SIOP Thematic Unit & Narrative
The slideshow above and the lesson plans below provide details for my multiple-lesson Sheltered Instruction Operation Protocol (SIOP) thematic unit. The theme of the unit is Ecological Literacy. The lessons are for an English Language Arts (ELA) class of sixth grade students and can be a collaboration between the science teacher and the English teacher for maximum effectiveness/transfer of knowledge. It might span about 3-5 days' worth of 50 minute class periods.
The requirements for this unit design project challenged me to create lessons with specific content and language objections. I used an Oregon Department of Education resource to choose functions and forms of language that would be developmentally appropriate for sixth grade intermediate English learners. I wanted to choose authentic language production opportunities that would allow the students to interact socially with one another and use the target vocabulary effectively and meaningfully. This unit shows my progression since the mini-SIOP volcano lesson at writing such language objectives and linking them to relevant ELA standards. You can also see that I have become more comfortable with sheltered instruction and providing differentiation or considerations for students with different language proficiency and multicultural backgrounds. I made an effort to provide vocabulary with images, activate background knowledge, provide language production practice in the form of Cooperative Learning, offer multi-modal ways of demonstrating learning, and providing direct instruction on the academic and cohesion vocabulary.
Finally, I would like to acknowledge that peer feedback on my lesson plan outline helped me in developing the final version of this unit. Starian pointed out to me that students from different cultures would have unique knowledge about environmental ecosystems and catastrophes or natural disasters. Kaylee and Jennifer reminded me to emphasize the cross-curriculum elements of my lesson between English and Science. And Sahal caused me to look deeper into my choice of standards and provide further rationale for using summarization and cooperative learning strategies. Overall I think this assignment is definitely something I will use in the future for teaching students about reading expository texts.
The requirements for this unit design project challenged me to create lessons with specific content and language objections. I used an Oregon Department of Education resource to choose functions and forms of language that would be developmentally appropriate for sixth grade intermediate English learners. I wanted to choose authentic language production opportunities that would allow the students to interact socially with one another and use the target vocabulary effectively and meaningfully. This unit shows my progression since the mini-SIOP volcano lesson at writing such language objectives and linking them to relevant ELA standards. You can also see that I have become more comfortable with sheltered instruction and providing differentiation or considerations for students with different language proficiency and multicultural backgrounds. I made an effort to provide vocabulary with images, activate background knowledge, provide language production practice in the form of Cooperative Learning, offer multi-modal ways of demonstrating learning, and providing direct instruction on the academic and cohesion vocabulary.
Finally, I would like to acknowledge that peer feedback on my lesson plan outline helped me in developing the final version of this unit. Starian pointed out to me that students from different cultures would have unique knowledge about environmental ecosystems and catastrophes or natural disasters. Kaylee and Jennifer reminded me to emphasize the cross-curriculum elements of my lesson between English and Science. And Sahal caused me to look deeper into my choice of standards and provide further rationale for using summarization and cooperative learning strategies. Overall I think this assignment is definitely something I will use in the future for teaching students about reading expository texts.
Narrative / Rationale for Unit Design
Amanda Williams
C&T 820 - Hyesun Cho
5/13/2014
University of Kansas
Ecological Literacy: A Thematic Unit Using SIOP
Being a speaker of another language is a great asset in a diverse classroom, but it does present its own problems. Not only do English Language Learners (ELLs) have to learn the same academic content that their English proficient peers study, they must also learn the academic language used by teachers and textbooks that are presenting the information and practice using it themselves (Short & Echevarria, 2005). A sensible place for learning this academic language is in the class where the content is being learned, with the understanding from the teacher that direct instruction of language will bring about better language learning. This teaching is facilitated by following the Sheltered Instruction Observation Protocol (SIOP). By providing Sheltered Instruction within my English class, ELLs will be able to learn about topics both new and familiar to them and experience language use in a meaningful way.
The texts used in this unit are primarily expository, which present a challenge to ELLs because “often the texts do not follow a predictable structure, such as that of a narrative, that have a beginning, a middle, and an end to the story” (Goodwin, 1991, as cited in Echevarria & Graves, 2005). A language teacher does not choose content for the class to analyze solely because it contains a specific language form, but because it is appropriate for the English learner to study (Echevarria & Graves, 2005). ELLs need meaningful and interesting texts. I think that the materials I have selected provide students good information and valuable opportunities to practice language using the domains of reading, writing, speaking, and listening about something that matters to them.
This is a unit that I have taught in the past as part of my Sixth Grade Language Arts course. I have taken the existing curriculum materials and enhanced them for use with future classes containing ESOL students. The topic of our unit, Eco-Literacy, should be interesting to students when they view texts and media about the environment and how humans have worked to protect it.
This unit will contain new content vocabulary needed for reading comprehension, but students will have heard many of our objectives in similar units, such as summarizing, drawing conclusions, and reading for information.
My ideal situation is to collaborate with the Science teacher to reinforce content lessons about ecosystems and the Earth. By providing concurrent content with the science curriculum, I can ensure that students are becoming more knowledgeable about the subject from day to day. Between the two collaborative classes we might arrange for co-teaching, sharing vocabulary, analyzing texts used in Science, or planning a comprehensive or inquiry project. In the Science classroom students will learn about different ecosystems and their properties. As a language teacher I would want to reinforce the vocabulary and concepts that the science teacher used.
At sixth grade the focus of Language Arts with regards to expository or persuasive texts is identifying and evaluating the nature of an author’s claims. In seventh or eighth grade students will begin to take a position and study methods that the author uses to appeal to her audience.
For the purposes of this unit design I am assuming a hypothetical classroom of sixth grade Language Arts with diverse learners. The students will be a mixture of general education and special education, with a minority of students reading above or below grade level; some will come to my classroom with Individual Education Plans, 504 plans, behavior plans, or gifted identification. Others will be identified during the school year. Of all of these students, a minority group of students will be English Learners.
