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English 1 for Speakers of Other Language (ESOL 1) – Grade 9 Unit of Study: Non-Fiction

(Narratives, biographies, autobiographies, memoirs, essays, speeches & informational texts)

First Grading Period CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Students will explore the non-fiction genre in depth while making connections to self, text and world. Students will explore the essential question: Who Am I ? through non-fiction texts in order to develop a deeper understanding of themselves and the world around them while increasing English language proficiency in formal, informal and academic use.

Essential Questions Guiding Questions

What are the seven habits of good readers? What are the features of non-fiction? What are the differences between a biography and autobiography? What is a speech? What is an essay and the components of a unified essay? What is informational text, memoir and narrative? How does cultural and historical context influence author and audience in non-fiction?

How do we implement the seven habits of good readers?

What are the common and individual characteristics of nonfiction texts?

How can I write an effective biography, autobiography, speech, essay, memoir and narrative?

How do authors write a unified essay? What are the common organizational patterns used by

authors? How do I write in response to text?

ELPS (Standards) TEKS Specificity - Intended Outcome

Correlations pending Correlations pending

Evidence of Learning (Summative Assessment)

1. Given a set of data, students will be able to speak with 80% about the non-fiction genre. 2. Given a set of data, students will be able to write a non-fiction essay with 80% accuracy. 3. Given a set of data, students will increase language proficiency in listening, speaking, reading and writing with 80% accuracy.

This is the summative assessment for the unit of study.

SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the common and individual characteristics of nonfiction texts? What are the common organizational patterns used by authors? How do authors write a unified essay? How do we read non-fiction critically? How do we implement the seven habits of good readers? How can I write an effective biography, autobiography, speech, essay,

memoir and narrative? How can I write critically in response to text? Who Am I? Who am I as a writer?

English language learners should have a basic command of the English language in order to understand, read, write and communicate effectively.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

In this nine week plan be sure to set up procedures and classroom rules. Be sure to distribute and go over the syllabus. Explain to students that they will be exploring in depth the non-fiction genre. One of which will be an independent reading book. They will be held accountable for:

Reading independently Sharing out in an accountable way ( accountable talk) Participate in giving a book talk at the completion of reading their book Knowing and implementing habits of mind

Week 1 (Lessons 1-5) Lesson 1 Do Now:

Give students the literary genre formative assessment. (15 min.) Give students the literary terms diagnostic Give students the reading questionnaire Review the answers with students Review the habits of mind: Persisting, thinking and communicating with

clarity and precision, managing impulsivity, listening with understanding and empathy

Set the expectation that the learning goal is to become familiar with the literary genres.

Have books available for students to review and read a biography or autobiography for SSR` ( independent reading )

Schedule a library visit with the class to check out books for independent reading

Have students choose book for independent reading and fill out reading

Understand what the expectations are in the ESOL I Classroom Know that they will be required to use accountable talk Understand that they will have to read independently and give a book talk Demonstrate implementation and knowledge of accountable talk

Assess their knowledge Assess their understanding of literary terms Make corrections Set learning goals Peruse books , choose one biography or autobiography for sustained silent reading Prepare reading journal



journal book

Hook: Activity # 1 Write on board the scenario: Imagine that the United States government has just established a new law : All teenagers ages 13-19 must spend 4 years in Africa with a tribe learning their way of life. You will have to live in a hut, hunt for a living and take care of cows. You will only be able to see your family during holidays.

Kindle: Turn and talk with a partner about this. Explain how you would feel. What would be the challenges of living in Africa? What would you do? Ask students to share out their responses using the stem: If I had to live in Africa I would___________.

Bridge: Have students complete activity #2: Be a detective and peruse the book

Tell students that the autobiography they are about to read is about a young man who must leave his home in Africa in order to go to school because the government imposed the law that one child from every family must sent one of their children to school. The story is an autobiography, a true story about his experiences.

Handout copies of the student journal for “ Facing the Lion” by Joseph Lemasolai Lekuton

Make connections with the author’s experiences

Engage in discussion with a partner Share out with a partner using the stem: If I had to live in Africa, I would ____________.

Bridge what will be learned with personal experience

In partners have students share out their responses

Building Background : Show PowerPoint slides 1-4 to build background and introduce the

exchange question: Does learning about the world make people forget their traditions?

Word Study Introduce vocabulary words for the introduction and have students rate

the words using the vocabulary development graphic organizer Read Aloud : pages 9-11: RATATA: (Read Aloud-Think-Aloud- Talk –Aloud ) With the introduction

Model for students the habit of good readers : activating schema and asking questions

Classroom Discussion Ask : The Maasai argue that their children must get a formal education.

They say their children will not survive without school. Others argue that they must stay home with their people because too many things have changed already. What do you think? Respond to the question in a “ quick write” using the frame below:

Although some Maasai think that their children need school, others do not think it’s a good idea. I believe that the Maasai children should _____________________ because ___________________.

Independent Practice:

Build background knowledge

Build vocabulary knowledge

Listen to the RATATA being modeled for use in their own independent reading

Think pair share

Share out

Respond in writing using the stem: Some Maasi people think their children need formal education, others do not agree. In my opinion, I think that the Maasi people should _______________________________ because______________________.



