Maria Gabriela Bernal Sanchez Diaz

12360
CETYS TEFL SDAIE
Summer 2008
INDEX

UNIT OVERVIEW ESSAY.....................................................................................3

STANDARDS........................................................................................................5

FUNCTION CHART..............................................................................................7

UNIT OUTLINE......................................................................................................8

LESSON PLANS...................................................................................................9

1.1 Lesson Plan.................................................................................................9
1.2 Lesson Plan................................................................................................11
1.3 Lesson Plan...............................................................................................13

REFLECTIVE ESSAY.........................................................................................15

STRATEGY LOG.................................................................................................18

APPENDIX……………………………………………………………………………26

2

The purpose of this Specially Designed Academic Instruction in English class is for these students to acquire Cognitive Academic Language Proficiencies. Although they study subjects in English formally only at school. At the end of the unit they should be able to distinguish cause and effect. they are exposed to several other means of input in the English language such as: music. Students’ classes are forty five minutes each four times a week. The students have more than Basic Interpersonal Communication Skills having been studying at a bilingual school for at least four years. and personal essay. 3 . character. climax. setting. television. Their developmental level is that of any typical thirteen/fourteen year old. Some of the key concepts. The students’ first language is Spanish attending a bilingual Spanish/English school in Mexico. to identify an author’s purpose. vocabulary and ideas they will acquire include: fiction. short stories. conflict.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 UNIT OVERVIEW ESSAY The intended audience is intermediate English level seventh graders between the ages of thirteen and fourteen. movies. The goal of the unit is for students to identify literary terms as well as recognize and distinguish features of fiction and acquire an appreciation of literature. theme. video games and through the internet. to make inferences. and to know how to connect feelings and experiences they might share with an author or character. plot.

Students will be taken to the computer lab for certain activities as well as to the outside courtyards for specific activities such as making posters or skits. and written and oral English language conventions. eight and nine into a stage called secundaria. The selection of the topic is appropriate to the class level as well as to the Grade Seven California English-Language Arts Content Standards which include reading. writing. audio in form of CDs. 4 . overhead projector. The instructional space includes a conventional classroom with individual desks that can be arranged in groups as the need arises. teachers as well as students are expected to speak English at all times. usually having a totally different name from the elementary school attended prior. pictures and of course. Students graduate from sixth grade and secundarias are in a whole new and different building. power point presentations. transparencies. television. this will cause motivation in the form of curiosity and wanting to interact with other students. Students are expected to be very motivated since this is a new stage in their academic studies attributable to the Mexican education system of separating years seven. as well as having a new subject that engages students with different activities appropriate for their linguistic and cognitive needs with visuals. modeling and contextualization of topics. books. although there might be a situation in which the teacher might resort to a couple of words in Spanish in order to clarify meaning.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 The language of instruction will be English. The resources that will be available are whiteboard and markers. Some students might know each other but others will not.

to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. the narrator's description.g. example. instructional manuals. or contrast.. words. arguments. 2. newspapers.0 Word Analysis. signs).3 Analyze text that uses the cause-and-effect organizational pattern. 1. and purpose. or perspective in text. 1. and the thoughts.6 Create documents by using word-processing skills and publishing programs. ask and evaluate questions. 2. as well as historical and literary context clues. They describe and connect the essential ideas. and develop ideas leading to inquiry. develop simple databases and spreadsheets to manage information and prepare reports. organization. 5 .4 Identify topics. point of view.3 Analyze characterization as delineated through a character's thoughts.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 STANDARDS Literature Seventh Grade Introduce students to fiction Unit One: Learning from Experience 1. Fluency. and actions. 3.4 Identify and trace the development of an author's argument. 2. and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships.3 Clarify word meanings through the use of definition. and actions of other characters. textbooks.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e. 1. and perspectives of the text by using their knowledge of text structure. words.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. investigation.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. restatement. speech patterns. 2. 3. 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). and research.

Students will be able to differentiate a short story form a novel. Students will be able to determine after reading four different literary genres which type of writing they refer to at 100% accuracy. Students will be able to define verbally and in written form the term fiction. 8. Students will be able to read a story and represent the sequence of events through words or pictures. and climax of a story. differentiating from main characters and minor characters. Students will use appropriate learning strategies to construct and apply academic knowledge. Students will be able to determine the plot. Students will be able to make connections either with the characters of a story or with the author. conflict. 7. 12. 11. 6 . 6. Students will use English to obtain. 4. Students will be able to identify an author’s purpose in writing a specific story. 2. 10. and provide subject matter and vocabulary information in spoken and written form.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 Upon finishing Unit One “Learning from Experience” students will be able to use English to describe. construct. identify and employ various aspects of literature. Students will be able to produce in verbal and written form a summary of a text. 9. Students will be able to identify the characters in a story. theme. 1. process. 3. Students will be able to make inferences after reading a text. 5.

