Lesson Objective Enduring Understanding(s ... - Google Sites

Lesson Title: Survival- “Two Were Left” Teacher: Mrs. Escalante de Flores

Lesson Duration: 90 min.

Department: LAR

Grade Level: ELI -LA

Monday, January 13, 2014. Step 1- Lesson Objective Student Expectation: (learning strand) Students are expected to use a dictionary, a glossary, or a thesaurus to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. ELAR 1E RS (ELPS 1B) CCRS II B3 (CCSS L4C)

Enduring Understanding(s)

Essential Question(s)

What Does It Take to Survive? Students will analyze texts for predictions, and author’s purpose. Lesson Objective: Students will be able to use a dictionary to determine and confirm meaning of words.

Step 2- Demonstration of Learning DOL: Given a vocabulary list, students will decode (extract meaning of) 5 out of 8 words using a dictionary with 100% accuracy. (M.R.S.) Multiple Response Strategies: Bilingual Pairs. Participation in classroom activities including discussions, pair share, group work, and individual practice. Students work in pairs to complete assignments and/or study aids as deemed appropriate by individual needs.

Step 3- Purposeful Instruction Learning Activities: • Bell work- Introduction of Theme: Survival They will use this Journal for all of their Quickwrites pertaining to the theme of Survival. e to survive?” In other words, “What do we need to get through difficult times?” • Discuss Journal answers as a class and make predictions on how often we need air, water, and food before viewing the poster on Edge, p. 242. Make a class list of other things we need to survive mentioned in journals. • Vocabulary d, powerful, recover, weak (Edge, p. 248) —choosing the correct definition for the context. ELAR 1E RS (ELPS 1B) CCRS II B3 (CCSS L4C) p.102-103 • Genre Study: Short Story “Two Were Left” Students will make predictions about what will happen in the story. Students will create a predictions chart. • Read-Aloud: “The Hat” by Jan Brett Teacher will read to students using texts related to the theme of the farm (The Hat) and forest (The Mitten). ng questions that check comprehension Word Wall activity #1 • Guided Writing: Student will compare and contrast Farm vs Forest animals using STEP UP to writing graphic organizer to include in portfolio of work completed.

Step 4- Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Lesson Title: Survive Emergencies Teacher: Mrs. Escalante de Flores

Lesson Duration: 90 min.

Department: LAR

Grade Level: ELI -LA

Tuesday, January 14, 2014. Step 1- Lesson Objective Student Expectation: Students are expected to analyze textual context to distinguish between denotative and connotative meanings of words. ELAR 1B RS (ELPS 4F, 4K) CCRS II B1, B2 (CCSS L4B)

Enduring Understanding(s)

Essential Question(s)

Students will analyze literature by theme.

What Does It Take to Survive?

Lesson Objective: Students will be able to distinguish denotative and connotative meanings of words. Step 2- Demonstration of Learning DOL: Given sentences with denotative, and connotative words, students will correctly categorize 3 out of 5 sentences in two columns. (M.R.S.) Multiple Response Strategies: Pair & group work. Participation in classroom activities including discussions, pair share, group work, and individual practice. Students work in pairs to complete assignments and/or study aids as deemed appropriate by individual needs.

Step 3- Purposeful Instruction Learning Activities: • Bell work- Continue Theme: Survival “Survival Journal” answering: Describe a time that you went through a difficult time. • Introduce vocabulary as seen on Edge, p. 243: survive emergency, instinct. Have students complete sentences using the words in their “Survival Journal”. Listen to your (instincts) to (survive) in an (emergency). (We’ll be discussing commands in detail later.) • Genre Study: Short Story “Two Were Left” Teacher will model negative and positive connotations. Teach and model denotative meaning (dictionary definition) and connotative meaning (expressed meaning, positive and negative). ELAR 1B RS (ELPS 4F, 4K) CCRS II B1, B2 (CCSS L4B) • Read-Aloud: “The Hat” and “The Mitten” by Jan Brett Teacher will read to students using texts related to the theme of the farm (The Hat) and forest (The Mitten). Independent Writing: Students will compare and contrast the plot of two books in a Venn Diagram to include in portfolio of work completed.

Step 4- Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Lesson Title: Survival Examples of my Life Teacher: Mrs. Escalante de Flores

Lesson Duration: 90 min.

Department: LAR

Grade Level: ELI -LA

Step 1- Lesson Objective Wednesday, January 15, 2014. Student Expectation: Students are expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes. ESOL 28I

Enduring Understanding(s)

Essential Question(s)

Students will be able to model pronunciation of target vocabulary and phrases through conversation and practice.

What Does It Take to Survive?

Lesson Objective: Students will be able to demonstrate listening comprehension by retelling or summarizing spoken messages. Step 2- Demonstration of Learning DOL: After a read aloud, students will act out to retell the story with 85% accuracy. (M.R.S.) Multiple Response Strategies: Participation in classroom activities including discussions, pair share, group work, and individual practice. Students work in pairs to complete assignments and/or study aids as deemed appropriate by individual needs.

