Integrated Unit Plan Adaptation and Revision of Textbook Unit Unit Description Theme Learning Language through our

our Community

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Age Level: 17 year-old high school ESL students taking classes concurrently at a community college for high school credit, 35 year-old ESL students who may be enrolled in ESL classes at a community/Jr. college in for credit/non-credit or graded courses. Background/Level: Beginning-Intermediate to Intermediate Students of ESL backgrounds, with either me being a new instructor to the class during the first week, or coming in for a two week unit as a guest or practicum student. The course according to the unit plans original theme is a workplace/reality based curricula. Instructional Setting: Standard Classroom with overhead projector, screen projector connected to laptop with internet capability, movable desks, and anytime access to Computer Lab with internet and listening capabilities and 20 to 35 students per class. Projected Unit Time Span: 10 days, minimum of 1 hour of classroom instruction per day for a five week day, (computer & HW time excluded in the 10 hour total, but these educational extensions will still be offered in the unit plan). Overall Unit Goals The course according to the unit plans original theme is a workplace/reality based curricula, yet, an optional small literature book will be concurrently offered for supplemental reading which considers the possibility of this unit being prepared for an ideal combination of a listening, speaking, and reading semester course. Overall Unit Materials Vary depending on days lesson: Incorporate neutral or worldly easy-listening music for communicative activities that are wordless instrumentals. I believe many students nowadays study to music, and even some adult learners may appreciate this background aesthetic, however, it is subject to negation. Overall Unit Instructional Strategies Mixed Methods: Student-Centered, Think-Pair-Share Partner to Larger group, Layered Dynamic Groups, Direct Instruction, Multimodal (DJ), and Communicative activities, task-based, informational gap, problem-solving, and autonomous student study using supplementary computer lab for online enrichment s Summative Unit Assessment: CA-ELD K-12 and Customized Standards. I avoid all T/F and Multiple choice activities. On the first day, two summative projects are talked about, and continuously followed up for progress: Both Projects are meant to be documented using digital cameras for pictures and videos. They will be revisited and explained again on the third day of the first week, and any other intervals in between. Option 1 Group Project (Famous/Important Visitor): [This can be virtually done or attempted in reality]. Teacher or student locates a community icon, or local celebrities (preferably a musician/artist/singer) who are ELLs and that person needs help getting to the school to visit the classroom for a brief presentation/meet & greet/potluck! (Or, agreed upon destination between the teacher and the student). The student must pretend that the icon/celebrity is very bad at directions. The student must turn in either a One-Pager/Trans-mediation, or in a verbatim script describing their travel plans and schedules by flying in, taking a bus, and then taking a taxi (involving all the units themes) for the classroom visit, talk, and potluck. Students will be assigned and responsible for working in groups to be a) travel agent b) taxi driver c) bus driver, d) host/hostess of class potluck, e) (optional student interviewer) internet page printouts of typed text (not student-generated) are limited to (1 each) per group. Script materials will explain how they spoke on the phone to get the person to the classroom, explain travel plans, potluck and food planning, and any interview questions they would present WITH potential answers; all to be presented as a group it to the class. [Beginning and Intermediate ELD Summary Reading, Writing, Listening, and Speaking Standards]. Option 2 Individual or Partner Project (Seedfolk Book): Students will be reading and attending an ongoing reading circle/ literature workshop with the teacher, who will be offering mini-lessons (see correlation matrix) such as the use of a Digital Jumpstart Project (teacher & student made) after class or whenever this can be arranged. Attendance will be monitored and relevant. Students will be choosing one character after reading Seedfolk together to form a One-Pager/Trans-mediation, or a picture wall project similar to 2a) b) c). Other activities and also include: Storyline. , and Stories that Make a Difference. For example, a characters picture from the book will be the top or center of a plant or

Integrated Unit Plan Adaptation and Revision of Textbook Unit

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flower, and the leaves or extensions will provide all assigned elements connected to the project. This project must have: 1) At least one graphic organizer they used about the chapter, 2) At least one half-page of written description (in rough draft form written in class beforehand), 3) either a couple of chosen quotations to be justified orally, or a list of key vocabulary words and their use in sentences that relate to the students life. 4) At least two artifacts that describe the chapter on their character, and at least 5) 2 pictures they draw or find online, with brief descriptions of those pictures. Seedfolk books can be checked out responsibly to students, perhaps with a small deposit, or agreed upon circumstances. Many websites will provide a translated synopsis or chapter of this book, so students are NOT allowed to provide any typed text (like Project 1) that may be suspect to copy and paste. [Beginning, Intermediate and some Advanced ELD Summary Reading, Writing, Listening, and Speaking Standards]. Principles: Justify all deletions, additions, or augmentations to the basal unit using selective or summary statements that: Key: o o o o o o o [Square bracketed information describes actions by the teacher or students, or time allotted for activity] Quoted information describes actual spoken dialogue from the teacher, and/or expected dialogue from the student. (See materials) refers to the printed out materials formed by me or from Moodle/online resources Regular bolded text references the Unit materials Non-bolded (Round bracket information refers to side note or supplementary contextual knowledge to explain ideas, procedures or concepts) CAPITALIZED WORDS REFER TO EMPHASIZING DIALOGUE OR [BRACKETED] (INFORMATION) VERY IMPERATIVE TO THE LESSON; BOLDED CAPS = DOUBLE THE EMPHASIS Underlined information refers to specific verbs, parts of speech, vocabulary, or other particulars to explain how the teacher connect to objectives/tasks Build schema from student background information (INTO) (Through) (Beyond) Provide active participation (student-centered) Integrate modalities Identify the role of L1 in language learning Provide language-rich environments and activities Identify and justify the role of students identity in L2 development Informal and formal assessments Involve error corrections Require corrective feedback Provide authentic materials Utilize graphic organizers Provide activities that have students learning in a language, and learning through a language, more so than learning about a language Incorporate key and effective vocabulary relevant to theme and real Include cognitive strategies i.e. (brainstorming, modeling

Unit A 1.1-1.7 will refer to the Listening and Speaking Unit

Unit B 2.1-2.7 will refer to the Reading Unit

Additional materials for each unit are described in sequential order, but are provided in the packet immediately after the page where the Unit Plan Table (with goals, standards, and materials are framed in columns) which is also where each units summary of activities and changes begins.

Integrated Unit Plan Adaptation and Revision of Textbook Unit UNIT A 1.1 Listening & Speaking (p. 4 & 5) ----- Day One; Allotted Time: 1.5 hours;
Goals:

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A. To develop listening, reading, writing, and speaking skills through asking and answering questions. B. To learn new words related to background information about new people. C. To develop language through communicative interaction D. To get to know your classmates and your teacher E. To practice speaking new vocabulary words in context F. To practice reciting, writing, asking, and answering (orally and in writing) 6W-H questions. G. To use the verbs to be and to do in contextual questions in the third person

Standards: Listening & speaking grades 9 12/Strategies and Applications: 1. Beginning & Intermediate ELD Listening and Speaking a. Sub strand Comprehension: Ask and answer questions by using simple sentences or phrases. 2. Intermediate ELD Listening and Speaking a. Sub strand Analysis and Evaluation of Oral and Media Communications and Comprehension: Respond with simple words or phrases to questions about simple written texts. b. Sub strand Comprehension: Respond to messages by asking simple questions or by briefly restating the message. c. Sub strand Comprehension: Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. d. Comprehension and Organization and Delivery of Oral Communication: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. 3. Summary Reading a. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. b. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. c. Apply knowledge of vocabulary to discussions related to reading tasks. d. Read simple vocabulary, phrases, and sentences independently.

Materials:

A. Transparency projector B. Overhead laptop projector C. Question matrix overhead and handouts for students (see materials) D. 5 x 7 colored notecards used for nametags E. Whiteboard with erasable markers F. Students student ID cards, employee badges, or other optionally chosen identification by students G. Large dark markers for writing on paper. H. Small journal notebooks or 3 2 1 strategy handout I. Incentive: candy, pencils, pens, bracelets, pins, etc. for BINGO incentive

Integrated Unit Plan Adaptation and Revision of Textbook Unit

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Summary of Major Changes: I chose to not use the drivers license on (p. 5) and left it optional because I felt it may infringe on cultural identity an d personal or workplace privacy issues. I chose to use the colors blue and red for the cards, for the same reasons, and not green to avoid the use of negative stereotypical connotations of this word. I used the questioning matrix to model questioning as a cognitive strategy and for language learning to explore tense agreement for the whole class, and so that students practicing using all four modalities have written examples of the modeled strategy and target grammar in front of them when they think-pair-share. Having them interacting communicatively with their peers builds meaningful interaction. The practice in listening, speaking, reading, and writing extends into them getting to know one another using the questions while integrating the verbs and vocabulary from the basal unit, the tense agreement, and grammar practice. The activity allows me to assess them informally and formally with their name card-questions and Bingo sheets. [Side note]: I would normally provide some type of survey to get a sense of the needs, levels, and expectations of my students that Im just meeting, or use BIOCUBE (see materials). Instructional Strategies INTO 1. [2 min.] Introductory Modeling Monologue: [introduce myself in English], Hello, I am your teacher, Mr. Templeton then [show my title and last name written on a colored notecard to the whole class, then walk around and give friendly eye contact to each student, and smile politely]. I would then place the name card on my desk. 2. [3 min.] [I would then show my drivers license or employee badge (If I dont have one, then I would make one), [standing from the front of the room, to the whole class] and choosing from three options on Learn New Words (Unit 1.2 (p. 6), I would write three complete sentences on the board choosing from): 2) birthplace, My birthday is on July 26, 1978. I am 33 years old. 4] My first name is Alex, which is short for Alexander. 5] My middle name is Steven. 10] I have brown hair and brown eyes. 12] I am five feet and nine inches tall. 16] I am an instructor at (school name) ________. 17] I am also an (occupation/family member) Uncle and Tutor to my niece and nephew. [AVOID asking for PERSONAL INFO or any DOCUMENTATION they may be UNCOMFORTABLE WITH SHARING, but always allow them this option]. 3. [3- 5min.] Ask these written questions to the students at random, and those who answer, write their names down immediately and add their answers using key words under their name, Who are you? What is your name? Where were you born? What is your middle name? What is your last name? What color is your hair? How tall are you? Where do you work? Why do you want to learn English? a. Then one at a time, have, those who answer turn to someone and ask one of the questions, encouraging them to answer in complete sentences. 4. Lets get to know each other! [Have students help pass out TWO (2) colored name cards (see materials) to each student (1 blue) and (1 red). 5. Please make sure you write your name large and clearly, and hold up your name to me when you have written it [Model this by holding up my name card to the class, Have students write their names on the card with large marker ink so they can be seen clearly]. THROUGH 4

