LEARN NC

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

English Language Development — Grades 9–12

Goal 4. Writing — Intermediate Low, Objective IL 4.04

Goal 4. Writing

The learner will communicate in appropriate written English in a variety of personal, social, and academic contexts.

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 4.04

Write paragraphs on familiar topics and on previously learned academic content using the elements of a paragraph.

Resources aligned to this objective

Records 1–2 of 2 displayed.

Colors and Symbols of Stigmatization
This lesson is an introduction to the reading of NIGHT by Elie Wiesel, which students will read independently. The students will do research to discover the different colors and symbols used to symbolize the Nazi party's list of undesirable people. The students will gain an understanding of how other people can arbitrarily judge other people as inferior.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Sandra Hurd and Wilma Gale.
Comparative anatomy: A continuum
In groups, students will design a presentation that will trace the development of an organ system through the major phyla of the animal kingdom looking for the relationships between structure and function by documenting adaptations.
Format: lesson plan (grade 9–12 Information Skills, English Language Development, and Science)
By Joan Warner and Melissa Thibault.