Ask students to answer the introduction questions on page 3 in the student journal. ) and complete the page 1 supplemental page 1 (making a connection, asking a question and visualizing)

Assign definition map on pg. 4 in student journal in pairs After completing the definition map, have them create a separate

definition map for: Education, tradition and value and record it on a poster board or large paper

Closure : Ask students to share out responses for participation credits

Lesson 2: chapter 1 A Lion Hunt Do Now: Have students read silently their independent reading book: (15 min.) Have the Do Now posted: While reading silently, activate schema ( refer to the 7 habits of good readers) and ask questions while reading

During SSR (sustained silent reading) teacher should be reading a book as well to model the behaviors you would like.

Stop students after 15 minutes

Reading Response Journal: Ask students to respond to the Do now in their reading response journal. Model how to respond to the journal in your own journal for students to see an exemplar.

Share out: Have students share out their reading journal responses first with a partner then with whole class

Mini-lesson: What are the features of non-fiction (autobiographical narrative)? Language objective: identify the features of non-fiction text and an autobiographical narrative in speaking, reading and writing

Complete mini-lesson on : What is non-fiction and autobiographical text

Independent practice: Have students identify non-fiction text Ask students to share out response for participation credits

Word Study: point out the following words for chapter 1 and have students repeat

Answer the introduction questions on page 3 student journal in complete sentences & the supplemental page 1 in student journal

Share out responses to questions 1-3

Complete definition map in pairs then in group complete map in groups for education, tradition, and value

Share out

Think about what question was answered that they had or a question they still have about the book

Read silently for 15 minutes Establish purpose for reading

See what a reading response journal entry model

In my book __________ by _____________ I read __________, it reminded me of ____________________________________________________.

I wonder_____________________________.

Share out by reading their journal entry

Identify features of non-fiction and autobiographical narrative

( need mini-lesson on non-fiction and autobiographical text)

Practice identifying the two genres and its features

Write using the stem: The non-fiction genre includes both _________ and ________. This means that the information is ______________________________________________________________________________________________________________________________________. One example of non-fiction is ___________________________________________.I would like to read an autobiography of ___________________________________. One biography I would like to read is about ________________________________.

Build vocabulary knowledge SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


each word Have students create a multiple meaning graphic organizer for each

word or phrase ( model one example) Words for chapter 1: make up come face-to face with big deal Ticks Swapped Cowhide rasping, Guttural Kidding hyping ourselves up in a trance, Surges

show PowerPoint slide 7-8 for visual support

Chapter 1: A Lion Hunt Read Aloud pages 13-21 using (RATATA) Read Aloud, Think Aloud, Talk Aloud using the strategy visualizing

model using the strategy visualizing

classroom Discussion Ask students to tell you who is the speaker in chapter 1. Ask them for

textual evidence. ( on page 13 he begins…” I am going to tell you the lion story.”

Ask students what the lion representsIndependent Practice:

Have students respond to the before you move on questions on page 21 Provide sentence stems

Share out Ask students to share out for participation credits

Closure ask students to think about chapter 1 and what they learned about

LeKuton… ask them to tell you what habit of mind he displayed using textual evidence.

Lesson 3:Chapter 2 The Proud One

Create a list-group-label chart for words in order to make meaning

Listen to the reading

Understand the feature of writing an autobiography and text structure

Identify cultural beliefs

Answer questions

Share out their response

Identify the habit of mind for Lekuton & share out

Establish purpose for reading, visualize and write in journal



SSR: Sustained Silent Reading ( 10-15 min) Ask students to establish purpose for reading and visualize. Tell them

they will be responding to the following reading response prompt: Today I read pages ___ to ___. I learned ____________________. The picture I saw in my mind was ________________________________.

Share out: Ask students to share journal entry with a partner then ask for volunteers to share out for participation credits

Mini-lesson: Word study chapter 2 words to know:

Subgroups, if the grass runs out or the water dries up scout out, Taboo the government census takers come sacrificed their pride right up until the time of labor, midwives showed up to be known complication postpone anything to do with it put on

Have students complete a vocabulary routine for each word

RATATA: chapter 2: The proud One pages 22-27 Model the strategy making inferences Tell students that tomorrow they will be making inferences during their

independent reading time. Tell them you will be modeling how good reader “infer” or make

inferences while reading. To make inferences means to understand what the author means without the author telling you everything.

Classroom conversation Ask students to think about the Maasai people’s characteristics Tell them to fill in the graphic organizer with characteristics for the

Maasai ( choose a graphic organizer of your choice) Ask students to identify when life starts as a nomad for the Maasai

people ( it begins @ 3 days old) Have students share out responses and give participation credits

Share with a partner, then to class

Identify idioms and important vocabulary Practice using newly acquired vocabulary

Listen to the read aloud and follow along in book

Think pair-share the answers with a partner

Think about the Maasai people Create a graphic organizer about the characteristics of the Maasai people Identify when life as a nomad begins for the Maasai



Independent practice Be sure to provide sentence stem for responses Assign the Before you move on questions on page 27

Closure

Have students share out responses by cold calling for participation points or give them the following sentence to complete: One important thing I learned about the Maasai people was ____________________________________________________. This is important because ___________________________________.

Lesson 4: Chapter 3: Cows

SSR: Sustained Silent Reading ( 10-15 min) Ask students to establish purpose for reading and make inferences. Tell

them they will be responding to the reading response prompt: Today I read pages ______ to ___. I learned ____________________. I think ____________________________________________________.

Share out: Ask students to share journal entry with a partner then ask for volunteers to share out for participation credits

Word Study for Chapter 3: Cows Review the vocabulary words with students, have them repeat the words

after you : Breaking camp lining the rocks up and calling them in all of a sudden she lives entirely on the cow a poor man does not have a voice criteria, butcher, blessed like much spared, slaughter, drive our ears were always open such and such

Share out work & practice using academic language

Assess their learning Share out

Write response using the stem: One important thing I learned about the Maasai people was

____________________________________________________. This is important because ________________________________________________________.

Establish purpose for reading and make inferences

practice reading writing responses aloud

Speak using new vocabulary, review and use new words



treated him reunite, checking on, wandered off imitating, have no say mind enclosure, it carries the scent of the jugular vein pops up blood goes to blood in the body

Have students identify the words using the rate the word graphic organizer Show students that idioms are implied phrases not literal Give students the definitions of the words and give them a vocabulary

word routine to use

RATATA: Chapter 3 pages 28-36

Model the strategy of determining importance Tell students that tomorrow they will be using the strategy determining

importance. Tell them you will be modeling how good readers “determine

importance.” To determine what is important while reading, we need to look at

opinions/proof. Theme/evidence, important event/evidence, character’s motivation/evidence, topic/details

Tell students you will be looking at the importance of this chapter and taking notes using a two column note-taking strategy.

Be sure to model both determining importance and note-taking

Classroom conversation Ask students to determine what was most important in the chapter to

them and why. Ask them to respond in writing first using the stem: In chapter 3 “ Cows” I learned many things about the Maasai people but

what I think was most important in the chapter was __________________________________________________________. This was important to me because __________________________.

After students complete the “quick write” ask them to turn and talk with a partner sharing out their responses.

Ask partners to share out for participation credits. You may also have them write responses on white boards.

Guided/Independent Practice

Have students complete the “ Before you Move on questions” on page

Understand literal versus implied meaning Create a thinking map for new words

See the strategy determining importance and note-taking in action

Determine importance using the strategy

Quick write

Share out

Answer questions SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


36. Provide sentence frames for the responses 1. Lemasoai’s family used cows in many ways. For

example___________________________________ 2. I think the kids played games that copied adults

because______________________________________. Ask students to be prepared to share out their responses

Closure: Have students complete a story map about Lemasolai

Lesson 5: Chapter 4: The Pinching Man

SSR: Students will read silently for 10-15 minutes. Have the Do Now posted: Today I read ______-- by _________. The genre of my book is ______________. I read three important things. The first important thing I read was _________________. This is important because__________. The second important thing I read was ______________________________. The final and third important thing I read was ________________________.

After Reading : One prediction I can make is ___________________________________.

Share out: Have students share out their responses to the during reading or after

reading journal entry

Word study: introduce vocabulary routine for the following words:

Primitive Disciplinarian disobedient, Cut Interfere Struts Idioms does the trick returned the favor gets you like that by the way cut the air with it making fun of whacked me, told on me I can vouch for that

Share out

Keep track of the story using a “ story map”

Establish purpose for reading : to determine importance

Write and share out response

Make a prediction /share out

Share out

Learn meaning of new vocabulary words



Academic Words: Cause and effect

RATATA: Pages 37-42 chapter 4: The pinching Man Ask students to use post it notes on their book as they learn something

new or they determine a paragraph is really important Model the strategy: synthesizing about new learning Begin with making a prediction about what you think the chapter is about Read aloud making comments about the new learning

Classroom conversation: Ask : What predictions did you have about the chapter? Tell students to look at page 37 and chorally read the quote Ask them to interpret the quote , agree or disagree with the quote and

provide textual evidence

Guided /Independent Practice Assign journal questions pages 5 & 6

Review/assessment ( need an activity here) Ask students to review vocabulary words and idioms until this point

Closure Ask students to answer question 1 or 2 on page 42 on a post it note as

their exit slip Be sure to review the answers to ensure student learning

Lesson 6 Chapter 5: School

SSR: Sustained Silent Reading ( 10-15 min). Have the Do Now Posted: Do Now: Silently read your book and think about customs that the person

you are reading about. While reading, use post it notes to mark customs about the person.

After reading ask students to respond using the stem below: In my book __________ by __________, _____________ has many

important customs. For example, he/she ___________________________________________________________________________________________________________________. This is important because ____________________________________.

Read actively using post it notes See the strategy synthesizing Make a prediction

Respond using the frame: One prediction I made about chapter 4: The Pinching man was _____________________________.

Chorally read the quote on page 37 Agree or disagree with the quote Provide textual evidence about the quote

Monitor understanding about the text

Complete pages 5 & 6 in student journal

Review newly acquired vocabulary Think about cause and effect and making inferences

Read silently and establish purpose for reading

In my book __________ by __________, _____________ has many important customs. For example, he/she ___________________________________________________________________________________________________________________. This is important because ____________________________________________________________.

Share out their journal responses SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


Share out Be sure to ask for volunteers to participate in the share out by reading

their response journal By this time, students should have established the share out as part of

classroom procedures.

Word study for chapter 5: assign vocabulary routine for the following words and idioms: Be sure to have students repeat the words after you to develop fluency

Issued Missionaries reckoned, running bible old and new testament tracks, crouch down, poachers, was uneasy baptized, corporal, clans boarded, classes

Idioms: have any use for school, couldn’t stand, you’re not off the hook, quick talking, put everything into it, picked on, running, be set too far apart from my culture, showing off, sure enough, I got off, the last straw for me, you’ll pay the price, out for me, standing off guard, swallow his own medicine, dormitory and started a boarding school, raised on milk, had covered it, follow up, stay on,

RATATA; chapter 5 School: read aloud pages 43-54 using the monitoring for meaning strategy

Classroom conversation: turn and talk about the law that the government of Kenya issued.

Do you believe this law was fair or unfair? Why? How did he deal with the bullies? Look at page 53 last paragraph :” I think the toughest part –tougher

than the school, than the food, than walking home- was that gradually I was coming home to people who were not the same as I was anymore.” What did he mean by that? Explain

Guided /Independent Practice Assign the before you move on questions 1 &2 on page 54

Use newly acquired vocabulary in listening, speaking and writing

Listen to the reading and how the strategy monitoring for meaning is practiced

Engage in classroom conversation using the following response frames: The law in Kenya that at least one boy had to go to school is a ______ law. In my

opinion, I think ____________________________________________________. I truly believe that this law was ____________ because ___________________. Lemasolai states that the toughest part for him was going home to people who were

not the same as he was anymore. I think he meant __________________________.

Work independently



Review/assessment Have students share out their responses for participation credits Review vocabulary words

Closure : Ask students to brainstorm a list of topics they could write about for their

own autobiography ( give students the option by class to write their autobiography or a biography)

Lesson 7 Chapter 6: Herdsman

SSR: Students will read silently for 10-15 minutes.Do Now: While reading use the monitor for meaning strategy that was modeled yesterday.

Reading Response Journal: Today in my book I read pages ___ to ____. So far I’ve learned___________________________________________________.

Share out

Words to Know: scattered, scorching, conditions, dehydrated, charges, caught, word, strict,

Idioms: a bad drought in our region, in serious trouble, they develop shoes of their own, keep a lookout, the day of the thief is the 40th, the 41st day you get caught, tracking them, lost for good, speak for myself, you’ve paid for it, get you, on my own, get you

RATATA: chapter 6 Herdsman pages 55-61 using the “ using fix up strategies”

Classroom conversation: Ask: Why do you think the author titled this chapter the Herdsman? How did he survive although there was little food? Joseph ( Lemasolai)’s brother sees that he is in serious trouble. What

solution did he find? What does this tell us about his brother? What habit of mind did he display?

Mini-lesson: Fix up strategies: what readers do when they don’t understand ( Need materials)

Guided /Independent Practice: Assign the following comprehension

Practice using academic language

Brainstorm in order to prepare for writing

Read silently

Complete reading response journal

Share out

Complete vocabulary study

use fix up strategies in reading

think and discuss the plot in Facing the Lion

complete learning activities: timeline, quote interpretation, make predictions, SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


activities for students in or groups: Create a timeline of Joseph’s life using pictures and present to the class “ Interpret the quote on page 57: “ Sometimes you have no shoes, so

your feet become strong. They develop shoes of their own.” Reread pages 56-57. Why was it so difficult to be a herdsman? Lemasolai lost the cows. How did his brother make sure this did not

happen again? Make a prediction: How do you think in Lemasolai’s culture he finally

becomes a man? Have students write a friendly letter about the book.

Review/assessment: Go over the questions with the class Review vocabulary words- point our plurals. Prefixes, suffixes and make

content area connections

Homework: Have students complete in their journal pages 7-8 ( it may be counted as a quiz or test) Closure

Have students tell you what was the most important thing they learned so far about Lemasolai

Lesson 8 Chapter 7: Initiation

Do Now: Pick up the homework

SSR: 15 minutes: Before reading: Establish purpose for reading: Why am I reading this?During reading: Use a fix up strategy you learned yesterday

Reading Response journal: Today I read pages ____ to ____. One thing I didn’t understand was _________________________. The fix up strategy I used was _____________________________________________________. I figured out_____________________________________________________.

Share out: call on students to share out

Word study: foreskin, glans, initiation, prominent, forefathers, operation, fermented, whole generations, manhood, solidarity

Idioms: just cry to hear, wounds are still fresh, their life skills, preoccupied with, it goes by seniority, to pieces, clobber me, as still as a rock, kept coming on, you just go through it, skin them, was a good shot, regain consciousness, confide in during times of hardship and times of happiness, I had earned my place in the brotherhood of warriors

and write a friendly letter

review and assess learning and vocabulary

complete homework

determine importance in the story

turn in homework, assess understanding

use before, during and after reading strategies

share out

learn new words

listen to the read aloud while following along in the book SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


RATATA: pages 62-70 chapter 7: Initiation Model using fix up strategies

Classroom conversation Ask students to turn and talk with a partner about their reaction to

Lemasolai’s initiation ritual. Ask them to share out using the stem:

I can’t believe_______________ I didn’t know_______________ I wonder___________________

Guided /Independent Practice: Ask students to think about the following quote from page 62: “Our clan

has no cowards. They know no limits. Our cows ceased to be scared when I was a baby.”

Ask them to interpret the quote, agree or disagree and state why Model for students how to interpret, agree or disagree and write about

the quote Have students try it with a partner Assign the following quote from page 68: “ But the worst was over, the

healing had started.” Ask students to interpret the quote, agree or disagree with the quote and

justify their reason.

Review/assessment: Have students add the events from the chapter to the timeline Have students create vocabulary visuals

Closure: Ask students to write in response to the question below on a post it note.

I agree/disagree with the Maasaai’s way of determining what makes a boy a man.

Lesson 9 chapter 8: Kabarak

SSR: 10-15 minutes

Reading response journal: have students choose a reading prompt of their choice

participate in classroom conversation using sentence stems

work independently answer questions and interpret the quote

review the plot & vocabulary

respond to the prompt

read independently

respond to literature



Share out: have student share out

Word study: background, resented, prestigious, bunks, elite, sharp, hectic, impassable, admission letter Idioms: remote and backward, well represented in, bring myself to, got up my nerve, had some Western urban ways about them, it was culture shock in my own country, stepped out of lineDwell on it, let my family down, means of transport, remote stretch, police checkpoint, made a point, I’d find encouragement in that

RATATA: pages 71-78 ( choose a reading comprehension strategy)

Classroom conversation ask :

What is Kabarak? Why do you think he gave chapter 8 that title? Identify Kabark, Nakuru, Nairobi on the map Why did Lemasolai say on page 74 “Everything you do in life is preparing

you for the next challenge.” Explain ( provide response frame)

Guided /Independent Practice Complete the before you move on questions page 78

Review/assessment Create a quiz of level 1 -3 questions and writing prompts

Closure Have students respond to the question: Do you think that learning about the world makes us forget our

traditions? Why or why not?

Lesson 10 :Chapter 9 Soccer

SSR: 15 minutes

Share out

Word study: minister, worn out, highlight, politicians, dignitaries, dressed, between , drop out, stepped in, advancement is limited to, accustomed to, Idioms: it was a madhouse! Total jubilation, was knocked out, various functions, it wasn’t news to him, they stuck to me tight all the way

RATATA: pages 79-85

share out for participation points

learn new vocabulary

see a reading strategy modeled

think critically about text

evaluate author’s point of view paraphrase

assess their learning

respond to the essential question

read independently

learn and use newly acquired vocabulary

listen to the reading



Classroom conversation

Guided /Independent Practice Provide mini-lesson on metaphor and conclusions Have students complete the before you move on questions

Review/assessment: review vocabulary words with students ( cloze activity) Closure : ( create an exit activity)

Lesson 11 Chapter 10 America

SSR: 15 minutes

Share out

Word study; got the idea, and once something comes out of my mouth it sticks, pocket money, smart alec, come of it, wreck, strong, mess with, checked in for my flight, to make the right impression, dying of hunger, YMCA, go through immigration, international terminal, domestic terminal, catch, for check in, was sympathetic, take it, on tradition, look down on me

RATATA: pages 86-95 ( reading strategy, model before, during and after reading strategy)

Classroom conversation Joseph said he wanted to go to America and said that once he thinks

about something it sticks-( p. 87 first paragraph) What were some misconceptions Joseph had about America? Did you

ever feel that way about a certain place? What habit of mind did Joseph demonstrate to get through his trip from

Africa to America?

Guided /Independent Practice Mini-lesson on persuasion & cause and effect Complete before you move on questions pg. 95

Review/assessment Complete the student journal pages 9-10 Have students share out responses for participation credit

discuss the events and actions of Jospeh Lemasolai

evaluate the use of metaphors in writing and drawing conclusions

assess understanding of the chapter

read independently

share out


listen and follow along

engage in classroom conversation

learn about cause and effect assess end of lesson

respond personally to text, summarize, make generalizations and generate questions and make judgments



Closure : create a closing activity

Lesson 12 Chapter 11 A Warrior in Two Worlds

SSR: 15 minutes

Share out

Word study: is fixed, get it, if there’s an eclipse of the moon, she doesn’t live like that, stuffed it away, a good breed, more drought resistant, our breeding stock, kraal

RATATA: pages 96-100

Classroom conversation: What is the most unusual part of Joseph’s experience? Why do you think Joseph says that he is a warrior in two worlds? Do you believe that Joseph was forgetting his traditions because he was

educating himself?

Guided /Independent Practice: Assign the before you move on questions on page 100

Review/assessment: Review vocabulary words

Closure Assign a closing activity

Lesson 13 Afterword

SSR: Students will read silently for 10-15 minutes. Have the Do Now posted:

Share out: have students share out their reading response journal

Word study:

read independently share out journal response


listen to the RATATA

engage in classroom conversation

make inferences and summarize chapter 11

practice and apply new learning

complete exit activity

read silently

share out reading response journal




Privileged Durable Tenure Regulated Prestige Adequate Staple Historian under increasing stress from filled his resume with put up with their livelihood, certainly had their absolute endorsement of him, benefits, contract on the spot with a little lilt in their step snap out of it, puts a positive spin on things as season, rainfall and other factors dictate, behave according to established principles based on age fraternity brothers retire early to sleep, government assistance, cling to, mesmerized tourist safari four-star hotels communal land came piling out of give them a little scare a gruff fooling around pleading pose m ignorant and primitive


Classroom conversation: Who is the speaker in the Afterword? What is the purpose of the Afterword? What new information did you learn from the Afterword?

Guided /Independent Practice Have students complete the student journal pages 11 & 12

Review/assessment: Assign the test

Closure: Assign a closing activity

listen to the RATATA

identify the speaker identify the speaker’s purpose identify new learning about Joseph

complete the personal response make inferences paraphrase make connections

demonstrate learning about the Book: Facing the Lion and language SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


Administer the Assessment

Part I, II and short essay

Lesson 15:

Students who have not conducted their book talks should do them right after the assessment before moving into the next book.

Students may begin researching the next book they would like to read in the biography or autobiography genre.

Note: The rest of the guide will follow the same format as the first one; Be sure to have the students select their second book in the biography or autobiography genre.

Book 2: Thura’s Diary

Lesson 1: Build background /Introduction

Do Now: Give students the K-W-L Chart from the power point

Share out

Word study: Have students rate the words, define the words in the PowerPoint

Mini-lesson: Background Iraq/ about the author Show power point presentation to build background

Listening activity: Have students listen to the information about the author as you read it

aloud while students take notes When finished ask them to identify who, what , when, where and why

about the author Ask them to write in response to the question: How did the author’s life

influence her writing?

Closure Ask students to identify Iraq, Iran, Baghdad on the map Complete the introduction page 3 in student journal

development

complete book talk presentations to the class research next book for independent reading

build background knowledge

complete the K-WL chart

share out

rate the words

build background about Iraq and the author

listen for information and understanding take notes identify who, what , when , where and why in notes write about how the author’s life influenced her writing

identify Iraq, Iran, Baghdad , Smarra, Mosul, Hit and Syria on the map

respond to your reading




Lesson 2

SSR: 15 minutes

Reading Response Journal:

Share out

Words to know: for pages 15-25 Get the best deals,in order, prospect, withdraw his troops, on the brink

of, concussion, is bound to get cut off, cuddle up to, turned up at, there’s an emptiness in my chest, the air-raid sirens go off, resign, ride out, take over, break down, goes off, broke my heart, suspended, bricked up, carry on, insulin is in short supply, chemists, trainers, from time to time, keep each other’s spirits up, weapons of mass destruction, ministries, stocking up, store, stallholders

Independent Practice Assign the “ What if “ student journal page 2

RATATA: read aloud pages 15-25 Before reading: point out the introduction , timeline and people During reading: Monitor for meaning After reading :Make connections

Classroom Conversation:

Who is speaking? Identify on the map the location the speaker is talking about How did she begin her diary? Why do you think she kept a diary? Who was the president at the time in the U.S.? How did they have to prepare for war? What happened when she went to college class? What is beatha? Why is that important? How can you describe the tone of the diary entry of march 17th? What is one of the obstacles Thura sees in finding protection? What did she mean by silliness is a gift? How long does Thura think the war will last? Thura compares the war to what? ( simile like the Titanic, p. 24)

Mini-lesson:

make personal connections

learn what good readers do before, during and after reading

identify the speaker identify the location evaluate how she began her diary make inferences about her diary identify the president &how they prepared for war describe the events in preparation for war describe what happened when she went to college What is beatha? describe the tone of the diary entry of March 17th identify the obstacles to finding protection draw conclusions make predictions identify similes in an author’s writing



Teach Point of view (need lesson here) summarizing

Independent/Guided practice Practice identifying point of view Complete the before you move on questions

Closure: create an exit activity

Lesson 3:

Sustained Silent Reading: 15 min.

Reading Response Journal

Share out

Word Study: port city, smartest districts, there were all sorts of questions going through our minds, brought up, as a conscript, made up, going through, it is still the first stage for us, shrapnel, move about, anti-aircraft fire, shooting down, feel clouds gathering all around me, wreaking havoc, they won’t think twice about using lorries, offering financial incentives, top brass, crack, confiscated, coalition forces will hit , with things as they stand, cross through, went by, at long last, glued to the TV, let our hair down, at any rate, raining down on us, shake off, there’s no let up in the explosions , home sweet home, taking it in turns to keep watch around the clock, freak, chopping, fire-engine red, sponge everything down, straightening up, telephone exchange

RATATA: Pages 26-40 Before reading: establish purpose for reading During : use context clues After reading : make connections ( text to text, text to self, text to world)

Classroom Conversation: Ask: Evaluate the March 20th diary entry- with a double entry journal In the text/my reaction with a partner Share out What is Kurdish? Who is the Turkish army?

Guided/ Indep Practice

identify the different points of view

practice identifying point of view summarize Thura’s preparation for the war evaluate the author’s style of writing

read independently

respond to reading


see model of reading

In the text my reaction



Have students complete the key concepts in student journal page 4 Complete page 5 & 6

Closure : Have students complete the Before you move on questions on page 40

before exiting class in groups Since students will be making comparisons have them create a t-chart

Lesson 4

Sustained Silent Reading: 10-15 min.

Reading Response Journal: Identify the setting of your story, place and time of year. What is the importance of this information?

Share out

Word Study:

Read Aloud Think Aloud Talk Aloud: pages 41-50 using the making inferences and drawing conclusions

Classroom Conversation

What are the challenges for the children during this time of war? How did granny travel to Baghdad? What did Thura mean on page 44 “ it’s a battle for the control of Iraq by

the greatest power the world has ever known, with all the latest technology at its disposal.”

What is your reaction to the kids having surgery without pain killers?

Guided/independent Practice Write a letter to Thura about her experience so far, what would you tell

her? Look at diary entry of March 31, what is happening that the problems are

going from bad to worse? Why is Thura surprised that an American women was sent to fight in the

war?

Review & Application Have students complete the Before You Move on Questions

Closure Complete a closure activity

read silently respond to the journal entry: In my book _____ by ________ the setting is

_________ and the year is ________. The time period is important because __________________________________________________________.

Listen to the reading and practice making inferences and drawing conclusions

Answer questions and engage in classroom conversation

Write a letter Identify problems Make inferences



Lesson 5

Sustained Silent Reading: 10-15 min.

Reading Response Journal ( assign a journal prompt)

Share out

Word Study: we’re losing someone, with big eyes, some kind of record, have come under heavy bombing, mosques, minarets, fear people, target, casualties, wriggle out of, installations, settle old scores with, jiggle about, we were all rooted to the spot, these tremors. Blown up, anti-tank grenades, bombardment, drained, boarding up their houses, check out their flat, put Granny’s mind at rest, just stuck in, start up the generator, freaking us out, shoots, swallow it, just that, cloaks, apart from that, fizzy drinks and sweets, given that, her own sake, palm groves

Read Aloud Think Aloud Talk Aloud: pages 51-62

Classroom Conversation: Think about Thura’s experience and compare it to the experience of

Joseph in the book: Facing the Lion, do you see any similarities and differences?

Guided/independent Practice Have students complete pages 7-8 in the student journal in pairs and

have them share out their responses in complete sentences

Review & Application Assign the Before You move on questions 1 & 2 on page 50 in book

Closure Create an exit activity

Lesson 6

Sustained silent reading: 10-15 min.

Reading response journal

Share out

Word study: Fumes, sleep in, look after, gets on well with, scare off burglars, reached

a compromise and gave, recited part of, drop off, the weather was boiling, boots, go bad, crammed themselves and all their possessions,

Identify main idea/details/make inferences

Read silently

Free journal entry

Learn new words

Listen to the reading

Compare and contrast

Identify cause and effect, narrator’s point of view and generate questions Complete the main idea diagram

Answer questions

Complete exit activity



abandoned, like a chimney, a wink, bear, rushed out, un such circumstances, sacrificed themselves, in ages, by hand, orchards, they are giving up on the war, headmaster, has a pale face, but it wasn’t pale

RATATA:63-72 Model the strategy: making inference while reading aloud

Classroom Conversation : Re-read the first paragraph of page 63. how did that paragraph make

you feel? Why was 1991 significant? ( Gulf War) Thura refers to woman at being better at _____ then killing. Why?

( page 69) How does Thura’s family celebrate and give thanks to God? What is your reaction to marriage for Iraqi’s?

Guided/independent Practice: What does sacrifice mean? Do you think woman should sacrifice themselves? Why or why not?

Write an essay that includes: The role woman should play in your culture. List three reasons why and include examples Conclusion When finished with essay have students complete the Before you move

no questions in book on page 72

Closure: Have students share out to a partner their essay Ask for volunteers to share out to the class

Lesson 7

Sustained silent reading: 10-15 min.


Share out

Word study: Blossoms,The city girl, For cover, Apart from ,Headed back, Fleeing Unite, Wiped out, Front, Bolted out of ,Took to their heels, Scared to bits Have the first word and the last word, Let alone, Camping out, Killing Injection, Exceptional, Pulled down, Pay the price, Is over and done with

Read silently Complete reading response journal

Share out journal entry

Learn new words

Listen to the read aloud


Answer questions independently

Share out essays

Read silently Complete journal



Make-believe, Was absorbed in ,Bottling it all up, Spectacle ,Beyond our wildest dreams ,Looting, Going through, Sterilizing, Lost their minds

Take it all in ,Cooped up in ,Country bumpkin

RATATA:73-85: Choose a before, during and after reading strategy to model

Classroom Conversation : Do you feel conditions have improved for Thura and her family? Who are the Fedaeens? Why do men in Iraq have the first and last word? What did she mean by

that? What is killing Thura’s personality? What is the tone in the diary entry – April 8? What would you tell Thura? The stature of Sadaam came down and was covered briefly by an

American flag. Thura is upset. Why? Have students watch the news broadcast of the event at:

http://news.bbc.co.uk/onthisday/hi/dates/stories/april/9/newsid_3502000/3502633.stm

Guided/independent Practice: Have students complete the Before you Move on section on page 85

Practice & Application: Have students complete pages 9 & 10 in the student journal

Closure : create exit activity

Lesson 8 Sustained silent reading: 10-15 min.