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton 6. [15 min.] [The purpose of this activity is fourfold: 1] to have students practicing the verb tense in (speaking), 2) to have them using the questions in front of them (reading to speaking), 3) (learning through the language) being modeled in real life situations, 4) building environment, familiarity and atmosphere using authentic materials, engaging, and conducive for identity, interaction, and communication. a. Please write your name on the Red Card. b. Please SWITCH NAME CARDS, SO YOUR PARTNER HAS YOUR NAMECARD, AND YOU HAVE THEIR NAME CARD. (Model this with a student/for students/- if necessary) c. [5 min.] ASK YOUR PARTNER AT LEAST THREE QUESTIONS USING THE QUESTIONS ON THE BOARD [Move or point towards board], AND WRITE WHAT YOU LEARN ABOUT THEM ON THE BACK OF THEIR NAME CARD. [Time them] Make sure you each get a turn! [If students choose to use their own personal identification (ex: DL or work badge), just make sure they having their partner writing these sentences on paper]. d. NOW, SWITCH NAME CARDS BACK, SO YOU HAVE YOUR OWN NAME CARD WITH INFORMATION ABOUT YOU THAT YOUR PARTNER WROTE. (Model this with a student if necessary). 7. NOW, USING THE 2ND (Blue) NAME CARD, WRITE YOUR PARTNERS NAME ON THEIR CARD, AND SPEAK WITH YOUR PARTNER, ASKING THEM at least three (3) more questions that describe who THEY ARE [have them refer to the board for clarity]. 8. [5 min.] While the students are asking and answering these questions, observe them and peruse the room, listening carefully for different levels, accents, cues, clues, etc. while passing out the Question Matrix face down]

9. YOU SHOULD HAVE TWO NAME CARDS: THE (RED) ONE FOR YOURSELF WITH THREE SENTENCES THAT DESCRIBES YOU, AND THE (BLUE) ONE WITH YOUR PARTNERS NAME ON IT, WITH AT LEAST THREE SENTENCES THAT DESCRIBES THEM

10. [20 min.] [With the Matrix Question table (1 of 2) as an overhead transparency for whole class Q Matrix Unit 1.1 (p. 4) (see materials)]: Can anyone please share what questions you asked, and what you learned about your partner? [This is used to model what will be happening in the next activity]. a. (I would avoid using the contractions found in (3) Unit 1.3 (p. 4) because the subject, the present form of the verb to be, and the object will be enough for this lesson, and I am not preoccupied with the variations in pronunciations at this point if they do not break down communication.) 11. [15 min.] Choose one student at a time, and ASK, Who is she/he? if they have a female/male partner, and WRITE the word is in the first upper left hand matrix box underlining it as the verb, (see matrix for examples) and have students write and underline the word in their matrix box as well.

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton a. Then neatly write the complete question Who is she? below the matrix table provided as an overhead projector transparency, have students recite, and then write the complete question as well. [This creates a real interaction integrating all of the activities on Unit 1.1 (p. 4), and prepares them for communicative activity]. i. Can you think of different questions using the table? Have the student choose their partner, or another person in the room, and see if they can think of questions using the matrix, and have them ask those questions to their classmates aloud. b. Write the action verb or pronoun that is framed in the column header, then write the entire question, having students repeat them, then write them, then have them ask their partners or someone else those questions, in front of the class. If a student cannot, or does not, answer a question, simply have them choose someone to ask a question. [This encourages their peers to support them in learning with one another in front of others]. i. Continue eliciting questions and posing questions, if they do not [Always seeking to encourage, build, and support student autonomy in learning for adults; Always encourage the students in speaking and repeating the questions out loud, using their written responses for reference. Always seek to motivate them to speak and interact with each other.]. c. Moving diagonally towards the right bottom corner, until they have asked, or you have offered one for each W and one H, i. Middle level Questions examples: What color are your eyes? Where do you live? Where do you work? Where is she sitting? Where is he from? What is your/her/his birthday? Where do you work? Where are you from? What are you wearing? ii. Higher level Questions examples: How are you today? Why do you walk to class? Why DOES SHE wear that ring/necklace/watch/jacket? Why DOES HE wear those shoes/boots? Starts to transition into the next days lesson. 12. Stop to give wait time and check on the whole room to see if everyone is caught up. a. [If you feel confident the students have written enough questions, then turn off the overhead transparency projector, if not, leave it on for the activity] 13. FLIP OVER YOUR QUESTION TABLE, Now, with someone other than who you partnered with before [Make sure students pair up with someone different than they did the first time, model and gesture this with students near you if necessary]. TRADE with each other the (Blue) name cards you have that have three sentences about your original partner. 14. ASK THREE QUESTIONS USING THE MATRIX TABLE WE USED ABOUT THE PERSON WHO IS ON YOUR BLUE CARD [These questions have students using the third person, instead of the second person tense]. Please WRITE three things you learn about that person on the back of their name card. [Students may end up asking the original person about themselves if they are unclear on what the middle person wrote, and that is ok, if done briefly to maintain clarity of communication, but THE GOAL of the exercise is to have them asking about a person using the 3rd person questions and verbs and vocabulary from the unit to prepare them for the activity]. a. [5 min.] [Move around the room, and make sure partners have another persons blue cards[this is a good way to get to know the students name also] informally assessing them by asking questions about the person whos (blue) card they hold in their hand, and making sure students are writing answers and/or copying the answers written, or seeking BRIEF clarification to those answers that are written] 6

Integrated Unit Plan Adaptation and Revision of Textbook Unit

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15. Now we are going to get to know other people a bit more a. [20 min.] GET TO KNOW YOU BINGO: (see materials included) b. Does anyone have any questions they thought of that were not in the bingo, or on the table? Or How they think this activity can be improved? ASSESSMENT 1. (Informal) Homework Question. I would then write on the board and verbally ask students, Why do you want to learn English? Please write at least three reasons on the back of your question table, please feel free to share today, and be ready to share tomorrow. 2. [3 min.] (Informal) [Introduce the Journal, and discuss its benefits for learning a language, have students write and answer]: Along with your homework, on some days, I will have you answer three important questions for yourself and my teaching. Please try to answer in English. a. What did I learn today? b. What did I NOT learn today? (What is still unclear?) c. What do I want to learn or know for next time? BEYOND 3. Introduce and explain Unit summative Project Options (see title page): 4. SUMMATIVE PROJECT. Instead of me giving you a test, you will be practicing reading, writing, speaking, and listening that will still help you o n tests, but will better prepare you for real world interactions (I hope). Do not be afraid of this assignment, it is not due tomor row, you have two weeks to do this. 5. I have written the options on the board and have the descriptions of them on paper in two different stacks. When you choose your project, please, write your name under the column so I know which one you chose, and please write all the names of your group members together, please remain after class for any questions AND write my email down to ask any questions, you should already have the office phone number [Write your email, Project 1 & Project 2 headings for each column]. 6. Yes, you can wait a few days before choosing the project, but you cannot choose past the date of the first Friday, or else you will not have enough time to prepare. [Take a vote and allow students to choose individual projects. Students may wait to choose]. 7. For those choosing Project 2) Option: You must write your rough draft in class and submit it to me by NEXT Tuesday at the latest, please do not go home and copy and paste any information or write directly from the internet about the book, I will be able to tell the difference, and you learn more from reading the book yourself, remember this project is for your learning and enjoyment, not just for me, it is for those of you who will be taking written tests in English at this school. Also, I can already speak and read the language of English, and I trust you want to be able to also, so, again, try to have your one page written draft done in class. If you feel you cannot find the time in class, when we will have to trust one another that youre writing will come from you and not the internet. Again, try to have your one page written draft to me by next Monday (Day 6) or Tuesday (Day 7) AT THE LATEST. [Write 1 page rough draft for Project 2 due on Monday (date) (day 6) or Tuesday (date) (day 7) on the board]. 7

Integrated Unit Plan Adaptation and Revision of Textbook Unit

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8. [[[If some students do not vote, wait to choose, or wish to change their vote, students must choose which project by Friday, so they can be prompted before the first weekend arrives. a. Project (1) members must be decided by the first Friday, all members must be present, or be agreed to by proxy for a group. b. Groups cannot be larger than 5 members. 9. Project option (2) a. Encourage partners to work together, but allow for individuals to work on projects alone, depending on their levels, attitude, and aptitude perceived by the first Friday 10. Explain anything unclear about the assignments before or after class, including that the project will be videotaped and pictures will be taken by a volunteer with the teacher. 11. Provide a website, email, or Facebook page that supplements the written explanation of the assignment.]]]

Integrated Unit Plan Adaptation and Revision of Textbook Unit UNIT A 1.3 Listening and Speaking: About People (p. 6 - 7) Day Two; Allotted Time: 1.5 hours;
Goals: H. To develop listening, reading, writing, and speaking skills through asking questions. I. To use vocabulary words when describing clothing and accessories of people J. To describe physical features of people in the first and third person, using the proper tense K. To use key and new vocabulary words in their appropriate context L. To practice reciting, writing, asking, and answering (orally and in writing) 6W-H questions. M. To use the verbs to give and to have in context Standards: Listening & speaking grades 9 12/Strategies and Applications: 4. Beginning & Intermediate ELD Listening and Speaking a. Sub strand Comprehension: Ask and answer questions by using simple sentences or phrases. 5. Intermediate ELD Listening and Speaking a. Sub strand Analysis and Evaluation of Oral and Media Communications and Comprehension: Respond with simple words or phrases to questions about simple written texts. b. Sub strand Comprehension: Respond to messages by asking simple questions or by briefly restating the message. c. Sub strand Comprehension: Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. d. Comprehension and Organization and Delivery of Oral Communication: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. 6. Summary Reading a. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. b. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. c. Apply knowledge of vocabulary to discussions related to reading tasks. d. Read simple vocabulary, phrases, and sentences independently.

