Independent Unit 1

ESL 4: Language Acquisition and Development

Field Based Study










Megan Tunon

9/21/14

Professional Field Study Time-log

Name. Megan Tunon Time-log Page. 1 /1

Course. ESL 4: Language Acquisition and Development

Date Time Location Activity
9/2/14 2:00am-
3:00pm
Ross
Elementary
School
Colors and letters
9/9/14 2:00am-
3:00pm
Ross
Elementary
School
Colors and letters
9/16/14 8:00am-
12:00 pm
McIntyre
Elementary
School
Kindergarten
Letters, dates, colors, shapes, numbers, weather, clothing
The letter R
9/16/14 12:00 pm-
4:00 pm
Ross
Elementary
School
4
th
and 5
th
grade
Literacy, short story comprehension
Vocabulary building with the concepts around
volunteering






Section 1: Classroom Profile

School District: North Hills (Pittsburgh, PA)
School Name: McIntyre Elementary
Teachers Names: Tara Geouque, Lauren McClain
Grade Bands: K-2, 3-5, 6-8
Teaching schedules: Tara Geouque: k-2 AM
Lauren McClain: 3-5, 6-8

Subject Taught: ESL
English Language proficiency levels of ELLs: Kindergarten: 5 entering, 2 emerging, 1 developing
Curriculum Used: Reach and Inside by National Geographic
Assessments: Various informal assessments, W-APT, Access (5.0 or higher to exit) PSSA (achieve basic to
exit)

Section 2: Assessments

Class: ESL kindergarten
Skill assessed: speaking in a complete sentence, everyday vocabulary
Type of assessment: informal and formal
Informal Assessment: The students spend time each morning practicing the days of the week, months
of the year, numbers on the calendar, classroom objects, shapes, colors, letters, and weather
descriptions. The teacher calls on one student to be the leader for each of the categories and the class
practice the vocabulary words together while the leader points to a graphic on the wall. The students
recite the words together and the teacher asks each to recite a different word on their own (informal
assessment). The students move through the different categories and end on the weather description
chart. The leader points to the words and pictures on the chart for sunny, windy, cloudy, rainy, and
snowy. The students recite the words together and each is asked to recite one on his or her own
(informal assessment.) As a final informal assessment, student are asked to individually approach a
chart with the weather descriptions and a label with each of the students names. Each student finds his
or her name on the chart and is asked to place his or her name next to the type of weather that he or
she likes least. Once the students have labeled their least favorite type of weather, they are instructed
to make a full sentence statement to the teacher about their choice (ex. I do not like rainy weather).
The teacher can then assess their language skills and their abilities to form complete sentences. If the
students could not form the sentence, they were instructed to retry until a correct sentence was
formed.
Results of the informal assessments

Student

Formed sentence
On 1st attempt

Formed sentence
on 2nd attempt

Formed sentence
on 3
rd
attempt

Did not form
complete
sentence
1 No Yes ----- -----
2 Yes ----- ----- -----
3 No Yes ----- -----
4 No No Yes -----
5 No No Yes -----
6 No Yes ------ -----
7 No No Yes -----
8 No No No Yes

Formal Assessment: Each week students take a quiz based on their understanding of everyday
vocabulary. Because these students do not yet write, they are asked to match pictures and to
pronounce words based on similar pictures to the graphics used in the daily learning procedure.
Students receive a formal grade and will be retested throughout the year to chart their progress.
Reflection: Based on the various informal assessments in this everyday vocabulary lesson, it is clear that
there is a disconnect in entering ELLs when it comes to sight recognition of words and translating the
learned vocabulary into intelligible sentences. Upon assessing each students ability to state which type
of weather they like least, it is clear that need more practice in translating the learned word from one
context to another. Students can easily recognize the cues from the graphics hanging on the walls and
all know what word they are supposed to recall. However, when asked to transfer this word into a new
context, using it in a sentence about personal preference, almost none of the students were able to do
so on the first try, and many had trouble even with a prompt from the teacher. This formative
assessment was helpful in identifying what skills need to be worked on in the future to not only have
students recognize and recite everyday vocabulary, but also transfer their understanding of the words
into a new context or into conversation.

