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ELL Curriculum Portfolio

Heather Stanley

9th Grade English

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INDEX

Cover …………………………………………………………………….. ...1

Index ……………………………………………………………………….. 2

Teaching Philosophy ……………………………………………………….. 3-7

Unit Overview …………………………………………………………….. ..8-11

Lesson Plan 1 ……………………………………………………………….12-14

Lesson Plan 2………………………………………………………………..15-18

Lesson Plan 3………………………………………………………………..19-21

Unit Rational ………………………………………………………………..22-24

Speaking Lesson Activities …………………………………………………25-26

Reading Lesson Activates …………………………………………………..27-28

WWW Resources ……………………………………………………………29

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ESL Teaching Philosophy Statement

I sincerely believe in something that a Chinese Proverb read, “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.” My potential classroom will be one that provides equal learning opportunities to all of my future students. I want my students to have a clear understanding of all of the material that we go over in the classroom. Students, especially ELLS (English Language Learners), are faced with a large amount of new information. By providing explanations of how to complete assignments will be a large part of my lesson planning. Students will be expected to behave accordingly in my classroom. For students to understand appropriate behavior for the classroom I will model these expectations in my classroom. I will continuously work to make certain that I am respectful and considerate to all of my students while preserving a firm yet clam voice. Students will also show respect to each other there will be no judgment of other students or yelling at each other in my classroom. The most important aspect of my classroom will be a safe learning environment for students to learn in.

This is important because we do not completely understand the lives of our ELL or their living situations. We also do not fully understand the home lives of our native students. I will not be able to know what the home living environment is like, this causes a classroom that is embraces acceptance and understanding one of my definitive goals. This does not

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mean that I have low expectation of my classroom. All students are expected to complete their class work and homework. I will remember that some of my students may not have the assets to complete classroom assignments at home. Since some students may not have the assets needed to complete homework at home time will be set aside to work on these projects as the students need. This is important for students whose families do not have the means for them to finish work at home, and for ELLs whose parents do not speak English very well. I will alter classroom activities and assignments for different learning levels and methods. Nevertheless, I will make sure that every student is challenged and that activities are motivating.

I plan to include cooperative learning as a large part of my teaching methods for all of my students. With small groups students, ELLs, will be able to work with others discussing the information while asking each other question to better understand the subjects. This will help students who have a difficult time asking questions to the entire class, become more comfortable speaking with their classmates. By working and speaking with other students ELLs will develop BICS (Basic Interpersonal Communication Skills). Each group will be focused on the student’s ability to learn. All group members will be given roles for each assignment to insure that all students are given a fair chance to participate in the group. This will also allow me to be able to grade each student on the groups work and their work individually. Group work is the main incorporation of the Interactionist

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Theory. The Interactionist Theory of teaching revolves mostly on group work and creating a safe and productive learning environment in the classroom. Supportive learning environment filled with activities that promote communication among students. This type of learning environment is good for ELLs it helps them the develop BICS which in time will allow them to develop CALP (Cognitive Academic Language Proficiency). When an ELL reaches CALP proficiency they are better able to communicate socially and on an academic level. For a student to reach CLAP proficiency they must first reach BICS proficiency. After becoming proficient in BICS students will then work to become proficient in CALP. Being able to communicate with others on a social level is essential for students to be able to communicate on an academic level. When using grammar in language there are different places where grammar is used and not used. In a social setting grammar is not as important to use as it is in an academic setting. Grammar is a unique way of interacting socially as a scaffolding technique. Scaffolding is a technique used when you bring images, use activates and modeling in your classroom. I will provide students with background information at the beginning of lessons to give them a grasp of what we will be covering and then during the lessons I will help them throughout the lesson. By providing ELLs and native speakers with this help it will help them towards finishing and comprehending the lesson.

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My classroom will be setup in a structured routine that student will become accustomed to and comfortable with. Structure is important to ELLs it allows them to know what is expected of them and it allows them to feel more comfortable in your classroom. If a room is not structure it can cause ELLs to feel uncomfortable and confused in the classroom. I want my students feel comfortable in my classroom and know what is expected of them day to day. I will have an agenda on the board each day of the activities that will be going on in the class that day. My class schedule will consist of a bell ringer at the beginning of the class, then we will move on to reviewing what we learned in the previous class for about five minutes, then we will move on to our main lesson which will last for about forty five minutes, once done with going over the main lesson the students will break up into their groups and work on an activity, after this student will write in their journal about what they learned in class and what they did not understand and lastly students will have silent reading time. this time will allow me to work one on one with student and help them to understand the material. I want my student to like reading and I will encourage them to read outside of class and if they feel comfortable I would like them to tell the class about a book or story that they find interesting. By doing this students my encourage each other to go out and find a book that they can call their favorite. For ELLs I will have supplementary reading on head for them and if I do not have a book that they want to read I will try to find one

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for them that they can read in their primary language. By doing this it will cause reading to be unthreading to them. This way they do not come to dislike reading. Some stories I will require for students to read in English, but I will encourage student to come to me and ask questions about these stories. One of my main goals in my classroom is to make it comfortable and nonthreatening this will help to keep students affective filter low. The affective filter is like a person stress level. If the filter is high it hinders that person’s ability to learn. Contrary to if the filter is low the person is relaxed and able to learn.