Each class is presumed to have one fourth to one third (6-8 out of 24) students who speak a language besides English. The most common language spoken at home besides English is Spanish. Other bilingual students might speak a language an Asian language such as Chinese, Korean, Tagalog, Hindi, or Arabic. Their competency with their first language may range from limited to fully proficient. The English learners’ competency with English might be at the low to high Intermediate or just entering the Advanced level in Reading, Writing, Speaking, and Listening. SIOP lesson planning will allow me to facilitate learning of appropriate and vital language skills during these lessons.
Classes meet daily for 50 minutes. Students will be with a heterogenous group of teammates most days, with short-term pre-selected partners for specific activities. I may shift teams at least once during the course of the unit. Students need time to use content terms and new vocabulary in context with proficient English speakers such as their classmates (Verplaetse, 2008). The teams and pairs I have formed are based on Kagan Cooperative Learning materials and trainings. I have tried to note the cooperative learning opportunities and specified if students are working independently or with others.
A note about standards: currently, Kansas is making a transition toward using its College and Career Ready Standards (KCCRS) to design curriculum and assess student learning. These standards, developed from the Common Core State Standards (CCSS) focus on literacy across the curriculum, more abstract and complex thinking, developing independent learning habits, and making students more prepared for work and school; however, there is only a short mention of the considerations to be made for English language learners (ELLs). The following suggestions are offered: provide instructional supports and qualified teachers, modify assessment, promote interaction among all students to develop oral skills, and build upon English learners’ strengths (Coleman and Goldenberg, 2012).
At this time Kansas and other states are working to develop appropriate standards and assessments that recognize the challenges and goals of English learners. In this unit, I will be referring to English Language Proficiency standards published in October 2013 on the KSDE.org website to write language goals which correspond to CCSS.
Some challenges that are expected include the diversity of the heterogenous groups; my students will have a variety of proficiency in using English, for both academic and conversational purposes. For these lesson plans I anticipate intermediate levels of English proficiency. Students at the intermediate level will need some support when listening to presentations or lectures, making inferences about text, and speaking or writing about the content using academic language. They may not understand instructions or questions when they are asked the first time or using certain words.
There are a few best practices for the teacher to follow that will give ELLs more success in Language Arts. In general the teacher will speak slowly when giving instructions and try to repeat directions whenever possible. Tasks will be presented verbally and also displayed on the board or a study guide worksheet. While reading, the teacher can provide support by enunciating clearly and paraphrasing idioms or unfamiliar phrases. The teacher will NOT water down the objectives or modify assignments in a way that asks the students to avoid text or tasks given to the class.
To include students from different language backgrounds and cultures in this lesson, we will be activating background knowledge from the beginning of the first day of the unit. The method I plan to use for this is a chart of what we “Know - Want to Know - Learned” or KWL. This type of chart is used to “help generate student interest in a topic and assist students in using their prior knowledge as they read.” (Diaz-Rico 2008, p. 121) Many students may have some background knowledge of different types of catastrophes and environmental destruction from around the world. We will put this on our KWL and revisit our questions & discoveries later on in the unit.
Once the students are interested in the topic at hand then we can begin to introduce the materials they will be reading. Target vocabulary will be discussed and supplemented with images. Academic vocabulary and language forms will be reviewed with students any time they are given a task. Specific language usage goals have been created to give students writing and speaking practice with the content and academic language.
Because the students will be less likely to have a firm grasp on tone and style of texts, we will examine some of the points made by the authors as a class before giving the students time to practice identifying the author’s claims and evidence or facts and opinions, together and on their own. In his book Summarization In Any Subject, Rick Wormeli recommends academic tasks such as asking students to summarize not only orally and in writing, but also artistically, visually, physically, in groups, or on their own (2004). Knowing that ELLs have an extra challenge of language expression, some of their work for me will be in these multimodal forms.
Not all class activities will center around summarization. These unit plans include opportunities for some information to be presented with images and video, for discussions to occur among students, and for projects to be presented visually or orally. Some assessment is performance-based in order to directly “reflect classroom performance” and offer “extra mediation that students may need as determined by the assessment” (Diaz-Rico 2008, p. 80). For example, students are asked to perform a short research project when they do their “Expert Cards,” showing their ability to identify facts and understand an author’s main points from articles, video, or web resources. This multimodal learning will help students contribute meaning to what we are reading. “The goal of multiliteracies is to design learning experiences that afford learners the opportunity to develop strategies for reading and writing diverse textual forms, whether in print or medium of the screen.” (Ajayi 2011, p. 7) By focusing our unit on the topic of ecoliteracy I am hoping to engage learners in a topic that they feel affects their lives.
BIBLIOGRAPHY
Ajayi, L. (2011). Video “reading” and multimodality: A study of ESL/literacy pupils’
interpretation of Cinderella from their socio-historical perspective. The Urban
Review. (18 March, 2011). pp. 1-30.
Coleman, R. & Goldenberg, C. (2012). The common core challenge for ELLS. Principal
Leadership. (February 2012). pp. 46-51.
Diaz-Rico, L.T. (2008). (2nd Ed). Teaching English Learners: Strategies and Methods.
Boston, MA: Allyn & Bacon.
Echevarria, J. & Graves, A. (2005). Curriculum Adaptations. In Jana Echevarrria and
Anne Graves, (Eds.), Sheltered instruction: Learners with diverse abilities.
(2nd Ed). (pp. 225-247). Boston: Allyn and Bacon.
Kansas State Department of Education. (2013, March 8). Kansas College and Career Ready
Standards. Retrieved April 5, 2014, from Kansas College and Career Ready ELA
Standards Documents. http://community.ksde.org/Default.aspx?tabid=5559
Kansas State Department of Education. (2013, December 10). English Language Proficiency
Standards. Retrieved April 6, 2014, from Kansas Career Standards and
Assessment Services.
http://www.ksde.org/Agency/DivisionofLearningServices/CareerStandardsandAssessment
Services/ContentAreaA-E/EnglishLanguageProficiency/Standards.aspx
Short, D. & Echevarria, J. (2005) Teacher skills to support English Language Learners
Association for Supervision and Curriculum Development.
