LEARN NC

K–12 teaching and learning · from the UNC School of Education

English Language Development — Grades 9–12

Goal 3. Reading — Intermediate Low, Objective IL 3.09

Goal 3. Reading

The learner will comprehend written English in personal, social, and academic contexts from print and non-print materials.

Level: Intermediate Low

Students will begin to use limited vocabulary to participate in discussions on familiar topics spoken at normal speed with periods of momentary silence. In addition, they may use forms of non-verbal communication to demonstrate comprehension. Learning objectives focus on demonstrating an understanding of English phonemes, knowing the essential content of messages and greetings, following one and two-step directions, demonstrating comprehension of various literary genres, participating in group discourse, using tone of voice and gestures to enhance meaning, applying grammatical patterns in speech, incorporating idioms, self-correcting basic vocabulary and grammar, retelling and restating, making predictions, identifying basic text features, identifying elements of fiction and non-fiction, using reference materials, discerning cultural variations represented in texts, learning guided note-taking, writing paragraphs on familiar topics, editing own writing, and recognizing characteristics of American high schools.

Objective IL 3.09

Identify main idea and basic literary elements in simple short texts.

Resources aligned to this objective

Record 1 of 1 displayed.

How Ironic!
This lesson will introduce students to the concept of irony. Verbal, situational, and dramatic irony will be defined, but the focus of the lesson is situational irony. This lesson can be used prior to teaching longer, more complex short stories that contain situational irony. This lesson is modified for an English Language Learner (ELL) who reads at the Intermediate Low (IL) level.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Ann Gerber and Tericia Summers.