Foundations and Methods of English Language: Final Project

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December 12, 2013 by Mr. M

Assignment:  Create 5 days of lesson plans in your content area that conform to the SIOP Model, as presented in

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. Third Edition. Boston, MA: Pearson & Allyn and Bacon. [ISBN 10: 0-205-51886-9]

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Final Project

SIOP Lesson Plan: Day 1

Standards: Chronological & Spatial Thinking:  Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Historical Research, Evidence, and Point of View:  Students identify bias and prejudice in historical interpretations. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Theme:  Changes to the Society, Economy, & Politics of Haiti’s people during their history.

Lesson Topic:  Pre-Colombian Ayiti, and how it existed before the arrival of Europeans.

Objectives: Language: To introduce and apply the terminology used to describe indigenous cultures prior to the time period of “first contact” in the Caribbean. Content: To analyze the way changes in Society, Economy, and Politics will occur in Haiti (Then Ayiti) as a result of “first contact” with European people.

Learning Strategies: Student pictures Student predictions Teacher modeling Higher order thinking/questioning.

Key Vocabulary:  AYITI, INDIGENOUS, AGRICULTURE

Materials:  Journals, LCD Projector, Laptop with Prepared Power Point Presentation, “S-E-P Definitions” handout, Art Materials

Motivation:   The “U.F.O. Scenario” Conversation.  Students will be challenged to consider the effects and consequences that would come from Earth being visited by beings from another planet.  Parallels between the arrival of Europeans and the arrival of hypothetical aliens from outer space will be drawn, with students assuming the perspective of first the Earthlings, and then the Aliens.  Students will also be challenged to describe another scenario in their lives where people from two very different cultures and backgrounds have been called upon to interact with one another.

Presentation: Students will complete their Do Now Journal, today’s question: “How do you imagine people around the world would behave if visitors from outer space visited the Earth today?  Why?” Group discussion prompted, answers to journal question collected and displayed w/ LCD Teacher says “In the history of the next country we will study, Haiti, something very similar to the alien visit we imagined happened a long time ago…” Class is shown power point/Google Earth presentation that shows physical relationship between their classroom and the country of Haiti “Here is the island of Haiti.  Can you imagine what life was like there 700 years ago?”  Whole group answers are collected. Class is shown an image of each key vocabulary term.  “This is a picture of AYITI.  Based on what you see here, what do you think this word means?  Write your prediction on the S-E-P worksheet, as well as whether that word relates to the categories we learned: SOCIETY, ECONOMY, & POLITICS.”  This step is repeated for each vocabulary term. Teacher says “Now that you have thought about each these words, and where they might fit on the S-E-P chart, think about how the people living on that island 700 years ago would behave if “aliens” arrived there.   Sit with your teams to share materials, and draw what you imagine that meeting would be like.  Use labels and captions to help explain your picture.” Class works to complete the assignment during the remainder of class time, and during production time will be assigned HW review

Practice/Application: N/A in Day #1 Activity

Review/Assessment: Student review will be HW assignment.  “Write a 5 sentence paragraph in which you predict the SOCIETY, ECONOMY, and POLITICS of life in Haiti will change once the ‘Aliens’ arrive.”

 

 

SIOP Lesson Plan: Day 2

Standards: Chronological & Spatial Thinking:  Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Historical Research, Evidence, and Point of View:  Students identify bias and prejudice in historical interpretations. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Theme:  Changes to the Society, Economy, & Politics of Haiti’s people during their history.

Lesson Topic:  The means and purpose of European exploration of the Americas, with specific attention to Columbus in Ayiti/Hispaniola

Objectives: Language: To introduce and apply the terminology used to describe the circumstances in which Europeans encountered the Americas in the late 15th century. Content: To analyze how the Society, Economy, and Politics of Europe played a role in the exploration of the Americas.

Learning Strategies: Jigsaw Text Reading Adapted Text Student Pictures Higher order thinking/questioning.