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Materials: J. Transparency projector K. Overhead laptop projector L. Question creation chart (matrix) with will, would, and might overhead transparency, and handouts for students (see materials) M. Various check stand, model, T.V., movie, and scandal magazines for scrapping N. Whiteboard with erasable markers O. Journals or 3 2 -1 strategy handout P. Graphic organizer Q. Rumor is. Questionnaire Handout

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Summary of Major Changes: I chose to include a similar question matrix as the previous lesson, to model strategies and to have them practice framing questions with grammatical structure using proper tenses. Students use this table in student groups, and in a communicative fashion as a pre-exercise while practicing the use of the first and third person tense and three major verbs (one of which are covered in the basal unit). Then, students read and choose passages from authentic materials, and make them their own by replacing pronouns with themselves or familiar people. Small multimodal role-play takes place, providing meaningful interaction and a continuation of student-centered exercise, including students recording vocabulary words for review and practice, when I introduce the journal. The journal is the first impetus in helping them become autonomous learners, and it should be replaced, but instead it can be supplemented with the 3 2 1 strategy. The first formally assessed homework is assigned. Instructional Strategies INTO 1. [5 to 10 min.] Welcome back!!! If you chose to do your homework and write three reasons you want to learn English, please turn to your partner or neighbor and share with them. [I would peruse the room and discussions, to see if, and how students wrote them down]. Would anyone like to share their three reasons they would like to learn English with all of us? If nobody shares, then thats ok, however, I cannot accept a written assignment as homework if it is not returned to me in written form. So, if you know your reasons, please take a couple of minutes to write them down. (Optional/Contingent Quick write). If you have already written them, please turn to those who havent and practice using your questions to help them find answers they could write down. 2. [10 min.] Introduce authentic material from some scandal, soap opera, National Inquirer , or check stand magazines about people at the start of class. Use the third person pronoun he/she/they and the present verbs to have and to give to talk about the people in the magazine. a. Ask questions to the students, and give ample wait time, seeking answers one at a time, and to call on those who raise their hands for listening skills and classroom management. If students do not provide many answers, use the monologue and model strategies by answering your own questions congruent to the units tense, verb, and vocab. b. Who is this on the cover of (title)? [celebrity/star is on the cover of (title); DESCRIBE HIM/HER/THEM. Don Cheatle has a bald head, and it is shiny I hope I never go bald, but if or when I do, I hope I look handsome c. Where did you see him/her in a movie? I saw him in Oceans 11, 12, and 13! And he spoke in a British Accent d. What kind of movie would you see (celebrity/star) in? DESCRIBE THE MOVIE. I would see him/her in a funny action movie, with a good plot.. e. Kim Kardashian DESCRIBE HER. She has long hair and is very tall. Do you think she will get married again, why or why not? I dont care for Kim Kardashian, I dont think she will ever marry a good man f. Would you care if she did get married again, why or why not? When I think about it, I do not care if she ever gets married again g. Robert Downey Jr. DESCRIBE HIM. He has a cool mustache here. Did you see him in Iron man or Sherlock Holmes? h. Who might this person marry next?; Why do you think they will marry this person? DESCRIBE THEM. 10

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton i. What type of couple would they make? What would their baby look like? their baby would have (physical features from Unit 1 p. 6) or a mustache! 3. [5 min.] [Monologue and engage students with simulated actions using the vocabulary words from Unit 2.2 (p. 6) and Is, Can, Would, Will, from (2 of 2) Q Matrix Unit 1.2 (p. 6) (.pdf) (see materials): [Avoid the Did as it is past tense, and the Might column and black them out for now as it is a third conditional, and may confuse students]. (The Teacher can also extend the original matrix with blank columns so students can fill them in). a. Would you like to have this magazine, or would you rather have this magazine? [Let student answer, and give them the magazine of their choice. Is this your magazine, Can I give it to you? Will you please it throw it in the trash! [Point to, or offer the magazine to a student]. Would/Will you hold my magazine for a second please? Can you give me another, please? Would you read this to me, I dont understand. b. Can you please show me what you are talking about in this magazine? Will you please give me the scissors/markers, so I can.? 4. [5 min.] [Model questions and statements]. [Engage students by using the magazines in amusing opinions using the simple present verb to have and to give, switch between statements and questions to stress intonation and tone between the two, and ask these questions individually to students, one at a time, so other students listen and observe]: a. What do they have on? They have on Are they/ is he/she slim, or heavy? What kind of clothes do they have on? He/she is. Is he/she tall? Is he/she short? What is he/she wearing? He/she is wearing What does he/she have in their closet? He/she has. What do you think I should do about my clothes? Would you buy me a new suit? Im famous! Would you marry (celebrity)? Why or why not? THROUGH 5. [15 min.] FACILITATING THE USE OF THE THIRD PERSON SINGULAR AND PLURAL of to have. Using the Q Matrix 1.2 (p. 6) (.pdf version) (see materials) and the pictures of people standing in line at the DMV (Unit 1, p. 7), have students follow along, repeating, reciting, asking, and writing, similar to yesterdays previous lesson. a. [Model the framework in similar fashion from yesterday]: having students fill in the matrix with the teacher, have them recite, repeat questions, write the questions, then ask the questions to others. (Whole Class): i. (Whole class) Point to the women in the back of the line. Describe her. [give wait time]. What does she have in her hands? What book does she have? ii. Point to the next person in line. Describe him. [give wait time]. What does he have on his head? What does she have on? iii. Point to the next person in line. Describe her. [give wait time]. What type of hair does she have? What does he have in his ears? b. [5 min.] Check the room and the students to make sure you have some visibly written questions, answers, and examples using the Question Creation Chart (.pdf), on the overhead, and some on the board, and so that students have them on paper for the students to see and reference.

6. [10 min.] [Group work w/ instrumental music]: Place the students in triads this time so they are interacting and having to communicate through the use of the target language; this integrates all the modalities, while emphasizing this new matrix as a reference in front of them, but allow students who want 11

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton to use the previous matrix (as long as they are not working on it during the activity). If they are, then this is a sign for re-teaching, and/or holding an after class study session. a. [Step 1, describing people]: Using pics from Unit 1.2 (pp. 6-7), Have students choose a person in line at the DMV, and write their name on under the person on their paper, have them describe one another in fun. [Students may find this fun, since it is similar to a role play, or they might not since they may not wish to share characteristics with others, this may be culturally specific for each student, if it is problematic, just have the students name the characters on of their own choice and disassociate with the characters]. b. [Step 2, learning language through communicating questions]: Have students ask questions as if they are the people in line, or would ask at the DMV, this creates rich language: Why are you here today? Would you hold my place, please? What paper do you think I should get? What paper do I need to fill out? c. [Step 3, use both descriptions and questions]: Have the students take turns continuing to describe the people in line at DMV, and asking questions, make sure they are checking each others work for written responses using the vocabulary in complete sentences. [Prepare the magazines and have the scissors and tape all in the center or the front of the room, turn the music off]. d. [5 min.] [Bring the groups into whole class discussion, eliciting a few answers from the group to write on the board, then show them the piles of magazines]: The next activity will require you to focus on using what you have practicing, if it becomes too distractin g for most, then we will return to this activity, do you think you are ready for the next activity? 7. [20- 30 min.] STUDENTS STILL BE IN TRIADS (As you may have already by now, please assume that all spoken directions can be modeled or accompanied by gestures for a target language immersion experience): a. Have students EACH cut out one (1) photograph of a celebrity, and write one (1) short paragraph passage about a celebrity they like or dislike, have them black out the celebritys name, have them tape it in their workbook or binders. b. Have the students read the passage, placing their own name, or person they like, (or one they dislike!) in place of the celebrities name. [Do not worry so much about correcting grammatical or syntax errors with pronouns, unless the students are confused, the focus should be on them playing with the idea of a first or third person]. c. NOW, VERY IMPORTANT, THAT WHEN YOU ARE READING YOUR PASSAGE, THAT YOU underline any new words or words you dont recognize. 8. As a group, please chose one person to be the a) role of interviewer/reporter, b) spouse of the person in the passage, or the c) the person themselves in the passage. The scenario could be anywhere they imagine, or pulled from a magazine picture. [Use a graphic organizer if necessary (see materials)]. a. After 10 minutes, I will check in with you [So that each student gets a chance to be each role after ten minutes, have them switch roles]. [10 min +] The Rumor is. Now, students, pretend you are a rude or playful journalist/interviewer and you are to interview and ask questions and write them on your journal (or 3 -2 1 strategy) (see material). 12

Integrated Unit Plan Adaptation and Revision of Textbook Unit BEYOND

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9. Homework: I want to take a minute about the importance of learning outside and inside the classroom; this is an example of how to be a ware of the world around you that you can interact with, and write about to further learn English. [Introduce a journal of my own, or provide students with one depending on resources, or ask them to procure one]. a. Notice how I record new words, phrases, and ideas I learn in and outside of the classroom. I want you to please form, buy, or find a journal for the same purposes. b. Assignment: i. (option a) Using a book or online dictionary, define your underlined words in the paragraph, and write a sentence of your own using a words meaning. Be prepared to share with the class to try to teach this new word to us all. ii. (option b) Rumor chaser/facer: choose between someone who is spreading rumors, who someone who defending yourself. What would you say to each other? Answer this in your journal. C. For example, write at least three sentences about yourself or the person you chose to place in the passage you chose, using examples on the board, DESCRIBE HIM OR HER, OR THEM. I saw (person) at the DMV line and they were wearing the ugliest dress. Their head was bald and they had on a heavy coat. Kim Kardashian is too heavy to eat at Carls Jr. and I hope her baby has a mustache. D. Response to example: I am not (adjective that describes noun), I am donating money to charity... Why are you (spreading rumors)? ASSESSMENT Informal: Students will be assessed on their interactivity, and their securement of a journal. Formal: Students will be assessed on their turning in of Homework. Students will be accessed on the words, phrases, tense use, vocab use, and interaction from the activity, and how it is formed and expressed in writing, given their chosen option: A). Teach the class at least three (3) words from their vocabulary sentences that you write in your journal. B). Provide at least three (3) sentences to one (1) page describing/teasing or describing/defending the chosen person BEYOND: Talk with your family about the soap operas, magazines in the newsstand, the movies, or the television shows any of you watch IN ENGLISH! Write about it in your journal. Come to the next class ready to discuss please!

