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Justin Stevenson ESL 4 Re-Teaching Plan 3/17/14

Re-Teaching Plan Objective not met in original Lesson Plan: Students will: -define and explain the importance of key geographic terms. Overview Since this re-teaching plan is based on the hypothetical situation that certain objectives were not met during the original lesson, I am going to assume that the students had trouble completing the assessment assignment which required them to use at least 5 vocabulary words in an editorial paper with a partner. The assignment was too lengthy and difficult and was unsuccessful in its attempt to display student understanding of the vocabulary. The students became overwhelmed with the length and difficulty of the editorial piece and this frustration inhibited their ability to accurately display their knowledge of the vocabulary words. Alternative Methods, Approaches, and Modifications Based on the Can Do Descriptors for this grade band, I have come up with a few modifications which would help scaffold the lesson as well as modify the assessment for the students. Also, I have provided a follow up activity to both further enhance their understanding of the terms as well as provide them with an additional opportunity to display their knowledge. Use manipulatives In an effort to help the students better understand the vocabulary words, they would be provided with cards which they would have to match to the definition. The vocabulary words would be written out, but the definitions would be both a picture and a written definition to assist students in their understanding. For example, the word would be pollution and the students would be required to locate the corresponding card which would have both the written definition as well as a picture. This hand-on use of manipulatives would help students comprehend the vocabulary words meaning.

Simplifying & Modeling - Since the overall objective was for students to be able to define and explain the importance of key geographic terms (vocabulary words), I would begin by simplifying the editorial assignment. Since this assignment was overwhelming for the students, I would alter so that students would work as one whole group to develop an appropriate editorial. This way, the group of students and teacher would work on an editorial together, allowing students to verbally display their knowledge of the vocabulary, providing them with the opportunity to show their knowledge through academic language, and would enable to the teacher to model the language necessary to construct an appropriate editorial. As the editorial was being developed, the teacher would write the sentences on the board or use a projected computer word processor so students would have a model to base their writing on.

Visuals, Realia, Props, Games In an attempt to give students multiple opportunities to display their knowledge, students would complete a poster to show which side of the argument they were on. The poster would require students to use a certain number of vocabulary words to show their understanding of the vocabulary. This would also give students the opportunity to display their knowledge through drawing (visuals) and word in cooperative learning groups. This would be a follow up activity to the editorial paper.

Original Lesson Plan 1. Grade Level: 6-8 2. Subject: ESOL (Pull out instruction) | Social Studies 3. English language proficiency levels: Level 3 (Intermediate | Developing) Level 3 (Intermediate | Developing) Level 4 (Advanced Intermediate | Expanding) Level 4 (Advanced Intermediate | Expanding) Level 5 (Advanced | Bridging).

4. Vocabulary Words (related to Social Studies The Great Lakes: The U.S. and Canadas Freshwater Treasures Geography Alive! Regions and People p. 97-103): ecosystem, food chain, food web, freshwater, watershed, pollution, invasive species, habitat, habitat loss, basin, landmass, plateau. 5. Instructional Support: See #10 14 for identification of instructional supports present in lesson plan. Phonology | Morphology | Syntax | Pragmatics | Semantics | Idioms | Cognates | Collocations 6. Content & Language Objectives: Students will: -define and explain the importance of key geographic terms (see #4). -evaluate the environmental health and management of the Great Lakes freshwater ecosystem. -examine the environmental challenges facing global freshwater ecosystems and the impending crisis in freshwater supplies. 7. ELP standards, common core, and PA Academic standards/anchors: PA Core Standards o CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. o CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. o CC.8.5.6-8.J: By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently ELP Standard 5 - Language of Social Studies o Level 3 Developing - Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner

o Level 4 Expanding - Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner Level 5 Bridging - Evaluate locations on maps for different purposes from oral descriptions (e.g., Show me the best city in Asia to.) 8. Academic & social interactions: Students will work together in a group taking turns reading the text from the book. Students will also identify provided vocabulary words in their journals as a group. This will be a student lead activity which the teacher takes part in to assist students in word identification when necessary and help steer students in the correct direction. 9. Materials: Geography Alive! Regions and People text, Transparencies 4A-4C, student journals 10. Introduction- Activating/Building Prior Knowledge: -Teacher presents and reads aloud objectives with students. -Teacher will ask students to begin by copying the vocabulary words into their notebook and to write down any information they know about the words. 11. Procedures/Development: -Students will continue to familiarize themselves with the provided vocabulary words by discussing their meanings as a group and sharing information they have written down. (Phonology, Cognates) - Using a teacher made PowerPoint presentation; students will watch a slide show lesson which provides a vocabulary word, the vocabulary words definition, and an appropriate example of the word (picture, video, etc.) -At the end of the slide show, students will take part in a group quiz game which will show the understanding of the vocabulary. -Students will then copy the provided definitions in their student notebooks. -Students will then be put into pairs and given the task of researching information on the Great Lakes. They are to gather information using the internet or available books in the classroom to support whichever side of the debate they would like: The Great Lakes are in Great Shape, or The Great Lakes are a Mess.

