Teacher:MeganSoderlund
Subject:UnitedStatesHistoryGradeLevel:8thLengthofLesson(minutes):50minutes
AcademicStandard:
PasteIndianaStandardIndicator(s)here:.
USG2.3Analyzeandinterpretcentralideasongovernment,individualrights,andthecommongoodinfoundingdocumentsoftheUnitedStates.
CommonCoreLiteracyStandard:[Link]
Reading [Link],andidentify
andusestrategiestoimproveexpressioninconventionallanguage.
Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummaryofthe
sourcedistinctfrompriorknowledgeoropinions.
Writing: [Link],previewingwhatistofollow;organizeideas,concepts,andinformationintobroader
categoriesasappropriatetoachievingpurpose;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),and
multimediawhenusefultoaidingcomprehension.
LessonObjective(s)
Bytheendofclassthestudentwillbeableto:ExplainintheirrespectivegroupswhatasentenceofthepreambleoftheConstitution
[Link]
[Link]
presentationdiscussionsandanexitslipcontainingthreetakeawaysorthingstheyhavelearnedfromtheclass.
LanguageObjectives
[Link]
conciseresponsewillhelpuselanguageskillsinallforms;speaking,writing,listening,andwriting.
SupportingDiverseLearners
StudentAssets:Theclassisgoodatworkingasagroupsotheywilllikelystayattentivetoeachotherwhileotherspresent.
Havingafoundationofknowingwhattheconstitutionissetuptodo,canallowthestudentstouseinferencesandpredictions.
Thisfoundationwillhopefullybebasedonpriorknowledgeongovernmentdocuments,andifnot,possessachallenge.
AnticipatedChallenges:[Link]
[Link]
similarfoundationaldocuments,[Link]
languagecanbedifficulttocomprehendaswell,eventotheEnglishspeaker.
SpecialConsiderationsforIEPand/orESLIndividualizedLearningPlan(ILP:
[Link]
[Link],allowseven
levelonestowritethreewords,maybehigherlevelshavephrases,[Link]
wordsthatmayencounterproblemsare:tranquility,welfare,secure,posterity,ordain,andestablish.
DetailedDescriptionof3ESLFocalStudents
:
Onestudent,Daniel,workswellingroupswithotherstudentsspeakingSpanish,[Link]
aboutalevel2toalevel3inlanguageacquisition,[Link]
thisexercise,IanticipateDanielnottalkingduringthepresentation,[Link]
[Link],aswellasotherESLstudents,theabilitytosummarizethebest
[Link]
[Link],alreadybeingrelativelyproficientinreading.
Anotherstudent,Carla,isverychattyamongherclassmates,[Link]
studentsworkalongsideeachotheroften,helpingwithcomprehensionandunfamiliarwordsbyfindingoutwhatthingsmeaninSpanish.
Strategies
VocabularyStrategy
XSentenceframes
Twocolumnnotes
KWL
Frayermodel
SheisaboveDanielindevelopment,aboutalevel4,[Link]
Guidednotetaking
Paragraphframes
4As
Listgrouplabel
[Link]
Prediction/Impressions
Imitationwriting
XTextrendering
Semanticfeatureanalysis
Venndiagram
[Link]
XReciprocalteaching
RAFT
Wordsorts
Causeandeffectframes
however,Iwillencouragethat.
Savethelastwordforme
SPAWN
WordWalls
MVP
Anticipationguides
Sentencecombining
Treemapforwordsmithing
20Questions
AnotherstudentisMarcus,[Link]
Opinionnaire
Socialacademiclanguage
ShadesofMeaning
Whatsissay/mean/matter
XCodingthetext
[Link],havingreceivedagoodeducationinhis
translations
XOnesentencesummary
Vocabularyselfawareness
Openmindportrait
Creatingmetaphors
[Link],evenifthegrammarisntnecessarily
Graphicorganizers
activity
Sketchtostretch
[Link]
Outlining
Creatingmetaphors
Other(pleasespecify)
Readtalkwrite
Booktalk
TossedTerms
afewthingsrepeatedtohim,andImayassignhimtobealeaderofthegroupheisapartof.
Directedreadingthinking
activity
Zoomingin/zoomingout
Anomalies
Other(pleasespecify)
Instructional
Groupingsand
Activities
XClass/GroupDiscussion
XCooperativeLearning
XSmallGroup
GuidedPractice
Teacher
Modeling/Demo.