Key Vocabulary:  CHRISTOPHER COLUMBUS, HISPANIOLA, COLONY

Materials:  Journals, LCD Projector, Laptop with Prepared Power Point Presentation, “S-E-P Definitions” handout , Primary Source Documents (EX: http://www.gilderlehrman.org/history-by-era/exploration/resources/columbus-reports-his-first-voyage-1493 )& Note Taking worksheet, poster paper,  art materials

Motivation:   The “U.F.O. Scenario” Conversation – Reversed.  Students will be challenged to consider the motivations of “Aliens” to explore the universe.  Parallels between European exploration and the alien exploration of the universe will be drawn, with students assuming the perspective of first the Aliens, and then the Earthlings.  Students will also be challenged to predict the consequences of this meeting of civilizations.

Presentation: Students will complete their Do Now journal, today’s question: “If you visited America 700 years ago, what kind of country do you think you would find?  What might be different?  What might be the same?” Teacher begins next power point instruction with “Today we will learn about what Europeans encountered when they explored the Americas 700 years ago.  But before we do, can anyone guess why the exploration took place in the first place?”  This prompt will direct students to discuss the legend of Christopher Columbus as well as allow for the introduction of new vocabulary terms during direct instruction. Students collect vocabulary data on SEP handout during direct instruction Teacher says “Let’s now take a look at what the European explorers had to say about visiting the Americas.  Does anyone remember what the difference between a primary and secondary source is?  [Students respond] Good.  Today we will be looking at primary sources from Columbus and his crew, at the time of Europeans landing in the Americas.  You will join your teams and “jigsaw read” one of the paragraphs.  A summary of your paragraph will be written on the poster paper, as well as a drawing right beside it that describes what was said.  An example of what your finished product should look like is here.”  Teacher shows example, distributes materials & begins activity. Class works to complete the assignment during the remaining class time.  During production HW will be assigned. Posters from each group will be collected at the end of class and displayed in classroom.

Practice/Application: Students will apply note taking skills relating to definitions used in previous day’s lesson in this activity.

Review/Assessment: Student review will be a HW assignment.  “On yesterday’s S-E-P Vocabulary sheet you were asked to predict what each word meant.  Now, in the space provided on that sheet, write what you believe each term REALLY means.”

 

 

SIOP Lesson Plan: Day 3

Standards: Chronological & Spatial Thinking:  Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Historical Research, Evidence, and Point of View:  Students identify bias and prejudice in historical interpretations. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Theme:  Changes to the Society, Economy, & Politics of Haiti’s people during their history.

Lesson Topic:  Hispaniola during the early Spanish colonial period, and its influence on the people living there.

Objectives: Language: To summarize text from passages and teach information to peers.  Students will also acquire the terminology used to describe the dynamic between European colonists, indigenous people, and African slaves living on Hispaniola during the early Spanish colonial period. Content: To analyze the existing Society, Economy, and Politics of Hispaniola during the Spanish colonial period.

Learning Strategies: Text summaries Speaking skills Demonstrations Graphic organizers Higher order thinking/questioning.

Key Vocabulary:  CASH CROPS, EPIDEMIC, SLAVERY

Materials:  Journals, LCD Projector, Laptop with Prepared Power Point Presentation, Presentation posters, “20 Word Summary” note taking sheets, graphic organizer worksheets

Motivation:   Students will be motivated by being challenged to “teach the class.” Students will be presenting the information researched during Day 2’s activity.  How well students understand the material depends on how well their peers provide the information to the entire group.

Presentation: Students will complete their Do Now journal, today’s question: “In what ways do you predict the worlds of indigenous Americans and Europeans will change after having met?  Why do you think those changes occurred?” Teacher says “Let’s review what we learned about how and why Europeans came to the Americas.  Each group member will read the information they ‘jigsawed’ on each poster.  The rest of you will take notes on their presentations, and provide a 20 word summary for each whole group’s work.” Students in each team will be called upon to review their posters with the whole class.  Each student will read aloud the section of the poster they produced.  Students on teams not presenting will summarize the information’s main idea using “20 word summary” strategy previously acquired in class. When all groups have presented class will transition to viewing a presentation projected by LCD.  Teacher says “Now that you learned how and why European exploration occurred, let’s find out what happened as a consequence of their encounter with indigenous Americans.  I will show you three new vocabulary words that relate to this meeting.  I will not tell you what the words mean, but I will show you pictures of what they mean.” Teacher says “Use the graphic organizer to predict what you think each word means, write any questions the pictures cause you to have, or describe what each picture causes you to think or feel.  Write the word itself in the middle circle of the graphic organizer, and then draw a line outward that connects to your definition prediction, thoughts, or questions.” Teacher models an example of the graphic organizer described.  Students are then shown images of CASH CROPS, EPIDEMICS, and SLAVERY on a repeating loop Power point presentation.  During production HW will be assigned.

