GRAPHIC ORGANIZERS P.261 SECTION V: Academic English in Content Classes
Name: Bryana Nunez Date:
2/2/16 Grade Level: 2
ELD Objectives: ELA Language Standards for Grade Level
After the mini lesson on themes ELL students in grade 2 will be able to understand the concept of CCSS.ELA-LITERACY.RL.5.1 a theme and identify the theme with 95% Quote accurately from a text accuracy. when explaining what the text says explicitly and when ELD Language Objective: ELL students in grade 5 will listen actively to drawing inferences from the spoken English, gestures, visuals, and text. demonstrations within an academic context. CCSS.ELA-LITERACY.RL.5.2 ELD Content Objective: ELL students in grade 5 will write about the Determine a theme of a story, theme explaining how they knew that was the drama, or poem from details in theme. the text, including how characters in a story or drama Cog. Taxonomy/DOK Levels respond to challenges or how Level 1: Define, Label, Recognize the speaker in a poem reflects Level 2: Categorize, Organize, Construct Level 3: Contrast, Compare, Explain, upon a topic; summarize the Differentiate text. CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or
more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELD Standards (2014) that apply
Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts. Productive 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
Materials Key Academic Vocabulary Research Based Learning
Pencils Theme Strategies (provide text Crayons, Markers, Genre chapters/reference) Colored Folktale Modeled Talk (50 Devices or tablets Character Strategies) Problem Theory Base of Climax Instruction Setting o Provide Comprehensible Input o Increase Verbal Interaction o Contextualize Language o Reduce Anxiety o Provide Active Involvement Opportunities Tapping into Prior Knowledge (SDAIE) Contextualize the Lesson Group Discussion, Hands on Activities (SDAIE) Student to Student Interaction (SDAIE) Visualize-Organize (McEwan-Adkins) Pre-Assessment: How will Motivation Strategy: How Real World Connection: How you determine prior will you catch attention of are learning goals relevant to knowledge? students and focus their minds students lives? on the learning goals? Students will share what they Students will learn how to follow already know about their Teacher will read, Me and My verbal and visual instructions families in pairs and revisit Family Tree by Joan Sweeny. while creating their family tree. vocabulary words to share a While reading, the teacher will Modeled talk will be helpful in few facts about their own use gestures, visuals, and lowering students anxiety families. Discussions will then demonstrations to explain the because they know and can follow the activity where story. After the book is read, respond to what is expected modeled talk will be used to students will briefly share what from them. This serves as an explain the days learning they read. Following the important function for when centers to the 2nd graders. discussion, students will be teachers in the future use it asked to create their own consistently and increases the family tree that relates to the opportunities for ELLs to interact novel. Gestures and modeling successfully with their peers and will be provided in order to it builds feelings of community demonstrate examples that within the classroom, which students should follow. leads to greater academic learning. All strategies will be research based and Students: Practice and Application from one of the texts. Please provide 1. Students will gather in pairs and share reference for each. what they already know about families. 2. Students will come together to the front Teacher: Presentation/ Learning Activities of the classroom in order to listen and engage (Strategy Steps) with the novel. 1. Assign students to sit in pairs and share 3. Students will follow the teachers what they already know about their families. gestures, visuals, and demonstrations in order to 2. Gather students to the front of the understand the story. classroom and read, Me and My Family Tree by 4. Students will share what they read. Joan Sweeny. 5. Students will be introduced to the 3. While reading the novel use gestures, language development strategy, which is to visuals, and demonstrations to explain the story. follow instructions and create a family tree. 4. After reading the novel ask students to 6. Students will be able to see the teacher share what they read. model the essential strategy in order to help 5. The teacher will introduce the art support them as they practice and apply the activity, Me and My Family Tree, which connects strategy in a meaning-based context. to the topic the class is studying. 7. Students will gather around their group 6. Modeled Talk Strategy tables and begin their art project. Students will be given the topic, Me and 8. Students will practice how to model the My Family Tree instructions presented and use English Teacher will introduce the art piece that vocabulary to complete the task. the students will create 9. Students will be reminded on what to do Teacher will demonstrate each step as at each of their group tables since they have he/she talks about it visuals to follow in case they forget. Teacher will post a visual with drawings 10. Students will receive help from their teacher and demonstrate what to first, second, third, at the Writing Center by using interactive writing etc. in order to practice writing words describing After the demonstration, the teacher family. refers to the visual and asks one of the students 11. Students will share their completed family to tell her what to do at each step. tree with the class after they have gathered and 7. Have students gather around their group organized their materials to complete the task. tables and begin creating. 8. Each group table is carefully modeled __________________________________________________ and key English vocabulary is taught and ____________ practiced. Collaborative (engagement with others) 9. Students will be reminded on what to do 1. Collaborative Discussions in Class- Students at each of their group tables since there are will discuss their background knowledge about visuals available to remind them in case they their own families and the novel, Me And My forget. Family Tree by Joan Sweeny. 