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Integrated Unit Plan Adaptation and Revision of Textbook Unit UNIT A 1.3 Listening and Speaking: At the Park (p. 8 & 9) Day Three; Allotted Time: 1.5 hours;
Goals: N. To develop listening, reading, writing, and speaking skills through asking questions about, and identifying feelings in people, and about objects O. To learn new vocabulary words by using them in questions in context P. Writing vocabulary words to understand and aurally speak, and write them within an expeditious vocabulary framework Q. To use key and new vocabulary words in context. R. To orally ask questions and provide answers writing down information S. To correctly use the verbs to look (with descriptive adjective), to feel (with emotion adjective), and verb to have in tense and context with nouns. T. To describe affective (emotions) and actions of people and their relation to pronouns. U. Using the correct form of the simple present first-, and third- person tense of nouns Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 7. Beginning & Intermediate ELD Listening and Speaking a. Sub strand Comprehension Ask and answer questions by using simple sentences or phrases. 8. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 9. Summary Reading - Beginning and Intermediate a. Word Analysis, Fluency, and Systematic Vocabulary Development b. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. c. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. d. Apply knowledge of vocabulary to discussions related to reading tasks. e. Read simple vocabulary, phrases, and sentences independently. 10. Summary Writing Beginning and Intermediate a. Strategies and Applications: Organization and Focus b. Sentence structure, Grammar, punctuation, and Capitalization

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Materials: R. Transparency projector S. Overhead laptop projector T. At least 10 Photographs of people with distinct emotional features, and performing actions with target vocabulary items that compliment or elicit those emotional features or expressions. U. Graphic Organizer(s) V. Vocabulary Table overhead transparency W. Vocabulary Table student handout X. Dry Erase Markers Y. Overhead Transparency Pens

Summary of Major Changes: I use large color pictures of real individual people, and also have students briefly offer their magazine people pictures to initiate a dialogue for listening to learn the new words about describing emotions and actions. I bring in extra photos of real life people. I offer a shorter monologue on this day, and offer them a chance to incorporate their assigned vocabulary words in their own short monologue in context. Then, using a customized version of 14

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton the Vocabulary Framework offered by Smith (2008), I use this to explain target verbs and vocabulary, and their use in context. More so, I scaffold students to use this tool for vocabulary building, and tense agreement, for the communicative activity. I replace (what I believe to be the overly simplistic) Unit A 1.3 4) How about you? Liker scale (p. 8) with _______ and ________ questions using the target verbs in the simple present first and third person tense. INTO 1. [5 to 10 min.] So, who would like to show us a vocabulary word they learned that they wrote in their journal for HW, and use it in a complete sentence? Please discuss this with your neighbor for a minute and be prepared to share. [Choose three people and write a maximum of three sentences on the board, providing simple error correction on third person, and tense agreement] a. Please write these sentences down in your own journal, I will be reviewing your journals over the weekend, to seek how much you are trying to learn on your own. b. Is there anyone else that would like to share what they wrote in their journal about a person or celebrity, either from the magazines, or who they saw on a movie or TV, that was also HW! c. [Show 2 or 3 pictures of celebrities from magazines, now modeling the use of third person description of emotions and action s with objects]: Salma Hayek looks bored, or, She looks afraid, what is she afraid of? She is talking on her cell phone. 2. [10 min.] Energizer activity: How are you feeling? (see materials) [Then have students return to their seats]. 3. (7 min.) [Now, introduce two sets of actual photographs of people at the park, both with their names written on the photograph, from diverse ethnicities, with emotional looks or body language. (This can be done using a simple Google image search, (click on links) ex: happy at the park or Asian happy at the park. a. [Model the first picture describing the persons emotional using statements, not questions, in the third person]: He/she looks/feels. And He/she/it has.. b. [Now, model, and pose questions to the students about the persons emotional state and their possessions and actions in relation to their emotional state, and have them answer in complete sentences]: How is he/she feeling? How does he/she look like they feel? What is she/he doing that makes him/her feel this way? i. [Always include students in the discussion by asking them similar questions about themselves]: (Student name), how are you feeling today? How is (student name) feeling today, why? 4. Introduce a second set of photographs from people performing simple actions (using Unit 1, p. 8 vocab.) New vocab is optional. Just make sure the actions compliment or elicit their emotional appearances]. (Google image search (see links) ex: iPod at park , at park and these can be expanded upon, using more creative photographs). 15

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton a. [Repeat previous modeling procedure using statements, not questions]: He is relaxed and reading a book She is on her cell phone, because she is sad and misses her family, He is tired from playing soccer, She is happy listening to her iPod, and walking her dog. (Bear in mind these foreshadow the present progressive, sentence clauses, and comma use). i. [IF THERE IS CONFUSION, BE PREPARED TO TEACH A MINI LESSON ON TENSE: Use the (see materials) Word_Chart_Compare_Tense (.pdf) graphic organizer to explain any potential confusion between the differences in the introduction of the present progressive, and postpone the talk on comma use and clauses for later; (See materials for alterations). b. Now, use questions: How is she/he feeling, How does she/he feel, and How does he/she look like they feel? THROUGH 6. [10 min.] GROUP WORK w/ instrumental music in (Triad or Quads): [Make sure to have plenty of different photos of peoples emotional state, and them performing actions] a. Now, I want you to ask your classmates similar questions about these photographs [Have students get into groups and pass out select photos to students. Provide the previously viewed and modeled photos for lower level speakers, but be sure to mix in lower level learners with medium levels, and not with the too advanced, as this could hinder learning depending on how well you know your students to teach and help one another). 7. [10 min. turn on light music] [In groups, using both the pictures from the text, and the photographs you provided] a. [5min.] (step 1) Describe the peoples emotions, describe how they are feeling b. Now, use questions: How is she/he feeling, How does she/he feel, and How does he/she look like they feel? c. [5 min.] (step 2) Using the vocabulary words, describe what they are doing d. Now, use questions: What is she/he doing? How does she/he feel when she/he is (present progressive)? What are they doing that makes them (emotion)? How do they feel, why? [While students are doing this, roam the room and evaluate, while passing out the attached Vocabulary Table Vocab Table 1.3 (see materials)]. 8. Great questions and answers, now, before you get back to your groups, I want to take some time using this vocabulary table, please follow along and listen, then write after I write. [Turn music off]. 9. [5 min to 10 min.] VOCAB TABLE: (I would still be focusing the lesson on proper pronoun and verb with tense agreement, and trying to include any present progressive examples in the table for rich language). (Also, using the article A as in, A student or An officer is optional dependi ng on the level of the class or particular students). (The table does not have to be completely filled out for the column of Who? beforehand, thereby allowing students to

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton contribute their own questions and build upon their knowledge of third person pronouns and subjects, however, for the sake of time, the table offered already indicates people and pronouns). a) [Model filling out the table using the overhead transparency with students, choosing from the first column, and moving to the right with key & vocabulary words to build sentences that help to exemplify each question]: i) Follow along, repeat after me, and make sure you are writing the key words in the right box. [Che ck for recitation and writing]. b) [Then write the sentences down below the table on the overhead while they repeat, recite, and write them on their own paper copy]: i) Now, write while your recite the sentences, just like this, The Park Ranger is talking on the Radio. The Park Ranger is next to the sign. The Park Ranger says, speak to me on the radio, it is an emergency! ii) Then, form and answer the questions using the table, like this, The Park Ranger would say the word Radio when they are using the Radio to call another Park Ranger. The Park Ranger is feeling nervous. 10. [20 min. group work with vocab tables]: Please join back into groups of three, and complete the vocabulary table, making sure to write and recite your questions as sentences [Roam and evaluate, offering corrective feedback when communication breaks down, and answering questions related to the verb tense, verb use, pronoun use, and subject and object syntax]. ASSESSMENT Informal -- [10 min. whole class evaluation]: Ok, who can offer the class some examples of questions and sentences they came up with? Think about the questions and sentences you formed today and answer your journal questions. Try to find words and write them in your journal that you like from a poem or song. Formal--Please turn in your Vocabulary tables and your completed questions and sentences; you will be getting them back tomorrow BEYOND Tomorrow you will be using your Vocabulary Table and you will get to use it to write a song or a poem about Feelings, Holidays, your likes/dislikes, or your Family and Friends.

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton UNIT A 1.4 & 1.5 Listening and Speaking: Likes and Dislikes, Meeting People, & Bio Poems (p. 10 - 13) Day Four; Allotted Time: 1.5 hours;
Goals: A. To develop listening, reading, writing, and pronunciation skills B. To identify feelings expressed in the verb like in lyrical form C. To learn and use new vocabulary words transferring them into different context D. To explore ways to use the verbs to like, to dislike through writing lyrics E. To connect adjectives to nouns and pronouns in context F. Using the correct form of the simple present first-, and third- person tense of pronouns Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 1. Beginning & Intermediate ELD Listening and Speaking a. Sub strand Comprehension 2. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 3. Summary Reading - Beginning and Intermediate a. Word Analysis b. Vocabulary Development c. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. d. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. e. Apply knowledge of vocabulary to discussions related to reading tasks. f. Read simple vocabulary, phrases, and sentences independently. 4. Reading Literary Response and Analysis Beginning and Intermediate a. Recite and write simple poems Materials: A. Transparency projector B. Overhead laptop projector C. CD Player or iPod Radio D. Audio Files downloaded with permission from ReadWriteThink.org E. Carefully chosen songs with appropriate and clear lyrics, accompanied by the written lyrics. F. Examples and printouts of a Found Poem using the lesson from ReadWriteThing.org a. Sample b. Instructions c. Rubric d. Double Sided Found Poem Assessment Rubric G. Dry Erase Markers

Summary of Major Changes: I try to make the definition and use of the vocabulary words, and the use of likes and dislikes much more interesting by incorporating this unit into a Found Poem. I also try to shift the lesson into a student-centered format, by having students listen to a song as an aural form of poetry, and then have them read the lyrics, examine them for vocabulary, and shift the target verbs from their original, to a new context. I then put the students in groups of three, and have one student in the group review a written versions of: (Yukos poem), one review (Paul poem), and one review (Abels poem). I have them role play like they are all roommates, presenting a problem-solving communicative task, where one of them is not too thrilled or happy about the other two having a small dorm party in their shared dorm. I then let them create a found poem of their own to leave for each other as roommates, so they can 18