Practice/Application: Students apply summarizing skills previously taught (20 word summaries).  Students will also apply note taking skills relating to definitions used in previous day’s lesson in this activity.

Review/Assessment:    Student review will be a HW assignment.  “On yesterday’s most recent S-E-P Vocabulary sheet you were asked to predict what each word meant.  Now, in the space provided on that sheet, write what you believe each term REALLY means.”

 

 

SIOP Lesson Plan: Day 4

Standards: Chronological & Spatial Thinking:  Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Historical Research, Evidence, and Point of View:  Students identify bias and prejudice in historical interpretations. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Theme:  Changes to the Society, Economy, & Politics of Haiti’s people during their history.

Lesson Topic:  Hispaniola during the early Spanish colonial period, and the rationale for changing practices of Society, Economy, and Politics.

Objectives: Language: To demonstrate understanding of previously taught vocabulary and apply the terms to historical events that relate to European colonists, indigenous people, and African slaves living on Hispaniola during the early Spanish colonial period. Content: To analyze the nature of changes to Society, Economy, and Politics of Hispaniola during the Spanish colonial period.

Learning Strategies: Note Taking Group Planning Physical Demonstrations Non-Verbal Communication Reading Comprehension Higher Order Thinking/Questioning

Key Vocabulary:  HISPANIOLA, CHRISTOPHER COLUMBUS, COLONY, AYITI, INDIGENOUS, AGRICULTURE, SLAVERY, CASH CROPS, EPIDEMIC

Materials:  Journals, “Action Cards” that describe behaviors that demonstrate the meaning of previously learned vocabulary terms, worksheets that collect data observed during class activity, LCD projector and screen, Laptop, video “Columbus”

Motivation:   “Which of you can be a movie star?”  Students will be motivated by being informed that they will “acting” today, in order to help our classmates better understand the meaning of new vocabulary being taught.  Students will then be challenged to compare THEIR acting skills with those of the professional actors that will portray the same information in a fictional video clip shown in class.

Presentation: Students will complete their Do Now journal, today’s question: “Why do you think some people take advantage of other people?  What are some examples of this you have seen or heard of in your life?” Teacher begins by informing class that they will “Check how well you understand the vocabulary we have learned by SILENTLY acting out the meaning of each term.  When you join your groups you will be given an ‘Action Card’ that describes a word, and tasks each member of each group must perform without speaking in front of the class.  The class must watch the group and try to figure out which of the vocabulary words written on the board is being demonstrated.  Use the worksheet you will be given to name the word, explain the definition as you understand it, and explain what was done by the actors to make you believe this vocabulary word matches their acting.  Are there any questions?” Teacher fields student questions and then allows the individual groups 5 minutes to review their team’s Action Cards before calling the first set of actors to the front.  Each team will perform for 60 seconds, and then the class will be given 5 minutes each to complete the appropriate section of the worksheet. Teacher collects worksheets, and then asks the whole class “Which group do you think acted out the term ‘EPIDEMIC’?  What about ‘CASH CROPS?’  ‘SLAVERY?’  How did you know?”  Students respond and answers are collected on the board by the teacher. Teacher asks “What do you think these vocabulary words have to do with how the Europeans behaved when they arrived in Ayiti?”  Students are prompted to respond, and predict what will happen next in Haiti’s history. Students are assigned HW, and then directed to watch a 10 minute video that describes the history of Haiti in the years after contact with Europeans.  Students will be prompted to take notes on video per instructions previously provided in class. If time permits, teacher leads a class discussion: “What did you learn about the history of Haiti from watching that video?”  “What changes occurred in Haiti after the Europeans arrived?”  “How was what the actors in this video demonstrated different from what your groups acted out?  How was it similar?”

