LEARN NC

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

English Language Development — Grades 9–12

Goal 4. Writing — Novice Low, Objective NL 4.05

Goal 4. Writing

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

Level: Novice Low

Students will use various forms of non-verbal communication to express ideas and demonstrate basic comprehension. They may point, touch, match, draw, act out, demonstrate an action, or play games to show their understanding. Learning objectives focus on distinguishing between minimal pairs, identifying meaning of non-verbal cues, developing basic academic vocabulary, following one and two-step directions with modeling, recognizing some academic language conventions, recognizing and pronouncing most of the English alphabet, repeating words and phrases correctly, speaking with simple words and phrases, developing phonemic awareness, recognizing common environmental print, understanding directionality, recognizing cardinal and ordinal numbers, locating and using resource materials, copying words and phrases, developing an awareness of sentence styles, using basic conventions when writing, and recognizing characteristics of American high schools.

Objective NL 4.05

Write with guidance following a model on personal and familiar topics.

Resources aligned to this objective

Records 1–3 of 3 displayed.

A “defining moment” in editorial writing
Students will be introduced to the definition mode of writing. Students will learn to define a particular subject by responding in an editorial format. Students will first compose an editorial graphic organizer, which will aid in composing a completed editorial using the writing process. This lesson includes modifications for a Novice Low Limited English student.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Susan Brooks and Carrie Mabry.
A matter of identity: Writing an extended metaphor poem
Students apply their knowledge of literary devices by reading and analyzing the poem “Identity” by Julio Noboa Polanco. Students then create their own poem incorporating the literary devices studied and analyzed in the above mentioned poem. This lesson includes modifications for a Novice Low Limited English student.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Susan Brooks and Carrie Mabry.
Romeo and Juliet: The Balcony Scene (Act 2, Scene 2)
O Romeo, Romeo! Wherefore art thou Romeo? Lesson will help struggling readers to comprehend figurative language and overall meaning in the famous balcony scene. It will also compare text to two media depictions. This lesson has been created with exceptional children and limited English proficient (novice low) students in mind.
Format: lesson plan (grade 9–12 English Language Arts and English Language Development)
By Elizabeth Mackie and Vicki Moats.