Verplaetse, L.S. (2008). Developing academic language through an abundance of
interaction. In Verplaetse, L.S. & Migliacci, N. (Eds.), Inclusive pedagogy for
English language learners: A handbook of research-informed practices.
(pp. 167-180). New York: Lawrence Erlbaum.
Wormeli, R. (2004). Summarization in any subject: 50 Techniques to Improve
Student Learning. Alexandria, VA: Association for Supervision & Curriculum
Development.
C&T 820 - Hyesun Cho
5/13/2014
University of Kansas
Ecological Literacy: A Thematic Unit Using SIOP
Being a speaker of another language is a great asset in a diverse classroom, but it does present its own problems. Not only do English Language Learners (ELLs) have to learn the same academic content that their English proficient peers study, they must also learn the academic language used by teachers and textbooks that are presenting the information and practice using it themselves (Short & Echevarria, 2005). A sensible place for learning this academic language is in the class where the content is being learned, with the understanding from the teacher that direct instruction of language will bring about better language learning. This teaching is facilitated by following the Sheltered Instruction Observation Protocol (SIOP). By providing Sheltered Instruction within my English class, ELLs will be able to learn about topics both new and familiar to them and experience language use in a meaningful way.
The texts used in this unit are primarily expository, which present a challenge to ELLs because “often the texts do not follow a predictable structure, such as that of a narrative, that have a beginning, a middle, and an end to the story” (Goodwin, 1991, as cited in Echevarria & Graves, 2005). A language teacher does not choose content for the class to analyze solely because it contains a specific language form, but because it is appropriate for the English learner to study (Echevarria & Graves, 2005). ELLs need meaningful and interesting texts. I think that the materials I have selected provide students good information and valuable opportunities to practice language using the domains of reading, writing, speaking, and listening about something that matters to them.
This is a unit that I have taught in the past as part of my Sixth Grade Language Arts course. I have taken the existing curriculum materials and enhanced them for use with future classes containing ESOL students. The topic of our unit, Eco-Literacy, should be interesting to students when they view texts and media about the environment and how humans have worked to protect it.
This unit will contain new content vocabulary needed for reading comprehension, but students will have heard many of our objectives in similar units, such as summarizing, drawing conclusions, and reading for information.
My ideal situation is to collaborate with the Science teacher to reinforce content lessons about ecosystems and the Earth. By providing concurrent content with the science curriculum, I can ensure that students are becoming more knowledgeable about the subject from day to day. Between the two collaborative classes we might arrange for co-teaching, sharing vocabulary, analyzing texts used in Science, or planning a comprehensive or inquiry project. In the Science classroom students will learn about different ecosystems and their properties. As a language teacher I would want to reinforce the vocabulary and concepts that the science teacher used.
At sixth grade the focus of Language Arts with regards to expository or persuasive texts is identifying and evaluating the nature of an author’s claims. In seventh or eighth grade students will begin to take a position and study methods that the author uses to appeal to her audience.
For the purposes of this unit design I am assuming a hypothetical classroom of sixth grade Language Arts with diverse learners. The students will be a mixture of general education and special education, with a minority of students reading above or below grade level; some will come to my classroom with Individual Education Plans, 504 plans, behavior plans, or gifted identification. Others will be identified during the school year. Of all of these students, a minority group of students will be English Learners.
Each class is presumed to have one fourth to one third (6-8 out of 24) students who speak a language besides English. The most common language spoken at home besides English is Spanish. Other bilingual students might speak a language an Asian language such as Chinese, Korean, Tagalog, Hindi, or Arabic. Their competency with their first language may range from limited to fully proficient. The English learners’ competency with English might be at the low to high Intermediate or just entering the Advanced level in Reading, Writing, Speaking, and Listening. SIOP lesson planning will allow me to facilitate learning of appropriate and vital language skills during these lessons.
Classes meet daily for 50 minutes. Students will be with a heterogenous group of teammates most days, with short-term pre-selected partners for specific activities. I may shift teams at least once during the course of the unit. Students need time to use content terms and new vocabulary in context with proficient English speakers such as their classmates (Verplaetse, 2008). The teams and pairs I have formed are based on Kagan Cooperative Learning materials and trainings. I have tried to note the cooperative learning opportunities and specified if students are working independently or with others.
A note about standards: currently, Kansas is making a transition toward using its College and Career Ready Standards (KCCRS) to design curriculum and assess student learning. These standards, developed from the Common Core State Standards (CCSS) focus on literacy across the curriculum, more abstract and complex thinking, developing independent learning habits, and making students more prepared for work and school; however, there is only a short mention of the considerations to be made for English language learners (ELLs). The following suggestions are offered: provide instructional supports and qualified teachers, modify assessment, promote interaction among all students to develop oral skills, and build upon English learners’ strengths (Coleman and Goldenberg, 2012).
At this time Kansas and other states are working to develop appropriate standards and assessments that recognize the challenges and goals of English learners. In this unit, I will be referring to English Language Proficiency standards published in October 2013 on the KSDE.org website to write language goals which correspond to CCSS.
Some challenges that are expected include the diversity of the heterogenous groups; my students will have a variety of proficiency in using English, for both academic and conversational purposes. For these lesson plans I anticipate intermediate levels of English proficiency. Students at the intermediate level will need some support when listening to presentations or lectures, making inferences about text, and speaking or writing about the content using academic language. They may not understand instructions or questions when they are asked the first time or using certain words.
There are a few best practices for the teacher to follow that will give ELLs more success in Language Arts. In general the teacher will speak slowly when giving instructions and try to repeat directions whenever possible. Tasks will be presented verbally and also displayed on the board or a study guide worksheet. While reading, the teacher can provide support by enunciating clearly and paraphrasing idioms or unfamiliar phrases. The teacher will NOT water down the objectives or modify assignments in a way that asks the students to avoid text or tasks given to the class.
To include students from different language backgrounds and cultures in this lesson, we will be activating background knowledge from the beginning of the first day of the unit. The method I plan to use for this is a chart of what we “Know - Want to Know - Learned” or KWL. This type of chart is used to “help generate student interest in a topic and assist students in using their prior knowledge as they read.” (Diaz-Rico 2008, p. 121) Many students may have some background knowledge of different types of catastrophes and environmental destruction from around the world. We will put this on our KWL and revisit our questions & discoveries later on in the unit.
