Write "Good morning" and "Goodbye" under morning/night drawings in personal booklet.

3. Practice ("We/You") Guided & Peer work

10 min

Have students sit in peer groups. Hand out sentence frames: "Hello, my name is ______." Partners take turns reading aloud to one another.

Scaffold: Peer-tutoring translator support. Provide dry-erase cards to sketch visual associations.

Identify classmate's initials in group directories.

4. Closure / CFU Exit ticket check

20 min

Communicate Circle: Roll a soft ball to a student. Say: "Hello, my name is Ms. Lenny." The student catches, repeats the structure with their own name, and rolls to a peer.

Check: Checklist tracking sheet. Verify oral name articulation.

Introduce neighbor to a new group: "He/She is [Name]."

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 1 of 6 • Introductions Teacher Guide

UNCOMMON

SCHOOLS

CAMDEN PREP

Unit 1 Daily Lesson Plans (Camden Prep Format)

9-12 ESL Newcomers • Entering/Emerging levels

SESSION 2 LANGUAGE IN ACTION

ESL/MLL Teacher

Ms. Lenny

Lesson Date / Period

Unit 1, Day 2 / 45 Mins

Grade(s) & Group Type

Grades 9-12 / Newcomer Small Group

Curriculum / Unit

Get Ready! Unit 1: Introductions

Instructional Objectives

Content Objective:

Students will spell first/last name with physical alphabet tiles and write registration columns.

Language Objective:

Students will ask "How do you spell your first name?" and record spelling responses in class directories.

CCSS / State Standards Connection

CCSS.ELA-LITERACY.W.9-10.10: Write routinely over extended time frames.

WIDA ELD Framework

Key Language Uses (KLU):

Narrate Inform Explain Argue

Language Domains:

LST

SPK

RED

WRT

ELD Standards (1-5)

1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS

Supports Quick-Check

Sensory Letters / Tiles Visual Charts

Graphic Directory Matrix Alphabet Boards

Interactive Interview Pairs Peer Checklists

Linguistic Native Spelling list Phoneme Sheets

Key Vocabulary Support:

First name, Last name, Spell, Register, Alphabet, Thank you.

Lesson Phase

Pacing

Core Activities & Teacher Steps

Scaffolds & Checks for Understanding

Extension Support (Fast Finishers)

1. Do Now & Hook Activate knowledge

5 min

Write teacher's name on whiteboard: "Ms. LENNY". Circle capital letters "M", "L". Hand out name template tags.

Identify matching alphabet characters on visual poster.

Trace capital initials on card boards with finger.

2. Model ("I Do") Direct instruction

10 min

Write: My first name is Ms. My last name is Lenny. Spell the characters aloud: "M-S L-E-N-N-Y". Point to card labels "First" and "Last".

CFU: Ask: "Is Lenny my first name?" Wait for choral response: "No, last name."

Help neighbors verify the separation of their first/last names.

3. Practice ("We/You") Guided & Peer work

10 min

Tactile matching game. Students sit in pairs. They construct their partner's name utilizing large wooden letter tiles. Check spelling letter by letter.

Scaffold: Provide printed letter guides showing alphabetical layouts on classroom desks.

Practice spelling longer mock names (e.g., school mascot name).

4. Closure / CFU Exit ticket check

15 min

Directory Walk: Students stand, ask 3 peers: "What is your name?" and record responses in a structured class-list organizer. Students say "Thank you" after writing.

Assess: Hand in exit-slip stating first & last name with correct capitals.

Help peers spell country names in directory margins.

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 2 of 6 • Introductions Teacher Guide

UNCOMMON

SCHOOLS

CAMDEN PREP

Unit 1 Daily Lesson Plans (Camden Prep Format)

9-12 ESL Newcomers • Entering/Emerging levels

SESSIONS 3-4 PHONICS & READING

ESL/MLL Teacher

Ms. Lenny

Lesson Date / Period

Unit 1, Days 3 & 4 / 45 Mins Each

Grade(s) & Group Type

Grades 9-12 / Newcomer Small Group

Curriculum / Unit

Get Ready! Unit 1: Introductions

Instructional Objectives

Content Objective:

Students will identify consonants (m, s, t, f, d) and vowels (a, i) to read classroom rules in informational texts.