Section 3: Communication support strategies and methods

ELL Student Social Goal Academic Goal Support Strategies and
Methods
1
Speak English to other
ELLS
Practice pronunciation Student works in
cooperative groups
with students with a
different L1 to develop
social English skills.
Teacher will work with
student on
pronunciation both one
on one and in a large
group setting
2

Gain confidence to
interact with other
students
Extend vocabulary
learning
As the student with the
highest level of
language acquisition in
class, this student is an
asset to the other
students in the class.
However, the student
is shy and not social
with the others. The
teacher will work to
pull him out of his shell
by introducing course
materials that meet his
interest and ask him to
share his knowledge.
The teacher will also
give this student
extended vocabulary
lists.
3
Encourage appropriate
social interaction
Pronunciation As the most social in
the class, this student
often is asked to stop
talking and listen.
However, his desire to
speak English to the
other students should
be honed and utilized
as practice. He does
need to develop a
clearer spoken English,
as heavy traces of his
L1 are still evident in
this accent.
4
Learn student interests
and engage in structure
conversation
Increase vocabulary
and improve
pronunciation
Students 4 and 5 are
siblings and have the
same social and
academic limitations
and goals. These two
do not like to engage in
social conversations in
English and seem not
to understand
American customs and
norms. The teacher
5
Learn student interests
and engage in structure
conversation
Increase vocabulary
and improve
pronunciation
Will investigate their
interests and try to
conduct a group
conversation centered
on these interests.
These students also
need to continue to
increase their English
vocabulary and
improve pronunciation.
6
Engage in
conversations in
English
Increase vocabulary
and improve
pronunciation
This student likes to
speak to in the L1 to
another native speaker
in the room. The
teacher will set up
activities to engage
student in structured
social conversations in
English. As with many
of the students, this
student needs
continued practice in
pronunciation and
must develop a larger
vocabulary.
7
Respond to yes or no
questions
Learn letters and
sounds before learning
new vocabulary.
This students language
skills are very low, so
before this student can
begin participating in
social conversations,
the student should be
engaged in a
conversation
answering yes or no
questions to increase
comprehension. Also,
this student needs
more work in
understanding English
Letters and sounds
through practice and
interactive activities.


Section 4: Family home-school communication plan


Monthly Newsletter- I will create a newsletter to go out to ESL parents on a monthly basis that keeps
them informed on all of the activities of the ESL classroom, what students have been learning, and what
is coming up in the next month that they can anticipate. The newsletter will give parents all of the
necessary deadlines for assignments and tests, as well has descriptions of projects that we are working
on in and outside of class. The newsletter will keep parents up to date on what their child is learning
and how well they are achieving in the ESL classroom. It will inform them on their specific role in
helping their child be successful in the class and it will also contain any important contact information
should they have any questions. Finally, the letter will contain important school-wide information and
dates that they need to know. Translating the document will be a priority, and when possible, I will have
the newsletter translated into the languages spoken in my students homes.

Home Visits- If they school permits, I would like to have the opportunity to visit my students at home
before the beginning of the school year to gain an understanding of their home life; home much English
is spoken, what challenges in the home might present issues in the classroom, etc. The visit will also
give me a deeper understanding of the students culture and how to best communicate with their
parents or guardians.

Regular Phone Calls/Emails- Depending on the parent/guardians preferred method of communication,
I will be in constant contact with them via phone or email. These communications will be used on a
weekly basis to touch base with parents, ask questions, and keep them informed of the day-to-day
happenings in the classroom. Parents will be contacted when issues of behavior or academic problems
occur, but they will also receive calls and emails or praise when their child is caught doing something
good.

For all of these methods, a translator will be used when available and if necessary.


Section 5: Research based best practices


Title: Heterogeneous grouping

Citation: Tomlinson, C. A. (2001). How to differentiate in
mixed-ability classrooms (2nd Ed.). Alexandria,VA: ASCD.

Description of Method: This method involves putting students into collaborative learning groups who
are at a variety of readiness, interest, and language proficiency levels or who have different learning
profiles or even students of different genders. The result of this type of grouping provides both
challenge and support for each of the students in the group. More advanced students can challenge and
accelerate the learning of the less advanced, and less advanced students can support and assist the
students who understand the concepts better. Students can also be grouped socially, meaning more
extraverted students can be grouped with the more introverted, the extraverts taking the lead and the
introverts offering support, both gaining a deeper understanding of the concepts through their
collaboration with one another.