In total, my philosophy is focused on the Interactionist Theory with lecturer and practices included in the lesson. I plan to uses different teaching techniques in my lesson to make sure that all students have a fair learning experience. My classroom will be based on respect. I want all of my students to feel comfortable in my classroom. My classroom will be a safe learning environment where students will want to learn and know that they can learn. My classroom will be unbiased and open to different cultures and beliefs. I will strive to give my students ways to look at different areas of the world without judgment but with an openness to want to learn about that culture. ELLs will have chances to work with native speakers in a social and educational manor without the fear of being judged or shunned by their fellow student. I want many things for my classroom. I want it to be a safe learning environment, I want students to interact with one another, and I

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want my classroom to be a place of learning without judgment. I anticipate to reach the majority, if not all, of these goals I have during my teaching career.

Unit Overview The class is a ninth grade English class. There are twenty four students in the class. Six of these students are ELLs. Three are LEPs

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(Limited English Proficiency), one is an NEP (None English Proficiency), and two are FEPs (Fluent English Proficiency). Each group will have been assign earlier in the year. Each group will have four people in it; one of the students is an ELL in it. From the groups they will break up into pairs. The unit that my class will be going over is for them to demonstrate an understanding of various literary genres, concepts, elements, and terms. This unit mainly consists of Competency Goal 5.01, 5.02, and 5.03 of the North Carolina Standard Course of Study, but goals from 1.02, 2.02, 3.02, 3.03, 3.04and 4.03. Students will need to be able to recognize the differences of different genres of literature and the subclass within them. By the end of this unit student will be able to understand literary terms, the point of view of the story, character traits, and the connections to literature, media, history and culture. Students will also be able to demonstrate reading strategies.

The first part of this unit will concentrate on goal 5.01, which is for student to be able to read and analyze various literary works. One the first day that class will learn about fiction genres. The NCSCOS goals that will be met that day are 5.01, 2.02, 3.02, 6.01 and 1.02. The lesson will also help ELLs meet some of their TESOL goals goal 1 standard 1 and goal one standard 2. At the beginning of the unit I will begin by asking them about their favorite things to read. The students will then make a list of five of their favorite texts, and then they will pick out one text and tell the class

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about it. Once we have finished talking about our favorite text I will begin the main section of the lesson. I will tell students about the different kinds of fiction genres. After this I will make four spider charts of different genres and ask students what they know about them. I will then give the students the definition for these three genres and the characteristics that go along with them. Once I have finished explaining the different genres, I will then pass around books that are examples of these genres. After this I will have students brake into their groups. I will then pass out a worksheet with a poem from Emily Dickinson on it, and the group will work to find the traits of the poem that make it a poem. Once the groups have finished they will turn in their answers with all of their names on it. After this the groups will come up with five different texts that fit in to these categories. After this I will have the groups brake into pairs where they will pick a genre and come up with their own short text that fits the characteristics.

The next day I will start the class off by asking them about a type of fiction genre that we will be going over that day. I will ask students to tell me about something that they have read that fits the genre. Then I will make four more spider charts with different genres in all of them for the students to tell me what they know about them. After this we will move on to the main lesson where I will review the characteristics of the genres that they went over the day before. I will have a list of summaries of stories on the board and on a sheet of paper I will ask them to put their answers. After

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they have finished I will take up the papers. This way I can see if they understand the differences of the genres. Once I have their papers I will begin explaining the differences between the new types of fiction text and their characteristics. The student will then break into their groups where they will make a small booklet of the four new terms. For each term they will come up with a way to remember how the genres are different. After this they will break into their pairs and finish working on their books. The NCSCOS for the day are 5.01, 2.02, 3.02, 6.01 and 1.02.

The next day the class will begin by filling out the spider charts about what they have learned. Then students will copy down notes over these genres into their notebooks. After this students will begin learning about nonfiction. There will be five more spider charts on the board with different genres in all of them. Students will tell me what they know about each genre. I will tell students about the five different types of nonfiction and their characteristics. After this I will ask students to write a short story or draw a picture about a trip that they had taken. Once they have finished this I will have them break into groups. Once in groups they will need to come up with as many speeches as they can think of. Then they will need to decide on one speech that they think they can find information on. After this I would like them to look in some of the books, I will have brought in for the class, and look for information about the speech and the speaker. Once students have found six useful facts about the speaker and why they wrote

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the speech students will then create a short presentation over the speech they chose. The NCSCOS goals that will be covered this day are 5.01, 2.02, 3.02, 6.01, 3.01 and 1.02.

