1. ESL /6-8 Lesson Plans Teachers: Mrs. Villanueva 2013-2014

2. Unit TEKS: (RS/SS) Reading/Comprehension of Literary Text/Sensory Language. Reading/Comprehension of Literary Text/Poetry. 6.10 7.10 8.10 Reading/Comprehension of Informational Text/Expository Text. Reading/Comprehension of Informational Text/Culture and History

3. 6.13 (A) Explain messages conveyed in various forms of media. Internet conversation. Students will view a conversation in English from the website ELLLO.org and will check their listening understanding with five questions. Change nouns into plural form by responding orally. Spelling words Unit 19. Students will read, write, and understand the plural form of their spelling words for the week. Spelling words unit 19 Subject: ESL DATE: 10/21/13 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening XXXX Homework Essential Question? How does the spelling of a word change when you make it plural?

4. 6.10 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Categorize 5 words into the correct word groups. Students must use their spelling words. Teacher observation Read the poem “Ode to la tortilla” by Gary Soto Subject: ESL DATE:10/22/13 Objective:WARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening XXXX Homework Essential Question? Identify the figurative language within the poem.

5. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Solve the analogies using the spelling words. Compare students color coding poem with teacher’s copy. Annotate the poem we read and color code each figurative language element. Students work in partners. Homework is due. Subject: ESL DATE:10/23/13 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening XXXX Homework Essential Question? Did you expect the poem to look colorful? Which color stands out the most? Similes, metaphors, idioms, etc.

6. Rosetta Stone day. Grammar sentences. Students choose the correct verb tense according to context. Complete assigned work on Rosetta stone program. Rosetta stone day at the library. Subject DATE: 10/24/13 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening XXX Homework Essential Question? Are the Rosetta stone assignments increasing in difficulty?

7. 6.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language Grammar sentences. Students choose the correct verb tense according to context. Write a paragraph that explains how Gary Soto uses imagery in his poem. Students will average out the warm up grades of the week. Read poem Ode to the sprinkler by Gary Soto. Subject: DATE:10/25/13 ObjectiveWARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening XXXX Homework Essential Question? Describe some ways the author shows love for summer?

8. Subject DATE: Objective:WARM-UPActivity Assessment LANGUAGE OBJ S speaking W writing R reading L listening Homework Essential Question?