Explanation of how it supports L1 or L2 language acquisition or development: Grouping students with
varying language proficiency levels students will allow the lower-proficiency students to be challenged
and supported by the greater understanding and language skills of the higher-proficiency students. The
understanding of the higher-proficiency students, in turn, will be enhanced by the necessity to explain
the academic content or process of activity completion to the lower-proficiency students.

Title: Balanced Literacy

Citation: Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.

Description of Method: Balanced Literacy is an approach to reading instruction that combines both the
Word Recognition and Sociopsycholinguistic view of reading instruction. This method believes that
reading and writing good literature is essential to achieving reading fluency and comprehension.
Balanced Literacy combines literacy instruction which is progressively from modeled, shared,
interactive, and guided to independent reading and writing activities.

Explanation of how it supports L1 or L2 language acquisition or development: Because ELLs have
trouble decoding an L2 and often times resort to recoding rather than really deriving meaning from text,
this method, which incorporates aspects of both views of reading provides a well-rounded approach to
reading instruction, giving both explicit phonetic and vocabulary instruction, and providing students with
text which they can read to use their prior knowledge, langue cues, and context clues to derive meaning.
Balanced reading also encourages the use of multicultural texts to increase interest levels of ELLs.

Title: Higher Order Thinking and Questioning/ Teaching Big Ideas

Citation: McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational Leadership,
62 (1),26-31.

Description of Method: Teachers should implement Blooms Taxonomy to help students to develop
higher order thinking skills which can transform them into critical thinkers and problem solvers.
Teachers must move beyond the who, what, where, when, and how questions, which are considered
lower order, and ask students to consider he big ideas associated with a text or concept learned in class.
Higher order thinking questions ask students to comprehend, apply, analyze, evaluate, and create.

Explanation of how it supports L1 or L2 language acquisition or development: The use of Blooms
Taxonomy in the ESL class will help the L1 and L2 develop Cognitive Academic Language Proficiency. For
beginning language learners, teachers should start with the lower order questions, because these are
the starting point for language acquisition, and then move up the order as language skills improve.
When at all possible, teachers should ask students the higher order in the L1 so that students are
internalizing the concepts as well as acquiring language skills.

Title: Emphasis on Literacy Development in L1

Citation: Tinajero, J.V. and Ada, A.F. (1993) The power of two languages. New York: Macmillan/McGraw

Description of Method: Because the acquisition of Basic Interpersonal Communication Skills (BICS)
comes so much more rapidly and fluidly than Cognitive Academic Language Proficiency (CALP),
educators can become concerned that an ELL will fall behind in learning important and grade-
appropriate concepts. When at all possible, content should be taught in the L1 while acquiring L2
language proficiency.

Explanation of how it supports L1 or L2 language acquisition or development: Continued reading and
developing literacy in L1 will contribute to the successful acquisition of L2. Offering bilingual instruction
by teaching content in L1 and language in L2 will lead to a deeper understanding of the L2 because
concepts and background knowledge have been developed in L1.

Title: SIOP (Sheltered Instruction Observation Protocol)


Citation: Echevarria, J. Vogt, M. & Short, D. (2004). Making content comprehensible for English learners:
the SIOP model (2nd Ed). Boston, MA: Pearson Education, Inc.

Description of Method: Content instructors are encouraged to use the SIOP model to help making
learning more meaningful for the ELL in the regular education classroom. The SIOP consists of the
following steps:
1) Preparation,
2) Building Background,
3) Comprehensible Input
4) Strategies,
5) Interaction,
6) Practice/Application,
7) Lesson Delivery,
8) Review/Assessment

Explanation of how it supports L1 or L2 language acquisition or development: Implementation of the
SIOP model helps to strengthen the ELLs prior knowledge and background information to make the
course content more meaningful. This model helps to scaffold information to ELLs.

Section 6: Lesson development for RWSL

Grade Level: Kindergarten
Subject: ESL
Proficiency Levels of ELLs: Entering, emerging, developing
Vocabulary: Students are learning the letter R. Vocabulary words associated with the letter R are red,
rake, rain, roof, rose, ring, and rabbit
Objectives: Student will be able to identify, sound out, and write the letter R. They will be able to
identify vocabulary words beginning with R.
Standards:

CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
sound or many of the most frequent sounds for each consonant.
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.ELA-Literacy.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Level 3 Developing
Specific content language, including cognates and expressions
Words or expressions with multiple meanings used across content areas
Level 2 Emerging
General content words and expressions
Social and instructional words and expressions across content areas
Level 1 Entering
General content-related words
Everyday social and instructional words and expressions


