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Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Teacher: Sarah Harris Grade/Subject: 11-12 ELA

Title of Experience/Topic: An exploratory writing strategy allows students to write about a topic,
issue or concern that affects society or their community and that they feel strongly about. This activity
requires students to become active learners in a flexible classroom setting by discovering, processing
and applying new information and making connections to what they already know. Students will enter
the classroom and answer the question of the day written on the whiteboard: (example) Media Monday
(Is there a current real world topic that you would like to address?) Students will take five-minutes and
write their answers in their journals.

Utilizing the Talk-Aloud Strategy the teacher and students will read an article about DACA (Deferred
Action for Childhood Arrivals) https://www.nytimes.com/2018/01/23/us/daca-dreamers-shutdown.html
and the students are able to pause, ask questions and discover new vocabulary words.

After completing the reading students will participate in the Talk Moves Strategy break into small
groups of 3-4. In this Situated Learning Community students will share and write down 3 main points
from the article on the three sticky notes provided. This also gives students an opportunity to share what
they wrote in their journals within the group as well. This will challenge students to engage in
interpretive, evaluative thinking and group discussions. This technique can be used for nonfiction and
fiction pieces of work. Students will then place the sticky notes on the whiteboard and as a whole class
share what was discovered in their groups.

Students will create a 2 paragraph, 2 sources MLA format formal letter to their local congressman
addressing a real-world issue. They have been previously taught how to create a formal letter. Students
will use a graphic organizer and their surface laptop computer to help them with researching their topic.
This Cooperative Learning strategy motivates students to think critically, research important information
from sources, develop formal letter writing techniques and expand better communication skills meeting
the needs of a 21st century learner. Students will create a letter that reflect the students’ understanding of
the content being researched.

What is your Cause? Know it and Take Action (Persuasive Civic Writing) An exploratory writing
strategy allows write about a topic, issue or concern they feel strongly about. Students will be able to
address a real world issue that has impacted their community or society. The activity requires the use of
imagination and often demands for writers to engage in interpretive and evaluative thinking. This
technique can be used for nonfiction and fiction pieces of work. Allows reflection, critical thinking,
formal letter writing skills and develops communication skills. The letter will reflect the students’
understanding of the material being studied. Students will not be graded on their perspective, but on
their class participation, completion of the assignment and annotated bibliography.
Problem (framing words + person + action + audience)

Too often, Arizona citizens are only passive members of the community, and do not speak up and have
their voices heard. What issue(s) do you feel strongly about? After the opportunity to conduct research
and get multiple perspectives, you will have the opportunity to write your state representative and have
your voice heard.

Time Frame: 5 days of 50 minutes lessons

Content Standard(s):

ELA.11-12.RI.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
ELA.11-12.RI.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in print in order to address a question or solve a problem.
ELA.11-12.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.

ELA.11-12.SL.2
Integrate multiple sources of information presented in diverse media and formats in order to make
informed decisions and propose solutions, while evaluating the credibility and accuracy of each source
and noting any discrepancies.

11-12.L.6
Acquire and use accurately general academic and domain‐ specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

Content Language Objective (Language Function + Content Stem + Supports1):


Students will be able to... think critically, learn to collaborate with other students in a group setting,
develop formal letter writing skills, and develop communication skills by conducting research on an

1 World Class Instructional Design and Assessment Consortium (2012). Model Performance Indicator. Retrieved
from https://www.wida.us/downloadLibrary.aspx
issue important to them, and writing a letter to their elected official.

Vocabulary:
DACA: Deferred Action for Childhood Arrivals
Lawmakers: A legislator
Negotiation: Discussion aimed at reaching an agreement.
Activism: The policy or action of using vigorous campaigning to bring about political and social
change.
Appeal: Make a serious or urgent request, typically to the public.
Advocate: A person who publicly supports or recommends a particular cause or policy.
Stopgap: A temporary way of dealing with a problem or satisfying a need
Immigrant: A person who comes to live permanently in a foreign country.
Injunction: An authoritative warning or order.
Equivocate: use ambiguous language so as to conceal the truth or avoid committing oneself.

