Noelia Toscano-Arteaga - BALP Part 4_ Class Discussion Lesson Plan Template

.pdf

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

439

Subject

Linguistics

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by Gorda1422

Lesson Plan for Leading a Whole Class Discussion Adapted from the work of Susan Atkins, U. of Michigan You have taught your students the background knowledge and vocabulary needed to understand the text, done a read-aloud of your book, and now you will develop a lesson plan to lead a whole group discussion on your topic. Your lesson plan should utilize scaffolds and strategies that you have read about to enable all students to access academic language and maximize participation amongst EL students. Getting Started Targeted Grade Level: 2nd Grade Content Area & Topic: The content area and topic of my project is science and how snow forms. Essential Question(s) for discussion on your topic: How are snowflakes unique, just like humans? Alaska Language Arts Standard : Choose a Speaking & Listening Standard from the Comprehension and Collaboration section. Retell or describe key ideas or details from a text read aloud or information presented orally or through other media. Learning Goal for the Discussion: Create a student-friendly “I can” statement (Learning Goal) for your chosen Speaking/Listening standard. I can orally discuss the uniqueness of snowflakes and humans using ideas presented in my book, The Story of Snow. Set-up: Describe the physical environment in your classroom and how it will support your ELs. Choose one idea from the Tip Sheet to use in your classroom, and any other strategies that you learned about this semester. Explain the strategies you will use and how you will use them. One idea from the Tip Sheet that I would like to use in my classroom would be a combination of the first and second tips. This would be creating a visual with environmental print. Such as creating a vocabulary wall that presents our vocabulary from the story such as unique in different languages and with definitions in different languages. This could look like the framework from BALP Part 2 with the words found in text and translation but more kid-friendly with kid-friendly definitions. It will support my ELs by providing the new words in the language they know with the language they are learning in order to promote confidence and understanding.

Another strategy that I would use is using words that students might know such as same and different when describing concepts and going over vocabulary. This would allow students to make connections to familiar experiences. Such as a student learning the word similar may already know the words same and different. Similar can mean having one feature the same and everything else different. Another strategy that I would use would be using real-world experiences and things students can see. This can be comparing students and also talking about prior knowledge. When speaking of water vapor students could connect this to condensation or seeing a car window “sweat” when it’s cold outside but warm inside the car. As well as comparing things inside the classroom such as Sally and I both have glasses so we are similar, but Sally has red hair with glasses and I have brown hair with glasses, so we are also unique. There are differences between us that make us unique even if we share a similar trait. Discussion Support Planning Scaffolding: What verbal and procedural scaffolds will you have used during the read-aloud, or will use during the discussion lesson, to support EL students of varying proficiency levels? Select (2) scaffolds from each list and explain your choices below. Verbal - Model the “ think-a-loud ” Verbal - Slow your speech and enunciate Verbal - Reinforce contextual definitions Verbal - Simplify questions Verbal - Model correct pronunciations and prosody (reading with expression) during read-aloud Describe how you will use these two verbal scaffolds: The first verbal scaffold I chose was Verbal - reinforce contextual definitions. I will use this verbal scaffold by providing definitions for new vocabulary within a sentence. This would allow ELs to understand how the word is used in a sentence along with its definition. Such as providing the word unique in a sentence so they can understand the meaning in that context. It could help the ELs see how they should use the word and how they can change the sentence and use it in their own way. I think of contextual definitions as being partnered with sentence stems. Such as an example of a complete sentence stem using vocabulary words. The second verbal scaffold I chose was Verbal - model correct pronunciations and prosody (reading with expression) during read-aloud. I will use this scaffold throughout this lesson such as when introducing the vocabulary words and when reading the story. An example where this would occur would be with the word dendrites. This is a word I think students may have some pronunciation issues with and that would be helpful modeling. This could be with exaggerating the pronunciation so students hear the word sounds and slowly blending them together.

_________________________________________________________________________ ____________ Procedural - Provide explicit modeling through visuals, gestures, and realia (a real life object) Procedural - Use wait-time when asking questions to give all students an opportunity to respond Procedural - Allow students to collaborate with other students often as they discuss the learning Procedural - Provide language tools for students to reference during discussion (anchor charts, word walls, sentence starters, sentence frames, word banks, graphic organizers) Procedural- Provide content resources for students to use (dictionaries, bilingual glossaries, Building Background Knowledge Slideshow, photographs, maps, infographics) Describe how you will use these two procedural scaffolds: The first procedural scaffold I would choose would be Procedural - Provide explicit modeling through visuals, gestures, and realia (a real-life object). I will use this by incorporating visuals and using objects and people in the classroom to show meanings. I would incorporate this with reinforcing contextual definitions. Such as when we are learning about similarities and uniqueness, I could ask for two volunteers and we can make a class Venn diagram comparing the two volunteers. The second procedural scaffold I would choose would be Procedural - Provide language tools for students to reference during discussion (anchor charts, word walls, sentence starters, sentence frames, word banks, graphic organizers). I will use this by creating multiple visuals and tools for students to see and use. This can include a Venn diagram when comparing and contrasting. As well as making a vocabulary wall for the vocabulary words students will be learning. I think these would help students feel confident about what they are learning and the work they are producing. It can also help with their understanding of the new words and of the lesson as a whole. Language Function Structure: Select one structure from the Toolkit for your topic to support ELs in practicing academic vocabulary using Sentence Frames and Sentence Starters. Inquiry/Seeking Information Summarizing and Informing Comparing and Contrasting Sequencing/Ordering Classifying Analyzing Inferring,Predicting & Hypothesizing

Justifying and Persuading Problem Solving Synthesizing Evaluating Cause and Effect Describe the Language Function that you chose and explain why you chose it. The Language Function Structure I chose was Comparing and Contrasting. In this structure, the students use language to describe similarities and differences between ideas and objects. This connects to the students learning about similarities and uniqueness while also having their essential question be about comparing snowflakes to humans. This structure can support ELs in answering their essential question and visualizing what they are comparing and contrasting between snowflakes and humans. Such as using a Venn diagram. This can also be used to learn vocabulary such as similar where a Venn diagram can be used to compare a student and a peer. Are there particular vocabulary words that are part of this lesson/unit that are expected for use during the discussion? Yes, the vocabulary words are: Unique (unico) - Being the only one of its kind, there are no other ones. Similar (parecido) - Having alike or common features Particles (particula) - A very small piece Water Vapor (vapor de agua) - Water in its gaseous form when below boiling temperature. Symmetry (simetria) - Balanced in size and shape on opposite sides of a dividing line Dendrites (dendritas) - A branching figure that looks like a tree How will you prepare students to understand and use these words? (If a previous or separate lesson, you can note that here.) I will introduce dendrites and water vapor in terms of how the words are used and shown in the text. I picked these words because they show up throughout the text to describe snowflakes and allow EL students to make connections between their meanings and the formation of snowflakes. When a conversation is facilitated between students with these words, I will be able to hear if they understand what process the snowflakes go through. Such as comparing dendrites to tree branches. There can also be connections made between water vapor and water and gas. They are concepts students know or have seen but in different words. I will pre-teach symmetry and particles. The words can be used across multiple content areas but they also connect to the big idea. They connect to what snowflakes are made from and how they look which can make connections to the similarity or differences between snowflakes and humans. Such as snowflakes may be symmetrical where their right side matches their left side. Are humans symmetrical? Which can correlate

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help