Journalwriting
RolePlay
Lab
Handson
LectureorDirectInstruction
InquiryLearning
Question/Answer
Game
LearningStations
Readers/WritersWorkshop
SketchtoStretch
Other:(pleasespecify)
InstructionalApproaches
Mnemonics
XOther(pleasespecify)
Breakingdownaparagraph
intosentencesandphrases,
Simplificationofthewhole.
TechnologyTools
Materials
Alsoadditionalsheetsare
CellPhone
TeachersManualpg# givenouttoELLSwiththe
[Link]
StudentTextpg#
entirewrittenoutpreamble.
PictureBooks
GoogleImages
Handouts:
XManipulative:slipsofpapercontaining
sectionsorsentencesofthepreamble,
colorcodedwithinkordots
RelatedEquipment:
LabEquipment
Simulation/Role
Playing
IndependentLearning
Calculator
CPSClickers
XElmoDocumentCamera
Software
StudentComputers
XTeacherComputerw/LCD
VideoClips/DVD
XWebsite
Web2.0tool
Other(pleasespecify)
ArtMaterials
SportsEquipment
Other(pleasespecify)
Adaptedmaterials
Other:(pleasespecify)
Whydoesthislessonmatter?Whyisthecontentofthislessonimportanttostudents?
[Link]
importantbecauseitestablishesafoundationintoadeeperunderstandingoftheconstitutionandaddsasocial
[Link]
[Link]
graspingthefoundingprinciplesoftheplaceinwhichtheylive,theywillfindoutwhythingsworkthewaythat
[Link]
andinterestinthetopicandwhattheycanlearnfromitinthefuture.
Agenda
NarrativeOverviewoftheTeachingAgenda
Anticipatory Set: How will you support students in accessing prior knowledge, personal,
real world and/or cultural connections?I will introduce the topic through the School House
Rock video and then ask questions gauging what the students previous knowledge is (do you
know what a preamble means, where is it located, guesses on what it might say? What else do can
you think of in real life that is similar to a preamble? Do any of you know of a similar documents
from other government or maybe introductions on a smaller scale?) Asking these questions and
including a catchy song will embed what the topic means and how we can explore it further.
During Lesson:
What support strategies will you use to scaffold students learning so they meet or
exceed targeted?
Having students discuss in small groups and then work together to present the findings to the class uses
basic knowledge and further develop the topic. After they are introduced to the preamble, they will be
able to work together to build even greater understanding that they can present to others in a way that
they choose. The students will be given choice on the manner in which they present so they can do what
feels best and could be most effective for them and other students. Lastly, we will discuss what it means
all together and complete a summary and comprehension exit slip. These steps of introduction,
background knowledge, discussion, and reciprocal teaching allow for a buildup of knowledge to meet the
goal and objective.
How will students engage in literacy development in this lesson?
They will develop literacy by being forced to closely examine the text, gauge the importance of words,
and seek out more complicated meanings of some. It also fosters discussion and differing opinions, being
placed into separate groups but coming back together to encourage language use. They get to
experience others perceptions and then piece all of the information back together in a group. The type of
language the document is in is slightly more complex as well, exposing them to unfamiliar words that
become familiar in context.
Why did you choose these approaches, materials and strategies?
Hands on activities that work in small groups add less pressure and allow for opinions to be shared
more easily. This can create more cohesive speech later on and when students are teaching other
students, the whole classroom learns the topic, but the presenter becomes the expert. A
presentation creates the need to do the work, and use oral strategies to do so. I will also have a
clear set of expectations for this presentation, like 3 core requirements. The manner of which the
presentation is shown will be up to the group, whether its a PowerPoint or poster ect. will give
students choice and this usually encourages more participation than normal. Breaking the text
apart like this allows for students to teach each other while also looking at the big picture. Coming
together at the end can gauge participation and an exit slip gives more concrete evidence of
understanding so that I can see what they got out of it and where there is room for improvements.
Wrap up/Closing: How will you engage students in self-assessment and/or reflection on
key concepts?
Ask group members to reiterate what they taught without the presentation out loud, maybe ask
some questions about what they expected the sentences to mean versus what they really did
mean. They will either create a list of the summary (ELLs) or a few sentences which they will leave
with me on their way out of the class as a takeaway or general idea of the preamble. Connecting
this to what is to come can encourage curiosity for the rest of the topic, making references to the
outline of the constitution and how this affects us today. This encourages reflection in their own
lives and connects the past to the present, usually what more people are interested in.
510MinuteBreakdownoftheLessonDetails(Moreboxesmaybeinsertedintothistableasneeded.)