Materials:
Articles:
● What is DACA? Who Are The Dreamers? Here Are Some Answers.
https://www.nytimes.com/2018/01/23/us/daca-dreamers-shutdown.html

● Spinning the facts on DACA:


https://www.factcheck.org/2017/09/spinning-facts-daca/

● Stand up for Science:


http://thehill.com/blogs/blog-briefing-room/news/320323-hundreds-rally-against-trump-policies-in-boston-to-
stand-up-for

● Enough is Enough:
https://www.usnews.com/news/us/articles/2018-03-13/student-walkouts-planned-across-us-to-protest-gun-
violence
● Computers/laptop
● Whiteboard
● Sticky
Day 2
● Unsent letter from Abraham Lincoln to George Meade
https://www.civilwar.org/learn/primary-sources/lincolns-unsent-letter-george-meade
Teacher will…….. Students will……..
Day 1 Day 1
Engage Engage: Students will come into class and
Media Monday will answer the daily question on the
Post Daily Question On Whiteboard: Is there a real whiteboard.
world issue in the media that concerns you or that you ● They will write their answer in their
feel needs to be addressed? journal. The class will then discuss
their answers. (10 minutes)
Explore:
Read Article about DACA as a whole class Explore:
https://www.nytimes.com/2018/01/23/us/daca- ● Think-Aloud Strategy as a whole
dreamers-shutdown.html class we will read the article and stop
at certain points and discuss what was
● Think-Aloud Strategy while reading the article just read. (this is great for ELL’s who
stop to have students think about what they just struggle with reading and need more
read they are making connections and creating explicit instruction.) 15 minutes
questions.

Explain:
Explain what DACA is and why the cause is important Explain:
in society today. While students are writing down in Students will write in their journal what
journal teacher will walk by students reviewing what DACA is. (5 minutes) *Vocabulary
they have written down.

Elaborate:
● Teacher will break students in groups of 3-4. Elaborate:
● Give students 3 sticky notes. ● Students will participate in Talk
● 20 minutes of discussion Moves Strategy
● Good for ELL’s to express their thoughts and ● Break into groups of 3-4.
ideas within the group and build vocabulary. ● Students will express ideas in their
● Teacher will visit groups encourage discussion group respecting others opinions.
and clarifying questions. ● After reading the article students will
summarize 1 persons argument in their
group before presenting an alternate
view (Ask clarifying questions,
express agreement or partial agreement
with the stance of another participant.
Evaluate: (15 minutes)
What did you learn today? Exit Ticket
Evaluate:
*H.W. Students will do a quick write reflection in
Read one of the three other articles about different their journal on the day’s lesson.
causes to action. Articles will be available on Google (5 minutes)
Docs

Spinning the facts on DACA:


https://www.factcheck.org/2017/09/spinning-facts-
daca/

Stand up for Science:


http://thehill.com/blogs/blog-briefing-
room/news/320323-hundreds-rally-against-trump-
policies-in-boston-to-stand-up-for

Enough is Enough:
https://www.usnews.com/news/us/articles/2018-03-
13/student-walkouts-planned-across-us-to-protest-gun-
violence

Teacher Will…….
Day 2 Students will…….
Engage Day 2
Thoughtful Tuesday Engage:
Post Daily Question On Whiteboard: After reading Students will come into class and will answer
the Article: What were your thoughts? the daily question on the board.
● They will write their answer in their
journal. The class will then discuss
their answers. (5 minutes)
Explore:
● Teacher has read 3 articles and made notes Explore:
● Review previous days lesson with students. ● Ask question about 3 articles whole
● Are there any question about the H.W. articles class
● Present formal letter to students on projector ● Student will take notes about formal
● Read formal letter letter

Explain:
● Read formal letter and format instructions Explain:
● Pass out graphic organizer guideline ● Students will take notes
● Pass out graphic organizer ● Ask questions
● Demonstrate how to fill it out organizers

Elaborate:
● Ask students if they have questions Elaborate:
● Student can begin filling out guideline.
Evaluate:
● What is your Hashtag #? Evaluate:
● Students will post on their social
media account the topic using a
hashtag # CRT
Day 3
Engage Day 3
Work Day Wednesday Engage: Students will come into class and
Post Daily Question On Whiteboard: will answer the daily question on the board.
● What goes into effective research? ● They will write their answer in their
journal. The class will then discuss
their answers. (10 minutes)
Explore:
● Show students how to research a topic Explore:
(DACA) what specific information to look for ● Graphic Organizer for research
● Choose two reliable resources and cite them ● Choose their topic
● Use graphic organizer to get ideas to
Elaborate: start draft for letter.
● What is your cause? (know it and take action) Elaborate:
Letters should be 1-2 pages long. ● Student can discuss their topic choice
with peers and ask for ideas.
● Create outline for in letter.
Evaluate:
● *Homework is a 2 page Annotated Evaluate:
Bibliography with minimum of 3 sources ● Students will review their work
● Exit ticket What is the definition of the
word Equivocated?

