Monday, December 10, 2012

John Steinbeck, the Great Depression, 1930s, and Financial Crisis Lesson Plan including English Learners

Course: English 9 (Freshman), Literature analysis (reading and writing)

STUDENT INFORMATION: Students who are English Learners

E.M., Intermediate, ELD proficiency level: i + 1 = early advanced

• Identity: Tenth grade Mexican American with Spanish as her first language. Her parents are educated professionals. E.M. has a large family and visits her grandparents in Mexico as often as possible. She is shy, but likes to work in small groups.
• Developmental Needs:
i. Readiness: She can read and write at an intermediate level, needs assistance with reading, writing and speaking specifically with vocabulary, tenses, and pronunciation.
ii. Interests: She loves reading, dancing, and hanging out with her friends.
iii. Learning Profile: E.M. has multiple intelligences, with an emphasis in kinesthetic and linguistic learning modalities. She likes working in small groups.
• Differentiation Strategies
• Content/Readiness: Provide material in Spanish to build her Spanish literacy skills.
• Process/Readiness and Profile: Work in small groups with both English and Spanish bilingual students.
• Product/Readiness: Allow E.M. to use vocabulary sheet to complete assignment.

K.M., Intermediate, ELD proficiency level: i + 1 = early advanced

• Identity: Fourteen-year-old ninth grade Mexican American with Spanish as his first language. He was born in San Diego, and his parents were born in Mexico. His father works in newspapers and media and his mother stays at home to take care of the younger siblings. Both of them didn’t graduate high school.  His extended family includes a brother, cousins, aunts and uncles, and grandparents.
• Developmental Needs
I. Readiness: K.M. is literate in Spanish and can read either Spanish or English literature.  K.M.’s family speaks Spanish at home. He can read and write in both languages; He uses Spanish with friends and family. He thinks in Spanish, and still moves in and out of two languages when learning in different content areas. He feels the most comfortable speaking, reading, and writing in Spanish.
II. Interests: He loves to play video games and soccer. K.M. imagines himself attending a four-year college. After a long day of school and soccer. This summer, to earn money, he would like to, “work with dad, cut grass, and sell things.” His favorite food is pizza (even though he thinks it’s not that good for him).
III. Learning Profile: K.M.’s strengths are humor, oral and visual skills, kinesthetic, his sense of friendship and community. K.M. weaknesses in English class are staying focused, grammar, spelling, writing, and syntax. K.M. doesn’t like English because, “I’m not that good at it.” He wants to learn, “how to spell better.” He likes to work in groups because, “I work better with others than by myself.”
K.M. also said that in English class, “The writing could make the class hard for me.” K.M. doesn’t enjoy reading, “gets bored after about ten minutes,” and thinks “kids younger than I am read better than I do.” He does not have access to many books (English or Spanish) at home.
• Differentiation Strategies
1. Content/Readiness: Provide graphic organizers and cloze notes. Provide information in Spanish and English.
2. Process/Interest: Work in a group with native English speakers and English learners who are achieving at the same level as him. Check for understanding.
3. Product/Readiness: Provide clear step-by- step instruction orally and visually. Provide models. Check for understanding.

ASSESSMENT(S): Formative/progress monitoring
1. Students use vocabulary and technical language in context after defining meaning and connecting to prior knowledge.
2. Students apply their knowledge of language by listening, responding to, and debating over essential questions with responses, ideas and arguments structure in a sustained and logical fashion.
3. Students read aloud and read along with news articles.
4. Students apply their knowledge of language by reading articles and giving evidence of comprehension of those informational materials by accurately completing graphic organizers with clear and defensible positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
5. Students participate and respond individually and in pairs and groups.
6. Teacher continually monitors and checks for understanding.

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