Academic and Social Interactions: Students will use instructional materials to help learn the letter and
sound. They will follow along with recordings and the teacher to recite and learn new vocabulary words.
Students will speak to each other when sharing materials and learning together.
Materials: Smart board, computer, audio recording, video projector, books, worksheets, flashcards,
writing materials.
Introduction: Students review the letters of the alphabet they have learned already. They are shown
pictures of words that begin with the letter R and asked to identify the sound that the word begins with.
Procedure: To begin, students are introduced to the letter R through a video. In the video, robots in a
rock band sing a song about the letter R, with the chorus asking the question Are you ready for R?
Students sing along with the video after a few versus and can follow along with the text along the
bottom of the screen. When the video is over, the teacher passes around an oversized story book
featuring the letter R. The teacher shows the class the upper case and lower case R on the cover and
demonstrates how to trace the letters correctly with her finger. The students sit in a semi-circle and
pass the book around, each tracing the letters with his or her finger. The teacher corrects any student
that traces the letters incorrectly. The teacher collects the book and asks the students to make the R
sound. They all practice staying the R sound individually, getting extra help and practice from the
teacher when needed. The teacher begins a recording of the story while the students listen. The
recording begins with the R sound, then reads the story highlighting words beginning with R very slowly.
Students follow along with the text as the teacher points it out. The recoding reads the story again a bit
faster while students listen. On the third reading, the recording prompts the students to recite the R
words within the story.

Next, the teacher projects uppercase and lowercase Rs on the smart board with directions for writing
them. Each student takes a turn writing the letters on the smart board following the arrows on the
letters. Once back at their seats, they continue their writing practice on individual worksheets while the
teacher helps one on one. When the students have successfully written several Rs, they are instructed
to draw a picture of an object that starts with R.

Assessment: The teacher constantly observes and corrects student work during the lesson. Tomorrow,
the class will review all of the letters they have learned, refocusing on the letters that students miss. At
the end of the unit, students will take a quiz on letters, letter sounds, writing letters, and identifying
vocabulary.
Adaptations: The teacher uses scaffolding for each element of the RWSL lesson. She modeled the
tracing of the letter R before asking students to do it on their own, and traced the letter with the
student when necessary. The audio recording read the text in the book twice before asking students to
join in. Also, the teacher modeled the R sound and the pronunciation of vocabulary words before asking
students to recite them.

Section 7: Vocabulary lesson

2nd grade
Science/Language Arts
Language Levels: This classroom contains ELLs of varying levels, including bridging speakers and
beginning learners, for this reason, the lesson will include aspects of bilingualism, and many scaffolds to
meet the needs of each learner
Vocabulary Words for The Water Cycle
Evaporation
Condensation
Precipitation
Weather
Climate
Temperature
Meteorologist
Thermometer
Vapor
Atmosphere

Instructional Plan: Students will gather on the reading rug to discuss what they know about the
water cycle. The teacher will ask, What is rain? What makes rain and snow different? Where do
you think rain and snow come from? The class will discuss what they know about the answers to
the questions. The teacher will read The Magic School Bus and the Water Cycle to the class. When
the teacher comes upon one of the vocabulary words, she will ask the class to define it in their own
words using context clues. The teacher will guide the students to the correct definition and write
the word and definition on the easel paper. Because the class is primarily composed of native
Spanish speakers, the teacher will also ask student to volunteer any Spanish cognates for the English
vocabulary words, such as evaporacion, condensacion, and temperatura. After reading commences,
students will go outside and conduct a series of experiments, such as making water handprints on
the sidewalk to watch the marks evaporate, and examining condensation on the outside of a cold
water bottle to further discuss the new vocabulary words. Finally, students will return to class to
create their own drawings of the water cycle and label the different stages with the vocabulary
words.
Content and Language Objectives: Through various activities throughout the week, students will use
the new academic vocabulary to discuss the water cycle and learn about its different aspects. The
reinforcement and consistent use of the vocabulary in authentic situations should help the students
understand the complex nature of their definitions and internalize the meaning for use in the future.

ELP standards, common core, and PA Academic standards/anchors:
CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words.
CC.1.2.2.F Determine the meaning of words and phrases as they are used in grade-level text
including multiple-meaning words.
CC.1.2.2.J Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.
CC.1.2.2.K Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing from a range of strategies and
tools.
CC.1.3.2.J Acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases.
Level 5 Bridging
Technical and abstract content-area language, including content-specific collocations
Words and expressions with shades of meaning across content areas
Level 4 Expanding
Specific and some technical content-area language
Words and expressions with expressive meaning through use of collocations and idioms across
content areas
Level 3 Developing
Specific content language, including cognates and expressions
Words or expressions with multiple meanings used across content areas
Level 2 Emerging
General content words and expressions
Social and instructional words and expressions across content areas
Level 1 Entering
General content-related words
Everyday social and instructional words and expressions
Academic and social interactions: Students will conduct whole class discussions to build prior
knowledge and will work together to define words in context. They will use social and academic
language to conduct the weather experiments.
Materials: Easel board and maker, The Magic School Bus and the Water Cycle, buckets, water, water
bottles, ice, construction paper, crayons, vocabulary word labels.
Introduction- Activating/Building Prior Knowledge: Students will discuss a whole group discuss about
what they know about rain, snow and the water cycle.
Procedures/Development: Throughout the unit, students will use the vocabulary words authentically to
solve math word problems, to conduct sing-alongs, to create a puppet show/play about the water cycle,
to create their own mini water cycle boxes, and to research the history of meteorology to compare it to
the science of today.
Assessment- Formative and/or authentic methods: Students will be graded on the aforementioned
formative assessments and will participate in a labeling quiz with the vocabulary words at the end of the
unit.
Adaptations- Scaffolds, supports used during lessons: Teachers will partner the students up
heterogeneously during project time. Some assessments and assignments will be modified to suit the
ability levels of different learners. The teacher and aide will work one on one to address students needs
during activity times.
Academic and Social Interactions at the ELP Levels: The students will often be grouped heterogeneously
so that the more proficient students can help the less proficient students with the academic language and
also engage them in social language when appropriate.
Connection: When creating the science projects, the puppet show/play, and during the research
activity, the students will be grouped heterogeneously. The math word problems will be modified based
on ability level as well as the assignments associated with the research of the history of meteorology.
Section 8: Re-teaching plan
Re-teaching the Letter R
Re-teaching procedure: When the letter R is reviewed on the day following the Letter R RWSL lesson
and students in the ESL Kindergarten class appear to need further instruction, the teacher will re-teach
the letter utilizing the same methods implemented in the RWSL lesson but with different instructional
materials. To ensure that students master reading, sounding out, and writing the letter R sound,
students will need to practice their newly learned skills in repetition. The teacher will begin by modeling
the R sound for the students again and showing the previously learned R vocabulary words along with
some new words. The teacher will use pictured flash cards to show the words and have the students
recite the words after her, ensuring that each student is correctly enunciating. The teacher will review
the R story book with the accompanying recording. If students seem to remember and understand the
books text well, then another R book will be introduced to reinforce the letter sounds and vocabulary.
If students do not appear to understand the original R book, it will be reinforced again the next day to
ensure understanding before moving on to a new book. Finally, a new tracing worksheet will be used to
practice the correct writing of the letter R.
Assessment: Once the letter R has been mastered by the class, students will be assessed on their ability
to recognize, sound out, write, and identify in the letter in vocabulary words. The letter R will be
assessed along with other previously learned letters to get a comprehensive view of their knowledge of
letters of the alphabet.

Section 9: Instructional material adaptation and modification
Instructional Material: Textbook
Prentice Hall American Literature: Timeless Voices, Timeless Themes
Ellis, L., Duer, A. K., & Prentice-Hall, inc. (2000). Prentice Hall literature: Timeless voices, timeless
themes. Upper Saddle River, N.J: Prentice Hall.

This is the text book that I use most commonly in my American Literature Classes. It is designed for
secondary English instruction in Literature and Composition and I use it to teach students at a 10
th
grade
reading level. In it are sections and full text novels, non-fiction texts, speeches, short stories and poetry.
It also includes various activities designed for writing instruction, from grammar exercises to lessons in
formatting. The text that I used most often from this text book is the full version of Arthur Millers play
The Crucible. The play is based on the historical event of the Salem Witch Trials of 1690.

