Creating a Storybook

Overview of Lesson

Students will create a storybook with a

partner, and then present what they created in
front of the class.

Description of Learners, Intended Learning Demographics: 78% Hispanic, 33% English

Goals, and Lesson Content
Language Learners (ELL)
Number of students per ELL class: 20
Grade and age of students: 6th and 7th grades
(12-14 year olds)
Gender: Even distribution of boys and girls
Intended learning goals are for the students to
better their English skills in speaking and
writing
For the lesson, students will use various
childrens storybooks to brainstorm ideas for
their own stories. Students will also use the
internet to search for ideas. When the students
are ready to present, that may use the e-board
if they prefer.
Objectives

When creating this story, students will learn

how to use English language vocabulary in a
grammatically correct way. Students will also
gain oral communication skills by presenting
in front of the class.

Standards

Language Standards Grade 6-7:

1. Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
3. Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.

Materials

Grade-level books
Storyboard paper
Computer/internet access

Procedures

1. The previous day, students will have read and

looked over books in the classroom to start
brainstorming ideas.
2. Students will come to class prepared with
some general ideas for a storyline. Students
can also continue to look over books at the
beginning of class if needed.
3. Students will brainstorm ideas on a scrap
piece of paper with their partner.
4. When students have a fairly structured idea
for a story, they will begin to transfer their
ideas onto a storyboard.
5. Students will draw pictures of what they want
to see and include the text they plan to
incorporate in their story.

Assessment

Students are using the vocabulary they learned

to create a meaningful story. Students are also
presenting their storybooks in front of the
class with a partner which will access their
oral communication skills.

References

California Common Core State Standards.

(2013, March 1). Retrieved February 25,
2015, from
http://www.cde.ca.gov/be/st/ss/documents/fin
alelaccssstandards.pdf

Nomass, B. B. (2013). The impact of using technology in teaching english as a second language.
English Language and Literature Studies, 3(1), 111-116. Retrieved from
http://search.proquest.com/docview/1366362167?accountid=13360

This journal highlights the role of technology when teaching English as a second language. It
discusses different ways a teacher can improve students learning skills by using technology in
the classroom. This journal also refers to a case study done on using technology to teach English
as a second language, which suggested there were limitations. The author goes on to include
suggestions and recommendations to improve learning a second language using technology.
Lipka, O., Siegel, L. S. (2012). The development of reading comprehension skills in children
learning English as a second language. Reading and Writing, Vol.25(8), 1873-1898.
doi:10.1007/s11145-011-9309-8
This study showed the cognitive aspects between English speakers (L1) and English-as-aSecond Language (ESL) speakers in the seventh grade. The study showed that for successful
reading comprehension to occur, various cognitive processes needed to be used. It also showed
that for those who did not do well in comprehension, they did not seem to have various cognitive
abilities. For reading comprehension specifically, ESL and L1 students seemed to stay fairly
constant and similar in performance. The study showed that this indicated the skills underlying
reading comprehension are similar in the ESL and L1 students. The study also showed that ESl
students can develop comprehension skills that are just as good as that of L1 students.