EDUC 145/245: Teaching English Language Learners Summer 2011 Professor Shaeley Santiago

Name: Bob Tyler

SIOP Instructional Unit Plan Mexico

Thematic Topic: Cinco de Mayo (Lesson 1) Grade/Class/Subject: 9th Grade ESL Sheltered Social Science Standards: TESOL Standard 1, 5 LESSON PREPARATION Content Objectives (SWBAT) 1. Summarize the WHO-WHAT-WHEN of the Battle of Puebla. 2. Explain WHY the Battle of Puebla was important. 3. Define key Cinco de Mayo vocabulary 4. Create a Venn diagram that compares/contrasts Cinco de Mayo in the United States and Mexico. Language Objectives (SWBAT) 1. Discuss the Battle of Puebla in small groups. 2. Listen to student presentations and video clips. 3. Write sentences about Cinco de Mayo 4. Read key words about Cinco de Mayo on student Venn diagrams. Materials: Textbook, laptop computer/projector, construction paper, markers, coffee can lids (for tracing circles) BUILDING BACKGROUND Activities: We will begin by watching two short video clips. The first video will show a nongraphic/age-appropriate synopsis of the Battle of Puebla. The second will show part of a MexicanAmerican Cinco de Mayo parade. After each video, we will convene as a large group to make connections with past learning and experiences. Links to Experience: Students will be asked if they are familiar with any battles that have taken place in their home countries (either recent past or historical) and these will be shared and discussed briefly. Likewise, we will share and discuss experiences with parades. Links to Learning: Students will be reminded that we have discussed festive events as well as battles and wars in previous social studies classes. Students will work in pairs to try to make a list of these previous learning experiences and we will put a master list on the whiteboard. Key Vocabulary: A word wall will be created on the whiteboard and will include visual support for each of the following terms: Holiday, Festival, Parade, Dance, Picnic, Commemorate, Pride, Battle, Army, Invade, Defeat, Victory, Mexico, Mexican, France, French, Cinco de Mayo. In addition (and as always) students will be reminded and encouraged to add to our word wall as we work our way through this lesson. COMPREHENSIBLE INPUT Lesson Sequence: The word wall described above will be one example of comprehensible input. Following building background, the teacher will write the content and language objectives on the

EDUC 145/245: Teaching English Language Learners Summer 2011 Professor Shaeley Santiago

Name: Bob Tyler

whiteboard, while saying them aloud (slowly, with proper enunciation). (See lesson delivery below for ESL/Kid-friendly objectives.) Then we will run through our plan for the day: 1. Intro Videos 2. Prior knowledge and experiences 3. Word Wall (to be added to as class progresses) 4. Content and language objectives (whole class) 5. Battle of Puebla Text passage GIST exercise: READ passage and WRITE key words from this passage on a sheet of paper. Enter into Wordle.com and print (partner work). 6. Jigsaw of 4 Cinco de Mayo celebration stories (textbook small group work: READ the passage and discuss main points with group) 7. Share stories with whole group (whole class students take turns SPEAKING and LISTENING) 8. Create Venn Diagrams comparing and contrasting Cinco de Mayo in Mexico and America (individual work); share with group; turn-in for assessment. 9. Review objectives Clear Explanations (oral & written): Teacher is careful to speak clearly, break assignments down in to simple steps, pause for understanding, repeat instructions several times, check for student understanding and use comprehensible vocabulary. Variety of Techniques (modeling, visuals, hands-on activities, demos, gestures, body lg): Gesturing and body language are used to convey some of the grimmer aspects of the battle, and some of the livelier aspects of the Cinco de Mayo festivals. All activities are first modeled by the teacher. Visuals include: the word wall, the videos, the pictures in the book and the Venn diagrams. Hands-on activities include making the Venn diagram, typing/printing from wordle.com, writing additional words on the word wall. STRATEGIES Higher-Order Questions: 1. Why is Cinco de Mayo important to Mexican-Americans? 2. How does Cinco de Mayo in America compare/contrast to Cinco de Mayo in Mexico? 3. Can you predict what MIGHT have happened if Mexico lost the Battle of Puebla? Scaffolding: _X_Modeling (Teacher demo of making a Venn diagram) _X_Guided (guided writing of the objectives) _X_Independent (work on Venn diagram Learning Strategies: __Mnemonics __SQP2RS _X_GIST __DRTA __Rehearsal strategies _X_Graphic organizers __Comprehension strategies __Other ____________ INTERACTION ***See lesson sequence for specific examples. Grouping: _X_Whole Class _X_Small Group _X_Partners _X_Independent Opportunities for Interaction: _X_Technology (youtube, wordle) __Gallery Walk _X_Cooperative strategies (jigsaw Cinco de Mayo stories) __Inside/Outside Circles __Other ___________