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton remain friends. I then facilitate learner autonomy when students assess their own poems, as well as their peers for certain elements integrating modalities and target language. These integrated activities are an attempt to merge the activities from Unit 1.4 through 1.5 (pp. 10-13). INTO 1. [10 min.] [Return Vocabulary tables to students]. [Bring in some popular song about the holidays, feelings, or using the words I Like and/or I dont like, or about family and friends. [Play the song for the class over an iPod or CD player, but have students listen the audio without the lyrics in front of them, or set up the computer lab so that students can listen on computers]. a. Or, use the audio file and lyrics from the songs: 1) The Lonely Spider, The Croc 2) and 3) The Cockroach at ReadWriteThink.org including, but not limited to 4) Esmeraldas Interview, which presents a more formal style instead of a poem, but is culturally relevant to immigrant MexicanAmerican students. 2. [5 min.] Give a handout of the songs lyrics to each student, and have them read the lyrics to themselves. a. Ask for a volunteer to read the lyrics out loud. [Check for understanding and help to define any new vocabulary words, saving time for them to write their own poems]. 3. [5 min.] Now, lets review an example of a found poem, so we can understand how one is made. [Review ReadWriteThink.orgs Found Poem sample with the students (see materials)] Are there any questions? 4. Now, you are going to get a chance to write your own found poem, from one another, the book, and your imagination 5. Here are some instructions for you to follow, please follow along as I read through them, and stop me if you have any questions about what they are asking. [ Hand out and read Found Poem adapted instructions (see materials)] a. [Give wait time and check for (mis)understanding(s)]. 6. Fill in the blanks on the instructions with the topic of your poem. [If necessary, start a mini-brainstorming lesson about topics involving roommates, friends, likes and dislikes and greetings and politeness]. [Students will be interacting as equal peers, but la ter on, will be asked to write from a position of less privilege and authority, or even oppression, depending on the personality and paradigm of the landlord (see next Unit). a. Your poem will have to have something to do with this situation: roommates, or people you live with and you are having a disagreement on because they are having a small party in your room or home. b. Before you join your groups, lets review the poems in the book 7. [5 to 10 min.] Now lets prepare to write our own poems by reviewing how your poem might look like [Put the students in groups of three, and have one student in the group review a written versions of: (Yukos poem), one review (Paul poem), and one review (Abels poem) (Unit 1.4 p. 10-11). a. Notice they explain the likes and dislikes and the use of descriptive verbs b. You can each choose one persons poem from this page and insert your own name into the poem, but you must still create your own poem for the purposes of this role play c. To create your own poem, you can use any words, sentences, or phrases from page 11 to 13 in the book, ARE YOU READY?! 19

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton i. [Students will role-play like they are all roommates, and present a role play where one of them is not too thrilled or happy about the other two having a small dorm party in their shared dorm]. THROUGH d. [Get into groups of three, and I will be coming around to pass out the role play guides; Strip each sheet so each student gets a separate role] (see Found Poem Role Play Materials) e. Please read the description of your own role play to yourself quietly, before sharing it with your group. f. [Prompt them to read instructions and review both reading pieces of information to try to synergize them]: Im reading the instructions to check for understanding and making sure I understand my role play guide. Please use your Found Poem instructions and the scenario for your role play guides, before you ask me or your classmates for help. g. [Prompt them by modeling strategies in reviewing the books poem examples, and the sample poem from the website]: Im reading the samples and reviewing the book examples, remember to use all the examples and samples of the found poem to help you. 8. [30 min. Triads with instrumental music] [Students will be reading the role play guides, and hopefully will be underlining key words, looking in the book and writing useful words down, reviewing and reviewing their found poems and the instructions to create their own found poem appropriate for the task at hand]. 9. [Turn off music]: Now, please stop, and lets see how you did Since poetry is art, and art is in the eye of the beholder, many people do not grade or judge art, but you will be asked to offer your classmates feedback on how well they used the words and how well they stayed on topic in the role play of expressing likes/dislikes as roommates: [Pass out (see adapted student assessment rubric two-sided with two rubrics for each partner). 10. [10 min.] Now, please take turns reading your found poems out loud to your other roommates, roommates, use this rubric to offer feedback and suggestions. Feedback can be polite or harsh, and suggestions, can be polite or harsh, please try to be polite for both! Try to make a feedback/suggestion/feedback sandwich so that you offer at least two positive feedbacks, and one suggestion. [Model this with the rubric if necessary] For example (See rubric in materials). a. [Explain the categories by row and column]: Positive feedback is helpful in explaining how the poem did what it was supposed to do b. [Go around while they are still in their groups to encourage students to assess their own poems using the rubric]. c. [Make sure they are filling in all boxes on both sides]. (Look for positive and polite interaction (if there is any harshness, hopefully it is satirical or playful), and statements using the target vocabulary, verbs, and even greetings found in the unit pages). 11. [10 min.] Take a few minutes and review and rewrite anything in your poems you wish to change [Have students double check their poems for any last minute changes]. [Checking for comprehension and proofreading is a useful strategy for ELL learner autonomy and future reading and writing tasks ahead]. 20

Integrated Unit Plan Adaptation and Revision of Textbook Unit ASSESSMENT 13. Informal: Please try to answer in English. [Have students write and answer, while they are writing collect rubrics and poems]: a. What did I learn today? b. What did I NOT learn today? (What is still unclear?) c. What do I want to learn or know for next time? 14. Formal: Please turn in your rubrics and your poems BEYOND

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Please find a song online or the lyrics to a song. CALL SOMEONE YOU WOULD SING OR RECITE THE LYRICS TOO ON THE PHONE, BUT ASK THEM TO LET YOU LEAVE A VOICEMAIL. DO NOT TEXT THE LYRICS TO THEM. Or, if you are not comfortable with this, find someone who you can recite your found poem, or any poem to them over a voicemail. This should be fun! 1. SUMMATIVE PROJECT UPDATE: Tomorrow is Friday, and the last day for you to choose your Project option. I have writte n the options on the board again and have the descriptions of them on paper in two different stacks. When you choose your project, please, write your name under the column so I know which one you chose, and for those of you who are joining groups, please write all the names of your group members together. a. Please remain after class for any questions and write my email down to ask any questions, you should already have the office phone number [Write your email, Project 1 & Project 2 headings for each column]. 2. For those choosing Project 2) Option: You must write your rough draft in class and submit it to me by Monday (Day 6) or Tuesday (Day 7) AT THE LATEST, please do not go home and copy and paste any information or write directly from the internet, I will be able to tell the difference, remember this project is for your learning and enjoyment, not just for me, it is for those of you who will be taking written tests in English at this school. Also, I can already speak and read the language of English, and I trust you want to be able to also, so, again, try to have your one page written draft done in class. If you feel you cannot find the time in class, when we will have to trust one another that youre writing will come from you and not the internet. Again, try to have your one page written draft to me by next Monday (Day 6) or Tuesday (Day 7) AT THE LATEST. [Write 1 page rough draft for Project 2 due on Monday (date) (day 6) or Tuesday (date) (day 7) on the board].

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton UNIT A 1.6-1.7 Listening and Speaking: Taking Phone Messages (p. 14-15) and Review (p. 16-17). Day Five; Allotted Time: 1.5 hours
Goals: G. To develop listening, reading, and writing skills in comprehension. H. To skim paragraphs from business and informational writing to elicit important main ideas. I. To transfer information via listening and speaking J. To work cooperatively on building writing materials to problem solve K. To speak using appropriate mannerisms to practice being polite under necessary circumstances. L. Review 6W-H Questions, Greetings and Mannerisms and First and Third person use of verbs and adjectives in tense agreement and context Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 5. Beginning & Intermediate ELD Listening and Speaking a. Sub strand Comprehension 6. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 7. Summary Reading - Beginning and Intermediate a. Word Analysis b. Vocabulary Development c. Read text and orally identify the main ideas and draw inferences about the text by using detailed sentences. d. Respond to comprehension questions about text by using detailed sentences (e.g., The brown bear lives with his family in the forest). e. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. f. Apply knowledge of vocabulary to discussions related to reading tasks. 8. Summary Writing Beginning and Intermediate a. Write simple sentences by using key words commonly used in the classroom (e.g., labels, number names, days of the week, and months). b. Write phrases and simple sentences that follow English syntactical order. c. Produce independent writing that is understood when read but may include inconsistent use of standard grammatical Materials: H. Transparency projector I. Overhead laptop projector J. Phone Message Slips K. Scripted Phone Messages L. Scripted Phone Message Questions M. Eviction Notices (2 per group of 3 students) N. Eviction Diction Questions O. Dry Erase Markers

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Integrated Unit Plan Adaptation and Revision of Textbook Unit

forms.

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Summary of Activities and Major Changes: Unit 1.6 (p. 14-15) will about be taking phone messages that your landlord left regarding a complaint from the crazy neighbor, who filed an official and nasty grievance about the previous party in the last unit. An originally scripted voice message recording from the teacher would be engaging. Then having students fill out a message form for practice listening and writing. I would not focus on the calculating time on (Unit A 1.6 (p. 15) but instead on listening and writing for meaning-making from the messages. To include, but augment, listening diction and review from (Unit A 1.7 (p. 16) I use a running diction because it is always amazing and interesting to see what ELLs can comprehend when reading, interacting, and writing under the pressure of survival language use. Scenario: The Manager, and the landlords assistant left a very important series of messages, but wait! Your roommate also left messages because they also filed an official complaint about the crazy neighbor, who just happened to be hiding the past infraction warning notices sent out to you! The students (as roommates) take turns exchanging written phone messages, (using authentic message forms for simulation), and, since one of them doesnt have a fancy cell phone the need for the students to listen, write, check their writing, and repeating the messages back to the listener integrate modalities. I deleted the Grammar Review but use the learning log from Unit A 1.7 (p. 17) because we arent focusing on grammar and so that students can add or compare their journal words with the log. INTO 3. Would anyone like to share their voicemail of their poem or song they gave to a friend or loved one? 4. [5 min.] Telephone Game: one student will be asked to listen to the teacher speak a sentence, The last time you were out, you forgot t o leave me the message, so I returned the call to the wrong person, and they thought I was you, but I told them that I was a friend of yours. Please try to write all my messages down, I would appreciate this. and they will be responsible for whispering the entire sentence to thei r neighbor. Most of the time, the sentence is changed over the transfer of the message, this serves as a fun and poignant listening springboard activity into the next listening and speaking activity. 5. Do you remember the roommate and party situation from your groups yesterday? Now, we are going to listen to two important voice messages from the landlord and his assistant. They are very important to your living situation and friendship with your roommate and you will be practicing listening, taking messages, and confirmation information. a. [Have two or three pre-recorded messages using an angry or urgent voice from the landlord and one from the assistant with the following script(s), make sure the scripts address (see materials Landlord Scripted Phone Messages)] b. In order for you to practice listening, please, take these phone message slips, and be ready to jot down key words, times, and contact information (phone numbers, addresses, etc.) that you hear from the message. c. [5 min.] [Review the message slips with the class, asking them to define words to check for understanding] Are there any que stions about the phone message slips you have in your hand?