Timeincrement
02
Whattheteacheris
doing
Introducingthetopicof
thepreambletothe
Whatthestudentsare
doing
Listeningand
observing,responding
HowELLswillengage
andbesupported
Visualrepresentation
willbeusedasahand
Researchrationalefor
ELLsupportdecisions
Differentiatedlearning
isproventobehelpful
28
810
1025
class,byaskingopen
endedquestionslike:
Whatdoyouthinkthe
wordpreamblemeans,
andvariousquestionsI
havelistedabove,
relatingtoprior
knowledgeandoutside
[Link]
onpriorknowledge
(texttotext,texttoself,
texttoworld)by
answeringthese
[Link]
acopyofthepreamble
toELLstudentswill
happenthentoo.
Playingthevideoofthe
preamblesong(maybe
x2s)
aboutpriorknowledge.
Activeparticipationis
keytointroducethe
topicandlisteningskills
willprovidebackground
knowledgeforeach
other.
outisgivingwiththe
preamblewrittenout.
Thisallowsthemtoread
andfollowalongatthe
[Link]
peerscontribute
providesthem
backgroundknowledge
theywouldntotherwise
have.
withstudentsbecauseit
getstheirmessage
acrossthewaythat
worksbestforthem.
Bothreadingand
listeningbeinginvolved
inashorttimeperiod
givesmultiplewaysof
takinginthe
information.
Hill&FlynnCh.2
Adjustingthewayyou
introducetopicscan
providetheright1ststep
inthescaffolding
process
Observing,takingnotes
Furtherinstruction
aboutgettinginto
groupsandwhatthe
slipsofpaperarefor.A
checklistwillbe
displayedgivingthe
requirementsforthe
projectandwhatI
intendthemtodo.
Handoutthestripsof
thepreamblebroken
downbysentence
[Link]
stripswillbecolor
codedtoidentifythe
groupstheywillworkin
todelvedeeperintoan
individualsentence.
Havegroupsgather
together.
Walkingaround
observinggroup
participationand
understandingwhile
groupsdevelopaproject
toexplaintheirspecific
[Link]
interjectwithmore
Receivingapieceof
paperwiththeirsection
ofthepreambleand
gettingintothatgroup.
Theygetachanceto
reviewthechecklistand
thenmoveintotheir
groups,decidingwhich
modeofpresentation
theywanttouse.
Havingasongtohelp
rememberhowthe
preamblegoesis
sometimeseasierto
[Link]
graphicorganizerto
givetoELLswhoneed
ittogatherthoughts.
Usingcoloredtexton
thesheetsofpaper
beinghandedoutis
anotherwayfortheELL
torecognizethegroup
theybelongto.
Visualizedexpectations
assistinmaking
expectationsandhow
theyareevaluatedclear.
Usingsongsordifferent
typesofmediaassistsin
[Link]
McCloskych.1p.14
describeshowsongsand
symbolscanaidein
academiclanguage
acquisition.
Aspectsotherthan
wordsassist
understandingabout
whatisexpected.
Thepracticalteaching
tipsblogdescribeshow
crucialclearinstructions
aretosuccess,sothis
partofthelessonneeds
tomakeasmuchsense
aspossibletoensure
successofalllearners.
Maybemorewillingto
participateinagroup
discussion,hearing
othersopinions.
Workingasagroup
allowsforbothlistening
andspeech,aswellas
anywritingskillsused
Groupsettingsand
othersinputassistsin
addinginformationand
opinions. Many
viewpointsofthesame
informationallowforin
depthlooksfrom
differingopinions.
Discussingmeaning
withpartners,
generatingobservations
andcreatingwaysto
presentandteachthe
informationtoothers.
2540?
4050
elaborativequestionsor
corrections(onlywith
questions)tospur
discussionanddeeper
thought.
Gaugingtheobjectives
whilewatchingthe
groupsbreakdowntheir
sectionandits
[Link]
simplerubricand
criteriaIwillmakesure
anyunknownwordsare
definedandanoverall
meaningisestablished.
Whatthiscouldmean
forusnowandhowit
canconnecttomaybe
otheraspectsof
governmentneedtobe
exposed.
Putallofthesentence
stripstogetheronan
elmoanddiscusstheir
meaningasawhole.
Askingstudentswhat
theycancontributeto
thelearningnowthat
theyhavelearnedfrom
[Link]
considerwhatthiscould
meanforthem
personallyaswellasits
consequencestothe
[Link]/2
minuteslefthandthem
anexitslip
DailyAssessmentHowdoyouknowyour
inthepresentation.
Beforepresenting,they
returntotheiroriginal
groupsandhaveashort
sharingsession,
Aftergatheringtheir
thoughts,eachgroup
presentstotheclassthe
meaningtheyperceived
oftheirsection.
