ESL Lesson Plan - WordPress.com

haplessuseUrban and Civil

Nov 25, 2013 (3 years and 23 days ago)

76 views


This lesson plan has been created for a 4th grade Social
Studies class. This lesson covers the Central Plains Region of Texas.
My critical literature review paper focused on using cooperative
learning in the ESL classroom. I will be using the Jigsaw reading
method for the reading assignment that accompanies this lesson.
Using the Jigsaw method allows for the students to change groups, as
suggested by
Echevarria
, Vogt, and Short (2006), during the lesson.
During this activity, ELLs will benefit from listening to multiple
English speaking peer models. Native English speakers or more
advanced ELLs will be able to help beginning ELLs during the reading
activity. The groups will also work together to create a Circle Map
using what they have learned from their reading. Creating this
graphic organizer will also reinforce the content and allow students to
practice writing English. Using small groups will also promote
multiple perspectives on the content (
Echevarria

et al., 2006). This
lesson may require two class periods to complete. The purpose of this
lesson is for students to work together to discover the Social Studies
content knowledge of the Central Plains of Texas while practicing
English language skills of reading, speaking, and writing
.


Class:

4th
Grade Social
Studies


Title:

The
Central Plains Region of Texas


Summary:

This unit focuses on the Central Plains region of
Texas.
Students will discover the
three areas
that make up this
region
(
Grand Prairie, Cross Timbers and Rolling Plains).
Students will learn about the geography, resources, cities,
parks/entertainment, economy and people of each of the three
areas. Circle map skills will also be reinforced
. The
region
discussed in this lesson will be familiar to most students as it is
the region
that includes Fort Worth.
Many of the
English as a
Second Language (ESL)
students in the district have lived in this
region for a
while
. The lesson includes a section on the
Stockyards where the 4th graders went on a field trip a few weeks
ago. This relates to the second component of
Sheltered
Instruction Observation Protocol (SIOP
)
, Building Background
(
Echevarria

et al., 2006
). This should increase English Language
Learners’ (ELL) motivation and lower their affective filter so that
they can increase their language acquisition (
Krashen
, 1985).



Students
will share their experiences with the class given
their own familiarity with the region, using coherent and
relevant information.


Given
the information in the text, student will answer oral
questions in class with 100% accuracy.


Students
will construct a circle map, given information on
the Central Plains region of Texas from several sources,
with 90% accuracy.


*These
content objectives relate to what the
Social Studies content
students
will learn. They will be orally stated at the beginning of class
and will be written on the white board in the front of the room in the
square labeled “Content Objectives” per the first
component, Lesson
Preparation,
of the SIOP model (
Echevarria

et al
., 2006).


Given
a short chunk of the social studies text to read as a
group, ESL students will successfully read the information,
asking for clarification as needed.


ESL
students, given their group reading assignment, will
participate in the group discussion using their
English
language oral skills.


Given
the circle map group assignment, ESL students will
follow simple, clearly stated instructions to complete the
assignment with 90% accuracy
.


*These
language objectives relate to how the students will learn the
content. They will be orally stated at the beginning of class and will be
written on the white board in the front of the room in the square labeled
“Language Objectives” per the first
component, Lesson Preparation,
of
the SIOP model (
Echevarria

et
al., 2006).

§
113.6. Social Studies, Grade 4


7 (A) describe a variety of regions in Texas and the Western Hemisphere such
as political, population, and economic regions that result from patterns of
human activity


7 (B) describe a variety of regions in Texas and the Western Hemisphere such
as landform, climate, and vegetation regions that result from physical
characteristics


13 (A) explain how people in different regions of Texas earn their living, past
and present


13 (B) explain how geographic factors have influenced the location of
economic activities in Texas


14 (B) identify oil and gas, agricultural, and technological products of Texas
that are purchased to meet needs in the United States and around the world


22 (A) differentiate between, locate, and use primary and secondary sources
such as computer software; interviews; biographies; oral, print, and visual
material; and artifacts to acquire information about the United States and
Texas


22 (C) organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps


§
74.4. English Language Proficiency Standards


1
(C) use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade
-
level vocabulary;


2
(C) learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions;


2 (D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed;


3
(D) speak using grade
-
level content area vocabulary in context to internalize new
English words and build academic language proficiency;


3
(E) share information in cooperative learning interactions;


3
(F) ask and give information ranging from using a very limited bank of high
-
frequency,
high
-
need, concrete vocabulary, including key words and expressions needed for basic
communication in academic and social contexts, to using abstract and content
-
based
vocabulary during extended speaking assignments;


4
(G) demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and taking
notes commensurate with content area and grade level needs;


4 (I) demonstrate English comprehension and expand reading skills by employing basic
reading skills such as demonstrating understanding of supporting ideas and details in
text and graphic sources, summarizing text, and distinguishing main ideas from details
commensurate with content area needs;


5 (B) write using newly acquired basic vocabulary and content
-
based grade
-
level
vocabulary.



Prior to class, the teacher will write objectives on the white board, gather materials
needed (paper, colored pencils, and informational resources), place artifacts from
the region around the room, and cue the audio.


The
lesson will be begin with listening to the You are Here audio accompaniment
and following along in
the
text (p. 42).
This will preview the lesson. This relates to
the fourth component of the SIOP, Strategies, as discussed in the article by
Echevarria

et al. (2006).

