Anda di halaman 1dari 7

ESL 4 Week 4

Section Eight Re-teaching Plan

April Gallagher

This week you will take one of the Lesson Plans you have evelope in this course an escri!e the reteaching "etho s that woul !e utili#e shoul a itional support or instruction !e necessary$ %nclu e the original plan an !ackgroun in&or"ation' then tell what alternative "etho s(approaches shoul !e use i& the o!)ectives an content nee s to !e re-taught to the ELL* So"eti"es an ELL is assesse at a speci&ic English pro&iciency level yet when their lesson is a apte at that level they still o not un erstan ' hence the nee to re-teach$ Looking at the +an- o ,escriptors an all we have learne so &ar in this course can help you provi e the a itional sca&&ol ing the ELL "ay nee to &inally co"prehen the lesson$ +reate a "ini"u" o& a one page paper to e-plain what your Re-teaching Plan woul !e$ This will !e uploa e in this Week Five Section 8 Re-Teaching Plan Link$ %t is worth ./ points$

01 2R%G%3AL RWSL LESS23 PLA34 5$ Grade level 0i

Please see pages 5-7 for my Re-teaching Plan

le School ESL class' "i-e gra e levels 6 an 7

.$ Subject English Language Arts 8$ English roficienc! level of ELLs' inclu ing special e ucation an gi&te 4 8 E-pan ing' none in Gi&te or Special E ucation 4$ % enti&ication o& "#-$# vocabular! %ords relate to a content area4 pictorial, sequence, images, fiction, non-fiction, plot, characters, dialog, setting, audience, style, design, symbolism, perspective, lettering, layout, panel, representation, hero, publishing 9$ :oca!ulary instructional plan "ust inclu e instructional su synta-' prag"atics' se"antics' i io"s' cognates' collocations4 %nclu e as highlights in the %ntro uction an Proce ures(,evelop"ent sections !elow$ ;$ &ontent and Language 'bjectives 4 a< Stu ents will analy#e the graphic novel =>eroes :olu"e 2ne? to co"pare an contrast novels @previous knowle ge &ro" a prior lesson< an graphic novels$ !< Stu ents will supple"ent their L. voca!ulary with new wor s an phrases that correspon to graphic novels$ c< Stu ents will create an present their own graphic novels !ase on their response to the Auestion =What "akes so"eone a hero*? 6$ Standards +an-,o ,escriptors4 ort in phonology' "orphology'

L%STE3%3G +o"pare an contrast &unctions' relationships &ro" oral in&or"ation Analy#e an apply oral in&or"ation % enti&y cause an e&&ect &ro" oral iscourse

REA,%3G %nterpret in&or"ation or ata Bin etails that support "ain i eas

% enti&y wor &a"ilies' &igures o& speech

SPEAC%3G ,iscuss stories' issues' concepts Give speeches' oral reports 2&&er creative solutions to issues' pro!le"s

WR%T%3G Su""ari#e in&or"ation &ro" graphics or notes E it an revise writing +reate original i eas or etaile responses

ELP Stan ar s4 S2+%AL A3, %3STRD+T%23AL ELPS 5 LE:EL 4 E-pan ing @Rea ing< - %nterpret in&or"ation on topics gathere &ro" every ay print that is visually supporte $ LA3GDAGE ARTS ELPS . LE:EL 4 E-pan ing @Listening< - React to !asic hu"or in a skit or ra"a$ LA3GDAGE ARTS ELPS . LE:EL 4 E-pan ing @Rea ing< - % enti&y genres !ase on language structures integrate into te-t @such as4 =The "oral o& the story?< within a s"all group$ LA3GDAGE ARTS ELPS . LE:EL 4 E-pan ing @Speaking< Present su""aries o& stu ent-selecte tra e !ooks or short stories within a s"all group$ LA3GDAGE ARTS ELPS . LE:EL 4 E-pan ing @Writing< - +reate paragraphs or longer co"positions using thesauri' ictionaries or checklists$