EDUC 145/245: Teaching English Language Learners Summer 2011 Professor Shaeley Santiago

Name: Bob Tyler

Primary Language (L1) Support: As always, first language use is encouraged in the classroom. There is a small library of L1/L2 dictionaries students may refer to, as well as computers for online references. Additionally, students are paired with speakers of their native language whenever possible. PRACTICE/APPLICATION Use of hands-on materials/manipulatives: The most hands-on activities will be the creation on the Venn diagrams, which will involve construction paper, makers, tracing lids, writing, etc. The wordle activity will be another chance to physically do something and create a product. Activities to apply content/language knowledge: 1. GIST reading passage 2. Cinco de Mayo small group textbook reading/discussion/sharing 3. Venn diagram creation Processes: _X_Reading _X_Writing _X_Listening _X_Speaking ***See the language objectives and lesson sequence for specific examples. LESSON DELIVERY Content & Lg Objectives shared with students: Content and language objectives are gone over with the students at the start of the lesson. The vocabulary used in the objectives shown at the start of this lesson plan reflects terminology that, from repetitive use, should be familiar to the students. However, when going over objectives with students, simplified language may be substituted such as: Content Objectives 1. I can tell you the WHO-WHAT-WHEN of the Battle of Puebla. 2. I can tell you WHY the Battle of Puebla was important. 3. I know all the words on the Cinco de Mayo word wall. 4. I created a Venn diagram that compares/contrasts Cinco de Mayo in the United States and Mexico. Language Objectives 1. I talked about the Battle of Puebla in small groups. 2. I listened to other students talk about Cinco de Mayo. 3. I wrote sentences about Cinco de Mayo 4. I read the words about Cinco de Mayo on the Venn diagrams. Student Engagement: It is expected that students will be engaged at least 90% of the time. However, to lessen the language load, students will sometimes be watching videos, sometimes be looking at pictures, and sometime working on graphic organizers. Lesson Pacing (based on student needs): This lesson is based on my understanding of these 12 students needs and abilities. Certain objectives or activities may be omitted or revisited on another day, based on my informal assessment of student learning/comprehension as the lesson progresses. As stated earlier, when ever possible students are paired/group with other L1 speakers, so they may help each other with comprehension and help keep the lesson moving along at the desired pace.

EDUC 145/245: Teaching English Language Learners Summer 2011 Professor Shaeley Santiago

Name: Bob Tyler

REVIEW/ASSESSMENT Review of vocabulary & key concepts: We will return to our objectives and word wall. For the objectives, students will take turns reading them, and then the group will indicate if the objective has been met with a thumbs up/thumbs down. (Any thumbs down will be revisited the following class session.) For the word wall, the words will all be erased and only the visual left. Students will then re-write the words until the word wall is complete again. Feedback provided to students: Feedback is provided to individual students throughout the lesson, on an ongoing basis, and based on the personality needs of the student. (Those who enjoy public praise receive it; those who prefer more private attention are given feedback in this manner.) In all cases, corrections are kept quick, simple, and as unobtrusive as possible. Assessment of lesson objectives: The Venn diagram will be formally assessed using a simple rubric. Informal assessment will be given to the GIST/wordle product, word wall understanding, and the Cinco de Mayo jigsaw/sharing activity. Additional instruction time will be given as needed.