In order to adapt this text for ELLS, several routs could be taken. The first option is to get ahold of an
abridged version of the text with modified language that is more consistent for the langue level of the
ELL. In the original text, Miller used an adapted version of the English spoken by the Puritans of New
England which can at time be confusing for even native English speakers, and reading this type of English
would not be beneficial for ELLs. Prior to reading the text, much background knowledge building would
have to be used (more on this) and vocabulary would be learned and practiced before reading and in
context. During reading, the text could come alive and be made more relevant by acting out scenes
with props and costumes. This could make the text more meaningful for ELLs and would require them
to speak English aloud and communicate with one another on the stage.

Instructional Material: Documentary
The Salem Witch Trials (History Chanel)
In Search of History: The Salem Witch Trials. A & E Home Video, 2005. DVD.

This DVD explains the historical context surrounding the Salem Witch Trials. It explains the environment
of paranoia and fear the Puritans lived in and how their Religious beliefs compounded with this to lead
to the prosecution and execution of 19 men and women found guilty of witchcraft. The documentary
uses reenactments as well as video and drawings to retell the story of mass hysteria.
The video will help visual learners get a clearer picture of the context of the Salem Witch trials. To aid in
its understanding by ELLs, they will be given a graphic organizer to fill out as they receive information
from the DVD. The teacher will pause the DVD when relevant information has been given and the class
will discuss it and record it in the graphic organizer together. If possible, the DVD will be set to the
subtitles of the L1, and separate viewings can be conducted for the various L1s in the classroom.

DOCUMENTARY: SALEM WITCH TRIALS: GRAPHIC ORGANIZER
In Search of History: The History Channel
From the 14th to the 16th century there were witch hunts in ________________________,
________________, ______________________, and _________________________ which
accounted for the death of 40,000 to 50,000 people.
The idea of witchcraft came from peoples understanding of _________________________.
Superstitious villagers, used it as a tool to get rid of
______________________________________________________________________.
What types of proof were used to prove that someone was a witch?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
When the king of England became the head of the church, witchcraft became an act of
__________________ that was punishable by __________________________.
In _____________, the _________________________ moved to America to settle an ideal
community and govern a colony in Massachusetts. They remained _____________________citizens.
The theocracy they created had no separation between ____________ and ________________.
In _________, the witch hunt began in the village of Salem which had _________ inhabitants.
The Puritans feared the forest because it could conceal ________________ or ________________.
They lived in a misogynistic community where women were subservient to men. They believed that
women would be more likely to join the ________________________________ because they were
more easily tempted.
Elizabeth was __________ years old and Abigail was ___________ years old.
Tituba, a slave, was from _________________________.
What forbidden activities does Tituba do with the girls?
___________________________________________________
___________________________________________________
___________________________________________________
Page 2
How did the girls react? ___________________________________________________________
The first people to be accused were of _______________________ social class.
What unusual evidence was accepted at the hearings? ___________________________________
How did Tituba survive? ____________________________________________________________
What was the next group of people to be accused? ______________________________________
What fed the girls accusations? ____________________ and ______________________.
_______________________ was the date of the last executions.
__________ were killed in total
__________ died by hanging
__________ died in prison
__________ died by being pressed to death
The trials were ended because _______________________________________________________.
It took ______ years before the citizens of Salem repented for their actions during the witch hunt.
__________________________ was the only accuser to apologize.

The documentary is available to view on YouTube at:
https://www.youtube.com/watch?v=bmBT049__tQ

Instructional Material: Discussion Questions, Internet
Sources will depend on individual student work

To make the concept of mass hysteria and history repeating itself relevant to students of various
cultures, a class discussion will be held asking students pertinent questions about the role of integrity
and justice in their lives. They will be given modern scenarios that reflect those of the Witch Trials and
asked to record, then discuss how they would act in the situations outlined. After watching the
documentary In Search of History: The Salem Witch Trials and discussing the connection that they
playwright, Arthur Miller, was making between the witch trials of 1692 to the Red Scare of the 1950s,
student will conduct research in their L1 and L2 or similar periods of mass hysteria from their native
countries, or from another country if this type of even has never occurred in their homeland. Students
will then create a PowerPoint presentation of their research findings to present to the class.

Discussion Questions
Answer the following questions with True or False, then explain your answers.

Age does not matter in a relationship between a man and a woman.

All is fair in love and war.

Adultery is acceptable in todays society.

It is okay to lie or cheat as long as you dont get caught.

Withholding the truth is the same thing as telling a lie.

There are times in life when you should lie.

Gossiping is a harmless but fun way to pass time.

If the majority of people believe a statement is true, then it must be true.

