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3: Choices English as a Second Language 8 weeks Stage 1 - Desired Results Unit Summary
In this unit, students will explore how choices affect our lives. They will read narratives in which characters are faced with choices and they will have the opportunity to examine and discuss the choices made by the characters. They will also have the opportunity to examine their own lives and write about a choice they have had to make and the effect it has had on their lives. Students will also study word choice by authors and the impact it has on the text. Transfer goal: Students will leave the class able to use their learning about personal narratives and choices to better understand their own choices and experiences and those of others.
Essential Questions:
How do our experiences, relationships, decisions and actions change our lives? How does word choice affect meaning in text? How do root words and context clues help us discern meaning of unknown words? How can we relate a personal experience through writing?
June 2012
Unit 10.3: Choices English as a Second Language 8 weeks Content (Students will know)
Main idea or topic sentence and important (supporting) details Ways to summarize (structure) Greek and Latin root words Point of view in fiction Appropriate use of adjectives and adjective placement Structure for compare and contrast sentence Context clues, multiple word meanings Root word, prefix, suffix Context clues LP3R strategy for context clues Protagonist Antagonist
Content Vocabulary
Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding conflict and resolution. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Story Elements graphic organizer about Readaloud novel Story Elements graphic organizer about Personal Experience Narrative Context Clues Four-Column Chart with the column headings Unknown word, Page number, Possible Meaning, Verification. (The teacher should fill in the first two columns with challenging words from the current read2
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Source: https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Grade6_Unit2_making_choices.pdf
June 2012
Unit 10.3: Choices English as a Second Language 8 weeks Stage 3 - Learning Plan Learning Activities
Unit Introduction Choices Reflection The teacher will lead a discussion about the difference between critical choices (whether or not to get involved in a certain activity) and day-to-day choices (what to eat for lunch) and guide the students to write in their response journals/notebooks about critical choices that they have made in the past or about choices they think they will have to make in the upcoming years, and/or about how they came up with the choice they made when faced with making a big decision. The students will read novels throughout the unit from the suggested list provided by the teacher. The students should be given a chance to preview the novels and choose something that interests them. This silent reading will take place during assigned times during class (perhaps first 10 or last 10 minutes of class) and outside of class. Students should complete a reading log with titles of texts and pages read. The teacher may also assign reading response questions to be answered in the reading log. Sentences frames can be provided to the students if they need scaffolding. (Example: The main character is ________. The protagonist had to make a difficult choice in this chapter. He/she had to decide between _______________.) Reading Log response questions o Identify/describe the main characters using characterization techniques; identify the protagonist, antagonist. o Identify the problem(s). o While reading, document any sensory details, figurative language, examples of effective connotation that is noticed. o Identify the elements of the story: setting, plot, climax, etc. o While reading, identify/describe situations when the characters must make important decisions/choices. o Describe how the character makes the decisions. Identify if the character has a process or procedure for making decisions. These questions should be answered in the reading logs when appropriate and then compiled as the student completes each novel, expanded upon, and turned in for evaluation by the teacher. Attachment 10.1 Learning Activity Story Map should be completed by the students for each story they read. The teacher will choose a personal narrative novel with a strong theme of choices made by the main and other characters as a read-aloud in class (see Literature Connections below for other suggestions). The read-aloud novel and accompanying activities should be run concurrently with other lessons in the unit. If time in the unit allows, a second novel could also be read. The teacher should model fluency in oral reading, thinking aloud about the story elements (such as pausing to think about characters choices or to lead discussions or debates about the choices characters make), and using context clues to discern meaning of unfamiliar words. The students should complete attachment 10.1 Learning Activity Story Map after the class finishes the novel. 4
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Word Choice2
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Sample Lessons
Additional Resources
Literature Connections
June 2012
June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe