Clone of Using "to be" with common nouns and opposite adjectives

Submitted by aus.... Last edit on 06/21/2017 - 16:19.
Original version: "Using "to be" with common nouns and opposite adjectives" by lis....
Unit Profile
Student Level 
High (9-12)
Target Language 
English
Teaching Context 
Hybrid / blended
Target Proficiency Level 
Novice
Unit Themes 
Other
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Unit Objectives and Standards
Objective 1 
By the end of class today I will be able to use the correct form of the verb " to be" in a variety of examples, present and past tense, as evidenced by my written and verbal responses.
Objective 2 
By the end of class today I will be able to use adjectives as modifiers in a variety of examples, present and past tense, as evidenced by my written and verbal responses.
Objective 3 
By the end of class today I will be able to identify common nouns and describe then as "clean" or "dirty," as evidenced by my written and verbal responses.
Objective 4 
By the end of class today I will be able to apply the use of the verb "to be," common nouns and opposite adjectives as evidenced by my bilingual written games rules and my game pieces written in English.
World-Readiness Standards
Communication 
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Comparisons 
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities 
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Novice Range
Communication 
1.4 List, name, identify, and enumerate.
Cultures 
1.1 Associate products, practices, and perspectives with the target culture.
Settings 
1.0 Students use language in highly predictable common daily settings.
1.1 Recognize age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Translation of words for student selected-common nouns and of the adjectives into L1, saved as a word wall

Performance Task 2 - Presentational 

Presenting the game to peers, reviewing the rules in L1 and L2 and apply the oral presentation rubric to presentations.

Performance Task 3 - Interpersonal 

Partner share talk--"My partner's game is . . ." My classmate's game is"
"We were playing the _____ game and learned . . ." etc.

Final Project Instructions 

ELD Performance Task Project Instructions
Learning Targets: This week you will practice language that is used to give and get information about common nouns and to modify the nouns with opposite adjectives and verb tense changes (present/past).

Prompt Task: Your ELD classmates are learning the verb "to be" and opposite adjectives. Your ELD teacher wants to play games to help students learn these skills. You are asked to create a game that helps students learning English use "to be" and adjectives.

The game needs to have simple, clear rules in English and your home language. The game needs to take between 5 and 20 minutes to play through. The game can be created online or on paper and other materials.

Note: Your audience is both the ELD teacher and your ELD classmates, who will apply a rubric to each game presented. Everyone will vote on the best games to play as a class and explain why.

Use your notes, text and websites you have studied this week to create an eye-catching game that is well-written, factual, and educatinal for its audience.
Part A: You will write a formal outline planning your game.
You will list the words and sentences that will be practiced.
Part B: You will create the illustrated game that is both
informative and educational for its audience.

Vocabulary:
What essential adjectives, words or phrases need to be included in your game?
How will the game be used to practice the verb to be in present and past tense?
What pictures or graphs will help the students understand nouns/persons, places or things, the verb tenses of "to be" and opposite adjectives best?

References
• Your assignment must have a Works Cited page for citing all pictures, illustrations and facts used in the game.

Scoring: You will use the ELD Project/ Product Rubric

Editing
• Use appropriate and detailed language and illustrations .
• Proofread and edit your writing: demonstrate command of the conventions of standard written English .

Functions, Structures, Vocabulary and Culture
Functions 

Students will compare or contrast things or ideas; give oral and written bilingual instructions,
BEGINNING and EARLY INTERMEDIATE Comparison Forms
Single words or phrases in response to concrete comparison
questions up to Sentences with subject/verb/adjective showing similarities and differences.

Structures 

Students will use present and past tenses of the verb "to be" correctly to identify a state of being of a common noun and to modify the condition of the common noun using opposite adjectives, present and past tense verb "to be" verbs.
opposites

Vocabulary 

to be: is/am, was/were
clean/dirty
pronouns(in sentence frames on Powerpoint)
common nouns(on clean/dirty Bingo)
common adjective pairs(to be determined by students)

Rubrics
Task 1 - Interpretive
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Task 2 - Presentational
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Task 3 - Interpersonal
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Other/Additional Rubrics 

See below file