CountFerretPerson829
Commentary on my lesson plan Candidate Name: …
Commentary on my lesson plan
Candidate Name:
Student Grade Level: 5th Date:
8/3/23
Subject (including brief description of classroom setting and adults present, for example Sheltered ESL class with six students, two with IEP’s, three students are beginner level (WIDA 1.9), and three students are low intermediate level (WIDA 3.0-3.5).
The students in this class are 15. Their WIDA Access scores range between 2.5 -3.5. There are no IEPS in this group. Instruction is sheltered in this class. The classroom is arranged in 3 groups. There are 5 students who are newcomers who are literate in their native languages, continuing and long-term ELLs.
Section One: Value of the Lesson
Student Focused Instructional/Content Standard (MD College and Career Ready Standard or similar standard, NextGen Science Standards, MD STEM Standards of Practice, etc.)
Name of Content Standard: Maryland Social Studies Standards.
Content Strands:
5.0 History. Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connection to the present in their communities, Maryland, the United States, and the world.
Student Focused English Language Development Standard (WIDA English Language Development Standards.)
Name of Content Standard: WIDA English Language Development standard.
Language Expectation:
5.0 Multilingual learners use language to construct social studies explanations that introduce phenomena or events.
Feature/s:
Introduce phenomena or events through prepositional phrases of time, place to contextualize phenomena or events.
Two Different Teacher Focused Professional Standards: (TESOL P-12 Professional, InTASC, or Danielson Framework Components)
Name of Professional Standard: TESOL P-12 Professional Teaching Standard
Description of Standard: 2.a Candidates demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.
Name of Professional Standard: Danielson or InTASC
Description of Standard: 2.. Creating an environment of respect and rapport.
Teacher interaction with students.
Students’ interaction.
Central Focus (The topic of the question which connects to the central question)
What was the similarities and differences did the Native American tribes have?
Essential Question (Overarching, thought provoking question about the purpose of the lesson, and how the objective is relevant and related to the real world.)
Does diversity contribute to rich history?
Content Objective (strong verb + content + by)
I can compare different Native American tribes by completing a paragraph with support of a sentence frame.
English Language Acquisition (ELA) Objective: English needed to support content objective (Strong verb + modality + competency + support)
I can critically compare Native American tribes, with the support of prepositional phrases.
Formative Assessment:
Observe students’ participation in the discussion and engagement with the subject. Questing as the lesson goes on to check for understanding.
Summative Assessment:
Distribute a worksheet with sentence frames or associated with the lesson objectives as an exit ticket. All the questions are out of 12 points.
Must do: Vocabulary and Language Function
Choose one (or more) from the following: Grammatical
Discourse
Pragmatic
Metalinguistic Competence.
Vocabulary
Tribes, Native, teepees, agriculture, farming, hunting, buffalo, pottery, bow and arrow, maize, moccasins,
Each student will have a list of the vocabulary and there will be some left for future reference. As students work on their activities, they may encounter some more vocabulary which will be added to our list.
Language Function (select one)
Inform
Students will use google translate to get more information and translate some information to Spanish.
Grammatical Competence: the ability to use correct sentence structures
Discourse Competence: The ability to produce coherent and cohesive written or spoken discourse (e.g., paragraphs or conversations) that conforms to the norms of different genres (e.g., letter, essay, interview)
Students will be working in groups, and they will learn and practice speaking and writing together, which will improve their essay writing and speaking. They will question each other and have educative conversations.
I will provide the beginner students with some words and letters or sounds to help them in writing.
I will provide dictionaries as well.
I will provide some images for students to look and discuss.
Pragmatic Competence: The ability to use language appropriately in communication based on the context and the relationship between the speaker and listener and the writer and reader
Metalinguistic Competence: Knowledge of linguistic/grammatical concepts and functions and the ability to use linguistic terminology to describe or discuss them
Section Two: Context for Learning.
Knowledge of Learners: Age / functional grade level, students’ prior knowledge, personal/community/cultural & language assets
Describe specific instructional decisions based on this knowledge: what evidence do you have of this knowledge and how will you use it to inform instructional decisions, including scaffolding, techniques, including home language.
Age / grade level
10-11 years old.
Prior knowledge
Students have prior knowledge of livelihoods that the Native Americans had or have because they have written and answered questions before on Native Americans. They also have knowledge of pottery because they have in the past done notice and wonder on images of Native Americans culture and traditions. They have been learning about native Americans for the best part of the year.