During the next class I will have students begin in their groups and go over their presentation. Then each group will come to the front of the class and talk for about three minutes about the speech that they chose. Once this is over students will then begin reading The Most Dangerous Game by Richard Connell. I will begin the story reading aloud. Then I will chose students to read. We will read until the hunt begins. Once we finish students will work individually to write down characteristics of Sanger Rainsford and General Zaroff. Once they have come up with the characteristics for these characters I will want them to get into pairs. Once in the pairs I would like those to come up with a summary of what we have read so far, from that come up with an ending and decide what genre the story is. I would like them to use textual evidence to support their decisions. If there is time left over they can work on their stories. The NCSCOS goals that are present in this class are 5.02, 5.01, 4.03 and 4.01.

On Friday I will begin the class by asking students their opinions about what we have read so far, I would like them to express their likes and dislikes of the text. After this I we will start reading where we left off. I will begin the reading unless a student would like to then I will have students alternate reading to the end of the text. Once we have finish reading the

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story I will go over terms related to the plot of a story. I will then ask students to get into groups and come up with the key events of the story. Then I will ask students to break into pairs and write down the setting of the story and then draw a picture of it. Once they finish this I want them to get back into groups so that they can look at how others might perceive the setting of the story. Then I will want students to look through the text for examples of figurative language, foreshadowing, and flashbacks. If or when they find these I want them to write down the sentence of the text where they find these elements. After this I want the class to come back together and talk to the class about what they have found. The NCSCOS goals that are covered in this lesson are 5.01, 5.02, 2.02 and 3.02.

SDAIE LESSON PLAN

NameHeather Stanley

Date 11/29/10

Grade / Class / Subject9th 1st Period English

Unit ThemeGenres of Literature

Lesson Goal(s)Introduce termsIdentify different types of Literature

NCSCOS Content Objectives5.01, 2.02, 3.02, 6.01 and 1.02 Explain different forms of Fiction Genres and be

Specific Content Objectives – SWBAT:1 ) Be able to identify different types of Fiction

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able to identify the different forms. Genres.

2 ) Create their own types of Fiction text

3 ) Explain the differences between Fiction Genres

Language Objectives 1 ) SW discuss their preferences of book genres. (TESOL G1S2)2 ) Talk about their feelings of dramas and poetry. They will ask peers about their feelings, opinions, preferences, and desires about the texts. (TESOL G1S1)3 ) Sharing cultural traditions. (TESOL G1S2)4 ) Write a poem, short story, play or song (TESOL G1S2)5 ) Group, whole class and pair discussion (TESOL G2S1)6 ) Define, compare, and classify objectives (TESOL G2S2)

Key Vocabulary Genre Fiction Poetry Short StoryDrama Historical Fiction

Supplementary Materials Dictionary of Literary terms, Movie Posters, Fiction Books, Book of Poetry, Science Fiction Books, Images of a Shakespearean Drama, Images of different Mythological figures, and Books of Mythology from different parts of the World.

SIOP Features Preparation Scaffolding Grouping Options Adaptation of Content Modeling Whole Class Links to Background Guided Practice Small Groups

Links to Past Learning Independent Practice Partners Strategies Incorporated Comprehensible Input Independent

Integration Processes Application Assessment Reading Hands-On Individual

Writing Meaningful Group Speaking Linked to Objectives Written Listening Promotes Engagement Oral

Lesson Sequence1. Present content/ Language Objectives 2. Brainstorm with small groups-> whole class- what you know about Fiction Genres 3. Spider chart what you know 4. Intro to Vocabulary 5. Read “This is My Letter to the world” 6. Group work make a list of favorite things to read then identify what genres they are 7. Pair work pick a fiction genre and then write a short story or poem of this genre.

Motivation / Building Background Objective TimeTW ask student to talk about and write about five of their favorite things to read LO 1 &3 10 min and parts of the story that they like. TW then ask questions such as What are your favorite things to read? What is unique about that text? Are their characteristics in

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the story that you do not find in other stories?. SW then tell the class about what they like to read. ELLs may not feel comfortable talking to the entire class about their favorite stories. TW allow ELLs to write about their favorite texts or even draw pictures about the text.TW help ELLs if they are having trouble with the assignment. If ELLs are not sure about what to talk about TW sit down with them, while the other students are discussing their texts. TW give ELLs examples of text, and then ask them one on one about their favorite things to read. If it is a story or poem in their native language TW encourage them to talk about it. If ELLs have read it in English they can talk about the differences that they have found in the texts.

