We Are A Family

Criterion
Category
Name of Course/Class:
English as a Second Language (ESL) Beginning / We Are A Family

Grade Level: 8th

Background Technology/Resources/Materials:
1 per student: 1 per group: 1 per class:

Index Cards Chrome Book Smartboard

Pens Computer
Flash Cards

Accommodations Modifications
Vocabulary cards manipulative Modified worksheets with visuals
Differentiated Instruction (one-on-one
coaching) with native language assistance

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 Weblink to your curriculum: http://tinyurl.com/kjrnht8
Orient
the Objective:
learner: Given 3 types of family characteristics (traditional, alternative, extended) student will identify the role each scenario demonstrates via a 4-question multiple
choice assessment via Plickers of 75% accuracy.
Essential Question:
Is it important to learn about family history? Why?

Standards:

Common Core CPI

RL.9-10.2. Determine a theme or central idea of a text and analyze in ELP Standard 2 An ELL can participate in grade-
detail its development over the course of the text, including how it appropriate oral and written exchanges of
emerges and is shaped and refined by specific details; provide an information, ideas, and analyses, responding to peer,
objective summary of the text. audience, or reader comments and questions.
W.9-10.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience.
SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on
their ideas and expressing their own clearly and persuasively.
L.9-10.1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

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 Interdisciplinary Standards

NJCCCS

9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Anticipatory Set/Hook/Daily Review:

Students will have a flash card with definitions of one type of characteristic that makes up a family. They will be asked to turn the card around and write on that card
what they believe is the type of family described.
Time to complete: 3 minutes
Input/Modeling or Present Information:
Teacher will discuss real-life situations with examples of pop culture. Teacher will discuss some possible roles that family members have by selecting
students to come up to the class and explain what they believe their flash card defines.
Time to complete: 10 minutes
Check for Understanding/Provide Learner Guidance:
Teacher will show scene from a television program from https://www.youtube.com/watch?v=AgkqTFasfmA to demonstrate that not all families are alike, and so
their roles in their own families may be different from others. Teacher will ask what they have learned so far throughout the unit in regards to how society plays a
role in our lives.
Time to complete: 3 minutes
Instructional Guided Practice with coaching /Elicit Performance:
Students will be asked what type of family characteristic they observed in the scene of the television program by answering 2 multiple-choice
Design: questions on www.EdPuzzle.com.
Time to complete: 7 minutes
Independent Practice/Provide informative feedback:
Students will be partnered up to discuss the different families and how they are all important. They will be asked to provide 3 examples of the new
concepts that they have just learned.
Time to complete: 10 minutes
Closure:
Teacher will review the 3 characteristics of family through open discussion. and assess understanding by asking learners 3 questions via Kahoot.
Time to complete: 5 minutes
Formal Assessment:
Given 3 types of characteristics (traditional, alternative, extended) that makes up a family, students will identify the roles they play in their own family and answer a
multiple-choice questionnaire comprised of 4 questions on Plickers with 75% accuracy.
Time to complete: 5 minutes
Enhance/Transfer:
We can discover the concept of family connections as we grow and mature, which makes the knowledge of our roles in our families important in our family
dynamics.

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 Time to complete: 2 minutes

Student Feedback:
Did you enjoy the lesson? Students will have an Exit Ticket on Google Forms.
Recommendation:

Teacher Feedback:
Did Plickers provide a more engaging experience than using traditional paper and pen methods for assessment?