Katie Gipe

ENG 469
10/20/15

Word ESL Lesson Plan for Mayra

Goals:
- Learner will be able to read a piece of realia.
- Learner will complete a venn diagram.
- Learner will learn how to combine two simple sentences using conjunctions, such as and,
but, or, and so.
- Learner will be able to effectively communicate thoughts through speech and writing.
Activities:
- 3 minutes: Intro - I will think back to ArtPrize with Mayra. We will jog her memory
again of what she saw and what she did while experiencing the event.
- 10 minutes: ArtPrize Article - I will introduce text from ArtPrize website. We will begin
reading it together. I will have potential trouble words on hand with their Spanish
definitions to offer clarification while reading if necessary. Potential Trouble Words:
- determined (decidir)
- dimensional (de la dimensin o relacionado con ella)
- Pantone Pathways (lneas que dividen el rea en secciones)
- venue (lugar)
- features (caractersticas naturales)
- 10 minutes: ArtPrize photos - Next we will orally discuss pictures from ArtPrize entries
and draw attention to the specific features of each one. I will prompt Mayra to describe
the pieces as if she were there again, walking around and talking about the art.
- 10 minutes: Venn Diagram - Now we will bring our oral conversation to written language
as I will have Mayra pick the top two pieces of art she would like to write about to
compare. I will then give her a venn diagram and we will discuss as she writes what the
two pieces have in common and what is different. Once she has a couple characteristics
listed in each category, we will then begin to combine her ideas to write Mayras own
ArtPrize article, just like the one we read online.
- 10 minutes: Conjunctions - Before having Mayra write her own paragraph, I will first
model ways in which she can combine her thoughts from the different areas in the venn
diagram into one sentence by making a compound sentence. I will explain how to add in
conjunctions to combine two separate ideas. I will introduce the conjunctions and, so,
or, and but, talk about when to use each conjunction when combining ideas, and then
model how to use each word in a sentence of my own. After modeling it I will check in
for comprehension and see if Mayra needs any further clarification. If so, I will help
explain what conjunctions are and why we use them again. If she feels confident enough
we will then let her try to make her own compound sentences using her venn diagram.
- 10 minutes: I will assist prompting Mayra as necessary as she writes a paragraph using
compound sentences with conjunctions about the two pieces of art she chose. Once shes
finished writing, we will read through the paragraph together and point all the

Katie Gipe
ENG 469
10/20/15

conjunctions she used. This will hopefully solidify her understanding of how to construct
compound sentences as well as help her feel accomplished about the ArtPrize article she
just wrote.
Resources:
- Ballek, Taylor. How to vote and why you should at ArtPrize. mLive. Web. 19 October
2015.
- Kaczmarczyk, Jeffrey. Walking,

biking and busing around ArtPrize. mLive. Web. 19

October 2015.

Katie Gipe
ENG 469
10/20/15

Rationale
Knowing that one of Mayras goals is to read and write longer sentences, I purposefully
aimed this lesson at exposing her to text in realia, as opposed to text in the Stand Out book. By
focusing on realia text, we can look at the sentences found in everyday life which have more
variance in structure. She will also be introduced to conjunctions so that she can begin to gain
mastery over words that will help her combine two different ideas to make compound sentences.
In regards to the activities Mayra will be involved in, I incorporated the Language
Experience Approach in my lesson by basing the articles and writing off of an experience I know
Mayra has had and enjoyed. I wanted to bring in the outside world into our tutoring session so
that she can directly see the application and use for what were doing, as well as motivate her to
learn by teaching about something that shes interested in.
In terms of structuring the lesson, I move from whole, part, whole to break down what we
learn before reapplying it to a new piece. I start off with the ArtPrize article as a whole piece
and then break that down into parts, addressing potential trouble words, as necessary. I then
allow Mayra to think freely about ArtPrize and her experiences while looking back at pictures at
some of the entries. Once we have broken down what we see and how to describe the pieces, I
have Mayra complete a venn diagram to put her thoughts down. Once she has the content
parts of the sentences, I then explain the conjunctions she will be using within the sentences in
order to combine her thoughts from the venn diagram. She will then be able to combine the
content parts and the sentence parts to create a new whole, her own ArtPrize paragraph.
As we move through the lesson I will also be sure to model the different activities I
expect her to do. On the venn diagram, I will be sure to model where I would put a characteristic
that both art pieces shared and one that was unique to each one. I would also model how to use
conjunctions after explaining how each of them combine a sentence. By modeling the
conjunction after I have explained it, I will hopefully be giving Mayra further clarification of
what conjunctions are and how she can use them.
I also purposefully only gave each activity between five to ten minutes. In previous
tutoring experiences I have found it helpful to dedicate small chunks of time to specific aspects
of the lesson in order to keep a firm structure to help guide the students though the lesson and
keep them on track.
To begin the lesson, I purposefully chose something that I know Mayra enjoyed doing
and loves talking about. By getting her thinking about ArtPrize right off the bat, shell be
interested and ready to read a piece on the experience. The reading is an overview of ArtPrize
which lends itself as a perfect transition into the individual pictures of entries. After discussing
the pictures I will bring the venn diagram out as a way for Mayra to organize her thoughts and
thus will have her keep describing what she sees while writing down what shes saying. After
the venn diagram is complete, I will explain to Mayra how we can use it to combine the ideas
using conjunctions and then introduce and, so, or and but. After modeling how to use the
conjunctions when combining ideas, I will then allow her to try by writing her own piece.