Language Objective:

Students will read aloud and point to key rules phrases ("Listen carefully", "Raise your hand") matching picture prompts.

CCSS / State Standards Connection

CCSS.ELA-LITERACY.RI.9-10.1: Cite strong text evidence to support analysis.

WIDA ELD Framework

Key Language Uses (KLU):

Narrate Inform Explain Argue

Language Domains:

LST

SPK

RED

WRT

ELD Standards (1-5)

1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS

Supports Quick-Check

Sensory Sound cards Picture Rules

Graphic Graphic charts Highlight grids

Interactive TPR Rule-mimic Partner pointing

Linguistic Phoneme charts L1 Dictionary

Key Vocabulary Support:

Listen, Hand, Rules, Nice, Be, Classroom, Consonant, Vowel.

Lesson Phase

Pacing

Core Activities & Teacher Steps

Scaffolds & Checks for Understanding

Extension Support (Fast Finishers)

1. Do Now & Hook Activate knowledge

5 min

Write consonant sounds: m, s, t, f, d on board. Show target sound cards with large animal picture prompts.

Review initial sounds using sound cards before starting text readings.

Name words in L1 that share similar phonetic sound anchors.

2. Model ("I Do") Direct instruction

15 min

Read: Classroom Rules out loud. Point to bulleted rule lines on chart: Listen carefully. Raise your hand. model actions using TPR.

CFU: Teacher performs hand gesture (raises hand). Students point to corresponding text rules sheet.

Read rules with silent pointing fingers inside booklet.

3. Practice ("We/You") Guided & Peer work

15 min

Pair up. Partner A says a rule word (e.g., "Listen"), Partner B performs action and points to word chart. Rotate tasks.

Scaffold: Provide small-group photo cutouts matching rules directly for low-literacy learners.

Illustrate simple icons representing each rule in margin pages.

4. Closure / CFU Exit ticket check

10 min

Teacher says a rule phrase aloud. Students perform the action instantly as a group.

CFU: Spot check comprehension with pointing card indices.

Lead the physical action circle as "student-teacher."

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 3 of 6 • Introductions Teacher Guide

UNCOMMON

SCHOOLS

CAMDEN PREP

Unit 1 Daily Lesson Plans (Camden Prep Format)

9-12 ESL Newcomers • Entering/Emerging levels

SESSION 5 CONNECT TO GRAMMAR

ESL/MLL Teacher

Ms. Lenny

Lesson Date / Period

Unit 1, Day 5 / 45 Mins

Grade(s) & Group Type

Grades 9-12 / Newcomer Small Group

Curriculum / Unit

Get Ready! Unit 1: Introductions

Instructional Objectives

Content Objective:

Students will formulate subject pronouns (I, you, he, she) paired with correct verb forms of be to state where they are from.

Language Objective:

Students will write structured sentences using the formula "I am from ______" and "He / She is from ______" on a class map poster.

CCSS / State Standards Connection

CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of standard English grammar.

WIDA ELD Framework

Key Language Uses (KLU):

Narrate Inform Explain Argue

Language Domains:

LST

SPK

RED

WRT

ELD Standards (1-5)

1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS

Supports Quick-Check

Sensory Color puzzle blocks Grammar charts

Graphic Conjugation guide Sentence frames

Interactive Puzzle assembling Drama conjugate

Linguistic L1 Country lists Grammar cognates

Key Vocabulary Support:

I, You, He, She, Am, Is, Are, From, Country, World, Map.

