences.

I can conjugate the verbs “to be” and “to have” accurately.

I can use circumlocution to describe objects.

When I can’t remember a word, I can replace the word with another word that approximates the forgotten word.


I can draw a picture or use gestures to fill in a forgotten word.

I am forced into silence when I can’t remember a word.


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Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

Day 1 Day 2 Day 3 Day 4 Day 5

Personal Pronouns

Vocabulary:Months of the year

Numbers 1-20 (Ordinal, and Cardinal)

Personal Information What is your name? My name is ____. Where are you

from? I am from ____ How old are you? I am ___ years old.

My birthday is the __ of ___.

Vocabulary:School subjects

Personal Information I now live in _____. My address is

__________. My phone number is

(___)___-___. I go to school at

______. I am in the ___

grade. My ___ teacher’s

name is ____.


Review Day Vocabulary:School supplies Demonstratives

I can describe school objects: What is this/that? This/that is a… It is…(adjective). What are

these/those? These/those are… They are…(adjective

Prepositions


-+Day 11 Day 12 Day 13 Day 14 Day 15

I can describe the location of school objects:

Where is/are the…?

The ___ is/are on*the ____(adjective) ___ (noun).

*(Use other prepositions such as above, below, beside, on top of, and next to)

Vocabulary:School Locations

I can ask and answer simple questions about school procedures and personal information:

Where is the…? The ___ is by the

___.

Vocabulary:School Personnel

Articles

I can describe school personnel:

Who is this? Who are they? This is… (he/she)

works in the... They are… (they)

work in the..

Vocabulary:Verbs Associated with

Commands

Day 16 Day 17 Day 18 Day 19 Day 20I can give and follow simple directions:

I need a… Here you are. Gladly. Just one moment. I’d like a… Please give me… Please pass me… Please hand me… May I go to the…? Yes, you may. No, you may not. Put the ___ on the …* *(Use other

prepositions such as above, below, beside, on top of, and next to

Review Day

I can ask and answer simple questions about school procedures and personal information:

Why do…? How do I…?

Review Day

I can use the right language and tone for the right situation.

Excuse me, but would you mind…

Sorry to bother, but could you please…

Please… Would you mind

(verb)+ing… Would you please...



Week for Additional Practice Week for Additional Practice Week for Additional Practice Week for Additional Practice Week for Additional Practice



OBJECTIVE

LANGUAGE

ACTIVITY

MATERIALS


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OBJECTIVE

LANGUAGE

ACTIVITY

MATERIALS


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Day 21 Day 22 Day 23 Day 24 Day 25OBJECTIVE

LANGUAGE

ACTIVITY

MATERIALS


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Superior Additional Activities


I can ask a question in more than one way using question words and appropriate intonation.


I consistently answer using complete sentences.


I can follow verbal, multi-step directions regarding classroom routines and procedures.


I can use a variety of (interchangeable) prepositions to describe the location of classroom objects and school supplies.


I can give multi-step directions regarding classroom routines and procedures.


I am aware of the gradient that exists in various situations and I can fluidly match my language and actions to the appropriate situation.

I can label school locations and objects with appropriate nouns.

I can name objects and school supplies and use them in basic sentences.


-+I can describe objects using color, shape, number, and texture.

I can use detailed simple sentence to describe an object.This is a small blue square with four sides.

I can use the irregular forms of the verbs to be and to have to describe objects.


When I can’t remember a word, I can replace the word with another word that approximates the forgotten word.


-+Grammar Teacher Cheat Sheet:

Prepositions (Locators in time and space)

A preposition describes a relationship between other words in a sentence. In itself, a word like "in" or "after" is rather meaningless and hard to define in mere words. For instance, when you do try to define a preposition like "in" or "between" or "on," you invariably use your hands to show how something is situated in relationship to something else. Prepositions are nearly always combined with other words in structures called prepositional phrases. Prepositional phrases can be made up of a million different words, but they tend to be built the same: a preposition followed by adeterminer and an adjective or two, followed by a pronoun or noun (called the object of the preposition). This whole phrase, in turn, takes on a modifying role, acting as an adjective or an adverb, locating something in time and space, modifying a noun, or telling when or where or under what conditions something happened.

Consider the professor's desk and all the prepositional phrases we can use while talking about it.

You can sit before the desk (or in front of the desk). The professor can sit on the desk (when he's being informal) orbehind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaningnext to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder aboutthe desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk.

All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the professor can sit there in a bad mood [another adverbial construction].