Step 3- Purposeful Instruction Learning Activities: • Bell work- Continue Theme: Survival “Survival Journal” answering: “What did you do to overcome your difficult times?” • Vocabulary chart with life examples Create a class chart with 3 columns (Word, Definition, Examples from My Life). As a class fill in the first two columns by discussing each word and coming up with a class simple definition for each. Then, assign each student at least two words and have them come to put their life examples using those words on the chart. (Example chart: Edge, p. 248) • Genre Study: Short Story “Two Were Left” Students will create a plot diagram. • Read-Aloud: “The Umbrella” by Jan Brett Teacher will read to students using texts related to the theme of the rainforest. ng questions about the rainforest to check comprehension. Students will role play the story in groups. Vocabulary: Word Wall activity #2. Student will complete listening activities and read aloud activities to include in portfolio of work completed.

Step 4- Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Lesson

Title: Past Tense Verbs

Lesson Duration: 90 min.

Teacher: Mrs. Escalante de Flores

Department: LAR

Grade Level: ELI -LA

Thursday, January 16, 2014. Step 1- Lesson Objective Student Expectation: (learning strand) Students are expected to analyze textual context to distinguish between denotative and connotative meanings of words. ELAR 1B RS (ELPS 4F, 4K) CCRS II B1, B2 (CCSS L4B)

Enduring Understanding(s)

Essential Question(s)

Students will use mentor texts to analyze grammar. Students will analyze texts for inferences.

What Does It Take to Survive?

Lesson Objective: Students will be able to analyze textual context. Step 2- Demonstration of Learning DOL: Given a short story, students will make 2 out of 3 inferences with 85% accuracy. (M.R.S.) Multiple Response Strategies: Participation in classroom activities including discussions, pair share, group work, and individual practice. Students work in pairs to complete assignments and/or study aids as deemed appropriate by individual needs.

Step 3- Purposeful Instruction Learning Activities: • Bell work- Introduction of Theme: Survival Activate Prior Knowledge tems on Edge, p. 250. View pictures of the Arctic (Arctic Slide Show). Review making inferences (Inferences PowerPoint), and have students Quickwrite in their “Survival Journals”, inferring what it would be like to be in the Arctic right now based on the background information and pictures. http://video.nationalgeographic.com/video/places/parks-and-nature-places/oceans/oceans-arctic/ • Genre Study: Short Story “Two Were Left” Students will answer the following questions about the reading: When did Noni feel defenseless? How were Noni and Nimuk’s experiences similar? What was the foreshadowing? • Grammar Usage Teacher will provide a mini-lesson on Past Tense Verbs using Edge, p. 246 and have students practice by editing their storyboards on emergency or natural disaster for correct past tense usage. • Read-Aloud: “Honey, Honey Lion” by Jan Brett Teacher will read to students using texts related to the theme of the Jungle/Savannah ng questions that check comprehension. Word Wall activity #3. Students will role play the story in groups.

Step 4- Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Lesson

Title: Emergencies and Natural Disasters

Teacher: Mrs. Escalante de Flores

Lesson Duration: 90 min.

Department: LAR

Grade Level: ELI -LA

Friday, January 17, 2014. Step 1- Lesson Objective Student Expectation: (learning strand) Students are expected to demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes. ESOL 28I

Enduring Understanding(s) Students will be able to

Essential Question(s)

create a narrative text incorporating vocabulary words and phrases and correct usage of grammar topics taught.

What Does It Take to Survive?

Lesson Objective: Students will be able to demonstrate listening comprehension of spoken English by responding to questions and request. Step 2- Demonstration of Learning DOL: After an interview, students will respond to 3 out of 5 questions about their partner’s story board with 100% accuracy. (M.R.S.) Multiple Response Strategies: Participation in classroom activities including discussions, pair share, group work, and individual practice. Students work in pairs to complete assignments and/or study aids as deemed appropriate by individual needs.

Step 3- Purposeful Instruction Learning Activities: • Bell work- Continue of Theme: Survival Read the storyboard on Edge, p. 245 and discuss as a class. Then, in partners, have students examine The Oxford Picture Dictionary pp. 102-103 to discover vocabulary of Emergencies and Natural Disasters. Each student will pick one emergency or natural disaster and think about what it would be like to experience it. (They can take notes or create a web of their thoughts.) Then, partners interview each other about what happened in their emergency or natural disaster as if they had truly experienced it. Finally, they will create a storyboard of events for their partner’s “experience” with the emergency or natural disaster. ESOL 28I • Genre Study: Short Story “Two Were Left” Students will rewrite the story from Nimuk’s perspective. • Read-Aloud: “The Umbrella” and “Honey, Honey Lion” by Jan Brett Teacher will read to students using texts related to the theme of the rainforest and the savannah. Independent writing: Student will complete compare and contrast both books using a graphic organizer to include in portfolio of work completed.

Step 4- Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?