LEARN NC

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

English Language Development — Grades 9–12

Goal 2. Speaking — Intermediate High, Objective IH 2.06

Goal 2. Speaking

The learner will comprehend spoken English in a variety of personal, social, and academic contexts.

Level: Intermediate High

Students will begin to use expanded vocabulary to participate effectively in social and academic conversations and presentations with occasional difficulty. They may continue to use forms of non-verbal communication to demonstrate comprehension, but will rely more upon verbal skills. Learning objectives focus on developing more complex academic vocabulary, comprehending academic questions spoken at normal speed, following multi-step directions, demonstrating comprehension of various literary genres, participating in group discourse, using appropriate stress and intonation, applying grammatical patterns in speech, negotiating meaning, paraphrasing, identifying elements of fiction and non-fiction, beginning to understand elements of poetry, using reference materials, discerning cultural variations represented in texts, learning guided note-taking, writing multi-paragraph essays with complex sentence styles, and editing own grammar and writing conventions.

Objective IH 2.06

Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

Resources aligned to this objective

Records 1–2 of 2 displayed.

Setting and Symbolism in A Doll's House
This lesson is designed as a follow-up to the reading and discussion of the play A Doll's House by Henrik Ibsen. An understanding of the two literary terms setting and symbolism, and their impact on a work of literature, are essential to students' success in following the guidelines outlined in the North Carolina English Language Arts Standard Course of Study. This lesson has been modified for English Language Learners at the intermediate high proficiency level, but would also be adaptable for learners at the novice or advanced levels.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Guy Hill and Crystal Brown.
Snap! Crackle! Box!
The student will create a new cereal and design an original box as their final for Art 1. This is a cumulative assignment incorporating the skills and techniques studied and developed throughout the course of the year.
Format: lesson plan (grade 9–12 Visual Arts Education and English Language Development)
By Joan Lansford and Peggy Peck.