Once the students are interested in the topic at hand then we can begin to introduce the materials they will be reading. Target vocabulary will be discussed and supplemented with images. Academic vocabulary and language forms will be reviewed with students any time they are given a task. Specific language usage goals have been created to give students writing and speaking practice with the content and academic language.
Because the students will be less likely to have a firm grasp on tone and style of texts, we will examine some of the points made by the authors as a class before giving the students time to practice identifying the author’s claims and evidence or facts and opinions, together and on their own. In his book Summarization In Any Subject, Rick Wormeli recommends academic tasks such as asking students to summarize not only orally and in writing, but also artistically, visually, physically, in groups, or on their own (2004). Knowing that ELLs have an extra challenge of language expression, some of their work for me will be in these multimodal forms.
Not all class activities will center around summarization. These unit plans include opportunities for some information to be presented with images and video, for discussions to occur among students, and for projects to be presented visually or orally. Some assessment is performance-based in order to directly “reflect classroom performance” and offer “extra mediation that students may need as determined by the assessment” (Diaz-Rico 2008, p. 80). For example, students are asked to perform a short research project when they do their “Expert Cards,” showing their ability to identify facts and understand an author’s main points from articles, video, or web resources. This multimodal learning will help students contribute meaning to what we are reading. “The goal of multiliteracies is to design learning experiences that afford learners the opportunity to develop strategies for reading and writing diverse textual forms, whether in print or medium of the screen.” (Ajayi 2011, p. 7) By focusing our unit on the topic of ecoliteracy I am hoping to engage learners in a topic that they feel affects their lives.
BIBLIOGRAPHY
Ajayi, L. (2011). Video “reading” and multimodality: A study of ESL/literacy pupils’
interpretation of Cinderella from their socio-historical perspective. The Urban
Review. (18 March, 2011). pp. 1-30.
Coleman, R. & Goldenberg, C. (2012). The common core challenge for ELLS. Principal
Leadership. (February 2012). pp. 46-51.
Diaz-Rico, L.T. (2008). (2nd Ed). Teaching English Learners: Strategies and Methods.
Boston, MA: Allyn & Bacon.
Echevarria, J. & Graves, A. (2005). Curriculum Adaptations. In Jana Echevarrria and
Anne Graves, (Eds.), Sheltered instruction: Learners with diverse abilities.
(2nd Ed). (pp. 225-247). Boston: Allyn and Bacon.
Kansas State Department of Education. (2013, March 8). Kansas College and Career Ready
Standards. Retrieved April 5, 2014, from Kansas College and Career Ready ELA
Standards Documents. http://community.ksde.org/Default.aspx?tabid=5559
Kansas State Department of Education. (2013, December 10). English Language Proficiency
Standards. Retrieved April 6, 2014, from Kansas Career Standards and
Assessment Services.
http://www.ksde.org/Agency/DivisionofLearningServices/CareerStandardsandAssessment
Services/ContentAreaA-E/EnglishLanguageProficiency/Standards.aspx
Short, D. & Echevarria, J. (2005) Teacher skills to support English Language Learners
Association for Supervision and Curriculum Development.
Verplaetse, L.S. (2008). Developing academic language through an abundance of
interaction. In Verplaetse, L.S. & Migliacci, N. (Eds.), Inclusive pedagogy for
English language learners: A handbook of research-informed practices.
(pp. 167-180). New York: Lawrence Erlbaum.
Wormeli, R. (2004). Summarization in any subject: 50 Techniques to Improve
Student Learning. Alexandria, VA: Association for Supervision & Curriculum
Development.
LESSON 1
SIOP Lesson Plan Outline
Date: 5/13/2014 Grade/Class/Subject: 6th Grade ELA
DAY 1
Unit Theme: Ecological Literacy
Readings: Advice to Divers Encountering A Shark
Common Core State Standards for ELA:
(Reading Informative)
RI.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. / Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. / Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
(Speaking and Listening)
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. Evaluate concerns, facts, and opinions about environmental issues including destruction of marine life and pollution.
2. Summarize main ideas from a nonfiction text or visual/audio media.
3. Write imperative sentences effectively.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
FUNCTIONS
1. Summarizing main ideas & details. |
FORMS
1. Increasingly complex sentences with increasingly specific vocabulary. conditional statements: if… then... statements “If a shark attacks, fight back.” |
2. Persuading someone to do something.
|
2. Imperative verb forms
imperative sentences: (You) + verb “Exit the water as quickly as possible.” |
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
CONTENT VOCABULARY
predators overtly reef opportunity |
ACADEMIC VOCABULARY
summarize main ideas details expository text technical text imperative conditional |
COHESION WORDS
according to… when… if… commas subjects verbs adverbs & subordinating conjunctions: during later after while following |
Special Cross-Cultural Considerations for ESOLs:
Build Background knowledge with video / KWL and peer discussion.
Careful analysis of selected sentences from the text. Vocabulary will be directly taught. Many examples of grammar patterns given.
Materials: Handouts located at the end of lesson plan.
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. Watch video & discuss its contents (regional differences between US & Europe might be noted)
2. Present KWL Chart & explain what we will do with it..
3. Brainstorm ideas for (K) individually, then in teams (RallyRobin).
4. Brainstorm questions for (W) individually, then in teams (Roundtable CL).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Present Vocab from today’s readings.
2. Read “Sharks” with a shoulder partner.
3. Discuss at the end of each paragraph to summarize with Paraphrase Passport. Can you summarize what you just read?
3. Teacher will guide through outline & graphic organizer on overhead.
Paraphrase passport; Rally robin
Each person taking a conversational turn must paraphrase the prior speaker's comments before giving their own ideas. Rally Robin is a structure requiring students to alternate speaking in a set order. It is used so that all students take turns speaking, so that everyone will receive an equal chance to participate listening/speaking.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
1. Ask students to find the if, then statement in the text and write it on a markerboard slate.
2. Point out that other sentences follow the same structure (may not be using the words if/then but also “conditional” statements).
