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Akins May 14 Lesson Plan
Akins May 14 Lesson Plan
Karla Akins
GENERAL INFORMATION
Grade/Level: 6th-Grade, Ages 11-2, English Language Proficiency Levels 4 & 6 (Expanding,
Reaching) (Board of Regents, 2020).
Instructional Setting:
The setting is a general education classroom with tables and stools. It is a Personal, Career, and
School Development Skills class where students learn social emotional skills and solving
problems. Students are able to sit side by side, across from each other, or diagonally for
collaboration. Collaboration is encouraged and students are seated heterogeneously according to
English Proficiency Levels and/or academic levels. Anchor charts are on the walls and furniture
and supplies and tools are labeled in English.. The standards are also posted at the front as is
homework and classroom expectations. The learning target is highlighted with a target symbol.
LAFS.68.WHST.3.7
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration (FSU, 2020).
LAFS.68.WHST.2.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed (FSU, 2020).
LAFS.7.SL.2.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation (FSU, 2020).
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ELD.K12.ELL.LA.1
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.
ELD.K12.ELL.SI.1
English language learners communicate for social and instructional purposes within the school
setting.
ELD.K12.ELL.SC.1
English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Science.
OBJECTIVES
● Content Objective:
After conducting research about innovating and inventing, students will create their own
invention or innovation and write a sales pitch (persuasive speech) that informs the audience
about what problem their invention or innovation solves, what their product does, why the
world needs their product, how it will be used, and who needs it, scoring at least 80% on the
content rubric.
● Language Objective:
Students will utilize a graphic organizers to write a three paragraph persuasive speech to
convince their audience to buy their product using sensory language, correct spelling and
Instructional Materials:
Internet
Smarboard
Pre-assessment
Graphic Organizers
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Potato chips
Potato chip adjective worksheet (formative assessment)
Essay graphic organizers
WIDA Speaking/Writing Rubric
Self-Assessment Rubric
Adjective worksheets
Pencils
Adjective word lists posted on walls
Internet: Having access to technology and the Internet is needed for students to access a video
that models effective persuasive speeches. Additionally, there are many applications and
extensions that help ELL students translate information in a way they can understand. The
Internet and technology lower the affective filter because they give students confidence in
knowing their subject well, and can be sure they are understanding the information they are
acquiring.
Computers: Computers are crucial for all students, but especially for ELL students due to being
able to access applications and software that help them translate and understand English words
and grammar in their heritage language. It also helps them organize their thoughts and type their
essays. The software can correct their grammar and spelling as well. It lowers the
Essay sentence starters: Having a word bank helps students lower the affective filter because the
blank page is then less intimidating. Typical students benefit from word banks as well. When
students are overwhelmed with studies and life, having a place to start helps them initiate the
task. Often, initiation is the hardest part of the writing process. But once students get started,
ideas flow more freely.
Essay graphic organizers: All students benefit from graphic organizers. They can be offered to
students who want them, and those who prefer not to use them, should not be required to if they
are skilled writers. All writers approach writing differently. Some students need a visual prompt
to get started. Prompts help lower the affective filter.
WIDA Speaking/Writing Rubric: Knowing how one is going to be assessed is helpful and lowers
the affective filter by giving the student a learning target. When students are aware of what they
should be able to do in a lesson, it lowers the filter because things are more concrete in their
minds and also helps them visualize their learning. It makes the learning target less abstract and
students know exactly where they should land in their learning.
·
Published Resources:
Board of Regents of the University of Wisconsin System (Ed.). (2020). English language
INSTRUCTIONAL PLAN
Pre-Assessment:
Students will complete a pre-assessment ticket and answer the question: “What is sensory
language?”
Connect Prior Learning: The teacher may say: “You have learned a lot about innovating and
inventing these last few weeks. Today you will learn new approaches to writing for the purpose
of selling your own invention to an audience. Communicating information and ideas is necessary
for academic success. Can you think of some classes where knowing how to write about a
subject would be helpful?”
(Students will answer the question to connect what they are learning to their academic
experiences.)
The teacher will continue to gain student interest in using sensory language to write an effective
“sales pitch” (persuasive speech) for their invention/innovation by showing a video of winning
sales pitches from the ABC hit show, “Shark Tank.” https://youtu.be/k3PY_p_M-8w
Following the video, the teacher will stand at the front of the room and munch chips loudly. She
will talk with her mouth full and ask the students if they noticed any adjectives in the video that
described the inventions in the video.
Modeling:
The teacher will pass out chips to each student and a graphic organizer with spaces for describing
chips using sensory words (adjectives).
The teacher will model using the graphic organizers and answer student’s questions as she circles
the room. She will post these on a class website so that students can access them online. She will
also provide hard copies to learners in the classroom. The students will taste the chips, listen to
them, touch them, look at them, and smell them and use words to describe them on the following
graphic organizer:
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Students will then view a video about “Show Don’t Tell” in order to hear about sensory words
from a different voice in a different way.
https://youtu.be/nIqB-Dl0KVs
Homework:
Students will complete a first draft of their sales pitch using a graphic organizer or they can opt
to use the rubric to guide them through the revision process. They will also have future class time
to polish up their speeches.
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Connecting to home cultures: Asking students what inventions or innovations they use each
day connects this lesson to their day to day lives. If they are writing about something they use
each day, or something that fascinates them, they will be more enthusiastic and engaged in the
writing process.
Spanish Cognates:
Italian Cognates:
Adjectives Ending in -oso(a), -ia, -ica
Many adjectives that describe personality traits are cognates that end in –oso or -osa in Italian, which
corresponds to the English -ous.
ambizioso(a) = ambitious
corragioso(a) = courageous
curioso(a) = curious
generoso(a) = generous
nervoso(a) = nervous
Student Assessment/Rubrics
How I plan to use the results of the assessment to inform instruction of subsequent lessons:
1. The rubric will reveal what level of English language proficiency my students are writing
at as I based the rubric on the WIDA writing model (Board of Regents, 2020).
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2. This will be used as a formative assessment. Therefore, the rubric will reveal to the
students where they are in the learning process and help them edit their writing for
improvements.
3. I will compare the results of the formative assessment with the results of their final draft
to see if students gained in skill and understanding.
4. I will be able to identify learning gaps and needs in order to know what areas of English
proficiency to focus on in future lessons.
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