Download Unit 2: Make a Difference!

Table of Contents
Middle School
Year Long
INSIDE Fundamentals Volume 2
Unit 2: Make a Difference!
ESOL 2
Unit 2
Unit Title
Duration of Unit:
4 Weeks
Make a Difference
Unit Description:
In this unit students express wants and feelings. They learn to identify and retell a sequence using irregular past tense verbs as
needed. Students learn to give information regarding a specific topic. They will also learn how to write a personal narrative using
the five-step writing process.
Standards:
ELP.6-8.S3.L2- Student delivers short oral presentations and composes written narratives or informational texts about familiar
texts, topics, experiences, or events.
ELP.6-8.S5.L2- Student gathers information from provided sources and records some data and information.
ELP.6-8.S9.L2 Student recounts a brief sequence of events in order, and introduces an informational topic, presents one or two
facts about it, and provides a concluding statement, with support (including sentences), using, with emergent control, some
commonly occurring linking words (e.g. next, because, and ,also).
Language Function and
Vocabulary
Goals
Students will be able to
give direction.
Grammar and Conventions
Phonemic Awareness
Students will be able to use
irregular past tense verbs.
Students will be able to
accurately decode and
pronounce R-controlled
vowels: ar and or; ur, er
and ir.
Students will be able to
express wants and
feelings.
Students will be able to
blend sounds to decode
words.
Students will be able to
pronounce high frequency
words.
Learning
Targets
Reading Comprehension
Students will be able to
identify a history article
as a literary genre
Students will be able to
identify sequence when
reading a history article.
Students will be able to
use a table and graph
circle.
Writing
Students will be able to
write a personal
narrative with a clear
beginning, middle and
end.
Students will be able to
use the writing process
to write a narrative.
I can use prepositions.
I can identify a verb.
I can accurately pronounce
words with the R:controlled vowels ar and
or.
I am aware that there are
different types of literary
genres.
I can organize my ideas
when planning my
narrative.
I can use prepositional
phrases.
I can use the regular past
tense verb form.
I can accurately pronounce
words with the Rcontrolled vowels ur, er,
and, ir.
I can recognize that the
genre of a given text is a
history article.
I can gather ideas and
choose a topic to write
about.
I can use adjectives to
express feelings.
I can identify common
irregular verbs.
Students can accurately
pronounce high frequency
words.
I can express wants.
I can conjugate common
irregular verbs in the past
tense.
I can develop a working
rule for the way that
blended vowels sound.
.
I can write a draft of a
personal narrative using
a list of organized ideas.
I can sequence important
events in a history article.
I can identify errors in
punctuation and capitals
when proofreading my
personal narrative.
I can access information
from a table.
I can edit my personal
narrative for written
conventions including
periods and capitals.
I can access information
from a circle graph.
I can publish my personal
narrative by creating a
neat and illustrated
version.
I can orally share my
personal narrative by
using appropriate volume
and intonation.
I can accurately write
proper nouns using a
capital.
I can accurately
punctuate sentences.
B = Beginning
Student Name
D = Developing
P = Proficient
I can accurately pronounce words
with the R-controlled vowels ur, er,
and, ir.
I can accurately pronounce words
with the R:-controlled vowels ar
and or.
I can conjugate common irregular
verbs in the past tense.
can identify common irregular
verbs.
I can use the regular past tense verb
form.
I can identify a verb.
I can express wants.
I can use adjectives to express
feelings.
I can use prepositional phrases.
I can use prepositions.
Unit of Study Assessment Checklist
Notes
M = Mastery
Student Name
I can gather ideas and choose a
topic to write about.
I can organize my ideas when
planning my narrative.
I can access information from a
circle graph.
I can access information from a
table.
I can sequence important events in
a history article.
I can recognize that the genre of a
given text is a history article.
I am aware that there are different
types of literary genres.
I can develop a working rule for
the way that blended vowels
sound.
Students can accurately
pronounce high frequency words.
Unit of Study Assessment Checklist
Notes
Student Name
I can accurately punctuate
sentences.
I can accurately write proper nouns
using a capital.
I can orally share my personal
narrative by using appropriate
volume and intonation.
I can publish my personal
narrative by creating a neat and
illustrated version.
I can edit my personal narrative
for written conventions including
periods and capitals.
I can identify errors in
punctuation and capitals when
proofreading my personal
narrative.
I can write a draft of a personal
narrative using a list of organized
ideas.
Unit of Study Assessment Checklist
Notes
Assessment Rubric
Unit 2: Make a Difference!
(To reach the next level, a student must master the previous level’s task.)
Mastery
Proficient
Developing
Beginning
Students will be able to give
direction.
Students will be able to
express wants and feelings.
I can express wants.
I can use prepositional
phrases.
I can use prepositions.
I can use adjectives to express
feelings.
Students will be able to use
irregular past tense verbs.
I can conjugate common
irregular verbs in the past
tense.
I can identify common
irregular verbs.
I can use the regular past
tense verb form.
I can identify a verb.
Students will be able to
accurately decode and
pronounce R-controlled
vowels: ar and or; ur, er and
ir.
Students will be able to
blend sounds to decode
words.
Students will be able to
pronounce high frequency
words.
I can develop a working rule
for the way that blended
vowels sound.
I can accurately pronounce
words with the R-controlled
vowels ur, er, and, ir.
I can accurately pronounce
words with the R:-controlled
vowels ar and or.
Students can accurately
pronounce high frequency words.
Students will be able to
identify a history article as a
literary genre
I can sequence important
events in a history article.
I can determine important
events in a history article.
I can recognize that the
genre of a given text is a
history article.
I can access information
from a table.
I can access information
from a circle graph.
I am aware that there are
different types of literary genres.
I can publish my personal
narrative.
I can write a draft of a
personal narrative.
I can identify errors in
punctuation and capitals
when proofreading my
personal narrative.
I can edit my personal
narrative for written
conventions including
periods and capitals.
I can organize my ideas when
planning my narrative.
I can gather ideas and choose a
topic to write about.
Students will be able to
identify sequence when
reading a history article.
Students will be able to use
a table and graph circle.
Students will be able to
write a personal narrative
with a clear beginning,
middle and end.
Students will be able to use
the writing process to write
a narrative.
I can orally share my
personal narrative by using
appropriate volume and
intonation.
I can accurately write proper
nouns using a capital.
I can accurately punctuate
sentences.