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Table of Contents Middle School Year Long INSIDE Fundamentals Volume 2 Unit 9: Superstars ESOL 2 Unit 9: Superstars Unit Title Duration of Unit: 4 Weeks Superstars Unit Description: In this unit students learn how to agree and disagree. They learn to give information regarding a specific topic. Students learn how to relate a goal and events to their outcome when reading a short story. They will also learn how to write a poem. Standards: ELP.6-8.S5.L2- Student gathers information from provided sources and records some data and information. ELP.6-8.S7.L2- Student adapts language choices according to task and audience with emerging control, and begins to use frequently occurring general academic and content-specific words and phrases in conversations and discussions. ELP.6-8.S10.L2- Student uses nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases, and produces simple and compound sentences, with support (including visual aids and sentences). Language Function and Vocabulary Grammar and Conventions Phonemic Awareness Reading Comprehension Writing Goals Students will be able to use appropriate language to agree and disagree. Students will be able to recognize and determine meaning of idiomatic expressions. Students will be able to use past, present, and future verb tenses. Students will be able to use contractions. Students will be able to read multisyllabic words. Students will be able to read high frequency words. Students will be able to relate a goal and events to their outcome when reading a short story. Students will be able to summarize what they have read. Students will be able to write a diamante poem. Learning Targets I can express why I agree or disagree with an idea by stating an opinion. I can use the future tense using will + the verb to be. I can identify the syllables in a words. I can determine a character’s goal by identifying what he or she wants to do or have. I can use nouns. I can differentiate between a fact and opinion. I can use the future tense by using the verb to be + going to + verb. I can blend syllables to decode words. I can identify the outcome of a short story based on whether or not a character reached his or her goal. I can describe a noun using adjectives. I can recognize an idiomatic expression. I can use the future tense using the contraction with the word will and will not. I can accurately decode and pronounce multisyllabic words. I can identify the main events that lead up to the outcome. I can use the present progressive verb form. I can determine the meaning of an idiomatic expression. I can use the past tense with regular verbs. I can accurately decode and pronounce high frequency words. I can identify key events in a short story. I can use synonyms. I can use the past tense with irregular verbs. I can use the present tense with regular verbs. I can use the present tense with irregular verbs. I can determine when the past, present, or future verb tense is used. I can summarize what I have read. I can write a diamante poem using nouns, adjectives, present progressive verbs, and a synonym. B = Beginning Student Name D = Developing P = Proficient I can use the past tense with irregular verbs. I can use the past tense with regular verbs. I can use the future tense using the contraction with the word will and will not I can use the future tense by using the verb to be + going to + verb. I can use the future tense using will + the verb to be. I can determine the meaning of an idiomatic expression. I can recognize an idiomatic expression. I can differentiate between a fact and opinion. I can express why I agree or disagree with an idea by stating an opinion. Unit of Study Assessment Checklist Notes M = Mastery Student Name I can identify the outcome of a short story based on whether or not a character reached his or her goal. I can determine a character’s goal by identifying what he or she wants to do or have. I can accurately decode and pronounce high frequency words. I can accurately decode and pronounce multisyllabic words. I can blend syllables to decode words. I can identify the syllables in a words. I can determine when the past, present, or future verb tense is used. I can use the present tense with irregular verbs. I can use the present tense with regular verbs. Unit of Study Assessment Checklist Notes Student Name I can write a diamante poem using nouns, adjectives, present progressive verbs, and a synonym. I can use synonyms. I can use the present progressive verb form. I can describe a noun using adjectives. I can use nouns. I can summarize what I have read. I can identify key events in a short story. I can identify the main events that lead up to the outcome. Unit of Study Assessment Checklist Notes Assessment Rubric Unit 9: Superstars (To reach the next level, a student must master the previous level’s task.) Mastery Proficient Developing Beginning Students will be able to use appropriate language to agree and disagree. Students will be able to recognize and determine meaning of idiomatic expressions. I can express why I agree or disagree with an idea by stating an opinion. I can determine the meaning of an idiomatic expression. I can recognize an idiomatic expression. I can differentiate between a fact and opinion. Students will be able to use past, present, and future verb tenses. Students will be able to use contractions. I can use the future tense using will + the verb to be. I can use the future tense by using the verb to be + going to + verb. I can use the future tense using the contraction with the word will and will not. I can use the past tense with irregular verbs. I can use the present tense with irregular verbs. I can use the present tense with regular verbs. I can use the past tense with regular verbs. I can determine when the past, present, or future verb tense is used. Students will be able to read multisyllabic words. Students will be able to read high frequency words. I can accurately decode and pronounce multisyllabic words. I can accurately decode and pronounce high frequency words. I can blend syllables to decode words. I can identify the syllables in a words. Students will be able to relate a goal and events to their outcome when reading a short story. Students will be able to summarize what they have read. I can identify the outcome of a short story based on whether or not a character reached his or her goal. I can summarize what I have read. I can identify key events in a short story. I can identify the main events that lead up to the outcome. I can determine a character’s goal by identifying what he or she wants to do or have. Students will be able to write a diamante poem. I can write a diamante poem using nouns, adjectives, I can describe a noun using adjectives. I can use nouns. present progressive verbs, and a synonym. I can use synonyms. I can use the present progressive verb form.