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Akshita Sathe 12/9/14

ESOL Modified Lesson Plan !Date: 10/8/14 & 10/9/14 & 10/10/14 (First 10 Minutes) Grade: 3 Subject: Social Studies Title: Decoding Vocabulary Standard Number and Info: Common Core Standards RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade three topic or sub-ject area. Materials: (For ELL Students): Large White Sheets, Markers and/or Crayons and/or Color Pen-cils, Play-Doh, Vocabulary PowerPoint, Matching/ Fill-In-The-Blank Worksheet, Visuals of all Words, Access to a Bilingual Dictionary Vocabulary: GEOGRAPHY: The study of Earth and the way living things use it. DISTORTION: When an object loses its original size and shape. ELEVATION: The height of land above sea level. CLIMATE: The weather of a place over a long period of time. VEGETATION: The plants that grow in an area. TUNDRA: A treeless plain where only grasses and mosses grow. ARABLE LAND: Land that is good for farming. ARID: means very dry. Preparation: Pre-Production (PP) Stage: The teacher will provide the student with a matching work-sheet, and explain that the student has to match the vocabulary word with a visual; while working with a bilingual student if he/she wishes. Early Production (EP) Stage: The teacher will work with the student in order to make the foldable and label it, while carefully monitoring to make sure that the student is illustrating each word accurately (conceptually). Speech Emergence (SE) Stage: The teacher will model the folding and labeling of the fold-able to the entire class, while making sure that the student has illustrated and written a caption beneath each word. Intermediate Fluency (IF) Stage: Along with his peers, the student will be expected to be able to provide an explanation of what he has drawn and written underneath each vocabu-lary word. Objective: Four Skills: Reading: Read the definition of vocabulary words, and discuss them with the teacher/peer Writing: The students will write captions on their graphic organizers, those that don’t will be asked to write 2-3 sentences to define a word or two. Speaking: Students will answer yes/no questions with short responses or pointing to the correct word. For example, does ___mean __? They will be encouraged to collaborate with their peers as much as they want.

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Listening: The students will be able to answer questions through pointing or saying the correct answer. Procedures: The students will have had vocabulary tests in their English class, so they will be well familiar with the format for learning vocabulary. Therefore, a pre-activity to estab-lish schema is not necessary. However, I can present the list of vocabulary words that have the word and definition in both the L1 and the L2, so that it is easier for the student to learn them. Step By Step Procedures:

1. Pass out a piece of paper to each student; and have them fold it into eights. 2. After that, put up the vocabulary words that they will title their squares with (two vocabu-

lary words will be in one square, because one square will be labeled vocabulary- with the student’s name underneath.)

3. Ask them to take out markers and crayons, and while they are doing so, you will walk around the room and pass out play-doh.

4. Start the PowerPoint (which has nothing but the word, the definition, and pictures), say that you will explain each vocabulary word to them, and then give examples. They may make any of the examples presented out of play-doh; and after I have checked them- that is what they will draw and label in the foldable. Repeat for all words, extend the lesson to the following day if words are still yet to be covered at the end of the first day. No matter what activity the ELL student is working on, they receive more time to finish their work and will be given the option to work in pairs or groups with their peers.

5. While ending the lesson, give time to finish labeling and coloring the foldable. If they are done, ask them to share what they have drawn with somebody at their table.

Objective: Learn Unit 1 Vocabulary Content Objective: Students will be able to verbally define and describe at least six out of the eight words by the end of this lesson. Cultural Objective: Students will be able to identify the natural forms of the words that are used to describe the world around them in their everyday lives. Language Objective/ Assessment Objective: Pre-Production (PP) Stage: Students will be able to match at least six out of eight vocabu-lary words to a photo and define it with the help of a bilingual student. Early Production (EP) Stage: Students will be able to correctly define at least six out of the eight vocabulary words by drawing an accurate visual underneath the word, along with the help of a bilingual student. Speech Emergence (SE) Stage: Students will be able to show that they understand at least six out of the eight words by having a correctly drawn visual and brief caption underneath the word. Intermediate Fluency (IF) Stage: Students will be able to defend their work by explaining their illustrations and captions for at least six out of the eight vocabulary words. Assessment: Have the words written on Index Cards, hold it up, and ask for the definition throughout the Unit. Formative Assessments will be in the form of their completed foldable/ Matching or Fill-In-The-Blank worksheet. Also, there will be a Follow-Up Conference, in

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which each ELL student will meet with me in a debriefing session to gauge their learning and help them clarify and retain the main points of the lesson. They are assessed on what they can do, so whether or not an effort has been made on their part will factor into their final grade. They will have a modified test at the end of the Unit as a summative assessment, for them it will have modified instructions, format- and they will also receive additional time if needed. Summative Assessment (Vocabulary Test): Pre-Production (PP) Stage- Match the word to a picture. Early Production (EP) Stage- Match the word to a definition. Speech Emergence (SE) Stage- Match the word to a definition. Intermediate Fluency (IF) Stage- Write the definition next to the word. Homework: Pre-Production (PP) Stage- Complete Matching Vocabulary Worksheet Early Production (EP) Stage- Complete Fill-In-The-Blank Worksheet with Vocabulary Words and their Definitions Speech Emergence (SE) Stage- Finish their foldable. Intermediate Fluency (IF) Stage- Finish their foldable. HomeFun Activity(lesson extenders): Students will be encouraged to go home and ask whether or not the characteristics of these vocabulary words exist in their home country, and how/what kind/where? Commentary/Notes: It was a good lesson, I was definitely more confident on the second day than I was on the first. Because one of the vocabulary words (distortion) was not something that could be explained quickly like the other words, all of next week will be dedicated to it. I have now learned that over planning is great, but I should not expect to get as much done with the students as I had previously thought- so my previous lesson plans for one day could easily be stretched to a whole week! I could work on having more examples, and identifying what might confuse a student about a word. For example, I did not properly separate the words climate and weather- and say that weather is temporary, and climate has more of a consistent presence. Emphasize the labeling portion next time, because you only did it for two words. FOLDABLE EXAMPLE:

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PRINTOUT OF THE POWERPOINT:

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VOCABULARY WORDS MATCHING WORKSHEET UNIT 1

Name:___________________________ Date:____________________ !

VOCABULARY WORD

PICTURE

GEOGRAPHY

ELEVATION

DISTORTION!

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CLIMATE

VEGETATION

TUNDRA

ARABLE LAND

VOCABULARY WORD

PICTURE

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ARID

VOCABULARY WORD

PICTURE

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VOCABULARY WORDS FILL-IN-THE-BLANK WORK-SHEET UNIT 1

Name:___________________________ Date:____________________

!1. ___________________ is the weather of a place over a long

period of time. 2. _________________ is the plants that grow in an area. 3. A treeless plain where only grasses and mosses grow is called a _______________. 4. Land that is good for farming is called __________________. 5. _______________ means very dry. 6. ___________________ is the study of Earth and the way liv-ing things use it. 7. When an object loses its original size and shape, it is called _____________. 8. The height of land above sea level is called ____________.

GEOGRAPHY DISTORTION ELEVATION CLIMATE VEGETATION !TUNDRA ARABLE LAND ARID