7$ (cade)ic and social interactions4 Stu ents will !e working colla!oratively throughout the process in all &our o"ains$ @inclu e in Proce ures(,evelop"ent section !elow< E$ *aterials4 S"art!oar ' 4 copies o& the graphic novel =>eroes :olu"e 2ne?' a itional sa"ples o& other graphic novels &ro" various eras that &eature iverse characters an the"es' note!ooks &or entering voca!ulary' paper an colore pencils &or creating the &inal pro)ect 5/$ +ntroduction- Activating(Fuil ing prior knowle ge a< Stu ents will co"plete a C-W-L chart in ivi ually prior to the start o& the lesson$ The topic o& the chart is =What is a graphic novel*? an shoul inclu e e-a"ples &ro" the ELLsG L5$ !< Stu ents will also receive a voca!ulary list that inclu es the wor s liste a!ove$ They will co"plete a =pre-test? that inclu es those wor s$ c< Stu ents will !rainstor" colla!oratively to co"e up with as "any answers as possi!le to the Auestion =What "akes a person a >ER2*? Answers(thoughts are recor e an save on the S"art!oar $ < Stu ents are each given a copy o& the graphic novel =>eroes :olu"e 2ne? to scan an ski"$ Answers to the Auestion =What is your &irst i"pression o& this !ook*? are iscusse as a group$ 55$ Procedures,-evelo )ent a< Teacher will present a lesson a!out graphic novels on the S"art!oar that inclu es the history o& graphic novels' necessary voca!ulary' an supports(criticis"s o& graphic novels !eing consi ere =real literature?$ :oca!ulary will !e !roken own into "orphe"es to ai with co"prehension' pronunciation' an "eaning$ The ety"ology o& selecte voca!ulary will also !e e-plore ' to help stu ents "ore easily relate an connect the new "aterial$ !< The stu ents will rea alou selections &ro" the graphic novel are rea =roun ta!le? style alou @pages ;-85<' noting cognates' i io"s' collocations in chunks' an other interesting language attri!utes$ Stu ents are encourage to co"pare synta- an the way the language is use in the L.' an are then given an opportunity to "ake hypotheses a!out how this graphic novel woul have i&&ere @!oth se"antically an culturally< in their L5$ c< Stu ents will e-plore the way that the graphic novel is structure ' inclu e &eatures like the =Ta!le o& +ontents?' the panels an gutters o& the artwork' an the way the =chapters? are presente $

< Stu ents will co"plete a :enn iagra" co"paring an contrasting the last novel they rea with the graphic novel =>eroes :olu"e 2ne?' paying special attention to characters' plots' the"es' settings' style an au ience$ e< Stu ents are given 59 "inutes o& =unstructure ti"e? to peruse a stack o& other graphic novels ranging &ro" early to current$ These a itional works &eature a iverse sa"pling o& "ain characters' settings' an plots$ A&ter 59 "inutes' the class will provi e their thoughts an "ake o!servations a!out anything nota!le they &oun out$ 5.$ (ssess)ent- Bor"ative an (or authentic "etho s a< %n&or"al assess"ents are one throughout the unit' inclu ing participation in any !rainstor"ing activity an other classroo" iscussion$ !< Stu ents are also assesse using a ru!ric &or a &inal pro)ect$ c< B%3AL PR2HE+T - Select one o& the !rainstor"e reasons recor e on the S"art!oar that e-plains what "akes a person a hero$ As a group' co"e up with a 5/-panel graphic "ininovel that has a plot' characters' setting' ialog' an artwork$ This assign"ent can !e co"plete with portions in the L5 as well as the L.$ 58$ (da tations,Scaffolds' supports use nee e throughout the unit$ !< While colla!orating on the &inal pro)ect' stu ents "ay eci e to look at the te-t an at the other sa"ples &or inspiration' i eas' an gui ance$ c< %nternet-accessi!le ta!lets are use to assist with translation$ < The teacher will "o el esire skills !y actively participating in all !rainstor"s an an will present her own personally "a e graphic "ini-novel as an e-a"ple$ 54$ (cade)ic and social interactions at the ELP levels4 Stu ents work colla!oratively throughout this lesson' presenting their own thoughts an opinions' then co"ing to a consensus in the group$ The &inal pro)ect is also co"plete as a tea"' with tasks !eing elegate to those whose strengths !est len the"selves to that part o& the assign"ent$ This lesson was esigne &or a class o& stu ents who are at the sa"e pro&iciency level @E-pan ing<' !ut who are all very uniAue in their strengths an weaknesses$ 59$ &onnection- +onnect a aptations to the ELP levels o& ELLs4 e!ates' uring lessons4

a< Stu ents are encourage to use their voca!ulary list on the pretest' then re&er !ack to it as