10. Teacher will be able to work with small groups of students at the Writing Center using Interpretative (comprehension and analysis interactive writing to teach them how to write of written and spoken texts) words describing family. 1. Comprehend Visual and Writing Skills- Students 11. Students will be asked to gather and will comprehend how to write by using different organize their materials to complete the task methods, such as visuals to create their own and share their completed family tree with the family tree. class. 2. Interpret Different Resources (Visuals)-Students will interpret different information they have _________________________________________________ studied about families and connect them to their ___________ own family when creating their own family tree. Collaborative (engagement with others) 1. Collaborative Discussions in Class Productive (creation of oral presentations and written texts) Interpretative (comprehension and 1. Students will create their final art project about analysis of written and spoken texts) their families in a family tree and share them with 1. Students will comprehend different writing the class. skills when it comes to writing on their art project. 2. Students will interpret different resources (visuals) they have studied in class and connect it to their own language development.
Productive (creation of oral
presentations and written texts) 1. Students will follow verbal explanations and physical demonstration of directions in order to create their final art project, Me and My Family Tree and share them with the class. Review and Assessment: What specific Student Reflection: How will you provide for assessment tools are being used? student reflection on learning? Whole-Group Assessment (Informal): Teacher will observe discussions being held in Students will have the opportunity to verbally class that lead to language development and share with their teacher and classmates about which students participate in the teacher-led and what they have learned during this activity. For student-led discussions about families and the example, what they found interesting about the novel read. novel they read and how it can relate to their own family. In addition, any other comments Individual Assessment (Formal): about their family trees that can extend their Students will produce a well-developed family language and academic development. tree about their families that will be graded on organization, following directions, and effort. Students will be assessed on their ability to follow verbal explanations and physical demonstrations from the teacher. In addition, students will be provided with a rubric for their final product. Teacher Reflection Extension: What do you anticipate to be a problem for Based on data/evidence, what are the specific students? next steps for future lessons? Provide evidence for your answer. ELD Objective EL students may struggle to listen and comprehend After students verbally share what they the steps required for the art activity, which have learned throughout this activity, I will contains academic domain specific language. In reflect on the responses by answering the addition, words and definitions will still most likely following questions: be challenging to a few EL students. 1. How did this lesson help students Content Objective extend their learning? Students may struggle to correctly incorporate 2. How did this lesson help students usage of their assigned vocabulary words and develop more of a language development organize them into their family tree, which are toward their own learning? required for this activity. 3. What strategy/strategies helped them? Why? What would likely go well? Why? 4. What did they learn from this lesson? All students will likely benefit from this art activity 5. What did they learn from other students since they will be able to apply their background presentations? knowledge dealing with the vocabulary terms identified throughout the topic and inform others Modifications will be made if needed about families. In addition, EL students will most (vocabulary, etc.) in order to meet the likely be successful when they create their tree needs of each student. since they will learn how to follow model talk received from the teacher who provides assistance on choosing vocabulary words and spelling English words. Lastly, students will enjoy working together and interact successfully with their peers that lead to less student anxiety.
In what area(s) would you like to develop
more proficiency? In order to develop more proficiency during this lesson, I would like to spend more time observing students following the directions and determine the sections that need to be remodeled. Also, ask follow-up questions that students can answer by demonstrating a part of the directions I have given and modeled. Overall, students would benefit from proficiency in completing their art project by enabling students to work in a manner that is both timely and efficient.
What theory or theorists would most strongly
support use of this strategy? One theory that would most strongly support this strategy would be, Language Acquisition Theory by Leo van Lier, This theory explains how teachers and learners must know what they are doing and why, be consciously engaged, and reflect on the learning process. Also, Krashens Hypotheses that explain how students acquire the English language by how it is used daily and used in a classroom setting. Lastly, Theory Base of Instruction demonstrates comprehensible input, verbal interaction, contextualize language, reducing anxiety, and provide active involvement opportunities.
Attach copy of student work
Completed family trees will be hung in the classroom wall after students share their information that connects to their vocabulary words. Growth Mindset Reflection- (completed after the lesson)