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton d. [5 min.] [Play or recite the first message, slowly and clearly depending in the level of speakers you have in the class; providing an audio file on an iPod or CD is ideal, in case any individual students need extra listening time]. i. [give ample wait time, have students re-read their messages, check with their neighbors, and make any quick changes, dont give them time perfect their answers yet] ii. Ok, please take your other phone message sheet, and listen to the next message, be ready to jot down key words, times, and contact information that you hear from the message. iii. [give ample wait time, and repeat procedures for checking, confirming, and changes] iv. Please stop writing, put your pens/pencils down, and give your full attention on me. e. [10 min.] Im going to ask you some questions about the phone call messages, and call on you, please be ready to use your message slips to answer the questions Please answer the following questions (see materials Scripted Phone Message Questions). f. [5 min.] Please write your answers to the questions on your own [Hand out questions, which are based on the Listening Activity from Mariza Burroughs, to the students] g. [5 min.] Take five minutes and answer the questions on page 14 of Unit A 1.6. [Have students review answers of Unit 1.6 exercise 1 & 2 with their partners, while you are doing this, either have the diction eviction notices posted on around the classroom walls or post them]. 6. [Next communicative activity captures the Unit 1.7 (p. 1-17) as a review of phone messages (1.6) and proper use of politeness and greetings (1.5)].] 7. [5 min.] Uh Oh! An eviction notice was served because of a crazy tenant who filed a complaint about the loud party from earlier on! a. The eviction warning is on the door (various areas around the walls of the classroom) with complex language. [A running diction exercise (see materials NOTICE OF EVICTION) involving friendly competition will take place.] b. [Students will be playing roommates in teams of three who will be running (carefully sprinting to the board, where the eviction notice will be posted) through their apartment complex (between chairs and desks) to exchange information via reading, and then relaying the information to the one chosen roommate who is talking to the crazy landlord, the crazy neighbor, and the police they just called!] c. Now, in groups of three, roommates, find a desk and stay by it while I explain the directions your situation , this is the apartment complex office i. Choose one person who will be writing the information down, only one person can be sitting at the office, you may switch roommates and have someone else writing, but only one person may be writing on one piece of paper at once ii. The other two must read the eviction notice across the hall and get the gist or the important information needed, the chairs and desks represent obstacles and stairs, please do not run or risk hurting yourself or others. iii. I will act as the crazy landlord, the crazy neighbor, and the police officer who is waiting by your friend at the office. iv. I will coming around and asking you questions, some of them will make you feel uncomfortable, some of them will be rude, some of them will weird, and some of them will be normal. How do you think you should be responding to me? 24

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton v. [Hopefully, the students will generally say, politely]. (see sample questions) vi. The purpose is to get enough information to be able to explain why, and how you and your roommates dont have to get escorted away without getting your stuff from the apartment vii. Are you ready? Do you have all your messages and answers to questions ready? Do you have a piece of paper and good writing pen/pencil ready? viii. GO! THROUGH 8. [20-30 min. Triads with relatively more intense instrumental music] [Students will be reading frantically, and this will introduce many students to skimming, looking for key words, reading comprehension, and students will trade writers, will try to write neatly, and may/may not be distracted by the teacher]. [Note, that the main gist is found in the 3rd option, relating to their appeal letter. Be mindful to challenge those students who are performing well, and allowing those with less aptitude or perceived performance to receive less frequent and intense questioning to balance learner levels in the classroom]. a. [Turn off music] [5 min.] What did you read, and based on what you read, what was important? What are you going to say to the landlord, to the police man? [Allow students to answer and speak on their behalf and their groups behalf, but allow for more writing time]. b. [If any students responded inappropriately, or failed to respond in any adequate fashion, remember taking into context their cultural values and identities, just open a light discussion on what couldve been improved upon and allow the students to offer sugge stions and ideas to each other, facilitate this discussion as if there was a large amount of stake in the activity in the real world setting]. ASSESSMENT 9. [5-10 min.] Take 5 minutes, and write a brief paragraph to start your appeal letter in your groups of three; be sure to use your messages, the eviction diction, and your politeness for reference. I will gladly review your letter and offer suggestions and revisions when you are done. [Have students write a one paragraph to one page letter, and linking reading, listening, to meaningful writing]. 10. [5 min.] Please take 5 minutes, and review the words listed on Unit A 1.7 p. 17 and compare them with your journal words. Write any words or phrases you want to learn, use Google or your friends to try to learn them for HW. BEYOND The only thing I ask of you to do this weekend is organize all of your materials if you havent already, continue to write anything in your journal, and share it with anyone you wish, and explore some of the websites online that could help you learn English Here some I have provided you with: (see materials ESL/EFL Websites) 25

Integrated Unit Plan Adaptation and Revision of Textbook Unit UNIT B 2.1 Reading: Identifying Places and Communities (p. 18-19) Day Six; Allotted Time: 1.5 hours
Goals: M. To develop listening, reading, and writing skills in comprehension. N. To have students understanding the conjugation of the simple present to the present continuous verb in action and context O. To have students reading for comprehension P. To have students conjugating verbs in the correct form to compliment syntax Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 9. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 10. Summary Reading - Beginning and Intermediate a. Word Analysis & Vocabulary Development b. Comprehension - Identify the basic sequence of events in stories read aloud, using important words or visual representations, such as pictures and story frames. c. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. d. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. e. Apply knowledge of vocabulary to discussions related to reading tasks. f. Read simple vocabulary, phrases, and sentences independently. 11. Summary Writing Beginning and Intermediate a. Write simple sentences by using key words commonly used in the classroom (e.g., labels, number names, days of the week, and months). b. Write phrases and simple sentences that follow English syntactical order. c. Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

Templeton

Materials: P. Transparency projector Q. Overhead laptop projector R. Chain of Events Graphic Organizer for Tenses S. Venn Diagram for Tenses T. Physical digital paper clock numbers (or equivalent) and hand clocks that can be manipulated by hand U. To-bedoing List Script V. Dry Erase Markers W. Real life updated English language phone books

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Integrated Unit Plan Adaptation and Revision of Textbook Unit

Templeton

Summary of Activities and Major Changes: This Unit will be connecting and merging Unit 2.1 (p. 18-19) with Unit B 2.6 (pp. 28-29) as the busiest day of your life! Students will be asked to read a note left by their boss that they just found slipped between their desk and the floor. The message is a few days old, and their boss is coming back from vacation later that evening to check on the to-do list! Students will be working in pairs for a fill-in-the blank script that describes a sequence of actions and locations the characters on (pp. 18-19) will be performing using the present continuous tense for the to-be-doing list. (NOTE: the Audio script does not actually use the correct tense as indicated on the Target Grammar, and this explains the need to apply pacing and attention to the goals of the text with the goals in your classroom with students). Students will then work in pairs to answer the questions on Unit B 2.6 (p. 28 & 29) using a real Englishonly phone book. INTO [5 to 10 min.] Hello, welcome back, did everyone have a nice weekend? Tell me, what did you learn, did you get to practice your Engl ish or did you use any of the websites I provided? If so, how? [Open classroom discussions are healthy for transitions after breaks or weekends, it continues the comfortable and safe environment that many students desire if their home lives are very busy or hectic]. [10 to 15 min.] [When introducing a new tense of a verb, I would monologue using a custom clock with adjustable hands that I can move to show the progression of time. I would first stand in front of the class and say, I study English and have the text book in front of me, showing it off as my treasure or trophy. I would then move to the class door, where I would stand there with the textbook and say, I am going to study, then , I would walk to my desk and sit down, and open the text book and say, I am studying. Then, I would put the book down, look at the clock, and using either both, or one of the physically manipulated clocks (see materials Clocks), I would move the arms ahead in time, and say I am studying, then move the clock ahead more, and say I am still studying!. By modeling the use of the changing tense, and performing actions while I use the present continuous in context w ith my actions, I believe the students will get an introductory sense and be able to listen to the language in use, the action it refers to, and this will open up the opportunity for them to offer examples using the present continuous along with their actions]. [5 to 10 min.] [A graphic organizer showing sequence of events can be adapted, or a Venn diagram adapted (see materials Chain of Events) could helpful to show on the overhead transparency the differences in tenses, and how present and present-continuous may differ when written, read, and spoken] THROUGH In pairs, students will be responsible for providing the correct conjugation of the verbs in a fill-in-the blank script describing a different sequence of events than those numbered by the characters performing tasks on pg. 18-19. Students will be filling in the blanks and changing the simple present verbs into the present continuous tense, and will also be reading and inputting missing verbs into their correct tense, along with using nouns and vocabulary correctly. (See materials To-be-doing List Script). Each pair of students will have a desk that will be covered in cut-out pictures of those characters who are performing the 27