For 10
minutes, have the students discuss the places
mentioned in the audio text. Have any of the students been to any of
these places?
What are their favorites
? Have
the students discuss the items around the room
related to the Central Plains.


The teacher will introduce and discuss
the new vocabulary words for this
lesson
(boldfaced words p. 42
-
45). Students
will be chosen from
the
jar of popsicle sticks
with their names
to
write each word and place it on
the
Word Wall. This is an
example of reviewing key vocabulary, a part of component 3 of SIOP,
Comprehensible Input (
Echevarria

et al
., 2006).
The teacher
will use a concept
identifying method when possible. If necessary (and possible),
the teacher will
use
L1 to clarify vocabulary words or concepts.


Jigsaw Reading Groups


The teacher will divide the class into four groups of 5 students, and
each student in the group will be given a number 1
-
5. When
assigning groups the teacher will ensure that each group has at least
1 native speaker or advanced ELL that will serve as a peer model.


The reading assignment will be divided into 5 sections. A section
will be assigned to each number, and the original groups will break
up to form their expert groups based on their number.


Each group will read and discuss their selection of the text. They
will be reading a short chunk of information. The text book
includes boldfaced words, highlighted text and marginal notes that
will aid ELL students with the content. The students will take notes
(in L1, shorthand, pictures, or other preferred method) to report
back to their original group. The students will discuss the content
when they have completed the reading. The teacher will walk the
room observing groups and can offer help if necessary. This part of
the lesson relates to the first (Lesson Preparation) and fifth
(Interaction) components of the SIOP model (
Echevarria

et al.,
2006).



Jigsaw Reading Groups (cont.)


Students will go back to their original groups after they have completed
their assigned reading chunks and discussed the content. They are now
Experts on their selection. They will share what they
learned in their
expert groups.


The groups will
construct a Circle Map of the Central Plains region of
Texas. A circle map is a type of graphic organizer that is discussed in
the Lesson Preparation component of SIOP, but they will also be used
as a review assessment tool, the eighth component (
Echevarria

et al.,
2006). Other literature material will be provided on the back table and
the computers will be available for the students to use for this
assignment. The teacher will model the Circle Map and the use of
colors for categories (see next slide). The teacher will pass out paper
and colored pencils.


The teacher will question students as we discuss the Central Plains
region and go over the Circle Maps. The teacher will vary question type
and allow for an extended wait as per component 3 (Comprehensible
Input) of the SIOP method. The teacher will use this questioning
period to assess the students and review what they have learned, the
eighth component (
Echevarria

et al., 2006).


Jar of popsicle sticks with student names


Social Studies textbook


Audio
text accompaniment “You are There”


Computers


Projector


Projector
screen


Circle
map example


Texas
resource books and tourism pamphlets from region


Objects
from around the Central Plains


Manila
paper


Colored
pencils



Learning Disability
-

Students
will be
permitted
to take
assignment home or finish in study
hall if it is not
completed during class time.


Speech Impairment
-

Students will be given
more time to
answer orally.


Dyslexia
-

Students will be permitted to
use audio text at
the computer for reading portion of
lesson. Group
members will help student
complete
the
circle
map.
Students will be
permitted to take assignment home or
finish in study hall if it is not completed during class time
.


English as a Second Language
-

Students will be placed in
groups with English speaking peer models that can help
with reading and discussion. Students may take notes in
L1. Group members will help students complete the circle
map. Students will be given more time to answer orally.



Students will be assessed
for participation in jigsaw
reading group activity for reading and discussion.


Student mastery of both content and language
objectives will be assessed by teacher observation
during the group activity.


Student mastery of both content and language
objectives will be
assessed during class discussion.


Students
will be assessed on circle map for accurate
information, correct circle map
form,
and use of
resources (see next slide for rubric).


Fully

Moderately

Minimally


Not at all

Earned

Correct Format

10

9
-
6

5
-
1

0

All 6

categories
correctly

presented

60 (10
points per
category
correctly
presented)


59
-
30 (9
-
5


points per
category)

29
-
1 (4
-
1
points per
category)

0

Proper
citations

10

9
-
6

5
-
1

0

Group

participation

20

19
-
10

9
-
1

0

Total points
available

100

Total

Point
Earned


Following this lesson, students will have gained knowledge in
the fourth grade content area of Social Studies. They will further
understand the characteristics of the Central Plains region of their
state, Texas. During this content lesson, ELL students will have many
opportunities to practice English language skills. They will orally
rehearse, read with the help of proficient English speakers (native or
more advanced ELLs), write with the help of proficient peers, and
receive ample comprehensive input from their English speaking peer
models. Using the Jigsaw cooperative learning method provides the
opportunity for the ELLs to have English modeled by several different
peers. Providing the repetition of reading the material, discussing
with their expert group, teaching to their original group, completing
the circle map, and participating in a class discussion (with ample
wait time allowed) will help students to retain the content
information as well as the English language input they received and
practiced. Using an active learning strategy, the students’ affect filter
will be lower and enable them to process more English language
input. My students will master content objectives while
mastering or
making
progress towards mastery on language objectives.

Echevarria
, J., Vogt, M., & Short, D. (2006). The eight

components
of sheltered instruction. Adapted
f

rom
Making content comprehensible for English

language
learners, the SIOP model
. Austin, TX:

Southwest
Educational Development Laboratory.

Krashen
, S. (1985). The input hypothesis: Issues and

implications
. London: Longman