3.Ask students to rewrite a few example sentences using if/then.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
1. Read parts of “One World One Ocean” article for more information.
2. Write Imperative form sentences to inform others of how to save the oceans from pollution.
ADVICE TO DIVERS ENCOUNTERING A SHARK
Adapted from: George H. Burgess, International Shark Attack File
Florida Museum of Natural History, University of Florida
Build Background knowledge with video / KWL and peer discussion.
Careful analysis of selected sentences from the text. Vocabulary will be directly taught. Many examples of grammar patterns given.
Materials: Handouts located at the end of lesson plan.
- Arthur, S. (Director). (2007, July 8) 5 Easy Ways to Save the Planet. [SOS LIVE EARTH SHORT FILM]. Retrieved from http://youtu.be/oPkOFwaGKG0
- Burgess, G. H. Advice to Divers Encountering A Shark. International Shark Attack File. Florida Museum of Natural History, University of Florida.
- MacGillivray, M., Bedolfe, S., & Wilson, S. (2012, October 8) 10 Ways to help save the ocean. One World One Ocean. Retrieved from http://www.oneworldoneocean.com/blog/entry/10_ways_to_help_save_the_
ocean
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. Watch video & discuss its contents (regional differences between US & Europe might be noted)
2. Present KWL Chart & explain what we will do with it..
3. Brainstorm ideas for (K) individually, then in teams (RallyRobin).
4. Brainstorm questions for (W) individually, then in teams (Roundtable CL).
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Present Vocab from today’s readings.
2. Read “Sharks” with a shoulder partner.
3. Discuss at the end of each paragraph to summarize with Paraphrase Passport. Can you summarize what you just read?
3. Teacher will guide through outline & graphic organizer on overhead.
Paraphrase passport; Rally robin
Each person taking a conversational turn must paraphrase the prior speaker's comments before giving their own ideas. Rally Robin is a structure requiring students to alternate speaking in a set order. It is used so that all students take turns speaking, so that everyone will receive an equal chance to participate listening/speaking.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
1. Ask students to find the if, then statement in the text and write it on a markerboard slate.
2. Point out that other sentences follow the same structure (may not be using the words if/then but also “conditional” statements).
3.Ask students to rewrite a few example sentences using if/then.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
1. Read parts of “One World One Ocean” article for more information.
2. Write Imperative form sentences to inform others of how to save the oceans from pollution.
ADVICE TO DIVERS ENCOUNTERING A SHARK
Adapted from: George H. Burgess, International Shark Attack File
Florida Museum of Natural History, University of Florida
When a shark is sighted, stay calm and wait as quietly as possible. Most sharks are just curious and will leave soon. Enjoy your opportunity to see one of nature's most magnificent predators. If you have been fishing and you are holding your catch, release the catch and quietly exit the area. It is likely that the shark has been attracted to the sound and smells of the fish and it is interested in eating your catch. Let it have it - no catch is worth the risk of personal injury.
If a shark gets too interested in you by coming closer and closer, the best strategy is to leave the water - swim quickly but smoothly, watching the shark all the time. You should always dive with a partner. Stay close together: sharks are less likely to attack a group of divers than an individual. If a shark is acting overtly aggressive - making rushes at you, hunching its back, lowering its pectoral (paired side) fins, swimming in a rapid zigzag course, or swimming with rapid up and down movements (sometimes rubbing its belly on the bottom) – try to put your back up against something (like a reef or rock). If you are in open water, get back-to-back with your dive partner and move to the surface and the safety of your boat. If you are shore diving, go down to the bottom so you can find cover. Use whatever equipment (speargun, pole-spear, camera) you have with you to fend off the shark (when diving in known shark-inhabited waters, it is always good to carry a pole or spear for this purpose). If a shark attacks, fight back. “Playing dead” does not work. The best strategy is to hit it on the tip of its nose. This usually results in the shark retreating. An aggressive shark often will return, however, so take advantage of any escape opportunities. If you do not have anything to poke with, use your hand, but remember that the mouth is close to the nose, so be accurate! Try to claw at the eyes and gill openings, two very sensitive areas. Once released, exit the water as quickly as possible. |
|
ONE WORLD ONE OCEAN EXAMPLE SENTENCES
“Eat Sustainable Seafood: Overfishing is a global problem, and many common fishing and farming methods result in major habitat damage or large amounts of bycatch – other species are caught unintentionally and are often thrown back dead. Use a seafood guide when ordering or purchasing to help make sustainable (and delicious!) seafood choices. Go to Monterey Bay Seafood Watch for information while dining in restaurants, and Marine Stewardship Council while in stores.”
“Reduce Your Plastic Use: 50-80% of marine debris is plastic. It breaks down into smaller pieces, but never goes away. The ocean’s five major gyres, giant swirling currents, often trap this debris, turning the ocean into a toxic plastic soup. Marine animals often mistake it for food, and can end up choking or starving to death. It also entangles and injures them, making it difficult to swim or fly, and could lead to drowning. Reduce plastic pollution by refusing single-use plastics and using reusable bags, cups, and tableware instead. You can make a difference by using less plastic and recycling the plastic you do use. By volunteering for waterway and beach clean ups you are helping keep plastic out of the ocean. Visit our partners at Surfrider Foundation to find a cleanup location near you!”
Students practice writing:
Now come up with your own examples!
“Eat Sustainable Seafood: Overfishing is a global problem, and many common fishing and farming methods result in major habitat damage or large amounts of bycatch – other species are caught unintentionally and are often thrown back dead. Use a seafood guide when ordering or purchasing to help make sustainable (and delicious!) seafood choices. Go to Monterey Bay Seafood Watch for information while dining in restaurants, and Marine Stewardship Council while in stores.”