-Based on their research, student pairs will together write an editorial about the Great Lakes. They will be required to use at least 5 vocabulary words in their editorial to display their understanding of the words. (Syntax, Pragmatics, Semantics, Idioms, Collocations) 12. Assessment- Formative and/or authentic methods -Assessments will be conducted in multiple ways. Students will answer questions orally to display knowledge of vocabulary words while the teacher takes anecdotal records on their understanding. -Students will copy sentences off the board and answer questions in their notebook to display knowledge of vocabulary, ability to construct sentences, ability to write, and knowledge of correct grammar usage. -Students will take part in a quiz game following the Power Point presentation. -Students will write an editorial displaying their understanding of the vocabulary words. 13. Adaptations- Scaffolds, supports used during lessons. Simplified language, visuals, modeling, cooperative learning, hands-on activities, choral reading. 14. Academic and social interactions at the ELP Levels: -Students will familiarize themselves with the provided vocabulary words by discussing their meanings as a group and sharing information they have written down. -Students will then be put into pairs and given the task of researching information on the Great Lakes. - Student pairs will together write an editorial about the Great Lakes. 15. Connection- Connect adaptations to ELP levels of ELLs. Since students in this grade band are at the ELP level of Developing, Expanding, and Bridging, the lesson requires a bit more independent reading, research, writing, and cooperative learning. By simplifying the lesson to focus primarily on vocabulary, I hope students will be able to gain an understanding of the vocabulary which will allow them to better comprehend information throughout the rest of the section. By providing students with the opportunity to write down and discuss what they know about the vocabulary prior to the lesson, I hope to trigger their prior knowledge. I also decided to display the vocabulary words in visual slides in hopes of better having their attention and show examples of the words. The provided quiz game serves as both a visual lesson and an

assessment. Also, grouping students accordingly to do research and write an editorial paper is a great way to help enhance their social language skills, academic language skills, and practice conducting student lead learning. Can Do Descriptors: Grade Level Cluster 6-8
Reading Level 3 Developing -Identify topic sentences, main ideas, and details in paragraphs -Identify multiple meanings of words in context (e.g., cell, table) -Use context clues -Make predictions based on illustrated text -Identify frequently used affixes and root words to make/extract meaning (e.g., un-, re-, -ed) -Differentiate between fact and opinion -Answer questions about explicit information in texts. -Use English dictionaries and glossaries -Produce short paragraphs with main ideas and some details (e.g., column notes) -Create compound sentences (e.g., with conjunctions) -Explain steps in problem-solving -Compare/contrast information, events, characters -Give opinions, preferences, and reactions Level 4 Expanding -Order paragraphs -Identify summaries of passages -Identify figurative language (e.g., dark as night) -Interpret adapted classics or modified text -Match cause to effect -Identify specific language of different genres and informational texts. -Use an array of strategies (e.g., skim and scan for information) -Create multipleparagraph essays -Justify ideas -Produce content-related reports -Use details/examples to support ideas -Use transition words to create cohesive passages -Compose intro/body/ conclusion -Paraphrase or summarize text -Take notes (e.g., for research) -Identify main ideas and details of oral discourse -Complete contentrelated tasks or assignments based on oral discourse -Apply learning strategies to new situations -Role play, dramatize, or re-enact scenarios from oral reading -Paraphrase and Level 5 Bridging -Differentiate and apply multiple meanings of words/ phrases -Apply strategies to new situations -Infer meaning from modified grade-level text -Critique material and support argument -Sort grade-level text by genre


-Create expository text to explain graphs/charts -Produce research reports using multiple sources/ citations -Begin using analogies -Critique literary essays or articles



-Categorize content-based examples from oral directions -Match main ideas of familiar text read aloud to visuals -Use learning strategies described orally -Identify everyday examples of content-based concepts described orally -Associate oral language with different time frames (e.g., past, present, future) -Begin to express time through

-Use oral information to accomplish grade-level tasks -Evaluate intent of speech and act accordingly -Make inferences from grade-level text read aloud -Discriminate among multiple genres read orally -Defend a point of view

multiple tenses -Retell/rephrase ideas from speech -Give brief oral content-based presentations -State opinions -Connect ideas in discourse using transitions (e.g., but, then) -Use different registers inside and outside of class -State big/main ideas with some supporting details -Ask for clarification (e.g., selfmonitor)

summarize ideas presented orally -Defend a point of view -Explain outcomes -Explain and compare content-based concepts -Connect ideas with supporting details/evidence -Substantiate opinions with reasons and evidence

and give reasons -Use and explain metaphors and similes -Communicate with fluency in social and academic contexts -Negotiate meaning in group discussions -Discuss and give examples of abstract, content-based ideas (e.g., democracy, justice)

Justin Stevenson ESL 4 3/17/14 Instructional Materials Adaptations and Modifications Textbook Instructional Material 1. Source: National Geographic REACH | Language and Literacy

