Teacher: Bryan

Content: 6th 8th

ESOL/L. Arts

Week of : December 5-9

Day: 1-5

Standard:
ELACC6-8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.

We Are Learning To:

What Im Looking For:

L. Arts We are learning how to write informative

essays.

L. Arts- I am looking for ways to elaborate my

sentences and provide information for my
paragraphs.

Warm-Up/ Do-Now (5-8 minutes)

M- What is Science?
Tues-What is your favorite topic in Science?
Wed Explain your hypothesis for the science fair?
Thurs. What are Science Fiction books? What is the name of the book you choose from the media center?
Fri. What was the most exciting science fiction movie you have ever watched?

Opening (Hook/ Activating Strategy/Learning Intentions)

(5-10 minutes)

Students will watch Flocabulary on Informative Writing.

Monday- Friday
Students will brainstorm on given topic
What does it mean to elaborate your sentences?
Students will use the samples and elaborate a sentence for the first five minutes of class.
Students will review revision techniques to edit their sentences.
What are the building blocks to strengthen your writing?
Friday- Students will rotate in groups to complete/ Rosetta Stone/ Inside Vocabulary / Sample Informative
paper.
Work Period (I do, we do, you do)
Monday- Friday Students will take notes on informative writing(6 slides a day) H.W. (Study and revew)
- Students will work on cloze activity
Elaborating Sentences ( Part II)
Students will take notes on elaborating sentences.
Students will work in groups on elaborating sentences.
Students will discuss building block in order to strengthen writing.
Students will share their writing with classmates to showcase what they have learned.

Differentiation

Tier I
-Students will write Five
Elaborated Sentences

Tier II
Students will write Four
Elaborated Sentences.

Tier III
Students will write Three
Elaborated Sentences.

Closing (Summary)
(5 minutes)
What Stuck with you today?

Teacher: Bryan

Content: 6th -8th

ESOL Reading

Week of December 59/2016

Day: 1-5

Standard:
ELACC6-8RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
ELACC6-8RL2 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
ELACC6-8RL4-Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELACC6-8RL6 Explain how an author develops the point of view of the narrator or speaker in a text.
We Are Learning To
What Im Looking For:
Reading We are learning to use science fiction text to find the
theme or central idea.

Reading I am looking for evidence to

support the main idea, authors point of
view, and words that impact the story.

Warm-Up/ Do-Now (5-8 minutes)

M-F Reading Comprehension activity (Daily Reading Practice)

Work Period (I do, we do, you do)

(30 minutes)
Thematic Unit Science Fiction
Monday-Friday
-Students will read Science Fiction section of Insiders.
-Students will Build Background / and review vocabulary words. Students will work on Language and Grammar.
-Students will read the story and answer questions. 6th pg 130/ 7th pg 7 / 8th pg 86
-Students will take a test.

Differentiation

Tier I
Students will read the story on
their own.
Students will have
differentiated assignments.
Students will listen to CD (2 xs).

Tier II
Students will listen to CD.
Students will read the story on their
own.
Students will have differentiated
assignments.

Closing (Summary)
(5 minutes)

What stuck with you? (Brief summary, Oral participation, etc)

Reflection/Homework-Project:
.

Tier III
Students will read the story on
their own.
Students will have differentiated
assignments.