THIS IS A TWO-DAY LESSON

DAY 1
English For All CLASS NAME: Advanced DATE: 6/19-20/13 Teacher(s): Pat Allen Lesson Objectives - SWBAT understand the context in which America declared its independence from England - Students will discuss / analyze how the Declaration of Independence affects US culture and customs - SWBAT use discourse markers to show logical flow between ideas (e.g. therefore, so, it follows that, consequently) Materials Vocabulary worksheet Reading: Context of the Declaration of Independence Reading and Discussion Questions PowerPoint Blank paper Procedure Welcome/Lesson Intro (5 minutes) Objective: To welcome the students and orientate them to the lesson. 1) Write the menu on the board 2) Go over the menu and introduce the lesson TRANSITION: Before we get started on learning about the history of the Declaration of Independence, lets look at some vocabulary. Vocabulary (10 minutes) Objective: Students will preview some of the more difficult vocabulary found in the reading and familiarize themselves with it. 1) Write July 4th on the board and have students share what they know a bout the holiday. 2) Write Declaration of Independence on the board. Ask students if they know what it is. 3) Inform students that they are going to do a reading on the Declaration, but first they will review some vocabulary. a) Hand out the vocabulary context clues worksheet. Have students work independently. 4) Allow students to share answers with their neighbors. 5) Go over the answers and give students a chance to ask questions. TRANSITION: Good, so now were going to read about how and why the Declaration was written. Reading (25 minutes)

Objective: Students will use background knowledge to aid in reading comprehension. Before Reading (5 minutes) 1) Try to activate students background knowledge by having them brainstorm what they know about Americas history (focus on the birth of the country) a) write ideas on the board 2) Write the title of the reading on the board: Context of the Declaration of Independence 3) Have students try to brainstorm the content of the reading. While Reading (15 minutes) 1) Write the following questions on the board (or display them via the computer): i) Why was the Declaration written? ii) Who wrote it? iii) Who did they write it to? iv) What was in the Declaration? 2) Have the students read and try to find the answers to the above questions. 3) Go over the answers as a class Post Reading (5 minutes) 1) Give students an opportunity to ask any questions they have about the reading 2) Ask students to share about the independence of their own countries. 2) Ask students what they think is the most interesting part of the reading. Let them share with the class. TRANSITION: Next were going to discuss how the history you just read might influence American culture, but first lets look at some discussion strategies. Discussion (30 minutes) Objective: Students will utilize critical thinking skills to relate information from a text to their own experiences. Pre-Discussion (10 minutes) 1) Write Discourse Markers - Showing Logical Connections as a heading on the board. 2) Underneath the heading write America became a nation because the colonist wanted to be free from England, ______________ Americans value their personal freedom. 3) Ask students what can fit in the blank on the board. a) elicit discourse markers/ phrases showing reason/logical flow i) therefore, thats why, consequently, as a result, so, accordingly ii) if students use terms like thus, ergo, or hence inform them that these are less commonly used 4) Tells students they are going to use these discourse markers to discuss reasons why they think Americans think and act the way they do. Discussion (15 minutes) 1) Have the students get into groups of 3 or 4. 2) Have the students work together to create a list of things they think of when they hear the term American culture a) have blank paper ready if students need it 3) Inform the students that they are going to use their lists and the reading to discuss reasons why Americans think and act they way they do.

4) Display the discussion question on the projector i) Why is the July 4th such a popular holiday for Americans? ii) Are any of the American culture ideas on the board related to the story of the Declaration? Why do you think so? iii) Can understanding the history of the Declaration help understand American people? If yes, how? If not, why not? iv) Does your nation celebrate its birthday? If so, how so? How is it different from Americas celebration? Post Discussion (5 minutes) 1) Bring the class together and have the groups share their answers to the questions. 2) Give the students the opportunity to ask any questions they have about the Declaration or the 4th of July. TRANSITION: All right, lets wrap thing up. Wrap-up (5 minutes) Objective: SWBAT ask questions they had about the lesson. They will also preview the next lesson. 1) Inform students of some of the local 4th of July events. 2) Preview Thursdays lesson 3) Dismiss the students. Assessment Teacher should be ready to give a basic overview of the 4th of July holiday -> the brainstorming session before the vocabulary should help Teacher should monitor the group discussions and facilitate when and where necessary with guiding questions Anticipated Some students may not have any knowledge of the 4th of July. Problems Students from Asia are often uncomfortable with discussions.

