Graduate WOU/ESOL Lesson Plan Template 2010-2011

Introduction: This lesson is targeted towards fifth grade students. The class is a mix of European- American students, with their native language being English, and Hispanic students, with their native language being Spanish. These students go to school in a small, rural community, and their proficiency levels range from early intermediate to advanced. History is a ma or component of the fifth grade curriculum, and because these students are growing up in a farming community of the west coast, it ma!es the content of settling in the west very relatable. Lesson Plan: "ame# $aynie %ole, &indsay Androy, and Stephanie Strasdin 'ate# () $uly (*+, -rade level# .th Title of &esson# Settling the &ast /rontier -0A&S %ontent Area# Social Studies %ommon %urriculum -oal 1%%-2# 'escribe how physical and political features influence events, movements, and adaptations to the environment Standard34enchmar!# ..+* &anguage Arts Standards (if applicable): ..S&.) 5eport of a topic or present an opinion, se6uencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes# spea! clearly at an understandable pace. ES0& -oal 1/unction2# 5etelling, 5elating 7ast Events 04$E%T89ES %ontent# Students will be able to express and support opinions why ranchers too! their cattle on long drives to get them to the mar!et to sell in : out of +* sentences. ES0& 0b ectives 1/orms2# Past tense verbs, perfect aspect (present and past) [List proficiency levels of ELLs in your class, or choose two if hypothetical] 4# ;;;;;;;;;;;;, ;;;;;;;;;;;;;;; E8# 8 thin! ranchers in Texas too! their cattle;;;;;;;;;;;. 8 thin! the processing plant was in ;;;;;;;;;;. 8# 8 thin!3agree with ;;;;;;;;;;;;;. 8 do not agree with ;;;;;;;;;;;;;;;;;. 8 thin!3believe ;;;;;;;;;;;;;;. EA#8 thin!3 agree with ;;;;;;;;;;;;;;because ;;;;;;;. 8 don<t

Graduate WOU/ESOL Lesson Plan Template 2010-2011

agree with ;;;;;;;;;;;because ;;;;;;;;;;;. 8 thin!3believe ;;;;;;;;;;; because ;;;;;;;;;;;. A#8 thin!3agree with ;;;;;;;;;;;; because;;;;;;;;;;; and ;;;;;;;;;;;;;;;, but 8 do not thin!3agree with;;;;;;;;;;; because ;;;;;;;;;;;;;;; and ;;;;;;;;;;;;;;;;;. =ord ban!# "orth, trains, %hicago Targeted &anguage S!ills# 5eading# 5ead text in order to fill in information on a graphic organi>er that is a summary of the chapter. =riting# =rite why ranchers too! their cattle on long drives on their exit cards. &istening# listen to other students when they find information to include on the organi>er. Spea!ing# 0rally help fill in the organi>er with information that the students read in the text. &earning Strategy1ies2# -raphic 0rgani>er, cooperative learning group ?ATE58A&S# Students textboo!, pro ector, and computer program Inspire, cooperative learning group 750%E'@5E (Teacher oes)

Anticipatory Set (or !otivation or "oo# or $uildin% $ac#%round)# Even after the %ivil =ar was over, the "ortherners, and the Southerners still had issues with each other. 8n cooperative group, students list at least , reasons why pioneers moved to the =est. Thin!ing of their family and people they !now 1activate bac!ground !nowledge2 Encourage E&&s to use correct past tense forms, e.g. A?y family came to the "orthwest because;;;;;;;;.B -roups report one idea at a time and the teacher writes them on the board. Students review list and in cooperative groups ma!e predictions about the most common reason why families in the class immigrated. After group discussion, they are given three minutes to complete the following sentence in their student noteboo!s# A8 thin!3believe the most common reason why our families came to the "orthwest is because;;;;;;;;;;B Students are given a colored dot stic!er and come to the board to place the stic!er next to the main reason why their family came. This provides a visual representation for

Graduate WOU/ESOL Lesson Plan Template 2010-2011

them to chec! their predictions 1verification3evaluation2 5etain this chart for later in the lesson to compare these reasons and the reasons why early settlers came.