Teacher Input / Presentation Objective Time TW will begin placing four posters on the board with a spider chart on each poster LO 5 &6 45 min with a different genre in each of them. The teacher can then put the genres on the posters in English and Spanish. After placing these posters on the board. TW hand out three stick notes to the students. TW then tell students to write a word on the notes that they know about that genre. SW then place their notes on the poster board. Students should place one note for each genre. While students are placing notes on the poster, TW walk around and see how ELLs are doing. If ELLs are having trouble then TW sit down and help students come up with a word of each genre. If the ELL knows what the genre is and they are having trouble coming up with a word to describe it TW help them with the word. After the ELL finds the word that they want to use the teacher can tell the ELLs other words that mean the same thing as the word that they are using. After all students have placed there notes on the posters TW then begin telling the class about each genre. After going over each genre TW ask students to show a thumb up if they understand or a thumb down if they do not understand. TW break down each genre in to the traits that specific to each genre. After this the TW then pass around books for each genre allowing them a chance to see an example. TW give each student a copy of Emily Dickinson’s poem This is My Letter to the World. SW get into their groups and find the characteristics that make it a poem. SW make a list of the traits that the teacher had discussed. Once students have finished their list they will turn in the paper to the teacher with all of their names on it. This way the teacher can find out if the students understood the information on poetry and take attendance. ELLs may feel uncomfortable sharing with the group. In this case TW work with the student to find out what they know in an environment where they feel comfortable.

Guided Practice / Independent Practice Objective Time SW will be in groups and they will come up with five examples of each genre. LO 2&4 30 min After this SW split into pairs. Once in pairs SW choose a genre. Then they will write a short story or poem that has the characteristics of the genre. Once students have chosen a genre to write they will come up with ideas for the story. After this they will come up with a plot line for their story. SW then create characters for their story. They must include characteristics of the characters. TW walk around to each group and see how the students are doing. If students are having trouble coming up with ideas TW make suggestions and give examples. Once students have come up with their story SW then decided who will write the story and who will make the illustrations. By doing this it will give ELLs a way to

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express themselves if they do not want to write. TW will walk around and make sure that ELLs are being allowed to participate in the group.

Wrap-UpTW tell student that they can work more on their stories then next day. TW also ask students if they have any questions about what they have been doing. SW will ask questions if they have any. TW answer questions if they have any.

Methods of Assessment / Evaluation Objective

1. LS4-Thumbs up thumbs down LO 6

2. LS3-Spider chart LO 1&2

3. LS6-List of text LO 3,5 &2

4.LS7- fiction story LO 5&4

Notes / Concerns      

Rationale     

SDAIE LESSON PLAN

NameHeather Stanley

Date 11/30/10

Grade / Class / Subject9th 1st Period English

Unit ThemeGenres of Literature

Lesson Goal(s)Introduce termsIdentify different types of Literature

SW = Student Will TW = Teacher Will CO = Content Objective LO = Language Objective SWBAT = Student Will Be Able To

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NCSCOS Content Objectives5.01, 2.02, 3.02, 6.01 and 1.02

Specific Content Objectives – SWBAT:Identify different and understand more types of fiction genresCreate their own fiction textMake their own study guide Finish creating their own stories

Language Objectives 1) Write a poem, short story, play or song (TESOL G1S2) 2) Group, whole class and pair discussion (TESOL G2S1)3) Ask someone the meaning of a word (TESOL G1S3) 4) Define, compare, and classify objectives (TESOL G2S2)5) Expressing personal needs feelings and ideas (TESOL G1S2)6) Listening to, speaking, reading, and writing about subject matter information (TESOL G2S2)

Key Vocabulary Science Fiction Mystery Horror Humor

Supplementary Materials Stephen King Books, Nancy Drew Books, YouTube comedy video, and posters of and books about Science Fiction.

SIOP Features

Preparation Scaffolding Grouping Options Adaptation of Content Modeling Whole Class Links to Background Guided Practice Small Groups Links to Past Learning Independent Practice Partners Strategies Incorporated Comprehensible Input Independent

Integration Processes Application Assessment Reading Hands-On Individual Writing Meaningful Group Speaking Linked to Objectives Written Listening Promotes Engagement Oral

Lesson Sequence

1. SW answer questions about genres that we went over the day before 2. SW talk about stories that they have read that fall into these genres 3. Then SW fill out four new spider charts with what they know about these new genres 4. TW begin the main lesson going over the new genres. 5. SW identify sections of text and write down their answers of what genres they are. 6. TW then explain the characteristics of the new genres7. SW break into groups and make study booklets of the genre terms that they have learned8. SW break into pairs and work on their stories

Motivation / Building Background Objective TimeTW will ask students questions about the genres that they learned in the previous LO 2, 3 &4 20 min

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class. SW answer questions. TW place four new spider charts on the board. Then TW have a student pass out sticky notes to the other students. SW then fill in a KWL chart with what they know about each genre on the notes. Then SW place the notes on the charts. After students have placed the notes on the board the TW read off what the students wrote. This will give students a chance to hear what other students think. ELLs might not know what to write on the notes. If this is the case then TW ask the students about the genres. The teacher can give students examples of texts for each genre. If ELLs do not know how to write the words that they want to use TW help them spell the words. This activity is good for ELLs who do not like talking in class. It gives them a way to participate in the class and it allows them to have their ideas heard.