DAY 2
English For All CLASS NAME: Advanced DATE: 6/20/13 Teacher(s): Pat Allen Lesson Objectives - SWBAT identify the main ideas of complex English information in texts - Students will be introduced to 3 strategies for understanding complex information in English: 1) applying context 2) looking at basic sentence organization 3) looking at main ideas - Students will practice applying the three strategies above to understand the first 4 sentences of the Declaration of Independence Materials YouTube Video: Understanding the Declaration of Independence - 9 Key Concepts Everyone Should Know http://www.youtube.com/watch?v=cS-tshQ9sys Declaration Reading Worksheet Vocabulary Matching Worksheet PowerPoint Presentation Paper for students to take notes on if necessary Procedure Welcome/Lesson Intro (5 minutes) Objective: To welcome the students and orientate them to the lesson. 1) Write the menu on the board 2) Go over the menu and introduce the lesson TRANSITION: So lets get started. First well have a short presentation to introduce some strategies that can help when you run into English that is difficult to understand. Presentation (10 minutes) Objective: To introduce students to three concepts and strategies that can help them understand complex English texts and utterances. 1) Ask students what they do when they have to read or watch something that contains very difficult English a) provide an example, such as underlining b)write some of their ideas on the board 2) Inform the students that they are going to learn a few strategies that can help with comprehension 3) Make three column headings on the board labeled Sentence Structure, Content Words, and Context a) elicit meanings of the headings

4) Present a short powerpoint explaining each strategy: Context: i) what is it? ii) use background knowledge to aid context Sentence Organization: i) each sentence represents an idea/thought ii) English sentences are usually organized with familiar information (context) first and new and important second Main Idea of a sentence (what is the main point) i) what is a main idea ii) how to identify it a) typical locations b) look for lists iii) complex sentences may have extra ideas (embedded clauses) a) focus on identifying the main idea worry about extra ideas later b) that/which as possible identifiers for a clause 5) Relate above to paragraphs and papers (same basic layout -> context, main idea, supporting details) Practice via video (15 minutes) Objective: Students will practice using the three strategies above to extract the main ideas from a short video clip on the Declaration of Independence 1) Review students knowledge of the Declaration of Independence a) tell them this is context 2) Inform the students that they are going to watch a short video on how to understand the beginning of the document 3) Tell the students to try and identify the basic structure of the Declaration (3 parts) and the 4 main concepts of the first 4 sentences. a) instruct them to write them down 4) Play the video clip (4 minutes from 1:08 - 5:29) 5) Have students share their answers. 6) Play the video again and let them check their answers. TRANSITION: Great job. Now were going to apply the same strategies to a text w ith complex English. Were going to read the first part of the Declaration of Independence. Production Reading (40 minutes) Objective: Students will use their critical thinking skills and the 3 strategies proposed in class to decipher the meaning of the first four sentences of the Declaration of Independence. Before Reading (10 minutes)

1) Inform the students they are going to read the first part of the Declaration of Independence. 2) Ask them to think of some words they might find in the Declaration (they should know from last class). 3) Hand out the Declaration of Independence vocabulary worksheet and have them complete it in pairs (or small groups) 4) Check answers as a class While Reading (15 minutes) 1) Before handing out the reading, instruct students to identify the main idea of each sentence by underlining the words (clauses) that relate to the main idea 2) Put students into groups of 2 or 3 and hand out the reading. Students must work together to underline what words relate to the 4 main concepts from the video. 3) Bring the class together and have the groups share their answers. 4) Allow the students to ask any questions they have about the text. After Reading (15 minutes) 1) Have students look at the instructions to the second half of the reading worksheet. Go over them together. 2) Have students write out the main ideas of the Declarations opening in their own words (paraphrase - they dont need to know this word). a) students should work individually 3) Allow students to compare their paraphrase with their neighbor. Are they different? How so? Are all four of the main concepts covered? 4) Allow students a chance to edit their paraphrases.

TRANSITION: All right, lets wrap thing up. Wrap-up (5 minutes) Objective: SWBAT ask questions they had about the lesson. They will also preview the next lesson. 1) Let students share what they think of the opening to the Declaration 2) Allow students the chance to ask questions. 3) Dismiss the students

Assessment Teacher can pause the video at key points if the students are having trouble (point out the answers are written in the video presentation) Teacher should have clear examples and explanations ready to use if necessary. Teacher should point out that the students already know the main ideas. If still have trouble, do the first sentence as a model

Anticipated Students may have more trouble than expected in grasping the concepts of the Declaration Problems

Explaining the strategies may take more time than expected. Teacher should be very time conscious and have clear, ready explanations The Declaration uses very complex English and may be daunting for some students.