In similar circumstances. First one…then… next…. smartest. construct.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 FUNCTION CHART Literature Seventh Grade Unit One: Learning from Experience Topic / Concepts Vocabulary literature fiction Academic Language Functions Differentiate a short story form a novel. process.L. I would… I would have solved the problem by… experiential activity man on the street interview simulation roleplay Obtain. finally… First. I believe that… because… I think…because… K.W. A possible consequence of…is… The best solution to… is to…because… The conclusion one can draw about…is that…because… …led me to conclude that… cocktail party visualization partner compare 3 minute pause find the fib quick write write (think-pairshare) inferences identify an author’s purpose make connections 7 . and provide subject matter and vocabulary information in spoken and written form. Grammar Structure Identify the characters in a story.…Lastly. anticipatory guide Make connections either with the characters of a story or with the author.… Make inferences after reading a text.…Second. nicest… In the same way… Activities / Strategies The differences jigsaw puzzle between…and…are… picture guessing short stories novel plot conflict characters main character minor character theme setting climax personal essay context clues exposition rising action falling action cause and effect comparison matrix mnemonic devices fishbowl cause/effect chart text retell Represent the sequence of events through words or pictures. differentiating from main characters and minor characters. …compared to …is… …and…are different in that… The braves.… Third.

Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 UNIT OUTLINE Literature Seventh Grade Unit One: Learning from Experience 8 .

1 Understand and analyze the differences in structure and purpose between various categories of informational materials. theme. novel. Students will be able to determine the plot. differentiating from main characters and minor characters. Identify and analyze theme" 1. main character. speech patterns. the narrator's description. in the short story.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 LESSON PLANS "Understand and appreciate a short story. and climax of a story. Understand the role of setting. characters. words. IV. conflict. words. plot. Standards 2.3 Analyze characterization as delineated through a character's thoughts. short stories. nicest… In the same way… V. Students will be able to identify the characters in a story. Use the active reading strategy of connecting to understand the setting of the story and motivation of the main character. smartest. conflict. and actions. Content Objective Students will be able to differentiate a short story form a novel. fiction. II. and the thoughts. both place and time. Academic Functions The differences between…and…are… …compared to …is… …and…are different in that… The braves. minor character. III.1 Lesson Plan Day 2 I. climax 9 . Language Objective Students will be able to define verbally and in written form the term fiction. 3. Essential Vocabulary literature. and actions of other characters.

The diagram is then discussed with the students until there is a clear understanding of the different stages of plot development. Students are asked to fill in a chart with information of the work of fiction they previously discussed. the setting. then students have to determine if they are main characters or minor characters and how they came about their decision. They will have to give specific details that lead them to discover the theme. etc. characters can be form books. Opening Activity Students are asked to think of a work of fiction have recently read. Other classmates can ask questions. VIII. 10 . Presentation of Class Students are presented with “Plot at a Glance” diagram.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 VI. They will be graded on how well they support their answers and how they describe each of the aspects to consider. IX. Independent Practice Students are asked to think of a work of fiction they know and identify the different parts. Students then go on to determine what type of work it is short story or novel. the plot. Then they are asked to discuss the message about life that they discovered in each work . Each team will be asked to analyze the excerpt and make a poster which determines if what kind of work it is. In it they will identify the place and time actions are taking place in and this will lead them to determine the importance of setting. in the same poster they will imagine and depict who they think the main and minor characters. VII. Each tem will be given a handout with an excerpt from a fictional work. Students are asked to think of different characters names for each letter of the alphabet. They are asked to describe to the class the most memorable aspect of the work and explain their reasons. could be if they read the complete fiction work. theme. Assessment Students will be asked to form teams of three. Then. movies or television.

III. Strategies to be used: interpreting pictures. and provide subject matter and vocabulary information in spoken and written form.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 1. or contrast. process.4 Identify and trace the development of an author's argument. ferocity. conviction.2 Lesson Plan Day 4 I. connection VI. scowl. words. Opening Activity Transparency 1 will be projected and students will be asked to interpret the picture. speech patterns. and actions of other characters. Academic Functions In similar circumstances. II. 11 . and actions. elective. Content Objective Students will be able to make connections either with the characters of a story or with the author. example.3 Clarify word meanings through the use of definition. experiential activity. words.3 Analyze characterization as delineated through a character's thoughts. empathy. quiver. linger. Essential Vocabulary bluff. They will be asked what they think the author was feeling when he painted it and what they think the man in the painting is thinking and feeling after having climbed to the top of the mountain. Standards: 1. trudge. the narrator's description. and write–pair-share with emphasis on the painting. to break it up into four quadrants and discuss what they see. restatement. IV. 2. I would… I would have solved the problem by… I believe that…because… I think…because… V. portly. and the thoughts. Language Objective Students will use English to obtain. 3. construct. setting. sheepishly. or perspective in text. point of view.