Forceshighlevelsof
understandingby
speakinginfrontofa
group,canalsolistento
peersinsteadofthe
[Link]
thestudentisnothigh
enoughtospeak,they
canagreeoutloudor
readadefinitionoffof
anunfamiliarword.
Participatinginagroup
discussionandfilling
outwhattheyfoundto
bethethreemost
importanttakeaways
fromthedayteachercan
gaugeformative
assessment.
Maybethestudentcan
usepicturesinsteadof
[Link]
importantconclusions
madefromthislesson
donothavetobein
completesentencesfora
lowerlevellearner,so
wordsorshortphrases
couldbeusedinstead.
Formative:
Summative:
LevineCH1p.13
describesthebenefitsof
meetinginsmallgroups
usingbothlisteningand
speaking.
AcrosstheWIDA
spectrumlistening,
reading,writing,and
speakingareused.
WIDAStandards
Wesuggestthatwhen
thegroupmakesits
presentation,each
membersayatleastone
[Link]
thanifstudentshaveto
[Link]
seenELLsdolittlemore
thanpointtotheir
drawingandrepeatthe
nameofwhattheyhave
drawn,butwevealso
seenthemgetexcited
andgointoalengthy
discussionaboutthe
meaningofarelated
wordintheirown
language.
Providesinformation
thatcouldnormallynot
beconveyedbecauseof
lackofvocabulary.
LevineandMcClosky
Ch.9encouragesmuch
ofwhatwasusedinthis
lessonlikeintentional
groupingsofstudents,
supportthroughoutthe
lesson,andanactivator
forthelesson.
TheContentassessment
PowerPointwelooked
atinclasshighlightsthe
benefitsofvarious
buildingknowledge
methodsbytheorderof
thelesson.
studentsmetyourlessonobjective(s)andto
whatextent?
knowledge
Xcomprehension
application
Xanalysis
Xsynthesis
evaluation
HowisDailyAssessmentpresentinthis
lesson?
Thestudentwillshowcomprehensionoftextby
simplifyingit,synthesisbycreatingawayto
presentit,[Link]
exitslipsuppliesawrittenassessment.
XClassdiscussion
CPSclickers
Test
Project
Emailteacher
Entrance/Exitslip
XTeacherObserve
Listenedtoconversations
Report
XPresentation
FinalExam
Other(pleasespecify)
Quiz
Thumbsup,neutral,ordown
Homeworkcheck
Videoquiz
Voting
WhiteboardCheck
XOther(pleasespecify):exitslip
WIDAPerformanceIndicator
ForthisLPPdevelop5levelsofPerformanceIndicatorsbasedontheWIDACanDoDescriptorsK12forall4modalities:
Listening,Speaking,Reading,andWriting.(Yes,thismeansall4modalitiesmustbepresentSOMEWHEREinthislesson)
Listening
Level1Entering
Level2Beginning
Followoral
instructions,match
instructionwiththe
slipofpaperthat
theyarehandedto
getintogroupsand
alsohaving
additionalsupport
byreceivinga
writtenoutsetof
instructionsaswell.
Followmultistep
instructionswritten
ontheboardand
givenorallyaswell
asonapieceof
paper,sequencethe
orderofeventson
whattodonext
withtheirgroups
basedonlistening
toinstructions.
Speaking
Repeatwordsor
shortphrasesthat
cananswer
who,what,when,
wherequestions
whileteaching
otherstheirsection
orpresentingtothe
[Link]
speaktotheclass
whilepresenting,
theyneedtosay
somethingthey
learned,atleastto
me.
Statebigideasby
participatingin
groupdiscussionat
theendofclass,
communicatein
socialsituations
(presentingto
everyoneor
reconveningwith
thegroupbefore
theypresent).They
wouldbeableto
describesituations
frommodeled
sentencesasseenin
thevarious
sentencesofthe
preamble.(using
Level3
Developing
Matchideasofthe
texttootherthings
likereallife
experienceor
anythinglearnedin
thepastatthestart
ofclassafter
hearingverbal
questions,use
learningstrategies
orallydescribedto
completethe
project.
Givebrief
presentations,so
speakinginfrontof
theclasslikewe
[Link]
abletostatebig
ideaswith
supportingdetail
(likehowthey
cametothe
conclusionsthey
didorwhy)
Level4Expanding
Level5Bridging
Evaluateintentof
speech,whichin
thisscenario,is
absorbingwhat
otherspresented.