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton actions out of their numbered sequence on pages 18 and 19 of Unit B 2.2, and the students will be responsible for placing the pictures in the same order as the script [which can formed in any order by the teacher, but in this case, is simply in reverse from #22 to #1]. (The numbers and names of the characters nested by the pics can stay, or they can be whited-out if they think it might confuse the students too much. [A timer will be used by the teacher to add effect]. [20 to 25 min.] Students, you and your partner will have 15 minutes to fill out the script with the correct verb tenses, nouns, and then to place all pictures in the correct order following the script. [Turn on neutral instrumental music; Roam the room, evaluate students by looking for them to be using the book, discussing with their partners, voicing the changes in tense, exploring the vocabulary on the pages, and providing feedback and confirmation to one another]. (I deleted the Unit B 2.1 4) Interview (p. 18) because the exercise doesnt involve using the present continuous target gramma r, but instead it uses the base simple present, which has already been reviewed. I also chose to ignore the books telephone directory because students will be using real life English-only phone books at their disposal to answer the questions on (p. 28 & 29). [At this point, take a few minutes to place the phone books at available reach for the students]. [10 min.] [Just in case, be prepared to provide any orientation or introduction to the Phone book, as many students may not use them, or rely on the internet, their cell phones, or their family and friends for location information, if they are familiar with them, then you save more time for the activity], [Turn off music]. [20 min.]: Now, please return to your own desks, AT YOUR DESK ON YOUR OWN, AND using the phone book in front of you, turn to page 28 to answer questions from Unit B 2.6 (p. 28 & 29) using your English-only phone book. Please answer all the questions on this page, and on page 29 in complete sentences, and write them in your journals. PLEASE NOTE, BEFORE YOU BEGIN, For number #3, substitute the word medical center for our school, and for number #4) also provide the address, and for #7) substitute the word S. Main St. for Mendocino Ave., I will be coming around to offer help and to see how you are doing [I would be looking for students to work independently, but if they are having trouble, and I have time, orientate them to a phone book, if they are trying to work with their neighbors, check in on the difficulty they may be having with this, and offer them to pair up. The point of individual work is twofold: 1] to have them using a resourced that would otherwise only be available to them when they are alone, and 2) To have them practice autonomous learning using authentic materials]. ASSESSMENT Formal: [Students will be evaluated for their accurate completion of the To-be-doing list and for their complete answers provided for the Phone book questions]. BEYOND 28

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Students, the task that I am asking you to do tonight has four reasons of importance: 1) to have your practicing for tomorrows lesson, 2) to practice for the summative project (1), and, at the same time, 3) this will help us as a class find a good place to order food to be catered for the potluck, unless we have secured volunteers for a potluck??? [Take a minute to jot down names and dishes of those involved, remind students that the Project 1 will include an interview of someone who will be a guest coming to the class]. Students, using mapquest.com, please bring in a print out of directions to your favorite restaurant. Try your best, even if you are not familiar with this website or the computer, I will be having the lab open today, and before class tomorrow, and I will assist you in using it fo r this task.

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Integrated Unit Plan Adaptation and Revision of Textbook Unit UNIT B 2.2 Reading: Giving Directions (p. 20-21) Day Seven; Allotted Time: 1.5 hours
Goals: Q. To develop listening, reading, and writing skills in comprehension. R. To have students using prepositions of place and direction S. To have students using the present-continuous tense of verbs T. To have students using corrective feedback in their native or target language U. To have students checking for understanding and confirmation of directions V. To have students agreeing/disagreeing on sequential events Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 12. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 13. Summary Reading - Beginning and Intermediate a. Word Analysis b. Vocabulary Development c. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. d. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. e. Apply knowledge of vocabulary to discussions related to reading tasks. f. Read simple vocabulary, phrases, and sentences independently. 14. Summary Writing Beginning and Intermediate a. Write simple sentences by using key words commonly used in the classroom (e.g., labels, number names, days of the week, and months). b. Write phrases and simple sentences that follow English syntactical order. c. Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

Templeton

Materials: X. Transparency projector Y. Overhead laptop projector Z. Wordless Book. Lehman, Barbara. (2006). Museum Trip. Houghton Mifflin Co. Boston. AA. Maze photocopies from Book BB. Neighborhood Map Activity Sheet CC. Dry Erase Markers

Summary of Activities and Major Changes: I delete the True/False on Unit B 2.2 (p. 20) as it is too simple. I prompt students instead by having them use a more familiar tool (MapQuest). And if, they do not use that tool as requested the prior night, then I build schema for paying attention to directions and locations, and eliciting of active listening and the cognitive top-down simultaneous processes during my wordless book reading (Museum Trip). The Maze activity provides an 30

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton information gap task-based exercise for student interaction. The conversation about using directions provides reading, listening, grammar, and speaking practice using the vocabulary, that all takes place in a communicative activity using the Neighborhood Map activity (from class). The locations and practice for directions from the Unit Text are also integrated into this neighborhood map activity. The assessment is having students decide in pairs on which place the character is at, the order in which they go, and why do they support their answers. INTO [Write the word Directions on the board]: Is there anyone who would like to share their favorite restaurant, and using the directions from MapQuest, explain to us in English where it is? [10 to 20 min.] [I would introduce the wordless book (Museum Trip) by reading only the title page and author. I would then ask students to pay attention to the directions the character is going in the book, and if they can keep track of those directions in their minds and to themselves, are they going right, left, east, west, up, or down stairs? At this point, Im not looking for answers out loud, so I will ask them to please not voice their thoughts too loud so their classmates can think and do the same while reading the book. I would also ask the students to try to keep track of the location of the main character, what is next to, in front of, behind, across from? I dont want them to be writing anything down at this point because the purpose of this reading is to have them build vocabulary and schema as much as they can by reading and observing the pictures. They should try to follow along and see how the directions become part of the story through pictures. The teacher calls on students randomly to keep attention, to invoke a coding method for building literacy, involving them in creating language from imagery, and predicting and posing statements that describe a story based on imagery in context]. 1. Pay attention to the directions the characters is going. 2. Try to keep track of the location of the main character in your mind 3. Try to follow along and see how the directions and location can become part of the story through the pictures.Ill slow dow n or go back if you wish, but only a couple of times. [Now write the word giving next to directions on the board]: Now you are going to get a chance to practice giving directio ns to a friend, do we remember how this verb to give is being used? In the present progressive as giving [This serves as reminder to integrate aspects of grammar a bit]. [Within this book, there are 5 total mazes in that can be photocopied, each of them subsequently a bit more complex than the previous one. So, two or three different mazes can be photocopied, or all five, and depending on the time frame allotted, the students gauged investment, and the rigor you want for the students, as many as one or all five can be used]. THROUGH

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Putting the students in pairs, two students get the SAME MAZE, but dont tell them they will get the same maze, to play a bit with their critical thinking [or with variations, you can have the students seek out the same maze with someone else in the class, but this may serve little purpose outside of identifying similar objects as pictures], and as this may motivate them to communicate and check with their partner if they have the same maze, it preps the mode of active listening element in this respect. [This will be preparing students for giving directions in a communicative manner; it will also mimic the actual information gap that will take place in the activity after this one]. Now, you each have a maze from the book, and you do not know which maze it could be. When you get your mazes, you must take turns, and only one person can solve their maze first, while the other quietly and patiently waits, please use a pencil in case you make a mistake and trace your path as you go, and please keep your maze away from your partners view. [10 to 15 min.] Now, facing your partner so you can see each others face and eyes, but cannot see each others mazes, give directions to help your partner get out of the maze. Refer to Unit B 2.1 (p. 20) and use your English for the new words you will be using and learning to help your partner out of the maze. Yes, if you havent noticed yet, it just so happens that you and your partner have the same maze! [Observe the students as they should be using the text to use the new words in English and interacting accordingly]. [Using and giving directions through this communicative task helps language acquisition, interactive communication, and prepares them for the next task of using the map, descriptive words for locations, and directions from Unit B 2.2 (p. 20) 1) Learn New Words and 4] Ask Questions from Unit B 2.1 (p. 20). [I delete the True/False from (p. 20) with audio script on p. 206, because I think it is too simplistic, the answers are only text-based and no longer relevant to my adapted material, and it only taps into lower-level learning. These more communicatively complex task-based activities are using the conversation practice from 3) (Unit B 2.2, p. 20) within the adapted neighborhood map activity (from our class activities; see materials Neighborhood Map). [30 min.]: Take turns so that each person in your pairs gets to ask A. & C. questions, and the other gets to answer with B. & D answers, for EACH OF THE FIFTEEN locations on the neighborhood map. Please refer to the compass when giving directions using north, south , east, and west. [Location amounts can be regulated of course, depending on investment, motivation factors, and time constraints]. ASSESSMENT Informal: [Evaluate the students for taking turns and asking and answering the questions completely using the vocabulary in context, and for their own corrective peer-feedback on their pronunciation, at this point, I think it is very important for them to have become comfortable with each other providing corrective feedback for pronunciation, because I imagine a diverse heterogeneous linguistic population. Pronunciation will come in the last lesson, assuming it hasnt been brought up by students as a primary concern or goal, at which the survey I mentioned wouldve been helpful. Also, opportunities for them to practice more technical and directive language will be coming up in the next lessons].

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Formal: Turn to Unit B 2.7 (p. 30) and decide by discussion with your partner on which place the character is at in each picture, the order in which they went to those places, and why you each either agree or disagree on these answers. BEYOND VERY IMPORTANT ANNOUNCEMENT! TOMMORROW WE WILL HAVING OUR FINAL LESSON, AND THE DAY AFTER WE WILL BE SPENDING THE DAY WORKING ON OUR PROJECTS IN CLASS. I WILL BE HELPING YOU AND ALSO SHOWING YOU HOW YOU WILL BE GRADED. IN ADDITION, I WILL BE COLLECTING YOUR JOURNALS AS PART OF YOUR GRADE, HOWEVER, SINCE THEY ARE YOUR JOURNALS, IT IS OPTIONAL FOR YOU TO TURN THEM IN FOR A GRADE, YOU WILL NOT BE COUNTED DOWN FOR NOT TURNING THEM IN, AR E THERE ANY QUESTIONS? [15 min.]: [The next activity represents a shift from using the standard classroom, to using technology, and the students knowledge of computers and internet technology, which I believe, is grossly underestimated. However, for Adult learners, there may be a digital divide between them and their knowledge of the internet; yet, still, the websites that are to be using to book flights and trains (or in this case, car rental) are very user-friendly]. [Why the shift? 1] I plan to link this into the next days INTO part of the lesson, 2) It will orientate and allow those students needing time for their final projects to use the vast amount of internet resources under my guidance. I may even offer a mini-lesson using Googles advanced search operators and the CRAP detectors website for helping them evaluate web pages We are now going to go into the lab and plan a flight and road trip to a location we want to go, or to help someone we want to come and visit us We will be working in the lab for the rest of the period, so please bring all your notes, personal items, and materials, you may also bring your books . DELETED - UNIT B 2.3 At a Train Station (pp. 22-23) I honestly think this is a repeatable option for teaching a unit with nearly identical format, scope, goals, and with only the different context of a train station. I think a train station is important, if a train station is geographically important to the students. However, for the sake of our locale, I would argue that navigating an airport terminal and understanding flight schedules will suffice instead. This unit is nearly identical to the second unit from the listening and speaking Unit A 1.3 (At the Park), so in this sense, it would be useful for re-teaching, substituting a time for focusing on a session for the final project work, catching up in any sense for pacing, or in my case of the argument given the amount of days for this assignment, being deleted.