Then will then be asked to fill in the “Active Reading SkillBuilder” worksheet given to each student to be filled in as they read the text. Assessment Cloze Activity with “Words to Know SkillBuilder worksheet. They will then share with a group of students. 12 . A copy of the worksheet will be given to each student to be filled in individually and then compared with a partner. After they have all finished they will share their answers with the class. VIII.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 VII. Presentation of Class Students will read the story “Seventh Grade” using the reciprocal teaching strategy and the vocabulary strategy with an effective vocabulary organizer. Independent Practice Students will be introduced to the concept of connecting with characters from a story. IX. they can go back and check for information. Students will be given the “Literary Analysis SkillBuilder” worksheet to be filled in after they have finished the reading.

Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 1. inferences. finally… First. Opening Activity Students will be asked to make teams using the find someone who strategy in this case someone who has been on vacation to a place you have been on vacation too.4 Identify topics.…Second. investigation. ask and evaluate questions. and develop ideas leading to inquiry. 3. Students will use appropriate learning strategies to construct and apply academic knowledge.3 Lesson Plan Day 5 I.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). Language Objective Students will be able to produce in verbal and written form a summary of a text.… V. 13 . make connections VI. Students will be able to make inferences after reading a text. II. Academic Functions A possible consequence of…is… The best solution to…is to…because… The conclusion one can draw about…is that…because… …led me to conclude that First one…then… next…. and research.…Lastly. context clues. Essential Vocabulary theme. III. cause and effect. summary.… Third. IV. Content Objective Students will be able to identify an author’s purpose in writing a specific story. Standards 1.

Assessment Students will be handed out a copy of the “Literary Analysis SkillBuilder” worksheet to be filled out in pairs.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 VII. After that they will each write a summary of the story in their own words. finally sharing with the class. 14 . they will then use the write-pair-square strategy to share with another team. IX. Independent Practice Students will be asked to fill in a fishbowl strategy hand out with the most important aspects of the story then they will share with a partner compare strategy finally sharing with the class. VIII. At the end of the class they will be handed out a copy of the summary of the story to be compared to what they actually wrote and to see if they missed any of the most important aspects. Presentation of Class Students will be introduced to the concept of summary and will be asked to talk about a vacation they took in their groups summarizing the events and activities they did during their vacation.

Children speak far less than they understand and they want to speak more and understand more everyday. Growing up in Mexico City. When the child speaks her or his first word.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 REFLECTIVE ESSAY I have been teaching English. 15 . I attended a bilingual school where Spanish was taught for half of the school day and English was taught the other half of the day. One of the principal goals of SDAIE is to provide students with a sense of what successful language learners do to achieve success. Specially Designed Academic Instruction in English or Sheltered Instruction in English. in the beginning on and off. In these classes we were not exactly taught how to speak English but were taught regular subjects using English. there is a long background behind it that took months or even a year in the making. mostly unplanned discourse which students choose to get involved with willingly. Since then I have made many changes in my teaching methods. Regular subjects classes expect children and young adults to be producing in English from the very start. So I guess this could be a kind of precursor to what is now known as SDAIE. since I was eighteen. Interaction is by definition unrehearsed. which might be different each time. As I learn more and try out new things I evaluate what works for me and my students. SDAIE classes are very unique in that they give the students the right tools to focus on the content and without thinking acquire and produce vocabulary and material in English. as each specific class is unique and special in their own wonderful way.

to the other classmates as well. is what SDAIE ultimately desires. 16 . I have come to know several students who simply cannot continue with say a conversation or reading a text if they don’t understand every single word they are listening to or reading. make their own opportunities for practice in and outside the class room and learn to live with uncertainty by not getting frustrated and continuing to talk or listen without understanding every word. I also compare it to their own native language. like history or math or science. I will say something along the lines of “Do you know ALL the words that exist in the Spanish language?” To this they usually laugh and say: “Of course not teacher!” Then I go on to tell them that even though they might not know the complete Spanish language. without actually excelling in the English language. to learn the target language. In my personal experience as a teacher.Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 As a teacher. are creative developing a “feel” for the language by experimenting with grammar and words. This to me. whatever the level. This is very frustrating for the student and if this is happening in a class atmosphere. In all my classes. There are several strategies that students use to successfully learn a language. I always try to emphasize guessing meaning from context as a very helpful strategy. They usually get very frustrated and ask questions at several intervals during the conversation or reading. Among other things. they are able understand the overall meaning of conversations or texts in Spanish. one can definitely see when students are using the correct strategies. that students get the content required of a specific class. good language learners organize information about language. the ones that work for that specific individual.

and everything I have now learned and still continue to learn in teacher training classes like this one in the effort to become a better teacher for my students as each day passes. Their focus is on learning math or science or history and in a way. In conclusion. experience as a teacher.  17 .Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 A language is probably the most complex set of skills one could ever seek to acquire. I would have to say that my teaching methods are a very balanced combination of experience as a learner. they don’t actually know they are learning so much English language vocabulary and grammar as well. I believe that the strategies and methods offered by SDAIE make this process easier for any student with regular capacities and that the content based goal takes the emphasis off of actually having to learn English. because it involves many different stages and parts.

Maria Gabriela Bernal Sanchez Diaz 12360 CETYS TEFL SDAIE Summer 2008 STRATEGY LOG 18 .