Team+20+MNLI+12

Team 20 Dec. 20 lesson plan from Ellen

Names: Clarke Fowler, Ellen Rintell Grade Levels: University Subject Areas: Our students are studying either early childhood language arts or ESL at all levels, sometimes "sheltered" content areas.

Project Description (links, pictures, embedded videos, lesson plan, etc) Helping pre-service teachers to develop expertise using digital media.

Overview: []

Ellen's lesson plan:



EDU779 Seminar in ESL (Graduate Course) || Portfolio |||| SPECIFIC TOPIC : Create a digital language arts lesson for English language learners ||  a. Focusing event (something to get the students’ attention)  Online or recorded video of a reader’s theatre performance (end product)  b. Teaching procedures/differentiation (methods you will use)  Walk students through each step of the process by asking them to take the role of their own students and prepare a reader’s theatre performance. They need to choose a scene from a children’s book, create their own script, act it out as a dramatic reading, and perform it for the class.  c. Formative check (progress checks throughout the lesson) Rubric for task above  d. Student Participation (how you will get the students to participate/what products will students produce) Candidates will produce videos of their students’ performances, and share them online, either in a course wiki or on Canvas  e. Closure (how you will end the lesson) Candidates will review each other’s videos . Award prizes of various colored ribbons for each video (no actual competition). || > Building a virtual library of books for teaching young children || > |||| INSTRUCTOR(S) > Clarke Fowler || LESSON DURATION > 45-minute introductory session. || > |||||| COURSE TITLE AND GRADE LEVELS > Undergraduate pre-service teachers (Juniors and Seniors) || > || UNIT > Promoting early literacy |||| SPECIFIC TOPIC > Young children’s literature || > |||||| ESSENTIAL QUESTIONS/KEY CONCEPTS > Why read books to young children? || > |||||| INSTRUCTIONAL GOAL (S) (outcome that students should be able to demonstrate upon completion of the entire unit) > Participate in a virtual discussion of how to use a variety of books to teach young children. || > |||||| PERFORMANCE OBJECTIVE (S) (use an action verb in a description of a measurable outcome) > List at least six books (at least two informational and two literary) on Shelfari.com > Accurately summarize the content and tag the key features of these six books. > Identify key concepts and vocabulary that teachers should preview before reading each book to young ELLs. || > |||||| RATIONALE (brief justification – why you feel the students need to learn this topic) > Teachers need to make informed and intentional decisions about how to use a variety of literature to advance young children’s learning. || > |||||| STANDARDS: > Guiding Principle 2 An effective English language arts and literacy curriculum draws on literature in order to develop students’ understanding of their literary heritage. > Guiding Principle 3 An effective English language arts and literacy curriculum draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge. || > |||||| INSTRUCTIONAL PROCEDURES > a. Focusing event (something to get the students’ attention) > > Read Crow Boy by Taro Yashima to the class. > What did you learn about teaching from Mr. Isobe? > What else might Mr. Isobe have done to teach Chibi and the other children? > > b. Teaching procedures/differentiation (methods you will use) > > Discuss the language in the Mass. ELA Framework on having children read and produce a variety of literary products. > Explain how participating in a semester-long discussion of young children’s literature will help these pre-service develop such expertise. > Demonstrate how to set up a Shelfari account. > Provide a screen cast so that students may see a model of where and how to provide required information (summary, tags, key vocabulary and concepts) on Shelfari. > > c. Formative check (progress checks throughout the lesson) > > Students will periodically email links of their Shelfari bookshelf to the professor. > > d. Student Participation (how you will get the students to participate/what products will students produce) > > Students will participate in a virtual discussion of children’s literature. > > e. Closure (how you will end the lesson) > > Students will make a book box, place it 3 or 4 artifacts related to a book in their thematic unit, and bring these materials (and the book) to display to their colleagues at the final class of the semester. || > |||||| ASSESSMENTS (how you will measure outcomes to determine if the material has been learned) > Rubrics will be developed based on the performance objectives. || > |||||| MATERIALS AND AIDS/WEBSITES/REFERENCES (what you will need in order to teach this lesson) > Students must register to join Shelfari.com || > || || || || >
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson plan: ESL Teacher Candidates implement Readers’ Theater and produce videos of them. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">INSTRUCTOR(S) <span style="font-family: Cambria,serif; font-size: 12pt;">Ellen Rintell || <span style="font-family: Arial,sans-serif; font-size: 12pt;">LESSON DURATION ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">COURSE TITLE AND GRADE LEVELS
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">UNIT
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">ESSENTAIL QUESTIONS/KEY CONCEPTS ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">INSTRUCTIONAL GOAL (S) (outcome that students should be able to demonstrate upon completion of the entire unit) <span style="font-family: Cambria,serif; font-size: 12pt;">Candidates will create a reader’s theatre lesson with their own ELL students, making use of digital tools to scaffold their students ability to read and comprehend a story, read it aloud to an audience as a performance ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">PERFORMANCE OBJECTIVE (S) (use an action verb in a description of a measurable outcome) <span style="font-family: Cambria,serif; font-size: 12pt;">Candidates will use a digital tool to demonstrate reading aloud, in which text and illustrations are visible, and there is an audio recording of their voices. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">RATIONALE (brief justification – why you feel the students need to learn this topic). <span style="font-family: Cambria,serif; font-size: 12pt;">Candidates need to explore digital ways to present information, teach skills, and give their students multimodal ways to learn. Candidates also need to demonstrate their technology expertise with a portfolio artifact that shows how they meet the technology TESOL standard. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">LESSON CONTENT (what is to be taught) <span style="font-family: Cambria,serif; font-size: 12pt;"> Choosing a relevant piece of children’s/adolescent literature, appropriate to content standards for the grade. Effective reading aloud for a dramatic presentation of the selection. Helping candidates’ students to comprehend a written text, write a script, and perform the read-aloud selection. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">STANDARDS: <span style="font-family: Cambria,serif; font-size: 12pt;">For teacher candidates, TESOL standards for teacher preparation programs. For candidates’ students, MA ELA framework. ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">INSTRUCTIONAL PROCEDURES
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">ASSESSMENTS (how you will measure outcomes to determine if the material has been learned) ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">MATERIALS AND AIDS/WEBSITES/REFERENCES (what you will need in order to teach this lesson) ||
 * |||||| LESSON PLAN (1st draft)
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