Gus Garcia Middle School ESL 0-3 years

Lesson Plan 2012-2013 Ms. Black

Week 777710/8-10/12/2012

Today’s Big Idea(s):weather/season vocabulary; Presentation Preparation / Topic / Agenda & Time Estimates:
Date: 9/24-9/28/2012 / Objective:Monday
TSW- 74.4. English Language Proficiency Standards. (4)Reading (A)Beginning. (i)read and understand the very limited recently practiced, memorized, or highly familiar English they have learned (II)some very high-frequency words (6)Writing (A)Beginning (II)high-frequency words/phrases and short, simple sentences
  • Review days of the weather/seasonsvocabulary
  • Students will understand the components of our class cultural presentations
  • Students will practice their language through Rosetta Stone
/
  • Weather/Season termsMatching - 5 min
  • Bubble map review 10 minutes
  • Ms. Black’s Presents
  • Brainstorm 5 minutes
  • Rosetta Stone 25 minutes
(52 min.)
Objective:Tuesday
TTW- 74.4. English Language Proficiency Standards. (c)Cross-curricular second language acquisition essential knowledge and skills. (1)Cross-curricular second language acquisition/learning strategies. (C)use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
  • Support student success in content classes through translation/study
  • Students will practice their language through Rosetta Stone
/
  • review of weekly vocabulary - 5 min
  • Content vocabulary assistance15 min
  • Rosetta Stone 30 minutes
(52 min.)
Objective:Wednesday
TSW- 74.4. English Language Proficiency Standards. (4)Reading (A)Beginning. (i)read and understand the very limited recently practiced, memorized, or highly familiar English they have learned (II)some very high-frequency words (6)Writing (A)Beginning (II)high-frequency words/phrases and short, simple sentences
  • Review weather/seasons vocabulary
  • Students will plan their cultural presentations
  • Students will practice their language through Rosetta Stone
/
  • MatchingRACE 5 minutes
  • Review/completion of brainstorm 5 minutes
  • Planning Session 15 minutes
  • Rosetta Stone 25 minutes
(52 min.)
Objective:Thursday
TTW- 74.4. English Language Proficiency Standards. (c)Cross-curricular second language acquisition essential knowledge and skills. (1)Cross-curricular second language acquisition/learning strategies. (C)use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
  • Support student success in content classes through translation/study
  • Students will practice their language through Rosetta Stone
/
  • review of weekly vocabulary - 5 min
  • Content vocabulary assistance15 min
  • Rosetta Stone 30 minutes
(52 min.)
Objective:Friday
TSW- 74.4. English Language Proficiency Standards. (4)Reading (A)Beginning. (i)read and understand the very limited recently practiced, memorized, or highly familiar English they have learned (II)some very high-frequency words (6)Writing (A)Beginning (II)high-frequency words/phrases and short, simple sentences
  • Students will demonstrate their understanding of weather/season vocabulary
  • Students will choose and memorize stems for use in their cultural presentations
  • Students will practice their language through Rosetta Stone
/
  • Matching race
  • Quizweather/seasons
  • Plan presentations

TEKS Connections/Indicate whether Readiness/Supporting/Process:
Materials, Texts
& Reminders: / Mon. / Tues. / Wed. / Thurs. / Fri.
  • Bubble map for each student
  • Weather season vocabulary words/pics
  • My Cultural Bag
  • Rosetta Stone
/
  • Weather season vocabulary words/pics
  • Computers
  • Vocabulary cards
  • Dictionaries
  • Rosetta Stone
/
  • Bubble map for each student
  • Weather season vocabulary words/pics
  • Rosetta Stone
/
  • Weather season vocabulary words/pics
  • Computers
  • Vocabulary cards
  • Dictionaries
  • Rosetta Stone
/
  • Weather season vocabulary words/pics
  • Quiz
  • Word strips
  • Markers
  • Rosetta Stone

Assessment/Evidence Of Learning : / Mon /
  • SWBATidentify weather terms/seasons; bubble map; Rosetta Stone Results

Tues /
  • SWBATmatch weather term/seasons with increased speed; vocabulary cards; assignment completion; Rosetta Stone Results

Wed /
  • SWBATmatch weather term/seasons with increased speed; bubble map; Rosetta Stone Results

Thurs /
  • SWBATmatch weather term/seasons with increased speed; vocabulary cards; assignment completion; Rosetta Stone Results

Fri /
  • SWBATmatch weather term/seasons with increased speed; LSRW quiz; sentence stems; Rosetta Stone Results

Checks for Understanding: / Mon /
  • Matching game; Rosetta Stone Results

Tues /
  • Matching game; content work; Rosetta Stone Results

Wed /
  • Matching game; speaking; questioning; board sentences Rosetta Stone Results

Thurs /
  • Matching game; content work; Rosetta Stone Results

Fri. /
  • Matching game; written quiz; listening quiz; speaking quiz; worksheets; Rosetta Stone Results

Higher-Order Thinking Questions: / Mon /
  • B:How many weather/season terms do you understand?
  • M:Predict how Bubble Map will be used.
  • E:Considering the components observed in Mrs. Black’s presentation, determine what components you will use to share yourself with our class.

Tues /
  • B: How many weather/season terms do you understand?
  • M: How will you use our resources to increase your understanding of your content classes?
  • E: What plan do you have to better communicate with your content teachers?

Wed /
  • B: How many weather/season terms do you understand?
  • M: How will you use the Bubble Map to plan your presentation?
  • E: Considering the components observed in Mrs. Black’s presentation, determine what components you will use to share yourself with our class.

