2. CLASS VISION I will with confidence, strive to speak, read, write and think above my level, so that I may grow ESOL levels to exit out of ESOL. I will speak life and hope into my life and others. I believe everyone is capable of achieving excellence, and is capable of going to college. Therefore, I will act like a college student starting today. CLASS MOTTO Today I choose to overcome adversity. By working harder and respecting my peers and school. I will with confidence take Viking pride in myself and education; to achieve my goals, and become whatever I set my mind to. I KNOW the ANSWER, I am and will be the SOLUTION!

3. Standard I will be able to Cite Textual Evidence that supports my analysis of what the text explicitly says and infers. To determine the THEME of the text.

4. Developmental ESOL 2

5. CEP Developmental ESOL 2 Period 3 CEP: I will complete and provide answers to text multiple choice questions, and fill in the blank responses by using text and graphic organizers. I will know I have mastered this when I can answer text questions and short response using claim, evidence, and reasoning with 80% accuracy.

6. Developmental 2 Essential Question: How Do Families Affect Us? Hot Questions: Who or what influences your choices in life? What decisions in life were caused by your family? Explain why.

7. Thursday Agenda September 24, 2015 Developmental 2  1. Attendance  2. Bell ringer Grammar: Orange Edge grammar book  3. Kahoots ** BE READY FOR VOCABULARY QUIZ 9/28/15***  4.Finish Reading text “Only Daughter”  5. Continue Stop Drop & Jot with Double Journal entry graphic organizers during reading.  6. Small Groups 2-3 Rotations (If time permits) Learning Target: Today I will provide textual evidence answers in a detailed two column notes for the text “Only Daughter” and use my textual evidence to support my theme. Also complete text analysis questions on page 145.

8. Developmental ESOL 2 Exit Slip 09/24/15 DBQ 1.What does the description of the father tell you about the conflict between Cisneros’s and her father? 2. Analyze the map on page 141 About how many miles is it from Chicago to Mexico City? Why do you think moving back and froth was so important to Cisneros’s father? 3. Cisneros tells exactly what her father does and says as he reads her story. What does she accomplish by including these details?

9. Monday Agenda September 21, 2015 Developmental 2  1. Attendance  2. Complete Fair Testing  3. Grammar : What sentence is all about. Write It  3. Continue Reading text “Only Daughter” &  4. Continue Stop Drop & Jot with Double Entry Journal graphic organizers during reading  5. Small Groups 2-3 Rotations (If time permits) Learning Target: Today I will provide textual evidence answers in a detailed two column notes for the text “Only Daughter” and determine the theme of the text.

10. Developmental 2 ESOL Exit Slip 9/21/15 DBQ Text guided questions on the side of pages 131-145. Be sure to use Textual Evidence.

11. FAIR Tested THURSDAY 09/17/15

12. Tuesday Agenda September 15, 2015 Developmental 2  1. Attendance  2. Bell Ringer: Grammar : What sentence is all about. Try It  3. Introduce Vocabulary and text (Frayer Model due 9/21/15)  4. Introduce Author: Sandra Cisneros: https://www.youtube.com/watch?v=4CuRcFkH9nU&index=74&list=PLC74E55C94B728EC4  5. Title and Picture analysis pages 37 &38  6. Double Entry Journal Graphic Organizers ( I Do, We Do, They Do, You Do.)  7. Begin Reading text “Only Daughter”  8. Small Groups 2-3 Rotations (If time permits) Learning Target: Today I will create and provide answers in a detailed two column notes for the text “Only Daughter” and provide textual evidence to answer DBQ.

13. Developmental ESOL 2 Exit Slip 09/15/15 DBQ 1.Who does Cisneros's include in her memoir? Why do you think she includes them? 2.On page 138 paragraph 2 What is Cisneros's saying here? How clear is her writing?