Teacher Input / Presentation Objective Time TW will begin the main lesson. TW go over each genre explaining the LO 4 35 min characteristics and definition of each genre. While teacher is presenting the new genres SW write the definitions of each one. TW have the definition on a power point. Each term will be written in English and in Spanish or the native language of the ELLs. After this TW place summaries of fiction texts on the power point. SW then write down which genre goes along with each summary. This will allow teacher to see how much the students remember from the previous class. Once student have finished they will pass up their papers with their names on them. ELLs may feel intimidated by this. If ELLs would feel more comfortable the TW will read the summaries to the ELLs. For lower level ELLs TW have print offs of each summary in their native language if they would like. This exercise is over the genres that the class learned the previous day. Once students have turned in their paper TW go back over the new genres to make sure that students have an understanding of them before they move on to the activities.

Guided Practice / Independent Practice Objective Time SW break into their groups, where they will begin to construct study booklets. LO 2, 6, 5 &1 30 min Students must include in their booklet each fiction genre that the class has learned. This booklet will be the student’s own study guide. Students can put in any description of the genre that they need to remember it, but they must include the definitions and some of the characteristics. The SW work together to construct the booklets. SW all talk about what they know about each genre and come up with ways to remember them. This activity will allow ELLs the express there ideas to other students. TW walk around to each group and make sure that the groups are listening to the ELLs ideas. If ELLs are uncomfortable talking to their groups about their ideas they can talk to each other and to the teacher. If ELLs would feel more comfortable writing in the booklet in their native language. TW make sure that ELLs who write their booklets completely in their native language understand that they will need to understand how to identify the genres in English. After students have completed their booklets SW break into their pairs. Once in their pairs SW work on their fiction stories from the previous class, but they will switch jobs. The student who had been writing the story in the previous class will work on the illustrations, while the student who had been working on the illustrations will work on the story. ELLs may feel uncomfortable writing the story. TW

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encourage ELLs to write the story, but if ELLs feel too uncomfortable about writing the story and would rather draw TW allow ELLs to do so.

Wrap-UpTW ask students if they need another day to work on their stories. TW also ask students if they have any questions about the assignments or the genres that they learned today. If students have questions SW ask the teacher about them before the class is over or right after the class. TW then tell students before they leave to think about something from their past and for them to make a list of things that they remember and bring it with them to the next class.

Methods of Assessment / Evaluation Objective

1. LS3-Spider charts LO 2&4

2. LS5-summary genre review LO 4

3. LS7-Study Booklets LO 2,3,4,5 &6

4. LS8-Fiction story LO 1&2

5.LS1- KWL chart LO 2

Notes / Concerns

     

Rationale

SW = Student Will TW = Teacher Will CO = Content Objective LO = Language Objective SWBAT = Student Will Be Able To

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SDAIE LESSON PLAN

NameHeather Stanley

Date 12/01/10

Grade / Class / Subject9th 1st Period English

Unit ThemeGenres of Literature

Lesson Goal(s)Introduce termsIdentify different types of Literature

NCSCOS Content Objectives5.01,2.02,3.03,6.01, 3.01 &1.02

Specific Content Objectives – SWBAT:Identify the differences between nonfiction text.Explain the differences between biography and a autobiography.

Language Objectives

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1) Define, compare, and classify objectives (TESOL G2S2)2) Write a poem, short story, play or song (TESOL G1S2)3) Group, whole class and pair discussion (TESOL G2S1)4) Use written sources to discover or check information (TESOL G1S3)5) Follow directions to form groups (TESOL G2S1)6) Take turns speaking in groups (TESOL G2S1)7) Sharing classroom material (TESOL G2S1)8) Write a personal essay (TESOL G1S1)

Key Vocabulary Nonfiction AutobiographyBiography Essay Narrative nonfiction Speech

Supplementary Materials A book of speeches, a history book, an Autobiography, an essay, biography, a image of Abraham Lincoln, image of Martin Luther king Jr., the biography of Martin Luther King Jr. and Abraham Lincoln.