“Reduce Your Plastic Use: 50-80% of marine debris is plastic. It breaks down into smaller pieces, but never goes away. The ocean’s five major gyres, giant swirling currents, often trap this debris, turning the ocean into a toxic plastic soup. Marine animals often mistake it for food, and can end up choking or starving to death. It also entangles and injures them, making it difficult to swim or fly, and could lead to drowning. Reduce plastic pollution by refusing single-use plastics and using reusable bags, cups, and tableware instead. You can make a difference by using less plastic and recycling the plastic you do use. By volunteering for waterway and beach clean ups you are helping keep plastic out of the ocean. Visit our partners at Surfrider Foundation to find a cleanup location near you!”
Students practice writing:
- Eat sustainable seafood.
- Buy fish that is not endangered.
- Reduce your plastic use.
- Use reusable cups and dishes.
- Recycle your plastic watter bottles.
- Volunteer for cleanup crews.
Now come up with your own examples!
LESSON 2
SIOP Lesson Plan Outline
Date: 5/13/2014 Grade/Class/Subject: 6th Grade ELA
DAY 2
Unit Theme: Ecological Literacy
Readings: Can Oiled Sea Birds Be Rescued, Or Are We Just Fooling Ourselves?
Standards:
(Writing) W.1 Write arguments to support claims with clear reasons and relevant evidence.
(Literacy) L.6 Assess how point of view or purpose shapes the content and style of a text.
Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. Evaluate concerns, facts, and opinions about environmental issues including destruction of marine life and pollution.
2. Connect the author’s purpose to her conclusions and supporting evidence in a nonfiction text.
3. Summarize main ideas from a nonfiction text.
4. Identify any conclusions and supporting evidence used by the author to persuade the reader.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
FUNCTION
1) Summarizing main ideas or details. |
FORMS
1) Increasingly complex sentences with increasingly specific vocabulary. conditional statements: if… then... statements “In case the shark is aggressive towards you, be prepared to fight back.” |
2) Persuading someone to do something.
|
2) imperative verb forms
imperative sentences: (You) + verb “Exit the water as quickly as possible.” |
3) Drawing conclusions about the author's claims.
|
3) comparative adjectives and adverbs:
“Our generation is more modern than our parents’. Technology is changing our world more quickly than ever before.” commas used in lists and to offset introductory elements or nonessential details: “Dee Boersma, a University of Washington biologist who works with Magellanic penguins in Argentina, hasn't experienced the same success.” |
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
CONTENT VOCABULARY
Sea Birds: birds that are able to fly or float over the oceans. Suffer greatly from oil spills. Oil Tankers: a ship that transports oil; tankers are ships carrying liquid cargo Rehabilitated: to restore to a condition of good health, ability to work, or the like. Soothe: to tranquilize or calm, as a person or the feelings; relieve, comfort, or refresh Susceptible: Likely to be affected Techniques: a systematic procedure by which a complex or scientific task is accomplished Catastrophes: A great, often sudden calamity Attainable: capable of being attained or accomplished |
ACADEMIC VOCABULARY
conclusions summarize fact opinion supporting evidence main ideas details expository text |
COHESION WORDS
according to… when… if… commas subjects verbs adverbs & subordinating conjunctions: during after after while following |
Special Cross-Cultural Considerations for ESOLs:
Provide for multimodal learning styles & work output.
Talk with students through Powerpoint to clarify key concepts / provide images as reference.
Refer to KWL to reinforce student interaction with text.
Provide sentence starters for hesitant speakers/writers to apply grammar concepts.
Students will be paired with a partner for many of the activities.
Materials:
Levy, S. (1999) Can Oiled Seabirds Be Rescued, Or Are We Just Fooling Ourselves?. Prentice Hall Literature: Timeless Voices, Timeless Themes : Copper Level. Pearson Prentice Hall. pp. 491-492.
Also Retrieved from: http://www.nwf.org/News-and-Magazines/National-Wildlife/Birds/Archives/1999/Natural-Debate.aspx
Presentation Slides: OiledSeaBirdsVocab.ppt
Handouts
Eisley, L. The Starfish Story. Retrieved from http://crowndiamond.net/starfish.htm
Accessed May 1, 2014
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. View powerpoint “Oiled Seabirds Vocab” as a class. Powerpoint goes over key terms and background information/images of oiled sea birds.
2. Discuss any connections to KWL chart throughout lesson. Ask students with good questions to add them to “W” - anyone who discovers an answer can write in “L.”
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Read “Can Oiled Sea Birds Be Rescued…” with class.
2. Discuss author’s use of commas to add clarifying information to the reader.
3. Ask students to tell a shoulder partner the difference between a fact and an opinion. (ThinkPairShare)
4. Present the worksheet for author’s position and fact/opinion, one per every 2 students. Have students fill in 2 facts and 2 opinions from “Can Oiled Sea Birds Be Rescued…” using pairs check cooperative learning.
Pairs Check One partner solves a problem while the other coaches. Then they switch roles. After every two problems pairs check their answers with another pair and celebrate.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
1. Students will complete the back side of worksheet alone. They should find three facts that the author uses as supporting details (can be from front of worksheet).
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
1. Read The Starfish Story
2. Have students provide an exit card for the end of class. (can be used at any point during unit for a sponge activity)
sentence starters (optional)
“It is my opinion that…”
“If you can save at least one animal, then…”
“Are animals more or less ____ than humans?” (important) (smart) (peaceful) (aware) (helpless) (ecological) and why?
Provide for multimodal learning styles & work output.
Talk with students through Powerpoint to clarify key concepts / provide images as reference.
Refer to KWL to reinforce student interaction with text.
Provide sentence starters for hesitant speakers/writers to apply grammar concepts.
Students will be paired with a partner for many of the activities.
Materials:
Levy, S. (1999) Can Oiled Seabirds Be Rescued, Or Are We Just Fooling Ourselves?. Prentice Hall Literature: Timeless Voices, Timeless Themes : Copper Level. Pearson Prentice Hall. pp. 491-492.