Share out

Word study/mini-lesson

RATATA:86-97

Classroom Conversation : Elaborate on Thura’s view/feelings about Americans ( pg. 87) Ask students to look at the Al-Nida’a Mosque on the PowerPoint and

Share out

Complete vocabulary routine

Listen to read aloud, think aloud, talk aloud


Analyze the pictures Compare country women from city women in Iraq Identify cause and effect, evaluate the character’s point of view and

generate questions


Read silently Complete journal response

Share out SAISD © 2012-2013 – First Grading Period (Week) ESOL 1 of 30


imagine what it looked like after the bombing Show students also the picture of the “ Kalahnikov” in the PowerPoint

presentation What is your opinion of Thura’s wish to be a doctor? What alternative would you suggest for her? On page 91 Thura states that they may have to use a paraffin stove for

cooking… ask students if they know what a paraffin or kerosene stove looks like…. show the picture of the Iraqi displaced elderly woman using the paraffin stove.

Why does Thura want to get her voice out about life in Iraq? Who are the Shiites?

Guided/independent Practice: Have students respond to the before you move on questions on page 97

Practice & Application: Have students create a timeline of the significant events so far in Thura’s Diary. Closure: create closure activity

Lesson 9

Sustained Silent reading: 10-15 min.

Reading Response Journal:Share out

Word Study: monotonous, chat, free in the true sense, around, make distinctions, applies to, bad-natured ones, power the fridge, what do the years ahead hold in store for me, dead, count, queue for ages, siphon out, on the black market, pipeline’s going, fooling around, disarm people, stuck up for, move it, a primitive, I’m a bit of a prude, just yet, satchels, make it, the essentials, backgammon and dominoes, accompanied by, I’ve lost any of them too


Classroom conversation What does freedom mean to Thura? Page 98 Make a prediction: Do you think Iraq will ever be at peace?

Guided/Independent Practice: Have students complete pages 11 & 12 in student journal

Complete word study

Listen to RATATA


Identify the effect of Thura’s diary Infer why Fahad helped people even though his father asked him not to

Create a timeline Complete exit activity

Read silently Complete journal entry Share out


Listen to the RATATA



Closure : exit activity

Lesson 10

Sustained Silent Reading: 15 minutes

Reading response journal :

Share out

Word Study: Sums, women make up half of society, for hours on end, eat into our

savings which are running out fast enough, as it is, taking off, revising, kebabs, put up, a fortune, infuriates the people who go to pray there, loads, smashed up, its even reached the point where, make-up, came round, as a precaution, staff, are in charge of, any disinfectant, chemist

RATATA: 109- 119

Classroom conversation: Describe how Iraqi women are valued. ( p. 109 ) We learn that people are taking advantage of the government, what does

this remind you of?

Guided/ Indep. Practice: have students respond to the before you move on questions on page 119

Review and Application : Review key concepts in the reading

Closure: assign closing activity

Lesson 11

Sustained Silent Reading: 15 minutes


Share out

Engage in classroom conversation

Identify personally with Thura and examine the support Iraqi”s provided for each other

Think logically about the word “ freedom”

Ask a question


Read silently

Complete reading response journal

Share out

Complete word study


Listen to the RATATA

Infer how women are valued Activate prior knowledge

Understand why women need to wear headscarves & draw conclusions

Review concepts




Word Study: And as well as all that, making a good marriage, defensive barrier,

heated discussion, calling on, sprung up, catch up, going on at, I stick to my family’s advice and stay out of, swamped, everything under the sun, when she was in her mother’s womb, condolences, cling on to

RATATA: 120-127

Classroom conversation Do you think it was important to change the name of the college? Evaluate the way Thura finished her last diary entry. What can you

conclude?

Guided /Indep. Practice : Have students complete the before you move on questions

Review and Application Have students add events to the timeline

Closure Create exit activity

Lesson 12 : Afterword and PostScript

Sustained silent reading


Share out

Word Study: Witch –hunt, fund, set off, confrontations, bring about, walk together

towards, regime, play it safe, came out, died in the hearts of Academic words:

Author’s point of view Metaphor

RATATA: 128-136

Read silently

Complete reading journal entry

Complete word study

Listen to the Read aloud

Answer questions, make inferences and draw conclusions

Paraphrase and summarize

Add events in sequential order

Conclude the lesson

Read independently

Respond to reading

Share out journal responses

Complete vocabulary word routine



Guided/ Indep. Practice

Closure

End of unit Book Study Presentations Summative Assessment

Learn and use academic words in writing

Understand what happened to Thura’s life

Complete independent practice activity

Complete closure activity

Present book talks

Vocabulary: SyllabusGenreNon-fictionAutobiographical narrative 7 habits of good readers:Activating schema Asking questionsCreating imagesInferringDetermining importanceSynthesizingMonitoring for meaning

Habits of mind:PersistingThinking and communicating with precision and clarityManaging impulsivityListening with understanding and sympathy Introduction

NomadsTraditionsWestern worldEducationValueAfrica Kenya

STAAR Vocabulary Resources

National Geographic books:

Facing the Lion: Growing up Maasai in the African Savannah by Joseph Lemasolai Lekuton

Thura’s Diary: My Life in Wartime Iraq by Thura Al-Windawi

Teacher’s Guide

Thura’s Diary: My Life in wartime Iraq by Thura Al-Windawi

Student Journal from EDGE



Evidence of LearningFormative Mini Assessments STAAR College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeAssessment from NG for each book



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