Katie Roughan, Christina Rombousek, Sarah McCormick, Megan Houlihan, Alex Altier

EDUC 359

Fall 2019

ELL Project

Subject Area English Language Learners

Title of the Unit History and Politics of English

Language Learners

Title of the Lesson History and Politics of English

Language Learners

Grade Level College Students

Estimated Time 45 - 55 minutes

Summary of the Lesson This lesson will teach the students the
history and politics of english language
learners. The lesson consists of kahoot
games, activities, and discussions to
help the students better understand the
history and politics of ELLs.

Materials Required ● Video handout

● Timeline slips
● Dry erase markers
● Tape
● Powerpoint/video
● Kahoot
● Post- its

Academic Standards N/A

Objectives ● Students will be able to identify

and explain basic facts on the
history of English language
learners.
 ● Students will be able to identify
and explain basic facts on
politics of English language
learners.

Assessment ● Teacher will split the class up

into two groups and will have
students collaboratively fill in an
empty timeline on the board.

Vocabulary ● ELL- English Language Learner

● ESL- English as a Second
Language
● LEP- Limited English
Proficiency
● TESOL- Teachers of English to
Speakers of Other Languages
● EFL- English as a Foreign
Language

Procedure BEFORE
Anticipatory Set
● Students will participate in a
pre-lesson Kahoot game that will
assess their prior knowledge.
Developing Schema
● After completing the Kahoot, the
teacher will define the acronyms
of ELL education.
● The teacher will also distinguish
the terms ESL from ELL.
DURING
Teacher Modeling
● When presenting the timeline,
the teachers will model the first
example. They will explain why
and how their fact is the first one
in the timeline. This will
demonstrate to the students what
 the teacher expects of them.
Then the students will be split
into two separate teams. Each
team will be able to complete the
rest of the timeline by working
collaboratively as a group. After
each group completes their
timeline, we will compare and
go over them as a class (end of
lesson).
● The teachers will parallel teach
and co-teach a powerpoint to the
class.
Checking for Understanding
● The students will watch a video
on English Language Learners.
The students will answer
questions on a worksheet while
watching the video.
AFTER
Closure
● Timeline activity
● At the end of the lesson, the
students will be broken into two
different groups again. Each
group will reflect on the new
information they learned during
the lesson. After working with
partners, they will share with the
whole group. Then the class will
come together and
collaboratively discuss what they
believed was most important
about the lesson.
● The students will write what they
learned on a post it and stick in
on the “What did I Learn?” slide.
 ● If time allows, students will be
asked to research and present
one different court case than the
ones discussed in the lesson that
helped ELL education.

Differentiation ● Students can be split up into

groups by learning style.
Students can also be split up by
learning ability and the teacher
could give extra support to lower
level students.
● For the timeline activity, some
dates could be filled in already
and students would only be
required to fill in the remaining
events.

Accommodations/Modifications Reference 504 and IEP documents.

Handouts ● Video handout

● Timeline slips