Also Retrieved from: http://www.nwf.org/News-and-Magazines/National-Wildlife/Birds/Archives/1999/Natural-Debate.aspx
Presentation Slides: OiledSeaBirdsVocab.ppt
Handouts
Eisley, L. The Starfish Story. Retrieved from http://crowndiamond.net/starfish.htm
Accessed May 1, 2014
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. View powerpoint “Oiled Seabirds Vocab” as a class. Powerpoint goes over key terms and background information/images of oiled sea birds.
2. Discuss any connections to KWL chart throughout lesson. Ask students with good questions to add them to “W” - anyone who discovers an answer can write in “L.”
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Read “Can Oiled Sea Birds Be Rescued…” with class.
2. Discuss author’s use of commas to add clarifying information to the reader.
3. Ask students to tell a shoulder partner the difference between a fact and an opinion. (ThinkPairShare)
4. Present the worksheet for author’s position and fact/opinion, one per every 2 students. Have students fill in 2 facts and 2 opinions from “Can Oiled Sea Birds Be Rescued…” using pairs check cooperative learning.
Pairs Check One partner solves a problem while the other coaches. Then they switch roles. After every two problems pairs check their answers with another pair and celebrate.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
1. Students will complete the back side of worksheet alone. They should find three facts that the author uses as supporting details (can be from front of worksheet).
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
1. Read The Starfish Story
2. Have students provide an exit card for the end of class. (can be used at any point during unit for a sponge activity)
sentence starters (optional)
“It is my opinion that…”
“If you can save at least one animal, then…”
“Are animals more or less ____ than humans?” (important) (smart) (peaceful) (aware) (helpless) (ecological) and why?
THE STARFISH STORY
(As told on http://crowndiamond.net/starfish.htm)
As a man walked a desolate beach one cold, gray morning he began to see another figure, far in the distance. Slowly the two approached each other, and he could make out a local native who kept leaning down, picking something up and throwing it out into the water. Time and again he hurled things into the ocean.As the distance between them continued to narrow, the man could see that the native was picking up starfish that had been washed upon the beach
and, one at a time, was throwing them back into the water.
Puzzled, the man approached the native and asked what he was doing. "I'm throwing these starfish back into the ocean. You see, it's low tide right now and all of these starfish have been washed up onto the shore. If I don't throw them back into the sea, they'll die up here from lack of oxygen."
"But there must be thousands of starfish on this beach," the man replied. "You can't possibly get to all of them. There are just too many. And this same thing is probably happening on hundreds of beaches all up and down this coast. Can't you see that you can't possibly make a difference?"
The local native smiled, bent down and picked up another starfish, and as he threw it back into the sea he replied, "Made a difference to that one!"
Each of us is but one person: limited, burdened with our own cares and responsibilities. We may feel there is so much to be done, and we have so little to give. We're usually short of everything, especially time and money. When we leave this shore, there will still be millions of starfish stranded on the beach. Maybe we can't change the whole world, but there isn't one of us who can't help change one person's whole world. One at a time. We DO make a difference.
~ based on the story by Loren Eisley
(As told on http://crowndiamond.net/starfish.htm)
As a man walked a desolate beach one cold, gray morning he began to see another figure, far in the distance. Slowly the two approached each other, and he could make out a local native who kept leaning down, picking something up and throwing it out into the water. Time and again he hurled things into the ocean.As the distance between them continued to narrow, the man could see that the native was picking up starfish that had been washed upon the beach
and, one at a time, was throwing them back into the water.
Puzzled, the man approached the native and asked what he was doing. "I'm throwing these starfish back into the ocean. You see, it's low tide right now and all of these starfish have been washed up onto the shore. If I don't throw them back into the sea, they'll die up here from lack of oxygen."
"But there must be thousands of starfish on this beach," the man replied. "You can't possibly get to all of them. There are just too many. And this same thing is probably happening on hundreds of beaches all up and down this coast. Can't you see that you can't possibly make a difference?"
The local native smiled, bent down and picked up another starfish, and as he threw it back into the sea he replied, "Made a difference to that one!"
Each of us is but one person: limited, burdened with our own cares and responsibilities. We may feel there is so much to be done, and we have so little to give. We're usually short of everything, especially time and money. When we leave this shore, there will still be millions of starfish stranded on the beach. Maybe we can't change the whole world, but there isn't one of us who can't help change one person's whole world. One at a time. We DO make a difference.
~ based on the story by Loren Eisley
LESSON 3
SIOP Lesson Plan Outline
Date: 5/13/2014 Grade/Class/Subject: 6th Grade ELA
DAY 3
Unit Theme: Ecological Literacy
Readings: Snorkeling Tips
Standards:
(Writing)
W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
(Speaking & Listening)
SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
(Language)
L.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Lesson Objectives:
Content Knowledge: By the end of the lesson, ESOLs will:
1. Summarize main ideas of a selection of text; summarize messages from visual/audio media.
2. Research to learn more about controversial topics.
3. Evaluate concerns, facts, and opinions about environmental issues including destruction of marine life and pollution.
Language Objectives: By the end of the lesson, ESOLs will demonstrate increasing proficiency in the performance of the following functions and their forms:
FUNCTION
1) Communicate findings to answer questions or solve problems |
FORM
1)commas used in lists and to offset introductory elements or nonessential details: “Dee Boersma, a University of Washington biologist who works with Magellanic penguins in Argentina, hasn't experienced the same success.” “Everyone should recycle, reduce, and reuse.” |
2) Persuading someone to do something.
|
2) imperative verb forms
imperative sentences: (You) + verb “Exit the water as quickly as possible.” |
3) Summarizing main ideas & details.
|
3) increasingly complex sentences with increasingly specific vocabulary.
conditional statements: if… then... statements “If we don't do something now, then our environment might be changed forever.” |
Vocabulary Objectives: By the end of the lesson, ESOLs will demonstrate an understanding of the following vocabulary words:
CONTENT VOCABULARY
snorkeling decimated forage polyps shuffle |
ACADEMIC VOCABULARY
conclusions summarize fact opinion supporting evidence main ideas details expository text technical text imperative conditional |
COHESION WORDS
according to… when… if… commas subjects verbs adverbs & subordinating conjunctions: during later after while following |
Special Cross-Cultural Considerations for ESOLs:
Reading support can be provided in the form of guided reading. Reteaching & rereading with a graphic organizer will help those struggling with comprehension and identifying main ideas & details.
