Jillian Rifkin What age level/subject area is the student?

Intro to ELL

9/7/13

The student writes a well-constructed personal letter and discusses several independent activities, so she is probably finishing up middle school or in high school. Several subject areas are mentioned; however, the student stated that they were specifically struggling with some language concepts. The student stated that she is having trouble learning the language of her host country; reading and writing were difficult. Does gender make a difference? In this letter, the gender is female. In our country, I dont believe that gender makes a difference any child in an unfamiliar country and culture is going to have difficulties learning a new language. However, in this fictitious, remote island, there may be gender-related expectations the student will face. What cultural knowledge (for you) would be relevant? The student is an American in a foreign country, who seems to be struggling with several language aspects and with being accepted by other students. As a teacher, it would be helpful to know about American culture and American school practices. For example, what is a classroom environment like in New Jersey? Do the students feel free to speak up and question their teachers? How does the culture communicate? Do Americans speak in loud voices, use gestures, and stand close to each other? Does the content knowledge need to change? The student appears bright, so I do not think the content knowledge needs to change. However, she clearly needs accommodations to integrate her into the culture and class activities. What are some ideas you have for differentiation? I would try to find low reading level, yet high interest, reading material geared to her interests (travel and photography). I would also seek out English-speaking adults in the community, who could maybe help translate her work or act as tutors. I would try to learn some English myself, to show her that I care and want to get to know her world. Also, as her teacher, I would set aside some time after class to help the student learn the language and review material. What learning materials would be most effective? Charts, diagrams, and any other types of visual aids would be effective. Grammar and reading comprehension worksheets would be helpful if they were appropriate for middle school/high school students. Recorded books, where the student can read along and hear the written words, might be another beneficial learning material. As she is a teenager, using the computer for computer lessons and games might also be successful.

Would you need to use different classroom management techniques? Yes because you need to make sure that all the students include this new classmate. For example, I may plan more time for group work. Also, since this student would not grasp some of the concepts as quickly as others, I would keep directions simple and provide extra examples on the board. Finally, I would take time to sit next to her during a lesson or walk by her desk to see if she needed additional help. What are your learning expectations for the student? I think that this student will succeed. She has purchased a language book and is independently studying. She seems to have fit in well with her host family. However, as a teacher, I also have to be realistic. The student faces may challenges when learning new material in a new language. In addition to a new environment, school, and culture, the student also feels some isolation due to racial differences. Include a summary of a 25-minute lesson plan for the student you would create for the student. In order to encourage student interaction, positive feelings, and help build writing skills, I would plan a writing lesson focused on creating an autobiographical I AM poem. The students would bring in drawings or collect pictures from magazines that they believe represented themselves. Then, divide the class into pairs to encourage discussion and inspiration. Provide the students with an eighteen-line poem template. Using the structured format, the students will write a creative poem revealing their personality. For example, Verse 1 Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 I am (two adjectives) I wonder I hear I see I want Repeat Line 1 I pretend I feel I touch I worry I cry Repeat Line 1 I understand I say I dream I try I hope Repeat Line 1

Verse 2

Verse 3

Instruct the students to combine their poem and photos to create a collage. Upon completion of the lesson, hang the students collages on the classroom walls.