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Unit B 2.4 Reading: Train Maps and Schedules (pp. 24-25) & Getting Travel Information (p. 26-27) Day Eight; Allotted Time: 1.5 hours
Goals: A. To develop listening, reading, and writing skills in comprehension. B. To have students practicing pronunciation of y as suffix vowel sound C. To have students practicing pronunciation of the ee vowel sound in its connection with the suffix -n. D. To have students hear and use the differences in a communicative process to decipher vowel sounds in pronunciation E. To have students telling time using digital and analog format F. To have students learning language through communication of sequential events and times G. To have students understanding schedules for travel Standards: Summary & Substrands of Reading, Listening, speaking, & writing: grades 9 12 15. Intermediate ELD Listening and Speaking a. Sub strand - Analysis and Evaluation of Oral and Media Communications and Comprehension b. Sub strand - Comprehension c. Comprehension and Organization and Delivery of Oral Communication 16. Summary Reading - Beginning and Intermediate a. Word Analysis b. Vocabulary Development c. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. d. Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. e. Apply knowledge of vocabulary to discussions related to reading tasks. f. Read simple vocabulary, phrases, and sentences independently. 17. Summary Writing Beginning and Intermediate a. Write simple sentences by using key words commonly used in the classroom (e.g., labels, number names, days of the week, and months). b. Write phrases and simple sentences that follow English syntactical order. c. Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms. Materials: A. Dry Erase Markers/White Board B. DESIGNATED AND RESERVED COMPUTER LAB C. Pronunciation software (optional) D. Props of Digital and Paper Hand Clocks E. Google Pictures of Airline and/or Bus Departure/Arrival schedules F. Access to Internet and computer printer for: a. ReadWriteThink.org b. MapQuest.com c. Southwest.com (or other online airline site) G. Projector and roll down screen for the teachers main computer in lab (ideally)

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Summary of Activities and Changes: This unit is an attempt to merge the Unit B 2.4 (p. 24) #2) Read and Write question with the Map and Train Schedule pictures on Unit B 2.4 (p. 25), along with the Conversations on Unit B 2.5 (p. 27). I would like to have students in the computer lab becoming ever familiar with the technology and try using pronunciation software. INTO [5 min.] However, assuming that this may not be the most accessible or effective material, (even it is supported in the Apple Book chapter by Goodwin) I would use more creative means. I would offer an introductory mini-lesson on pronunciation, with a focus on syllables and vowels sounds of y, vs. ee phonemic awareness. I would do this through the use of a Digital Jumpstart that tells a short story about a person (or various people) coming to visit with pictures of places they would travel through with the locations and numbered times in digital and analog format, those particular times would be highlighted or circled, as I pronounced the words for the students, pausing the video, to encourage them to pronounce after me. THROUGH [15 to 20 min.] [Whole class instruction with modeling and manipulation of real objects, and no music]: I would rather hope and expect for pronunciation to build through the communicative activity as instruction should always focus on sounds in context (Goodwin, 2001, p. 122). So, I would also consider re-introducing, or already having present, the small adjustable digital and analog (hand) clocks without batteries in them to bring in real-like materials to make the meaning of objects clear, and I would physically demonstrate verb phrases and the phonemics between y suffixes and een suffixes, to illustrate vocabulary. In short, I would be trying to use multiple modalities to teach pronunciation through vocabulary, without students focusing on pronunciation itself. These real-like materials could be in students hands during my modeling, and then they could review the entire pronunciation practices on (p. 6 in Unit 2.5). I would model conversations using the words listed from (p. 26) and have the students follow along my pronunciation. I would then have students use similar clock manipulative like small number cards simulating the adjustable digital clock. The time schedule on (p. 25) is relevant and important however for students real-life language experience, and the (Unit B 2.4 #4) Read and Write is used. So, I would have them practice the pronunciation using the Train Schedule on (p. 25) or other schedule pictures from Google (Pic 1) , (Pic 2), [15 min.] [Group Work Triads, one group per computer, and no music]: I think the map in the text (P. 25) is geographically irrelevant, and instead I want students to utilize MapQuest or Google maps for a more localized map. This interactive and communicative activity would (for time and efficiency reasons) have the students have a designated location in California, lets say San Francisco Airport (for reasons of time constraints), where the first student in the Triad would have the program calculate a map and list of directions to our classroom. The students as a group would print mapped information out and have it their Triads disposal. Another student would be the person who is buying the ticket using an online website that offers quotes on flights. They would be verbalizing what they are reading so they could negotiate a good time and price for the other two students in the group to coordinate picking them up, and sharing the ticket fee! One student would be responsible for using the MapQuest directions to and from the airport to pick up their partner who has booked the flight, and drive them back to the school. The third student in the group is listening for pronunciation and would write new words, and mark those more familiar words from a photocopied page from the Unit text (pp. 26-27), those words they hear correctly and incorrectly. They would switch roles, and if they got familiar, less 35

Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton motivated, or wanted a larger challenge, the students could choose a different airport to MapQuest, a different flight schedule and airline, and continue practicing. [20 min.] [Concurrent activity or optional activity in the computer lab, individual practice, and no music]: Also, for those learners who are less sophisticated with technology, or perhaps more visually prone to language. This MapQuest information could still be used as reference for them to build an interactive comic strip supporting vocabulary acquisition that describes a characters journey via plan and train (or bus) to our classroom. The students can utilize the first person, the third person, or the present-continuous, or even, any tense they wish to play with, as long as the time-telling pronunciation words are used in every single cartoon frame. Again, the use of the Digital Jumpstart would be at their disposal in the computer lab, so they could review it as many times as they wish. I avoid the window on math (Unit B 2.4, p. 25) because I believe this would be a conductors duty, which, is not to say that I wouldnt have such students, (especially in a vocational ESP setting) using this information, but for the units theme and students goals, I believe metric system knowledge to be immaterial. I also avoid the #3) Write T/F on (Unit B 2.4, p. 24). The legend on the map is replaceable by using the interactivity in the MapQuest program. Any map concepts can be explained with students in the computer lab. As an (optional) extension, I would also try the use communicative card games as a supplement for students to use when we have down time during the end of the class, and during the next day, also leaving the lab open to use any software and review of my Digital Jumpstart. ASSESSMENT INFORMAL: [Students will be assessed on their completion of the activities on Unit B 2.5 (p. 26) and for the pictures they observed of the schedules in their pronunciation through the teacher and peers listening for clarity]. FORMAL: [Students will be assessed for their reading of the MapQuest directions accurately and for proper pronunciation of times and directions; for their interactivity and improvement of listening; and the pronunciation of the target vocabulary for phonemic awareness.] FORMAL: [Students building the cartoon for the traveling story will be evaluated for the use of a vocabulary word or phonemic awareness form in every cartoon frame, for their use of the tenses and other elements presented in the Digital Jumpstart and for the proper sequencing of times typed in the headings of the cartoon]. BEYOND For those of you that finish early, especially if you are doing Project 1, please take any extra time to find elements about your books chapter on line. Please clear any requests to print with me, and make sure you clean up anything allowed in this lab, thank you!

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton A. Tomorrow, the classroom will be open to students only, please no outside visitors or distractions. No cell phones allowed, please take all calls outside, ideally, only if they are an emergency. Please do not leave early, or you will not get to see how your projects and presentations will be graded. B. Tomorrow is not a day of rest, if you are ready to present I will have the video equipment (digital cameras with video) ready, and you may present, or practice your presentation. If you are practicing your presentations, please do so outside the classroom, or in the hallway. Build and show respect for others learning styles, and do not interfere with other peoples projects in the works, Thank you! C. [Should the teacher feel the students would be encouraged by having rubrics? Copies of the rubrics will be given to those students, so they are clear on what they will be graded on]. a. Tomorrow, I will have the rubrics which I will be using to grade your presentations, if you wish to have a copy, Ill bring them and be able to give you a copy to take home. D. [Hopefully, a fellow teacher or assistant will be available and can offer guidance and cover ground tomorrow]. [Present mellow, uplifting, energetic music during this day in both the lab and the classroom, for motivational purposes and to set the tone that creativity, learning, and language go hand-in-hand].

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Integrated Unit Plan Adaptation and Revision of Textbook Unit Templeton Day Nine: will be entirely spent on facilitating students work on their chosen projects. The computer lab will be open but supervised. Supplementary worksheets that complement those presented in the Unit will be present, along with live objects, project element examples, pictures, photographs, magazines, and basically everything that was used over the unit, and they will be available for the kids to peruse and compare with their own works. Should there be a local ELL celebrity or Icon actually visiting the classroom, the speaker will have been notified that their time to speak is allotted to only 10 min. to leave ample time for project presentations. Bring video equipment, just in case students are ready to present that day]. [Reinforce and repeat the days happenings]: E. Today, the classroom will be open to students only, please no outside visitors or distractions. No cell phones allowed, please take all calls outside, ideally, only if they are an emergency. Please do not leave early, or you will not get to see how your projects and presentations will be graded. F. Today is not a day of rest, if you are ready to present then please practice your presentation outside the class, or in the hallway. Build and show respect for others learning styles, and do not interfere with other peoples projects in the works, Thank you! G. [Hopefully, a fellow teacher or assistant will be available and can offer guidance and cover ground]. [Present mellow, uplifting, energetic music during this day in both the lab and the classroom, for motivational purposes and to set the tone that creativity, learning, and language go hand-inhand]. H. [During the last 10 minutes of class, the Rubrics will be reviewed as transparencies with students, so they are clear on what they will be graded on]. Day Ten: The Final Unit Review will be a cumulative review evaluated through presentations using the summative assessment rubrics and will be videotaped with cell phone or digital camera. It would be wise to offer my own examples of key elements of the presentation, or even record my own presentation about the book or travel script with supporting materials. However, since this may be my first group of students conducting such a project, they we will be my shining stars and the footage from their presentations will go into an iMovie slideshow showing their works, and will also be used to show future classes for reference and inspiration. Rubric will be evaluating: (see materials Project 1 and Project 2 Materials)

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