Multi-modality of summary-by-picture or other multimodal activity. Modification: students can print out a picture instead of drawing.
Materials:
Lenihan, D. & Brooks, J.D. (2004) Snorkeling Tips. Prentice Hall Literature: Timeless Voices, Timeless Themes : Copper Level. Pearson Prentice Hall. p. 516
Internet Access and 1 computer per every 1-2 students.
Index Cards
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. Review our KWL. Point out any questions still left unanswered.
2. Generate content to make a quick Student-Generated Wordle using whiteboards or paper and Pairs Compare structure.
PAIRS COMPARE
1. Add one idea, then pass paper to shoulder partner, they add and pass back, continue until time is up.
2. When time is up, have one teammate tell one of their ideas, if the other other pair on the team had that idea they get 1 point. Go around sharing ideas and recording points. Teams update their lists to include any new ideas shared.
3. Ask all teams to share one idea and add a point if they had that idea. As ideas are given, record them on a class wordle.
4. After the day’s reading activities, the wordle will become our list of assignments for the research project : Expert Cards. A rubric can be found below.
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Students will read “Snorkeling Tips” with a partner or small group.
2. Students will re-read independently.
3. Teacher will ask questions of groups and one teammate will answer when number is called on a spinner. Can consult with teammates.
Questions:
What does the bulleted list on the second page help readers understand?
According to this passage, what happens if you wear jewelry while snorkeling?
How are sea urchins and sting rays alike?
According to the passage, why should you never touch a fish, not even a gentle touch?
What will sharks do when they see swimmers on reefs?
What was the author’s main purpose for writing the passage?
What is drift diving?
Why is it bad to feed fish?
Is this sentence imperative or declarative:
1. Be aware of currents.
2. It is dangerous to reach into holes or crevices in the reef.
3. People who are sun-sensitive should wear a covering.
4. Do not feed the fish.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
Choose one item from “Snorkeling Tips” to summarize using imperative form. Write the imperative form on a poster and draw a summary of the information given.
PERFORMANCE ASSESSMENT: Students will choose a word from the class-generated Wordle and research enough facts to put on an Expert Card to present facts to peers. Students will be graded on the rubric which includes points for their work on the card/word/definition and for their presentation practicing speaking skills.
Students will be listening to one another’s topics and might be called on to summarize them for the class once groups are finished sharing.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
Students who are still struggling with author’s purpose/conclusions/supporting evidence will review “Snorkeling Tips” with the teacher and complete a graphic organizer like the one from yesterday.
Reading support can be provided in the form of guided reading. Reteaching & rereading with a graphic organizer will help those struggling with comprehension and identifying main ideas & details.
Multi-modality of summary-by-picture or other multimodal activity. Modification: students can print out a picture instead of drawing.
Materials:
Lenihan, D. & Brooks, J.D. (2004) Snorkeling Tips. Prentice Hall Literature: Timeless Voices, Timeless Themes : Copper Level. Pearson Prentice Hall. p. 516
Internet Access and 1 computer per every 1-2 students.
Index Cards
Lesson Sequence (This may be adjusted as necessary to accommodate unique lesson plan features)
MOTIVATION: (Describe how you will build background and the specific strategies that you will use to ensure the participation of ESOLs.)
1. Review our KWL. Point out any questions still left unanswered.
2. Generate content to make a quick Student-Generated Wordle using whiteboards or paper and Pairs Compare structure.
PAIRS COMPARE
1. Add one idea, then pass paper to shoulder partner, they add and pass back, continue until time is up.
2. When time is up, have one teammate tell one of their ideas, if the other other pair on the team had that idea they get 1 point. Go around sharing ideas and recording points. Teams update their lists to include any new ideas shared.
3. Ask all teams to share one idea and add a point if they had that idea. As ideas are given, record them on a class wordle.
4. After the day’s reading activities, the wordle will become our list of assignments for the research project : Expert Cards. A rubric can be found below.
PRESENTATION: (Describe the specific techniques you will use to make your presentation of new material comprehensible to ESOLs, to provide opportunities for interaction through appropriate questioning, and to assess whether or not ESOLs are “getting it”.)
1. Students will read “Snorkeling Tips” with a partner or small group.
2. Students will re-read independently.
3. Teacher will ask questions of groups and one teammate will answer when number is called on a spinner. Can consult with teammates.
Questions:
What does the bulleted list on the second page help readers understand?
According to this passage, what happens if you wear jewelry while snorkeling?
How are sea urchins and sting rays alike?
According to the passage, why should you never touch a fish, not even a gentle touch?
What will sharks do when they see swimmers on reefs?
What was the author’s main purpose for writing the passage?
What is drift diving?
Why is it bad to feed fish?
Is this sentence imperative or declarative:
1. Be aware of currents.
2. It is dangerous to reach into holes or crevices in the reef.
3. People who are sun-sensitive should wear a covering.
4. Do not feed the fish.
PRACTICE/APPLICATION: (Describe the activities you will use to allow for meaningful interaction and practice using ALL language skills, the strategies you will use to ensure full participation by ESOLs, and the techniques you will use to assess their success in the activities.)
Choose one item from “Snorkeling Tips” to summarize using imperative form. Write the imperative form on a poster and draw a summary of the information given.
PERFORMANCE ASSESSMENT: Students will choose a word from the class-generated Wordle and research enough facts to put on an Expert Card to present facts to peers. Students will be graded on the rubric which includes points for their work on the card/word/definition and for their presentation practicing speaking skills.
Students will be listening to one another’s topics and might be called on to summarize them for the class once groups are finished sharing.
EXTENSION: (Describe additional follow-up activities you will use with ESOLs to address any areas that you deem need further explanation or practice to ensure their mastery of the content and language objectives.)
Students who are still struggling with author’s purpose/conclusions/supporting evidence will review “Snorkeling Tips” with the teacher and complete a graphic organizer like the one from yesterday.