In the American judicial system, the accused is innocent until proven guilty.

I am willing to accept the consequences of my actions.

Going to church helps to make you a good person.
Strategies/Methods Rationales
Most people have certain fundamental beliefs that they are not willing to compromise.




Building on prior knowledge (vocabulary lesson)

This strategy gets students thinking about what
they already know about a subject. This allows
the student to make connections to the content
of the lesson which will help make it more
relevant to their lives, and thus the learning
becomes more meaningful. It is also a great way
to raise the level of interest on a topic.


Introduce unknown vocabulary words

By discussing and defining unknown words
before reading, it will help students to
understand and follow along with the text
without getting tripped up by the unknown
words.




Defining words using context clues


Defining and discussing the same vocabulary
words as they appear in the text using the
context clues is meaningful way to help students
not only understand the words definition, but
the connotation as well. Hearing and reading
words in context helps to make them more
relevant and clarifies any confusion that a
definition might have.


Bilingual instruction

Another way to help students understand the
meaning of a new vocabulary word is to pair it
with its Spanish (or other L1) counterpart. This
type of bilingual instruction draws on the
learners prior knowledge by using the L1.



Authentic instruction
By participating in hands-on activities such as the
water condensation activity, the students are
witnessing the description of the words first hand
in an authentic setting. This type of instruction
helps the students to internalize the new
language through an authentic experience and is
beneficial for kinesthetic learners as well.
Strategies/Methods Rationales



Building on prior knowledge (vocabulary lesson)

This strategy gets students thinking about what
they already know about a subject. This allows
the student to make connections to the content
of the lesson which will help make it more
relevant to their lives, and thus the learning
becomes more meaningful. It is also a great way
to raise the level of interest on a topic.


Introduce unknown vocabulary words

By discussing and defining unknown words
before reading, it will help students to
understand and follow along with the text
without getting tripped up by the unknown
Section 10: Comprehension and learning strategy rationales

Section 11: Reflection
Language is such an integral part of society. Trying to navigate a new society without knowing the
language is a near impossible feat. With that being said, I am amazed at how quickly people, especially
children, can pick up a new language when fully emerged in it. Often times, the L1 and L2 of a new
student in our public school system will naturally blend together, and so it is important to remain
consistent in the instruction and formative assessment of our students langue acquisition and
development. With the field of ESL expanding at such a rapid rate, there are some really reliable and
successful best practices for improving the langue skills of ELLs.
Culture is imbedded in every aspect of our lives; from the way we talk to the way we eat, think and act.
Sometimes difference in culture can affect the language acquisition and development of ELLs because
the materials that they are given in their new schools fail to take their diverse cultures into account.
Often, examples that are used in the course content in our public school curriculum are tailored for the
experiences and traditions of American children, and can leave ELLs feeling confused and frustrated
because even if they recognize the language, the context is totally foreign.
words.




Defining words using context clues


Defining and discussing the same vocabulary
words as they appear in the text using the
context clues is meaningful way to help students
not only understand the words definition, but
the connotation as well. Hearing and reading
words in context helps to make them more
relevant and clarifies any confusion that a
definition might have.


Bilingual instruction

Another way to help students understand the
meaning of a new vocabulary word is to pair it
with its Spanish (or other L1) counterpart. This
type of bilingual instruction draws on the
learners prior knowledge by using the L1.



Authentic instruction
By participating in hands-on activities such as the
water condensation activity, the students are
witnessing the description of the words first hand
in an authentic setting. This type of instruction
helps the students to internalize the new
language through an authentic experience and is
beneficial for kinesthetic learners as well.
Assessment is probably just as important in language acquisition and development in our ESL classes as
the instructional methods and materials. Without formative assessments, we would not be able to
identify the areas that ELLs need to work on, and we would have no record of their progress. In
language development, if we do not correct errors and build on prior learning, then ELLs will not every
full acquire the language skills they need to be fully integrated into our schools and our society.
Professionalism is fundamental when it comes to being an effective teacher. If a teacher does not
conduct his or herself professionally, then he or she will not earn the respect of the students or their
parents. In order to learn, students need structure in the classroom and have a set of rules and
procedures to follow in order to feel safe and focused. In an ESL classroom, a teacher will be confronted
with language and cultural barriers. It is so important for an ESL teacher to maintain the highest level of
professionalism when encountering the obstacles that come with teaching students of other cultures.