Day 4
Engage:
TBT Thursday Day 4
Post Daily Question On Whiteboard: Engage: Writing letters - the real-world skill

Explore: Explore: Drafting letters, using model as a


● Today you will begin writing you letter. If the guide to fill in their points of view, utilizing
students have written letters before, then review the evidence they have gathered from
the general structure of a letter and tone. (If you research.
were writing to the President of the U.S., what
type of words would you use? If they have not
written letters before, teach/discuss the structure
of a letter (date, greeting, paragraphs and
closing.) Model a sample letter for students and
discuss tone word choice. research that needs to
be done to show knowledge of their cause, how
this cause will affect the future.
Explain:
● Freeze Example of unsent letter to projector for Explain:
students to review. ● Ask student who is understanding to
share their progress with the class
Elaborate: (visual).
● Review the project and instructions again.
● Review students progress.
Elaborate:
● Students will review their progress
Evaluate:
● Answer any questions students have and ask Evaluate:
them if they understand the process of creating ● (Exit Ticket) Use the word activism in
a formal letter. a sentence.

Day 5
Engage: Day 5
TGIF Engage:
Post Daily Question On Whiteboard: How have your Students will come into class and will answer
thoughts changed towards your issue since Monday? the daily question on the board.
● Students will use Think-Pair-Share
strategy to gain a deeper understanding
of the journal question.
● They will write their answer in their
journal. The class will then discuss
their answers. (10 minutes)
Explore:
● (Youtube Video) THE MOST MEANINGFUL Explore:
VIDEO YOU WILL EVER WATCH: WHAT'S ● Students will watch youtube video 8
YOUR CAUSE? min. (visual)
https://youtu.be/-3EZV4IfOdw

Elaborate:
● Talk about video and compare similarities and Elaborate:
differences. ● Write a short summary about
similarities and differences of video.
Evaluate:
● Collect letters from students.
Evaluate
● Students will submit their letters and
annotated bibliographies for teacher
feedback.

Evaluate:
When and how will you use formative and summative assessments to measure student progress and
learning (content and language)?
The teacher will read the unsent letters to evaluate whether adequate study, research, and though has
been put into the unsent letters.
According to the following criteria:
1. Clearly state and support your position.
2. Use factual information to support your position.
3. Support your position with data (sources from annotated bib.
4. Check for grammar, punctuation and sentence structure.
4. Acknowledge a reasonable argument someone with an opposing viewpoint might make and refute it.
The teacher will also read the students annotated bibliography of 3 relevant sources, and evaluate
according to quality.
*Extra credit if students send unsent letter. 5points

Teacher Reflection
Reflection on how the lesson went, what you would change, and how the lesson supported (or
will support through changes) ELLs in the classroom

Sarah Harris

I feel that the lesson is a great way to encourage students have a voice and exercise their
democratic rights. When presenting the lesson I feel that it started off great, but that the
instructions of what the students were required to do could have been a little more clear and
direct. My partner helped to keep the project moving and we took time to answer students
questions and provide feedback. If I could change anything about the lesson plan I would
give students more time to discuss the background of the first article and ask students if it is
relevant to their lives. The lesson will support ELL’s in the classroom because it provides
visual aids and scaffolding of the lesson. Students are also able to collaborate with their peers
and share ideas and suggestions. This was a fun lesson and I plan on using it in my future
classroom.
Name:
Date:
Period:
Graphic Organizer Guideline
Using the following guide and Graphic organizer to begin creating your formal
letter
• What do you already know about the topic?

• What questions or theories do you have about these topics?

• Collect bits of surprising facts, statistics, and information about your topic.

• Collect words that are specific to your topic and provide definitions.

• Sift and sort through what is most important or less important.


SAMPLE FORMAL LETTER– IMMIGRATION REFORM

[Your Institutional Letterhead (If Applicable)]


[Date]

The Honorable ____________________________


House (or Senate) Office Building
Washington, DC 20515 (20510)

Dear Congressman/Senator ______________:

As your constituent, I am writing today to urge you to support humane and comprehensive immigration
reform legislation that provides hard-working immigrants with a pathway to earning citizenship, protects
families and the most vulnerable members of our society, and respects the rights of workers and border
communities. It is imperative that Congress works to fix the broken immigration system this year. The
current system is not only broken, but unjust. Insufficient family-based visas and application backlogs
force family members to choose between being separated for extended periods of time or illegally
entering the country. Undocumented youth face deportation to countries they may have never known, and
are prevented from realizing their dreams of contributing to American society. Congress must address
these issues! Fixing the broken immigration system is particularly important to me because [include
personal story or share what inspired you to write this letter].

Therefore, I urge you to support humane and comprehensive immigration reform legislation which:

includes an accessible pathway to citizenship for all 11 million people without documentation, including
those who would benefit from the DREAM act;

works to maintain family unity in all elements of the immigration system;

protects the most vulnerable, especially refugees and asylum seekers;

respects the rights of U.S. and immigrant workers and

ensure the human rights of immigrant families are protected as immigration laws are enforced

Sincerely,
Your name
Your address

Mail To:
Senator ______________
U.S. Senate and House of Representatives
Washington D.C., 20510

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