High School ESOL 4

Year Long Course

EDGE Level B

Unit 3: The Hero Within

Unit Title: / The Hero Within
Essential Question: / What Makes a Hero?
Unit Description: / In this unit students examine the Essential Question “What Makes a Hero” through reading, writing and discussion. Different aspects of the Essential Question that students focus on include: discovering how legends begin, considering the everyday heros in your community, exploring how heroes change the world around them and considering the relationship between heroism and justice. In this unit, students will also ask and give information and engage in and elaborate during a discussion. Students will learn to effectively and accurately use the past, present and future tenses and subject and object pronouns. They will learn to use word families to help them understand unfamiliar vocabulary and to identify the language from with borrowed words originate. Students will read a variety of short stories in which they will learn to analyze cultural perspective, compare character’s motives and traits, analyze viewpoint and multiple themes as well as compare themes in different stories. Students also read a variety of nonfiction texts and learn to identify signal words that help them follow the author’s thinking and locate information, analyze the structure of feature articles and analyze the development of ideas in a magazine profile. Students learn a variety of strategies to make inferences when they read. Students learn to write a variety of informational texts including a paragraph defining the archetype of a hero and describing an example of a hero from traditional literature, an opinion paragraph about a quote and an essay in response to a piece of literature.
Duration: / 8 weeks
Standards: / ELP.9-12.S1.L5- Students use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text.
ELP.9-12.S2.L5- Students participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts and issues: build on the ideas of others and express their own his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed.
ELP.9-12.S3.L5- Students deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics and multimedia when useful.
ELP.9-12.S8.L5- Students determine meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, figurative language and idiomatic expressions in texts about a variety of topics, experiences, or events, using context, complex visual aids, reference materials, and consistent knowledge of morphology.
ELP.9-12.S9.L5- Students recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of texts and speech and to clarify relationships among events and ideas.
Language Functions / Grammar and Conventions / Vocabulary / Literary Analysis / Reading Comprehension / Writing
Goals: / Students will be able to ask and give information, engage in discussion, and elaborate during a discussion. / Students will be able to effectively and accurately use the present, past and future tense and subject and object pronouns. / Students will be able to use word families
to help them understand unfamiliar vocabulary. Students will be able to identify the languages from which a borrowed words originated. / Students will be able to analyze cultural perspective, compare character’s motives and traits, analyze viewpoint, analyze multiple themes in a story, and compare themes in two short stories. Students will be able to analyze text structure of nonfiction texts and identify signal words that help them follow the author’s thinking and locate information. Students will be able to analyze the structure of feature articles. Students will be able to analyze the development of ideas in a magazine profile. / Students will be able to make inferences when they read. / Students will be able to write a variety of informational texts that fully develop a topic with relevant details, examples and information. Students will be able to use the writing process to produce and publish formal pieces of writing.
Learning Targets: / I can ask questions that start with When, Where, What, Who, How, Are, Were, Can, Do and Did. / I can use the regular -ed past tense. / I can understand unfamiliar words by relating them to other words from the same word family. / I can analyze the cultural perspective of a text. / I can make inferences by reading and recording the author’s ideas, thinking about what I know about the topic, inferring new ideas about the topic and reading on to find out if the text proves or changes my inferences. / I can write a paragraph defining the archetype of a hero and describing an example of a hero from traditional literature that has a clear topic and detailed and relevant examples.
I can answer questions giving facts and details. / I can use the -ed past tense with verbs that end in silent -e and one-syllable verbs that end in one vowel and one consonant. / I can determine the language from which a borrowed word originated. / I can analyze text structure and look for description, sequence, compare and contrast and cause and effect signal words to help me follow the author’s thinking and find information that I need to know. / I can add information from the text that supports my inferences and create new and revised inferences. / I can write an opinion paragraph about a quote including a clear opinion. detailed and relevant details and conclusion.
I can engage in discussions by listening for key ideas and summarizing for myself what others are saying, asking and answering questions, telling my point of view or opinion and respecting others opinions. / I can use was and were in the past tense. / I can compare character’s motives and traits in a story. / I can use a variety of different graphic organizers to help me make inferences including inference charts and inference maps. / I can write an essay in response to a work of literature using the writing process (study the form/model texts and prewrite, draft, revise, edit and proofread, and publish and present).
I can elaborate during a discussion by thinking about the main point of the discussion and explaining and adding details and examples. / I can use the past tense of the verb -have. / I can analyze viewpoint: first-person point of view (with a narrator) and third-person omniscient (narrator tells the story as an outsider).
I can use the irregular past tense verbs brought, did, went, had, made, sold, spent and told. / I can analyze the structure of feature articles.
I can use the irregular past tense verbs bought, felt, got, hid, kept, spoke, gave, taught and wrote. / I can identify multiple themes in a story and show the development of the theme by using examples and evidence from the text.
I can use the past progressive. / I can analyze the development of ideas in a magazine profile.
I can use -will and -be going to to express the future. / I can compare the theme of two different stories.
I can use nouns as subjects and objects.
I can use the object pronouns me, you, him, her and it.
I can use the subject pronoun I and the object pronoun me.
I can use the object pronouns us, you and them.