Thurs /
  • B: How many weather/season terms do you understand?
  • M: How will you use our resources to increase your understanding of your content classes?
  • E: What plan do you have to better communicate with your content teachers?

Fri /
  • B: How many weather/season terms do you understand and can use in your daily life?
  • M: What sentence stems could help you present to the class?
  • E:What technique works best for you to memorize sentence stems?

Lesson
Include Time Estimates:
Monday / What the TEACHER is saying/doing… / What the STUDENTS are saying/doing…
Motivation/Hook:
  • Mrs. Black’s Full Cultural Bag
/ Motivation/Hook:
  • Students will observe the full bag

Warm up:
  • hand out envelopes with new terms
  • time students
  • observe for accuracy
/ Warm up: students will match weather/season terms to pictures as quickly as they can
Intro to New Material:
  • hand out bubble maps
  • ask for predictions
  • explain how to use bubble map today
  • model how to make presentation by giving personal cultural presentation to class
  • speak in short clear sentences
/ Intro to New Material:
  • make predictions on how we will use bubble maps in our classroom this week
  • ask questions

Guided Practice:
  • Assist students in filling in categories
/ Guided Practice:
  • fill in categories during Mrs. Black’s presentation

Independent Practice:
  • listen for problems
  • assist where needed
/ Independent Practice:
  • Students will use Rosetta Stone for language acquisition

Closing:
  • Remind students to be prepared for content vocabulary tomorrow
/ Closing:
  • Sign promise to come to class prepared

Lesson
Include Time Estimates:
Tuesday / What the TEACHER is saying/doing… / What the STUDENTS are saying/doing…
Motivation/Hook:
Listen and check for understanding (5 min.) / Motivation/Hook:
  • quick review of vocabulary with partner/homework share

Intro to New Material:
  • review the importance of best effort in content classes
/ Intro to New Material:
  • have students add to bulletin board

Guided Practice:
  • remind students how to use computer and make vocab cards
/ Guided Practice:
  • sign on to computer
  • make vocab cards

Independent Practice:
  • check to understanding
  • listen for problems
  • assist where needed
/ Independent Practice:
  • Rosetta Stone

Closing:
  • Remind students to bring any additional items for their cultural bags/boxes
/ Closing:
  • Make a note to remind yourself to bring items

Lesson
Include Time Estimates:
Wednesday / What the TEACHER is saying/doing… / What the STUDENTS are saying/doing…
Motivation/Hook:
  • Timing students; check correctness
/ Motivation/Hook:
  • matching race

Intro to New Material: / Intro to New Material:
Guided Practice:
  • Remind students of categories I used in my presentation
/ Guided Practice:
  • Brainstorm categories that could be used in personal cultural presentation

Independent Practice:
  • check to understanding
  • listen for problems
  • assist where needed
/ Independent Practice:
  • Students will choose categories for their presentations and determine in which category items from their bags/boxes will go
  • Rosetta Stone

Closing:
  • Ask students to share
  • Remind students to be prepared for content vocabulary tomorrow
/ Closing:
  • Students will share their categories with their peers
  • Sign promise to come to class prepared

Lesson
Include Time Estimates:
Thursday / What the TEACHER is saying/doing… / What the STUDENTS are saying/doing…
Motivation/Hook:
Listen and check for understanding (5 min.) / Motivation/Hook:
  • quick review of vocabulary with partner/homework share

Intro to New Material:
  • review the importance of best effort in content classes
/ Intro to New Material:
  • have students add to bulletin board

Guided Practice:
  • remind students how to use computer and make vocab cards
/ Guided Practice:
  • sign on to computer
  • make vocab cards

Independent Practice:
  • check to understanding
  • listen for problems
  • assist where needed
/ Independent Practice:
  • Rosetta Stone

Closing:
  • Remind students to bring any additional items for their cultural bags/boxes
/ Closing:
  • Make a note to remind yourself to bring items

Lesson
Include Time Estimates:
Friday / What the TEACHER is saying/doing… / What the STUDENTS are saying/doing…
Motivation/Hook:
  • Timing students; check correctness
/ Motivation/Hook:
  • Matching race;
  • Prepare for quiz

Quiz on weekly Material:
  • Watch for understanding
  • Watch for individual work
/ Quiz on weekly Material:
  • Quiz on weather/seasons
  • Reading/listening/speaking/writing

Intro to New Material
  • Discussion on sentence stems
  • Suggest stems
  • Review those I used in my presentation
/ Intro to New Material
  • Brainstorm possible stems

Guided Practice:
  • Assist as needed
  • Correct pronunciation
/ Guided Practice:
  • Choose stems to plan what will be said during presentation
  • Practice using stems with elbow partner

Independent Practice:
  • check to understanding
  • listen for problems
  • assist where needed
/ Independent Practice:
  • Rosetta Stone

Closing:
  • Encourage students to practice with presentation at home
/ Closing:
  • Make commitment to practice over the weekend

Homework: /
  • Watch TV or listen to radio in English for 30 minutes per night write reflection in journal; read 15 minutes in Spanish and 15 minutes in English each night, write reflection in journal

Modifications/
Accommodations/
Differentiated Instruction: / ESL/LEP/ELL:
1. Extended time on Assignment
2. Cooperative grouping
3. Daily agenda on board/Teacher review
4. Use pictorial directions
5. Use positive reinforcement
6. Give directions in small distinct forms
7. Use written backup or oral directions
8. Establish routines in classroom
9. Simplify instructional language, NOT content
10. Pre-teach vocabulary, modeling, hands-on, pictures and visual aids

Teacher Reflection: What worked/what didn’t work? Why?

*Adapted from KIPP-Austin