Thiswillhelpthem
makeinferencesin
withinthetext
aboutmeaningasa
wholewhenwe
discussasawhole
group.
Listeningshouldbe
abletoreiteratethe
informationthey
[Link]
ingroup
presentationsand
finaldiscussionwill
betheassessment
ofthis.
Paraphraseand
summarizeideas
presentedorally,
connectideaswith
detailsand
evidencetoexplain
whytheycameto
theconclusionthey
[Link]
theymaybeableto
doissubstantiate
[Link]
thistheycandecide
whataspectsare
importantandwhy.
Defendapointof
viewwithreasons,
whichcanbeseen
inwhatthegroup
decidestheir
sectionofthe
preamblethey
[Link]
tonegotiate
meaningingroup
discussionshappens
whentheyuse
speechtoexplain
theirperspectivesin
theirhomebased
groupsandtheir
presentation
groups.
Reading
Associateletters
withsoundsand
objects,hopefully
beingabletogeta
generalideaof
whattheir
sentencessayswith
helpfromlistening
tothevideoand
theirgroup.
Recognizing
conceptsofprint,
comingfromtheir
exitslip.
Writing
Producehigh
frequencywordsin
exitslipifpossible.
Theyhavethe
freedomhereto
completetheexit
slipwithmerely
wordsorphrases,
evenpicturesif
absolutely
[Link]
makingaposter,
hopefully
contribute
somethingwritten
onit.
whattheyknow)
Locatethemain
ideainaseriesof
sentences,find
informationfrom
textstructureand
priorknowledge.
Oncethesentence
isbrokenupinto
smallerpieces,this
maybecomemore
achievable.
Connectsimple
[Link]
canbedisplayedin
theexitslip
summary.
Usecontextclues,
soanyindications
withinthepreamble
displayedonthe
boardandhanded
outtohelpgive
contextcuesfor
[Link]
Englishdictionaries
andglossariesif
neededcanhappen
amongthislevel
andanyoftheclass
toidentify
unknownwords.
Interpretadapted
classicsormodified
text,andinthis
instanceahistoric
pieceusingold
Englishlanguage.
Alsobeingableto
useanarrayof
strategieswithin
theirreadinglike
breakingdown
sentencesor
readingslower.
Beabletoinfer
meaning,
differentiateand
applymultiple
meaningof
words/[Link]
exampleofthisis
forefatherdoesnt
meandadasone
couldotherwise
assume.
Giveopinions,
preferences,and
reactionsalong
[Link]
skillscanalso
applytospeechbut
whendeveloping
thepresentation,
opinionscanbe
writteninalong
withreasoning
behindthese
opinions,aswellas
puttingthisinthe
exitslip.
Justifyideas,and
paraphraseor
summarizetextin
exitslip,withmore
complexityintheir
sentences.
Relatingthislesson
andwhattheyhave
learnedtoprior
knowledgeand
whatthismeansfor
Americaasa
[Link]
slipsshouldhave
threecomplete
thoughtsand
sentences.
AdditionalTeacherPreparation:
Copy:Preambleoftheconstitutionintostrips,about5ofeachstrip.
Locate:SchoolHouseRockPreamblevideo
Create:[Link]
graphicorganizerforanyL1andL2studentsforawaytogathertheirthoughts.
Assemble:Athesentencestogethertomakethemcohesiveoveranelmodevice.
Invite:NA
AdditionalReference/SourcesofInformation:
[Link],Disney1975.
[Link]?
Whatneedstobechangedfornextyear?Whatarenextstepsforstudentsandhowwillyougetthemthere ?
Thevideoworkedwellforthislessonsinceitcombinedvisualsandsomethingcatchytohelpyourememberthe
[Link],[Link]
examinationoftheconstitutionasawholeandemphasizingtherulesoflawandwhatthismeansforthecountry.
WorksCited
EnglishLanguageDevelopment(ELD)Standards.(n.d.).RetrievedNovember20,2015,from
[Link]
Hill,J.,&Flynn,K.(2006).[Link],Va.:Associationfor
SupervisionandCurriculumDevelopment.
Levine,L.N.,&McCloskey,M.L.(2009).TeachingLearnersofEnglishinMainstreamClassrooms(K8):OneClass,ManyPaths.
Boston:PearsonEducation.
Nilsen,AlleenPace,[Link]:LanguageLessons
forMultilingualClassrooms.VoicesfromtheMiddle11.3(March2004):2732.
PracticalTeachingTipsForGivingInstructions.(2010,March19).RetrievedNovember20,2015,from
[Link]
PowerPointsfromthecourse:AssessmentandEnglishLearners