Unit of Study Assessment Checklist

Student Name / I can ask questions that start with When, Where, What, Who, How, Are, Were, Can, Do and Did. / I can answer questions giving facts and details. / I can engage in discussions by listening for key ideas and summarizing for myself what others are saying, asking and answering questions, telling my point of view or opinion and respecting others opinions. / I can elaborate during a discussion by thinking about the main point of the discussion and explaining and adding details and examples. / I can use the regular -ed past tense. / I can use the -ed past tense with verbs that end in silent -e and one-syllable verbs that end in one vowel and one consonant. / I can use was and were in the past tense. / I can use the past tense of the verb -have. / Notes
E = Exceeds M = Meets A = Approaching D = Developing

Unit of Study Assessment Checklist

Student Name / I can use the irregular past tense verbs brought, did, went, had, made, sold, spent and told. / I can use the irregular past tense verbs bought, felt, got, hid, kept, spoke, gave, taught and wrote. / I can use the past progressive. / I can use -will and -be going to to express the future. / I can use nouns as subjects and objects. / I can use the object pronouns me, you, him, her and it. / I can use the subject pronoun I and the object pronoun me. / I can use the object pronouns us, you and them. / I can understand unfamiliar words by relating them to other words from the same word family. / I can determine the language from which a borrowed word originated. / Notes

Unit of Study Assessment Checklist

Student Name / I can analyze the cultural perspective of a text. / I can analyze text structure and look for description, sequence, compare and contrast and cause and effect signal words to help me follow the author’s thinking and find information that I need to know. / I can compare character’s motives and traits in a story. / I can analyze viewpoint: first-person point of view (with a narrator) and third-person omniscient (narrator tells the story as an outsider). / I can analyze the structure of feature articles. / I can identify multiple themes in a story and show the development of the theme by using examples and evidence from the text. / I can analyze the development of ideas in a magazine profile. / I can compare the theme of two different stories. / Notes

Unit of Study Assessment Checklist

Student Name / I can make inferences by reading and recording the author’s ideas, thinking about what I know about the topic, inferring new ideas about the topic and reading on to find out if the text proves or changes my inferences. / I can add information from the text that supports my inferences and create new and revised inferences. / I can use a variety of different graphic organizers to help me make inferences including inference charts and inference maps. / I can write a paragraph defining the archetype of a hero and describing an example of a hero from traditional literature that has a clear topic and detailed and relevant examples. / I can write an opinion paragraph about a quote including a clear opinion. detailed and relevant details and conclusion. / I can write an essay in response to a work of literature using the writing process (study the form/model texts and prewrite, draft, revise, edit and proofread, and publish and present). / Notes

“The Hero Within” Assessment Rubric

ESOL 4- Unit 3

(To reach the next level, a student must master the previous level’s task.)

Exceeds / Meets / Approaching / Developing
Students will be able to ask and give information, engage in discussion, and elaborate during a discussion. / I can elaborate during a discussion by thinking about the main point of the discussion and explaining and adding details and examples. / I can engage in discussions by listening for key ideas and summarizing for myself what others are saying, asking and answering questions, telling my point of view or opinion and respecting others opinions. / I can answer questions giving facts and details. / I can ask questions that start with When, Where, What, Who, How, Are, Were, Can, Do and Did.
Students will be able to effectively and accurately use the present, past and future tense and subject and object pronouns. / I can use the subject pronoun I and the object pronoun me. / I can use was and were in the past tense.
I can use the irregular past tense verbs brought, did, went, had, made, sold, spent and told.
I can use the irregular past tense verbs bought, felt, got, hid, kept, spoke, gave, taught and wrote.
I can use the object pronouns me, you, him, her and it.
I can use the object pronouns us, you and them. / I can use the -ed past tense with verbs that end in silent -e and one-syllable verbs that end in one vowel and one consonant.
I can use the past progressive.
I can use -will and -be going to to express the future. / I can use the regular -ed past tense.
I can use the past tense of the verb -have.
I can use nouns as subjects and objects.
Students will be able to use word families
to help them understand unfamiliar vocabulary. Students will be able to identify the languages from which a borrowed words originated. / I can determine the language from which a borrowed word originated. / I can understand unfamiliar words by relating them to other words from the same word family.
Students will be able to analyze cultural perspective, compare character’s motives and traits, analyze viewpoint, analyze multiple themes in a story, and compare themes in two short stories. Students will be able to analyze text structure of nonfiction texts and identify signal words that help them follow the author’s thinking and locate information. Students will be able to analyze the structure of feature articles. Students will be able to analyze the development of ideas in a magazine profile. / I can identify multiple themes in a story and show the development of the theme by using examples and evidence from the text.
I can compare the themes in two different stories. / I can analyze text structure and look for description, sequence, compare and contrast and cause and effect signal words to help me follow the author’s thinking and find information that I need to know.
I can analyze viewpoint: first-person point of view (with a narrator) and third-person omniscient (narrator tells the story as an outsider). / I can analyze the cultural perspective of a text.
I can compare character’s motives and traits in a story. / I can analyze the structure of feature articles.
I can analyze the development of ideas in a magazine profile.
Students will be able to make inferences when they read. / I can make inferences by reading and recording the author’s ideas, thinking about what I know about the topic, inferring new ideas about the topic and reading on to find out if the text proves or changes my inferences. / I can add information from the text that supports my inferences and create new and revised inferences. / I can use a variety of different graphic organizers to help me make inferences including inference charts and inference maps.
Students will be able to write a variety of informational texts that fully develop a topic with relevant details, examples and information. Students will be able to use the writing process to produce and publish formal pieces of writing. / I can write an essay in response to a work of literature using the writing process (study the form/model texts and prewrite, draft, revise, edit and proofread, and publish and present). / I can write a paragraph defining the archetype of a hero and describing an example of a hero from traditional literature that has a clear topic and detailed and relevant examples. / I can write an opinion paragraph about a quote including a clear opinion. detailed and relevant details and conclusion.