Lesson Phase

Pacing

Core Activities & Teacher Steps

Scaffolds & Checks for Understanding

Extension Support (Fast Finishers)

1. Do Now & Hook Activate knowledge

5 min

Point to self and say: "I". Point to a student and say: "You". Point to a boy/girl and say "He / She".

Model pointing cues with dramatic gestures to eliminate comprehension delay.

Trace matching pronoun blocks in grammar log notes.

2. Model ("I Do") Direct instruction

10 min

Introduce Be verbs: am, is, are. Color code on board: Subjects in blue, Be forms in green. Write: I am. He is. She is.

CFU: Point to "He" and hold up a choice card with "am/is/are" options. Class votes.

Explain pronoun-verb matching rules to group peers in L1.

3. Practice ("We/You") Guided & Peer work

15 min

Provide sentence matching puzzles. Students physically piece together Subject, Verb be, and country cards: "He" + "is" + "from Colombia".

Scaffold: Provide country flag stickers next to country name cards.

Construct plural pronoun sets ("They are from...") using extra puzzle blocks.

4. Closure / CFU Exit ticket check

15 min

Map Connection: Students write their names on flag slips and pin them on a world map. Say: "I am from ______."

Assess: Individual check. Verify third-person spelling "He is from..." and "She is from...".

List the spelling of capitals next to world map indexes.

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 4 of 6 • Introductions Teacher Guide

UNCOMMON

SCHOOLS

CAMDEN PREP

Unit 1 Daily Lesson Plans (Camden Prep Format)

9-12 ESL Newcomers • Entering/Emerging levels

SESSION 1-2 CONTENT CONNECT TO SCIENCE

ESL/MLL Teacher

Ms. Lenny

Lesson Date / Period

Unit 1 Content, Days 1 & 2 / 45 Mins Each

Grade(s) & Group Type

Grades 9-12 / Newcomer Small Group

Curriculum / Unit

Get Ready! Unit 1 Content Integration

Instructional Objectives

Content Objective:

Students will follow the basic steps of the scientific method (observe, test, record) to categorize classroom objects.

Language Objective:

Students will complete a graphic organizer listing items as living or non-living using pictorial support labels.

CCSS / State Standards Connection

CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure.

WIDA ELD Framework

Key Language Uses (KLU):

Narrate Inform Explain Argue

Language Domains:

LST

SPK

RED

WRT

ELD Standards (1-5)

1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS

Supports Quick-Check

Sensory Plants/Objects Lab apparatus

Graphic Sorting Matrices Step diagrams

Interactive Hands-on sorting Lab partners

Linguistic Science glossary Bilingual cards

Key Vocabulary Support:

Observe, Test, Record, Living, Non-living, Plant, Mineral, Lab.

Lesson Phase

Pacing

Core Activities & Teacher Steps

Scaffolds & Checks for Understanding

Extension Support (Fast Finishers)

1. Do Now & Hook Activate knowledge

5 min

Bring a green classroom plant and a grey stone to the table. Ask: "Is it living?". Show thumbs up for plant, thumbs down for stone.

Use realia (actual plant/stone) to make scientific concepts instantly accessible.

Sketch small drawings of the leaf and stone in logs.

2. Model ("I Do") Direct instruction

15 min

Introduce core scientific verbs: Observe, Test, Record. Show flowchart cards indicating a scientist looking, checking, and drawing results in files.

CFU: Teacher points to eyes and says: "I observe." Ask students to repeat action.

Match written bilingual vocabulary cards to science flowchart items.

3. Practice ("We/You") Guided & Peer work

15 min

Lab sorting: Students work in groups of three. Distribute trays containing plastic cups, soil, leaves, shells, pencils. Sort them into living/non-living columns.

Scaffold: Provide sorting boards with pre-cut cartoon dividers.

Record scientific attributes (color, hard/soft) in marginal cells.

4. Closure / CFU Exit ticket check

10 min

Each student completes a simple visual grid, pasting small stickers of items in Living vs. Non-living registers.