Practice/Application: Students will continue to practice recently acquired vocabulary words as well as apply previously acquired note taking skills to complete this lesson.

Review/Assessment: Student review will be a HW assignment.  “On yesterday’s most recent S-E-P Vocabulary sheet you were asked to predict what each word meant.  Now, in the space provided on that sheet, write what you believe each term REALLY means.”

 

 

                                                          SIOP Lesson Plan: Day 5

Standards: Chronological & Spatial Thinking:  Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. Historical Research, Evidence, and Point of View:  Students identify bias and prejudice in historical interpretations. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Theme:  Changes to the Society, Economy, & Politics of Haiti’s people during their history.

Lesson Topic:  The specific ways life on Ayiti/Hispaniola/Haiti changed as a result of European contact for two of the three affected social groups.

Objectives: Language: To demonstrate understanding of historical events and recently acquired vocabulary in the context of an original, expository paragraph as well as a sequence chart/drawing that assumes the historical role of people living in Hispaniola after European contact. Content: To analyze the nature of changes to Society, Economy, and Politics of people living on Hispaniola during the Spanish colonial period.

Learning Strategies: Sequencing Events Expositional Writing Higher Order Thinking/Questioning Synthesis of Information

Key Vocabulary:  No New Vocabulary will be introduced on Day 5.

Materials:  Journals, HW assignments from the current week, Notes collected during the current week, Pictures created during the current week, Student Portfolios (Online)

Motivation:   “How will you represent something you’ve learned this week on your online portfolio?”  Students will be motivated by being informed that today they will be given the chance to select the work they are most proud of this week and add it to their online portfolio.  Students will be allowed to – along with their group members – have timed access to their student blogs/e-portfolios to create new content per the directions the class has previously established.

Presentation: Students will complete their Do Now journal, today’s question: “Do you think the European contact with Haiti was a good or bad thing for people living there?  Explain the reasons for your answer.” Teacher says “During today’s class you will get a chance to show what you have learned about Haiti this week by participating in different writing centers. Each center will challenge you to complete one of 3 activities in 15 minutes.  You and your group will rotate to the next center when I prompt you.  The activity stations are as follows: Teacher describes the three stations and rotates groups to different activities every 15 minutes. Station 1 – Students will select the response to the week’s “Do Now Journal” that they feel they performed best on.  A “final draft” of that response will be entered into the student’s online journal (a previously established wordpress blog) along with an additional paragraph that describes how that question of the day relates to what they learned about Haiti.  When the journal writing is complete the student must then comment on at least one other previous journal entry written by a classmate during a previous unit. Station 2 – Students will create a sequence drawing that describes the European contact era of Haiti’s history from the perspective of one of the following 3 groups: African Slaves, European explorers, Indigenous Arawaks.  The sequence drawing is a graphic organizer divided into 4 parts in which students must label using transition words (First, then, after that, finally, etc.).  Students must then draw a sequence of events during this period from the perspective of the group they are describing, as well as provide a sentence describing each event in each sequence box.  At least THREE vocabulary terms must be used. Station 3 – Students will write a (minimum) three paragraph long expositional essay that describes the European contact era of Haiti’s history from the perspective of one of the following 3 groups: African Slaves, European explorers, Indigenous Arawaks.  The student cannot use the same group they selected for the sequence drawing.  At least one paragraph must describe life for that group before European contact, one paragraph will be dedicated to describing life during the period of contact, and another must describe the changes that occurred as a result of that contact.  At least THREE vocabulary terms must be used. If time permits teacher will invite students who wrote about the different groups to read their work, or have it read aloud.

Practice/Application: Students will continue to practice recently acquired vocabulary words, graphic organizer data synthesis skills, as well as maintain journal writing and portfolio keeping practices.

Review/Assessment:    The online journal contributes to a larger, marking period-long project that analyzes improvement in the student’s writing over time.  This specific unit will be assessed by grading the writing assignment for mainstream students or the sequence drawing assignment for EL or students who otherwise require alternative assessments.  Both assignments will be judged based on the presence and accurate use of at least three vocabulary terms and an accurate portrayal of the historical experience of the group selected by the student.