For the lesson plan modification assignment I chose the standard, LAFS.3.RL.1.3; describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. My objective is for the student to be able to listen to information about character traits and feelings, and connect them to individuals and events in the story. Students will be able to pull details and events from the read aloud and complete the chart with specific details, characters, and feelings or character traits. Prior to beginning the lesson I would provide each English Language Learner with the modified character trait list. This list provides the students with a cognate from their native language as suggested
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I will also send home with the student a book that reflects the emotion and character trait for the student to review while listening to the tape recorder. For example the tape recorder would say page 1 simpatco-nice and then the picture on page 1, would show an example of someone being nice (bringing someone flowers, next to a smiley face) with the words listed underneath. Another component to this process mentioned in the article Teacher Education That Works, is providing the same list of vocabulary words to all ELL students ESOL teacher. There is a significant benefit to working with the student’s ESOL teacher. The ESOL teacher can review and discuss the list with the students during their instruction time. This will help the student build on their prior knowledge and allow them to ask questions prior to beginning the lesson with their native English speaking …show more content…
Next I will demonstrate different emotions on my face showing the students that emotions can be witnessed through expression. Next we will discuss how emotions are what we feel and character traits are seen through our actions. Then I will show the students different acts such as kindness, sadness, being mean or rude to others. After I have demonstrated these acts I will have the students break into groups of four and put together a skit to act out; demonstrating a specific character trait. These steps will be beneficial to all students when learning this material but more importantly to the students who rely on Basic Interpersonal Communication Skills. Students who still rely on BICS for a means of communication and haven’t developed their Cognitive Academic Language Proficiency require a thorough hands-on approach. A hands-on approach is more effective because the student is able to interact with others and scaffold their knowledge. During this time it is crucial for English Language Learners to be paired with a native English speaker. In the article Supporting ELLs in the Mainstream Classroom: Language Tips, it states that pairing ELL’s with native English speakers is especially crucial during “talk and turn” opportunities, as well as group activities. Also, I would be sure to partner my ELL students with other students who are patient and well versed in
I will also send home with the student a book that reflects the emotion and character trait for the student to review while listening to the tape recorder. For example the tape recorder would say page 1 simpatco-nice and then the picture on page 1, would show an example of someone being nice (bringing someone flowers, next to a smiley face) with the words listed underneath. Another component to this process mentioned in the article Teacher Education That Works, is providing the same list of vocabulary words to all ELL students ESOL teacher. There is a significant benefit to working with the student’s ESOL teacher. The ESOL teacher can review and discuss the list with the students during their instruction time. This will help the student build on their prior knowledge and allow them to ask questions prior to beginning the lesson with their native English speaking …show more content…
Next I will demonstrate different emotions on my face showing the students that emotions can be witnessed through expression. Next we will discuss how emotions are what we feel and character traits are seen through our actions. Then I will show the students different acts such as kindness, sadness, being mean or rude to others. After I have demonstrated these acts I will have the students break into groups of four and put together a skit to act out; demonstrating a specific character trait. These steps will be beneficial to all students when learning this material but more importantly to the students who rely on Basic Interpersonal Communication Skills. Students who still rely on BICS for a means of communication and haven’t developed their Cognitive Academic Language Proficiency require a thorough hands-on approach. A hands-on approach is more effective because the student is able to interact with others and scaffold their knowledge. During this time it is crucial for English Language Learners to be paired with a native English speaker. In the article Supporting ELLs in the Mainstream Classroom: Language Tips, it states that pairing ELL’s with native English speakers is especially crucial during “talk and turn” opportunities, as well as group activities. Also, I would be sure to partner my ELL students with other students who are patient and well versed in