SIOP Features

Preparation Scaffolding Grouping Options Adaptation of Content Modeling Whole Class Links to Background Guided Practice Small Groups Links to Past Learning Independent Practice Partners Strategies Incorporated Comprehensible Input Independent

Integration Processes Application Assessment Reading Hands-On Individual Writing Meaningful Group Speaking Linked to Objectives Written Listening Promotes Engagement Oral

Lesson Sequence

1. Students will fill out spider charts with yellow sticky notes to show what they have learned2. TW call on students to tell the class about each genre. 3. SW copy down the notes from all of the spider charts into the their note books 4. TW talk to the class about each kind of nonfiction genre5. Thumbs up thumbs down6. volunteers and victims7. SW write a short story or draw a picture about the event that they thought about the night before. 8. Once they have finished they will break up into groups9. SW chose a speech and research it10. SW find six facts about the speech and the speaker11. SW write a two to three minute speech over the information that they have found12. SW present their speeches to the class

Motivation / Building Background Objective Time

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TW ask students about the new genres that are on the board. SW answer LO 1&3 15 min questions about the nonfiction genres. SW will begin by filling out four new spider charts. Once they have finished the TW ask for volunteers or TW pick students to talk about each genre. TW then ask student if they have anything to talk about each genre. ELLs may not want to talk in front of the class. TW allow ELLs to write down thing that they know about the genres on a separate sheet of paper, that they will turn in to the teacher.

Teacher Input / Presentation Objective Time TW begin the lesson by showing a power point that explains each nonfiction LO 3 35 min genre. TW will go over the characteristics of all of the nonfiction genres. TW ask student thumbs up and thumbs down after going over each genre. SW ask teacher question about the genres as the teacher goes over them. TW then play the volunteers and victims game. SW either volunteer to answer a question that the teacher has about genres or the TW chose a victim at random. This game maybe stressful to ELLs. To resolve this issue TW allow students to use life lines. Students can either ask a friend, pole the class or pass the question. If an ELL is too uncomfortable with the game TW allow ELL to write their answers on a sheet of paper and give it to the teacher after the game is over.

Guided Practice / Independent Practice Objective Time TW tell student to get out the list that they made last night about the event in their LO 8, 5, 6, 3, 2, 4 &7 life. TW tell student to create a Life Event Story. In this story SW have to create 40 min an autobiography based on an event that happened during their life. ELLs can either write a story, draw a picture about the event or both. When students have finished their stories SW break up into groups. Once in groups SW make a list of speeches that they know. After students have finished making their list SW choose a speech from their list to research. Once students have chosen a speech, SW use the resources that the teacher has brought to the class to research the speech and the speaker. After students have found eight facts over their topic SW create their own speech. Student’s speeches will range from three to five minutes. SW get up in front of the class and present their speeches. ELLs may feel uncomfortable getting up and speaking in front of the class. TW talk to the student and find out what they will be more comfortable with doing. If they are unsure about what they have to say TW allow the ELLs group to go at a later date. This will give student’s time to rehearse their speech. TW work with ELLs helping them go over what they are going to say allowing ELLs to become comfortable with what they will say.

Wrap-UpSW present speeches if there is enough time left.

Methods of Assessment / Evaluation Objective

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1. LS1- spider chart LO 1

2. LS5-Thumbs up Thumbs down LO 3

3. Volunteers and Victims LO 1 & 3

4. Life Event paper LO 2, 3, 4, 5,6&7

5. Speeches LO 8

Notes / Concerns      

Rationale      

Unit Rational

I chose this unit to help ELLs and native speakers to become more aware of the texts that

they read. By learning about literary genres and the characteristics of each genre students will be

better able to identify them. This unit will give students the chances to express their likes and

dislikes about types of literature. I set up this unit the way I did to leave room for more time to be

added if students need it.

By breaking the lesson over fiction literature up into more than one day, allows students

to become more familiar with the genres. ELLs may not be able to remember all of the genres if

the class only takes one day to go over them. By separating the genres up into more manageable

SW = Student Will TW = Teacher Will CO = Content Objective LO = Language Objective SWBAT = Student Will Be Able To

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sections it makes it easier for ELLs and native speaking students to remember the different

genres.

The first day of the unit the class will learn about four fiction genres. I chose to do fiction

first because it would allow student to be more creative in the class. This class will give students

the chance to talk about what they already know and to learn new things. SW also have the

chance to talk about their favorite things to read. SW fill out spider charts that are on the board.

Once the students have placed the notes on the spider chart I will read out what they have placed

on the boards. After this I will begin teaching the lesson. After going over each genre SW do

thumbs up thumbs down to see if student understand what I have went over. If students do not

understand a part of the lesson I will go back over it and work one on one with them to help them

find a way to remember it. SW will then read a poem by Emily Dickinson. This exercise will

give students an example of poetry and they can see the traits of poetry that are from the lesson.