Teaching (or !odelin%) the following lesson covers events from +C.*-+C:*. Today we will be using a new program called InspireD 8 will as! certain 6uestions and you will s!im through the chapter, raise our hand, and help fill in the chart we are ma!ing. The chart can be printed off for class notes that everyone will have a copy of to study. 0n the poster next to the class reason list of reasons, ma!e another column called ASettlers of the =estB and review reasons studied so far for the Europeans to come to America. 5ecord students contributions, creating a T-chart 1graphic organi>er2 encourage E&&s to use because in comparing reasons, consulting sentence frames posted on wall, e.g. A?any Europeans came to the @nited States because ;;;;;;;;;;. However, the pilgrims also came because ;;;;;;;;;;;;;. Explain that the class will now study reasons why groups moved to the =est. Show them the map and timeline developed in the last chapter. %olor in more of the timeline to indicate the period they will study. Students open their boo!s for a chapter overview. &oo! at bolded words, and pictures for clues for the reason pioneers moved westward. E&&s are again encouraged to use because in explaining why settlers moved to the =est. -uided 7ractice (or &roup 'pplication) The first thing we will fill in on our notes is the main title of this chapter. %an someone raise your hand and tell me the name of the %hapterE "ext we need the name of the first section, can anyone tell me how we !now what the name of the section is, and how to find itE Student- answers the section title is always writing in red and centered above the column. Students wor! together in cooperative groups to s!im and find the !ey ideas in the chapter. They then will discuss the reasons pioneers moved to the =est and will give a group answer for the teacher to type into the class notes. @sing one of the sentence frames posted and taught. -ive the students a map of the @nited States and have them color in the areas they are studying in different colors. =est is one color, the ?idwest is another, and the Southwest is another color. 8ndependent 7ractice (or Independent 'pplication) "ow that we have the name of the first section can you s!im the section and give

Graduate WOU/ESOL Lesson Plan Template 2010-2011

me important details to add to our notesE Students consult the graphic organi>er prepared earlier in the lesson 1with reasons why families immigrate3 or move today2 and the graphic organi>er the class ust made 1with list of the European settlers, the places where they started their ourneys and the reasons why they came to the @nited States2 in their personal noteboo!s. They write at least three sentences comparing why people come to the @.S. today and why the early settlers came to the =est. @sing the sentence forms posted in the classroom. %losure# =e went over !ey information in this lessonD and we did not even have to read the whole chapter to find the !ey points. 'o you li!e this way better than writing your own notesE Students please give me a thumb up or down if you li!ed the s!imming for information we did today. Students choose one sentence from their noteboo!s and thin!3pair3share with their group.

'8//E5E"T8AT80" E()L strate%ies are hi%hli%hted (or underlined)* ASSESS?E"T 8nformal# Students completed maps will indicate if they can locate different regions in the @.S. E&&s< oral contributions and noteboo!s will indicate if they can accurately use the targeted A8 thin! becauseB forms. The teacher will informally monitor students< participation during the group exercise to assess if students can identify reasons3 and understand people moved out =est. 7lans for formal# At the end of the unit, students will be as!ed to complete a graphic organi>er close to the one they completed in this lesson showing reasons why different groups of pioneers moved to the =est in the early years of the @.S. and why people today move to the =estern areas of the @.S. They will be as!ed to write at least three sentences comparing3expressing their opinions.

Graduate WOU/ESOL Lesson Plan Template 2010-2011

5E/&E%T80" "ote progress toward content ob ectives for students in general and E&&s in particular. "ote progress toward ES0& ob ectives for E&&s.

Graduate WOU/ESOL Lesson Plan Template 2010-2011

&esson 7lanning %hec!list# %0"TE"T FAre they eager to participate or !now why this information is meaningful 1anticipatory set2E F'id you teach about and model what you expect them to do 1content ob ectives2E F'o students have a chance to practice in groups3pairs what you modeled for them 1guided practice2E F'oes your content ob ective match the independent practice 1progression2E FAre you chec!ing for understanding of both content and directions 1informal assessment2E F'o the plans for formal assessment match the ob ectives and what students did for independent practiceE ES0& G Explicit &anguage 8nstruction F'id 8 use vocabulary strategies 1the bric!s2E F'id 8 teach3model the ES0& forms 1the mortar2E F'o 8 have a place for students to practice the forms 1bric!s and mortar2E TA5-ETE' &A"-@A-E SH8&&S =here possible, ensure the students are actively and meaningfully using the four language s!ills. 8s there a balance of oracy and literacyE Are productive s!ills combined with receptive s!illsE 5eading# =riting# &istening# Spea!ing# ?ATE58A&S FAre the materials and technologies 8<m using appropriate for E&&sE F%an anything be modified to be more accessible to language learnersE SHE&TE5E' ST5ATE-8ES F'o 8 have strategies that benefit E&&s highlighted 1sheltered strategies2E F'o 8 have sheltered strategies throughout the lesson plan 1ideally in each part of the procedure2E