Those words in bold blue font are all prepositions. Some prepositions do other things besides locate in space or time — "My brother is like my father." "Everyone in the class except me got the answer." — but nearly all of them modify in one way or another. It is possible for a preposition phrase to act as a noun — "During a church service is not a good time to discuss picnic plans" or "In the South Pacific is where I long to be" — but this is seldom appropriate in formal or academic writing.


http://grammar.ccc.commnet.edu/grammar/adverbs.htm

http://grammar.ccc.commnet.edu/grammar/adjectives.htm

http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm

http://grammar.ccc.commnet.edu/grammar/phrases.htm#preposition

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Articles

An article is a kind of adjective which is always used with and gives some information about a noun. There are only two articles a and the, but they are used very often and are important for using English accurately.

The word a (which becomes an when the next word begins with a vowel - a, e, i, o, u) is called the indefinite article because the noun it goes with is indefinite or general. The meaning of the article a is similar to the number one, but one is stronger and gives more emphasis. It is possible to say I have a book or I have one book, but the second sentence emphasizes that I do not have two or three or some other number of books.

The word the is known as the definite article and indicates a specific thing. The difference between the sentences I sat on a chair and I sat on thechair is that the second sentence refers to a particular, specific chair, not just any chair.

Many nouns, especially singular forms of countable nouns which you will learn about later, must have an article. In English, it is not possible to say I sat on chair without an article, but a demonstrative or possessive adjective can be used instead of an article as in the sentences I sat on that chairand I sat on his chair.

Whenever you see an article, you will find a noun with it. The noun may be the next word as inthe man or there may be adjectives and perhaps adverbs between the article and the noun as in the very angry, young man.

Demonstrative Adjectives

What Is a Demonstrative Adjective

These adjectives have a special, simple function within the English language: they help indicate a noun and are within close proximity of that noun in a sentence. They are especially helpful when you want to make it clear which noun (which thing) you would like to talk about.

With these adjectives, you can be sure that the listener knows that you want to talk about “this cat with the stripes, not that one with the spots” and that you want to wear “this hat with the plaid, and not that one with the brim.” You can even just use them to emphasize which object you are talking about: “that pie was delicious!”


-+What Are the Common Demonstrative Adjectives

The primary singular form of these adjectives are as follows:

This That Yonder Yon Former Latter

The plural demonstrative adjectives include:

These Those

Demonstrative Adjective Example

Here are some examples, with a sentence that features a demonstrative adjective. After the sentence, the adjective is indicated by parentheses.

These shoes fit me very well. (these) Those shoes are too expensive. (those) The former CEO of Biztech was Michael Rogers. (former) The latter option will cost us a lot less money. (latter) This is the best day of my life. (this) That dog is so adorable. (that)

Adjectives

Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are adjectives.

the tall professor the lugubrious lieutenant a solid commitment a month's pay a six-year-old child the unhappiest, richest man

If a group of words containing a subject and verb acts as an adjective, it is called an Adjective Clause. My sister, who is much older than I am, is an engineer. If an adjective


http://grammar.ccc.commnet.edu/grammar/clauses.htm

http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm

-+clause is stripped of its subject and verb, the resulting modifier becomes an Adjective Phrase: He is the man who is keeping my family in the poorhouse.

To Have

The Verb To Have

Forms of To Have

Present Past Continuous

I / you / we / they have had having

he / she / it has had having

Have is one of the most common verbs in the English language. It functions in various ways.

To BeThe verb “To be” is said to be the most protean of the English language, constantly changing form, sometimes without much of a discernible pattern. Considering that we use it so often, it is really too bad that the verb “To be” has to be the most irregular, slippery verb in the language.

Present Tense

I am We are

You are You are

He/She/It is They are

Past Tense

I was We were

You were You were

He/She/It was They were


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Perfect Form (past participle)

I have been, etc.

Progressive Form (present participle)

I am being, etc.

We must choose carefully among these various forms when selecting the proper verb to go with our subject. Singular subjects require singular verbs; plural subjects require plural verbs. That's usually an easy matter. We wouldn't write “The troops was moving to the border.” But some sentences require closer attention. Do we write “The majority of students is (or are) voting against the referendum"? Review carefully the material in our section on Subject-Verb Agreement, and notice how often the choices we make require a familiarity with these forms of the “To be” verb.

Simple Questions:

We create simple yes/no questions by inverting the order of subject and the “To be” verb.

Is your brother taller than you? Am I bothering you? Were they embarrassed by the comedian?

The same inversion takes place when “To be” is combined with verbs in the progressive:

Am I working with you today? Is it snowing in the mountains? Were your children driving home this weekend?


http://grammar.ccc.commnet.edu/grammar/sv_agr.htm

http://grammar.ccc.commnet.edu/grammar/sv_agr.htm

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-+ANCHOR CHARTS:


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Appendix


-+The following power point presentations are available on line through school-net.

Slide 1 Slide 2

Slide 3 Slide 4


-+Slide 5 Slide 6

Slide 7 Slide 8

Slide 9 Slide 10


-+Slide 11 Slide 12

Slide 13


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