14. Vocabulary 1.Abusive 2.Approval 3.Behavior 4. Circumstances 5. Destiny 6. Embarrass 7. Role 8.Valuable (Complete Frayer Model by 9/21/15 Vocabulary quiz will be given on 9/21/15)

15. Frayer Model

16. Double sided Journal Questions to the Author Answers Why did you title this story “ Only Daughter”?She titled this story Only Daughter because… she is the only girl out of 7 seven children. Page: 138 “I am the only daughter in a family of six sons” What was it like growing up with only brothers around? I Do: Teacher We Do: Class They Do: Small Group You Do: Individual ***Remember: Stop, Drop & Jot***

17. Small Groups Teacher LedIndependentTechnology  Remediation of whole group I Do, We Do, You Do  Independent #1 Graphic Organizers/ DBQ  Independent 2 City Year: Reading ESOL Imagine 1 and 2

18. Developmental ESOL 3 &4

19. Developmental 3 &4 Essential Question: What influences a person’s choices? Hot Question: Do other people’s actions affect your decisions in life? Does a person’s past affect their future ?

20. CEP Developmental ESOL 3 &4 Period 6 & 8 I will complete and provide answers to text multiple choice questions, and short responses by using graphic organizers Only. I will know I have mastered this when I can answer text questions and short response using claim, evidence, and reasoning with 80% accuracy.

21. Friday Agenda September 25, 2015 Developmental 3 &4  1. Attendance  2. Bell ringer Grammar: Blue Edge grammar book  3. Kahoots ** BE READY FOR VOCABULARY QUIZ 9/29/15***  4. Small Groups 2-3 Rotations Learning Target: Today I will provide textual evidence answers in a detailed two column notes for the text “ Thank you, M’am” and use my textual evidence to support my theme. Also complete text analysis questions on page.

22. Developmental 2 ESOL Exit Slip 9/25/15 DBQ Text guided questions on the side of pages 42-49. Be sure to use Textual Evidence.

23. Tuesday Agenda September 22, 2015 Developmental 3 &4  1. Attendance  2. Bell ringer: Grammar : What sentence is all about. Edit It  3. Continue and finish Reading text “ Thank You M’am”  4. Continue and complete Double Entry Journal Graphic Organizers  5. Small Groups 2-3 Rotations (If time permits) Learning Target: I will analyze the development of the theme throughout the course of the text by providing textual evidence using two column notes.

24. Developmental ESOL 3 &4 Exit Slip 9/16/15 DBQ 1.On page 42 paragraph 1 What does this paragraph tell you about the two main characters? 2.Are you surprised by the boy’s answer? If so Clarify with textual evidence. 3.On page 43 the authors uses “ being-dragged boy” to describe Roger. How does this help you picture what’s happening?

25. FAIR Tested FRIDAY 09/18/15

26. Wednesday Agenda September 16, 2015 Developmental ESOL 3&4  1. Attendance  2. Bell ringer: Grammar : What sentence is all about. Try It  3. Introduce Vocabulary and text (Frayer Model due 9/22/15)  4. Author: Langston Hughes https://www.youtube.com/watch?v=inP76rkYUso https://www.youtube.com/watch?v=inP76rkYUso  5.Graphic organizer I Do, We Do, They Do, You Do  6. Title and Picture analysis page 41  7. Begin Reading text “Thank You M’am”  8. Small Groups 2-3 Rotations (If time permits) Learning Target: Today I will create and provide answers in a detailed two column notes for the text “Thank You M’am” and provide textual evidence to answer DBQ.

27. Developmental ESOL 3 &4 Exit Slip 09/16/15 DBQ Guided Text questions # 4-10 on pages 42-47

28. Double sided Journal Questions to the Author Answers Who are you saying thank you to?Page I Do: Teacher We Do: Class They Do: Small Group You Do: Individual ***Remember: Stop, Drop & Jot***

29. Vocabulary 1.Circumstance 2.Commit 3. Consequences 4. Contact 5. Empathy 6. Juvenile 7. Maturity 8.Salvage (Complete Frayer Model by 9/22/15 Vocabulary quiz will be given on 9/22/15)

30. Frayer Model