CFU: Walking observations of sorting grids to verify 100% categoric alignment.

Write brief L1 descriptions of items in notebook bases.

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 5 of 6 • Introductions Teacher Guide

UNCOMMON

SCHOOLS

CAMDEN PREP

Unit 1 Daily Lesson Plans (Camden Prep Format)

9-12 ESL Newcomers • Entering/Emerging levels

SESSION 3-4 CONTENT CONNECT TO SS

ESL/MLL Teacher

Ms. Lenny

Lesson Date / Period

Unit 1 Content, Days 3 & 4 / 45 Mins Each

Grade(s) & Group Type

Grades 9-12 / Newcomer Small Group

Curriculum / Unit

Get Ready! Unit 1 Content Integration

Instructional Objectives

Content Objective:

Students will identify and compare different areas of Social Studies (History, Geography, Civics) using artifacts.

Language Objective:

Students will discuss past events vs. geographic maps using comparative starters: "This belongs to Geography because...".

CCSS / State Standards Connection

CCSS.ELA-LITERACY.RH.9-10.7: Integrate quantitative visual information with other print texts.

WIDA ELD Framework

Key Language Uses (KLU):

Narrate Inform Explain Argue

Language Domains:

LST

SPK

RED

WRT

ELD Standards (1-5)

1: Soc/Ins 2: ELA 3: Math 4: Sci 5: SS

Supports Quick-Check

Sensory Globe / Maps Historic photos

Graphic Venn Diagram Timeline maps

Interactive Domain sorting Cooperative map-talk

Linguistic Subject glossary L1 Domain terms

Key Vocabulary Support:

History, Geography, Civics, Past, Globe, Community, Map, Past.

Lesson Phase

Pacing

Core Activities & Teacher Steps

Scaffolds & Checks for Understanding

Extension Support (Fast Finishers)

1. Do Now & Hook Activate knowledge

5 min

Bring a physical spinning globe. Spin it and point to different continents. Ask: "What is this?". Choral repeat: "Globe / Earth."

Hands-on tactile globe interactions support instant non-verbal spatial cueing.

Find student's native country on the spinning globe.

2. Model ("I Do") Direct instruction

15 min

Define domains on blackboard: History (past - old photos), Geography (maps/earth - atlas), Civics (rules/society - courtroom).

CFU: Display old 19th-century photocard. Ask: "Geography or History?" Students hold up corresponding label indices.

Translate social studies vocabulary headers into native-language registers.

3. Practice ("We/You") Guided & Peer work

15 min

Three-Circle Venn sorting: Students work in partner blocks. Classify items (school map, rules poster, old textbook photo) into Venn rings. Ask: "Where does it go?"

Scaffold: Provide color-coded target rings: Red (History), Green (Geography), Blue (Civics).

Analyze overlapping intersection points (e.g., historical maps).

4. Closure / CFU Exit ticket check

10 min

Students complete visual exit tickets matching domain icons. Point to atlas: student writes "Geography" on line blanks.

Assess: Rapid verbal exit check before dismissing from desks.

Help neighbor spell comparative keywords correctly in lists.

Teacher Reflection What went well? Where did students struggle?

Reteach & Support Who needs additional language support?

School Events & Reminders Schedule changes or student reminders:

Camden Prep Weekly Planning Matrix Alignment Page 6 of 6 • Introductions Teacher Guide

Get Ready! 9–12 Unit 1 Summary Matrix Alignment Page 1 of 2

Curricular Alignment Summary

UNIT 1 ROADMAP & MATRICES

High School ESL Newcomers • Days 10 to 18 Overview

WIDA ELD ALIGNED

The second half of Unit 1 transitions from core English social structures into high school content-area vocabulary integration (Social Studies, Math, Electives) and concludes with a cumulative narrative assessment.

Part 2: Content Integration & Assessment Focus (Days 10–18)

Get Ready! 9–12 Unit 1 Summary Matrix Alignment Page 2 of 2