I will encourage the students to reference for more evidence of the work they have done in the past to get some more evidence and especially for their noticing and wondering.
I will also encourage students to revisit some of the images we had before.
I will encourage the students that are shy to speak to repeat some words, prepositional phrases after me.
Personal Assets
Students have some culture and dressing that have resemblance with the native American one.
I will ask the students to look at the images and see if there is any resemblance of the culture and dressing.
Community Assets
These students come from communities that are well knit. They share community celebrations and live together in some areas and they share similar dancing styles with Native Americans
Students will use this asset to compare how highly, and valued community is in Native American culture.
Cultural and Language Assets
Spanish, Punjab, and Swahili languages.
From India, Congo, Honduras, Guatemala, Mexico, Puerto Rico, and El Salvador.
These students come from communities that are well knit. They share community celebrations and live together in some areas. Majority are spiritual.
Specific Individual or Small Group Needs:
Provide student descriptive information
(If no students in your room fit the category, write N/A)
IEP/504
N/ A
Behavioral/social concerns
Most of the students in this class have behaviors that are manageable. There are two students who cannot sit down for a certain period of time, so I make them sit next to me so that they won’t disturb others.
Students functioning below average level of ELL class.
Students who function below average are given work that is equal to their capability. The teacher pairs them with some of the students who are above level, especially during group work. They use their computers to translate words especially the ones in the list.
Students functioning above average level of ELL class.
These students’ work is more advanced because they write essays, analyze texts and after finishing they will be reading more. They will have sentence frames that are thought provoking.
Equity Needs: turn taking, calling on all students, access to materials, etc.
Equity Needs
In this class students will work as partners and as a group so everyone will take a turn. The materials will be shared equally. The teacher will make sure all students feel as participants by helping the below average to speak after her or repeat after her.
Section Three: Instructional Procedures
Instructional Materials: Include quantities and sources (references, if appropriate, and whether materials are provided by student or teacher)
15 Computers, 3 Portraits,15 Pencils, 15 Worksheets, 7 Dictionaries, 20 Flash cards, 16 Vocabulary lists, 1 Map.
Technology Integration (Describe how technology will be used)
ISTE Standard:
1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
What technology will be used?
Computers,
Who is using it?
Teacher and students
Why is it appropriate?
This is appropriate because it assists students research out different things including translation.
Management Considerations (How will you manage transitions, materials, and behavior?)
Transitions: The students know our rules that after finishing using materials to take them back and make sure they are all in order.
Management of Materials are handled with care because the students know they are not the only ones to use. The teacher takes them through how to handle materials beforehand.
Behavior Management (individuals as well as groups of students)
There are three boys in the classroom whom I have to keep an eye on all the time because they are easily disrupted and they can interrupt the others. They sit next to me in class, and I make sure I give them activities that will keep them busy. At times I ask them to be the leaders that day which makes them want to be careful because they watch over the others.
Instructional Sequence Approx. Time Procedure
Planned Beginning:
1 Hour
Preparation:
– Gather sources and substances such as textbooks, movies, pix, maps, and artifacts related to Native American (materials)
– Prepare handouts or worksheets.
– Create a vocabulary listing with key phrases related to Native American history.
– Ensure get right of entry to generation for multimedia resources if to be had.
Development of New Learning
Procedure:
.Warm-up/Review (10 mins):
Read our objectives and discuss briefly.
– Review the vocabulary words associated with Native American records.
– Use flashcards or a word wall to assist students recall the prepositional phrases they are to encounter and their meanings.
– Students pair and group to look at paintings to fit the vocabulary words with their definitions.
– Review the answers as a class to boost understanding.
Introduction to Native American records (10 minutes):
– Provide a brief evaluation of Native American history before European colonization.
– Use a timeline or map to expose the migration of various tribes across North America.
– Discuss the various cultures, traditions, and contributions of various Native American tribes.
European colonization and westward expansion (15 mins):
– Explain the impact of European colonization and westward expansion on Native American tribes.
– Show pics or use a video to highlight key events.
Exploring Native American tribes (15 minutes):
– Divide the students into small groups and assign each group a one-of-a-kind Native American tribe (e.g., Navajo, Cherokee, Iroquois).
– Provide books, articles, or web sites of the native American.
– In their groups, students will studies and acquire records of their assigned tribe’s tradition, traditions, and contributions.
– Each group will create a poster or presentation to percentage their findings with the class. They may use noticing and wondering.
Enrichment
Students who want more or are done early will read some books that have been identified that are on native Americans. They will write down new vocabulary that they encounter.