This part of the lesson is to heighten student’s awareness in poetry, and allow the teacher to see

what student understand. Student can also talk to me about what kind of poems that they might

like to read at a later date. Students will break up into groups so that they and come up with five

examples of each genre. This will give student more examples of each text. Then students will

break up into pairs to create a fiction work of their own. This assignment will give students the

chance to be creative. SW express their thoughts and ideas to each other.

The next day I will teach the class about four more genres. TW place four new spider

charts on the board for the students to fill out. After students have finished with the spider charts

they will fill in KWL chart. After this the TW begin teaching the lesson over the four new fiction

genres. The teacher will have the new vocabulary on slides in both English and in the native

language of the ELLs. This will give all students a beneficial experience. By having both

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languages on the power point will make ELLs more comfortable in the classroom. This will also

give native speaking students a chance to experience other cultures. After this SW break up into

groups to construct a study book let over the fiction genres that they have learned about. Once

students have finished their booklets they will break up into pairs. After they get into their pairs

they will begin working on their fiction writings. At the end of the class TW assign a homework

assignment for the students to do at home and bring to the next class. SW create a list of events

and pick the one that remember the most about. Then SW make a list of everything that they

remember about that event. SW switch jobs, this way both students are able to work on the

writing portion of the text. This part of the unit will encourage student to work together to create

a study guide. The lesson will support a friendly learning environment for all students.

The next class we will be going over nonfiction genres. In the beginning of the class the

TW have four more new spider graphs on the board that students will feel out. Once students

have finished filling out the graphs TW ask the students to answer about these genre. This will

give the teacher a way to judge what the students already know about the genres. For students

who do not feel comfortable talking in front of the entire class can write their answers down on a

sheet of paper and turn it in to the teacher. After the question and answer section TW begin the

lesson of nonfiction terms. Throughout the lesson TW ask the students thumbs up thumbs down

to see if they understand the lesson. Once the lesson is over the TW have the students play

volunteers and victims. After the game students will break up into groups and research a speech

of their choosing. Once students have finished their research they will create a speech. This

lesson will allow to learn how to do research and construct a speech. This will be beneficial for

all of the students. It will teach them how to work together to accomplish a goal.

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The unit should last a week to two weeks depending on how well students are grasping

the terms and concepts. If students need more time on an assignment I will give it to them. I do

not want student’s grades to suffer, because they do not have enough time. Over the course of the

unit I will have students read The Most Dangerous Game, poetry, Martin Luther King’s I Have a

Dream Speech and To Kill a Mocking Bird if time is available.

Speaking Activities

Describing a classmateStudents make a list of descriptive words about a classmate. They can use both

positive and negative characteristics of the person. Then student will pick out four of the descriptive words that they have written about their classmate and explain to the class why they chose these adjectives. This activity will help ELLs develop speaking skills. While helping all of the students understand how to describe a person. This activity will help students to be able to pick out and find characteristics of characters in text.

Reading Poems aloudPoetry may be one of the most accessible ways to get ELLs to read aloud. Have

students write their own poems. Then allow each student to read his or her poem aloud. This way no student feels singled out. ELLs may feel uncomfortable about reading their poems aloud. To prevent ELLs affective filter from going up teachers will need to work

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one on one with ELLs. Teacher will have students read their poems to them, and then help them with pronunciation and word choices. This way ELLs will feel more comfortable reading their poems aloud to the class.

Review Text AloudTeacher will ask students about a text that they have read. The question will also

contain two or more choices of the correct answer. This will help the teacher check for understanding especially in the earlier stages of language acquisition. It allows the teacher to see if students understand the text that they read. The teacher will chose a student. Then the students will say their answers aloud.

Likes and DislikesThis activity is usually a get to know each other activity, but for this unit a teacher

can change the questions that he or she asks to have something to with the story. A teacher can make a question sheet and students will have to find other student how liked or dislikes this part of the story. This activity will give ELLs a way to interact with their classmates in a constructive manner.

Creating a storyThis activity allows students to the chance to be creative and express themselves.

SW construct a story which will cause them to practice using narrative tense. The activity will also make it so student have to know. Student will have to use what they know about grammar. ELLs will be given a chance to express themselves in a constructive and creative way.

Life Event SW write about an event that they experienced in their life. They will write an

autobiography about this event and turn it in to the teacher. SW have to show a knowledge of grammar in their papers as well as an understanding of what a autobiography is. ELLs will be able to write, draw, or talk about their something important that happened in their lives.

Research speaking activityStudents will work together to create a speech based on a famous speech. TW bring

in the books and explain to students how to gather research information. Student will work in group to find a set number of facts about the speech and the speaker. This activity will help ELLs learn to read a source for information that is helpful. The activity will also help ELLs talk to other students helping them to develop BICS.