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Katie Gipe
ENG 469
10/20/15

Taken from ArtPrizes Website:

How to vote and why you should at ArtPrize
ArtPrize, the world's largest art prize, will award $500,000 in prize money, half of it determined
by people like you. You can vote for the 1,550 entries in ArtPrize Seven and help decide who
wins the $200,000 Grand Prize as well as four $12,500 category prizes for Best
Two-Dimensional Work, Best Three-Dimensional Work, Best Installation, and Best
Time-Based Work.
Taylor Ballek

Walking, biking and busing around ArtPrize

ArtPrize turns downtown Grand Rapids into an indoor/outdoor gallery where you can see art
almost anywhere, so walking is the best way to see all there is at ArtPrize. The event has
created a series of four Pantone Pathways, each about 2 miles long. Altogether, those 8 miles
of walking will take you within one block of 90 percent of all ArtPrize venues. Along the way,
you'll see many of the city's best natural features, landmarks, restaurants and shops.
Jeffrey Kaczmarczyk
http://www.mlive.com/artprize/index.ssf/2015/09/artprize_2015_your_complete_guide_to_enjo
ying_artprize_seven.html#8

Katie Gipe
ENG 469
10/20/15

Anger, beauty motivated ArtPrize 2015 juried award-winning works

GRAND RAPIDS, MI When asked why he put together an ArtPrize entry about the violence he saw
around him, Monroe O'Bryant's answer was blunt: "I was pissed off."
The Kentwood-based photographer won the $12,500 juried award in the two-dimensional category for
"A Fearless Brother Project Presents: Realistic Neglects A Graphic Series" on Friday night at the 2015
ArtPrize Awards. The series of photographs, displayed at the Grand Rapids Art Museum, featured
re-enactments of violent crimes in Grand Rapids.
"It's about things that resonated with me in Grand Rapids," O'Bryant said during a press conference after
winning the award. "A lot of people were dying in my neighborhood, and families were being crushed by
it. I wanted to change the dynamics of a community. I wanted to have a purpose as a photographer. I
wanted to do something that represents the community."
O'Bryant said he was working on "part two" of "Realistic Neglects," and focused his lens on teenagers.
"I didn't expect (to win)," he added. "This has been a heck of a journey."
Other juried category awards, $12,500 each, were handed out Friday: Julie Green's "The Last Supper,"
three-dimensional; Prince Thomas' "That Was Then," time-based; Ruben Ubiera's "In Our Element,"
installation; and SiTE:LAB's Rumsey Street Project won outstanding venue.
Ubiera and Green did not attend the awards.
Kate Gilmore's "Higher Ground," a time-based entry at SiTE:LAB, was awarded the $200,000 juried
grand prize.
First-time ArtPrize participant Thomas flew in from his home in Houston to attend the ceremony. His
piece pairs CNN's commentary of the 1991 bombing of Baghdad with video footage of a celebratory
fireworks display.
Thomas said he entered ArtPrize for three reasons.
"First, the large audience that sees the piece," he said. "Second, the amount of professionals that see the
piece. And as a political, socially engaged artist, it was very interesting to me that an organization is
attempting to make, on some level, a closed system, the art world, more open, more democratic. As
you've seen now, you have such a broad range of artists showing in this competition.
"And there's a beauty in that a beauty that the art world can be so accommodating to so many different
things."