Stu ents in 6th an 7th gra e are o&ten encourage to rea ' !ut graphic novels are typically is"isse as so"ehow =not worthy? or not =real literature?$ %t is "y opinion that "any ELLs @especially those in the E-pan ing level o& pro&iciency< "ight &in graphic novels to !e o& particular interest !ecause o& the stunning visuals an the s"aller a"ount o& wor s per page$ A stan ar novel can look very overwhel"ing' with wor s &ro" top to !otto"$ Graphic novels still contain all o& the parts o& a novel @plot' characters' setting' etc$<' !ut are structure in such a way that it &eels less like work an "ore like the rea er is !eing transporte into the artwork$

RE-TE(&.+/G PL(/
What alternative "etho s(approaches shoul !e use i& the o!)ectives an content nee s to !e re-taught to the ELL*

RE-TE(&. 0 P(RT " The concept o& =!eing a hero? can !e a i&&icult one to grasp$ 0y 7 year ol with that i ea$ %& an ELL was struggling to un erstan what a hero is an why heroes are i"portant in li&e an in literature' % woul start !y i&&erentiating instruction &or that stu ent !ase on his interests$ Bor e-a"ple' i& he likes "ovies or vi eo ga"es % woul ask hi" to answer these gui ing Auestions an pro"pts a!out the people in so"e o& his &avorite ones4 o Tell "e a!out so"eone that "a e a positive i&&erence in the other characterGs lives$ o Which person acte in a way that is =sel&less?' putting otherGs sa&ety an nee s a!ove his(her own nee s* o Talk to "e a!out a "ovie character that was !rave or ha courage uring a ti"e when the easier thing woul have !een to run away or si"ply o nothing at all$ Then % woul try to &urther the iscussion !y asking these Auestions4 aughter )ust i a . n

gra e pro)ect on heroes an % was surprise at how "uch she an the other . n gra ers struggle

o ,oes a person nee "oney to !e a hero* o ,oes a hero have to have superpowers* o %s !eing a hero an instinct or so"ething a person "ust want to o* % woul conclu e !y "aking the topic a little !it "ore personal4 o What kin s o& things coul you o to !e a hero in so"eoneGs li&e* o What woul you o i& you saw a chil !eing !ullie * o >ow woul you react in the case o& an e"ergency* An a itional sca&&ol woul !e to have the stu ents in the class role play &ro" situation car s that set

up a circu"stance where a person can either choose to !ack away or choose to !eco"e a hero$

RE-TE(&. 0 P(RT $ %& the learning issue involves the rather e-tensive voca!ulary list &or this lesson' % woul spen "ore ti"e with the stu ent working towar s an un erstan ing o& the key topics on the su!)ect o& graphic novels vs$ stan ar literature$ Ci s are very visual' so % woul these two short vi eos on the S"art!oar 4 o >ow to "ake a graphic novel http4((www$youtu!e$co"(watch*vIy0:#1lt>.kD

o :i eo )usti&ying why graphic novels count as literature http4((www$youtu!e$co"(watch*vI78>/nJv%!eA %& ki s are struggling with the =create your own graphic novel? assign"ent' % woul have the" utili#e this link on their ta!lets @it is a very help&ul step-!y-step process &or how to "ake a graphic novel<4 o http4((www$wikihow$co"(+reate-a-Graphic-3ovel

RE-TE(&. 0 P(RT 1 A itionally' it woul !e "y = rea"? &ollow-up to !ring in a local artist who actively pro uces his own

graphic novels as his pro&ession$ % think it woul !e !ene&icial to get &irst person perspective on how those voca!ulary wor s are i"portant in his &iel $ >e coul also speak to !oth the !ene&its an challenges that go along with !eing a graphic artist$ % !elieve that it woul interest the ki s to hear how he learne his cra&t' where he i his schooling' an what kin o& living a person can "ake as a graphic artist$ This woul also give stu ents a chance to =ask an e-pert? any Auestions that they "ight have an it woul !e cool to get his thoughts on the =graphic novels as real literature? e!ate as well$