Class discussionQuestions are used to discuss different lessons. In this lesson it is used to see what

students have learned about genres. Each day at the beginning of class the TW ask the class questions about the types of genre that they have learned about and the new genres that they will be going over that day. The activity is used to judge what students know about the topic and what they do not know. This activity will be helpful for ELLs because they are not singled out in the class to answer a question, but if they want to answer they can.

Follow up TW begin by asking students questions about what they have just learned. Then TW

have the students talk about the questions amongst themselves. The TW listen to what is

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being said that is incorrect and will write it down. Once students have finish talking about the questions the TW discuss what the class had gotten wrong and what the answer is. This activity will promote students to talk to each other and listen to other people’s ideas.

The Block Background Building ExerciseTW will begin the class by asking students what they know about a

vocabulary word. The TW have blocks that the students can place on the board. These blocks will build a wall. TW then go over what the vocabulary word means and will have examples of it. This activity is good for ELLs because it will allow them to gain background information over words that they might not know.

Reading Activities

Writing & Publishing ProseStudents are given the chance to write their own stories. This activity will allow

students to learn how to develop a story line, a plot sequence and character traits. This activity would be a fun yet useful way to have ELLs and native speakers participate in class. The activity will allow the teacher to see what students have gathered from reading stories. It will also show if they understand story elements.

Bubble Summaries This activity is basically a spider map but students fill it out at the end of the

reading assignment. The activity will allow students to show what they know about what they have been reading. This will also give the teacher a way to see if they have been doing the reading assignments.

Understanding Emily Dickinson

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SW have read a poem by Emily Dickinson. SW make a list of the traits and what they about the poem in pairs or groups. This activity will allow the teacher to see if the students understand the poem and if they know why it is a poem. The activity is good for ELLs because it will allow them to work together on a reading assignment. If ELLs do not know the meaning of a word or what a phrase means then the ELL can ask their group or partner.

Research projectThis assignment has students working in groups to do research. In this unit the

activity will be used to see if students can research a speech and to see if they comprehend what they are reading. This activity will be helpful for ELLs because it allows them to work with a group. ELLs can ask other student or the teacher for help if they do not understand what they are reading or if they do not understand the activity. The research should be divided up evenly among the groups.

Play actingSW will read along and act out part of a play that the class is reading. This will

allow students who may not understand the language of a play to see it. By seeing what the words are impaling. The acting may result in students understanding the words. This activity will be helpful for ELLs who do not understand the language that a play is using.

What’s the DangerIs an activity to help student want to read The Most Dangerous Game. In the

activity the TW make a list of the vocabulary words and place words that mean the same thing beside them. Students will look at the words and think of circumstances that might cause these words to be in the story. The activity will help ELLs with the vocabulary found in the story. This activity will also help students want to read the story, because they will want to know what the danger actually is.

Whose BOOThis activity is meant to see if student have been reading To Kill A Mocking Bird. If

students have been reading the story then they will be able to answer the question. This activity will also allow students the talk about why they believe he is in the story. ELLs should find this activity to be a good way for them to explain their ideas and ask questions if they need to.

Plot MapTW give students a plot map that they will have to fill out a plot map with the main events of the story. This map will allow the teacher to evaluate who has read the story and if they understand plot terms. SW write out a section for each part of the plot and if they would like they can draw a picture.

Island Plot/ Story mapSW will create a map of the island. Then SW mark on the map the main plot areas and they geology of the island. This will allow the teacher to evaluate what students have learned from the lesson and the story.

JeopardySW answer questions that the teacher comes up with about the subject. This activity will require students to work in teams. The activity will allow ELLs to interact with classmates, which in turn will help them to develop BICS.

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WWW Resources

http://www.uni.edu/becker/TESOL_ESL2.html#resources

This site is a teacher’s resources website. There is ELL teacher’s board where teachers can work

on ways to improve their teaching abilities and to find ways to work in other countries. There are

lessons for ELLs concentrating on English and grammar. There are also ELLs quizzes made for

ELLs.

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http://dpi.wi.gov/oea/ells.html

This website is dedicated to the standards and assessments of ELLs. There is also a bulletin

explaining ways to identify and place ELLs. There are also explanations of what

accommodations ELLs should have.

http://www.tesol.net/k12.html

This is a website made for teaching ELLs in grades K-12. Not all of the links are for ELLs. Some

of them are activities that you can use to involve your class in the work you are doing. While

others activates are more concentrated on ELLS.

http://www.csun.edu/~hcedu013/eslplans.html

This website contains links that lead to different way and ideas for teaching ESL. It also contains

ideas for lesson plans and activities to help involve ESL's in the classroom. There are also

resources to help teachers to explain lessons material more clearly.

http://www.eslgo.com/resources/sa.html this website is a wonderful source for teachers who may not know what activites that they can use to get their ELLs to particeipate in class.