2. Reference: Frey, N., Kratky, L., Lesaux, N., Short, D., Thompson, S., & Turner, J. (2011). National Geographic Reach. Washington D.C.: National Geographic School Publishing. 3. Description of original instructional material: National Geographic Reach is a Language and Literacy text designed specifically for ELLs from grades K 5. The text focuses on: actively engaging and immersing students in a connected, expanding, and dynamic language environment, layering and scaffolding essential skills and strategies to move all learners to independence, and easily adaptable instructional priorities and requirements. Through examination of the text, I noticed it has many different instructional supports. The instructional supports I found to be well executed were morphology, syntax, pragmatics, semantics, idioms, and collocation. However, I found there was a lack of support in terms of phonology and cognates. The text also contains many well adapted modifications for an ELL such as pictures, questioning which requires only one word answers, examples which help teach social/practical skills (computers, phones, fax machines, etc.), graphic organizers, etc.

4. Adaptations/modifications description- Since the text seems to lack phonology instructional support; I would preview the lessons by going over important words verbally. For example, on the section which covers pronoun usage, students are required to read sentences and write in the answers. However, there is no requirement which checks the correct pronunciation of the pronouns. Therefore, a choral reading of a word wall would help students hear how the words are suppose to sound, and practice speaking them correctly before completing the activity. Also, it may be beneficial to have students work in pairs or small groups and require them to read each sentence with their answer aloud to their partner. This would once again provide instructional support in phonology, as well as many other instruction supports (syntax, pragmatics, semantics, etc.). 5. Sample of original instructional material

6. Sample of the adaptations/modifications you made to the materials Word Wall (orally read before the lesson) Am She Is He Are They




Visual Instructional Material 1. Source:

2. Reference: Kinney, B. (2011.). Three letter words. Retrieved from 3. Description of original instructional material: This poster, titled Three Letter Words, is a classroom instructional poster published by Kinney Brothers Publishing, which develops and sells quality textbooks and instructional materials for beginning ELLs. This poster can be used as both an instructional material as well as a concrete reference piece within the classroom. One of the beneficial parts of this poster is the clear layout and categorization of words with particular vowel sounds. For example, it is clearly displayed that all words in the first row contain the vowel sound of a short a. Also, the poster has an illustrated picture description above each word. For example, the word hut has a picture of a small house above it. Although I think this poster is quite useful as a reference piece, I do think there are some improvements and modifications which could be made to this visual instructional material. First, the poster only contains words with a short vowel sound which seems to present a very limited use of phonology. I wonder if this would cause students to incorrectly sound out words that have a similar appearance, but due to the context (pragmatics) would be pronounced differently. Secondly, I feel there should be

some example of context on the poster as well. This would help students understand the way these words were used within sentences rather than simply isolating them. Therefore, by increasing the level of instructional support in the areas of, collocations, semantics, and pragmatics, the poster would be of more use to ELLs. And lastly, I dislike the mix up of nouns, verbs, and adjectives on the poster; I feel this makes use of the illustrations confusing. For example, there is a picture of scissors, but the described word is Cut. This is another problem with the lack of pragmatics and semantics on this poster. I feel it would work better to have these examples placed in context or have different posters which display different forms of speech (nouns, adjectives, verbs, etc.). 5. Sample of original instructional material

6. Sample of the adaptations/modifications you made to the materials

Multimedia / Technology Instructional Material 1. Source: Kidspiration, Inspiration Software, Inc.

2. Reference: Kidspiration, inspiration software inc. [Web]. (2014). Retrieved from 3. Description of original instructional material: Kidspiration is an instructional software program designed specifically for ELL students grades K-5. It is a visual way for students to explore and understand words, numbers and concepts. Throughout my observations, I have seen this software used as a follow up activity to a lesson or as a practice tool for students who may need additional support in an area of language development.

There are many benefits to the use of this software. First, the visual aspect and interactive components of the software seem to be enjoyable for the students. Also, it helps students develop basic computer and technology skills. The program touches upon many important aspects of language development through modifications to the learning process which make it appropriate and more useful for ELLs. For example, the program uses symbols to convey ideas and information, graphic organizers, buttons and menus and texts which are represented by icons (which is especially helpful for emergent learners), text which is read aloud by the program for the students to listen to, and certain instructions available in the native language of the student. While Im sure there are lacking elements to this software, as there seem to be with all learning and teaching methods, I was unable to find many which would be a hindrance to an ELLs language development. The only issues I was to identify in this light would be the necessity of typing skills, basic computer skills, and the program seems to mainly focus on individual work rather than cooperative learning. However, I feel the program also helps develop typing skill and basic computer skills, and often times Ive seen a teacher put two students on the program together so they can work together (no longer isolating a student to work on their own). As a whole, this seems like a great learning tool for the ESL classroom.

5. Sample of original instructional material

6. Sample of the adaptations/modifications you made to the materials No adaptations or modifications made directly to this instructional material.