Professional Documents
Culture Documents
Lesson Ell Student
Lesson Ell Student
Morgan
Piskadlo
Subject:
Language
Arts:
Sequencing
Beginning,
Middle,
End
Grade
Level:
2nd
Grade
Unit
or
Chapter:
N/A
Acquisition
stages
of
the
ELLs
in
my
class:
1
EL
starting
(level
1)
language
proficiency
and
2
ELs
at
developing
(level
3)
language
proficiency.
*
For
this
lesson,
as
a
class
we
will
be
developing
our
understanding
of
Beginning,
Middle,
and
End
through
an
exciting
Read
Aloud.
The
book
chosen
for
this
read
aloud
is
called
Too
Many
Tamales
By:
Gary
Soto.
I
imagined
my
EL
students
being
from
Latin
America.
This
book
focuses
on
their
culture
in
a
way
of
what
they
eat
around
the
holidays
that
many
students
in
my
classroom
have
discussed
or
celebrated.
1. What
are
the
ELL
or
content
area
standards?
2.8
The
student
will
read
and
demonstrate
comprehension
of
fictional
texts.
a)
make
and
confirm
predictions
b)
Relate
previous
experiences
to
the
main
idea.
c)
Ask
and
answer
questions
about
what
is
read.
h)
Summarize
stories
and
events
with
beginning,
middle,
and
end
in
the
correct
sequence.
2. What
key
concepts
will
students
learn,
and
what
strategies
will
be
used
to
teach
them?
Target
Key
Concepts:
Recognizing
what
is
happening
throughout
the
book
while
reading
the
book
I
will
have
stopping
points
to
gauge
students
understanding
of
the
text.
The
students
will
have
an
opportunity
to
discuss.
Sequencing
is
the
strategy
developing
here,
students
will
be
able
to
recognize
the
beginning,
middle,
and
end
throughout
reading
(by
being
prompted
to
think
about
it)
and
after
reading
by
doing
an
anchor
chart
with
the
teacher.
We
will
discuss
a
Bold
Beginning,
Mighty
Middle,
and
Excellent
Ending
throughout
this
book
and
how
it
could
be
modeled
in
our
writing
as
authors.
Instructional
Strategies
for
ELs:
Using
Pictures
to
introduce
story
and
use
them
throughout
the
book/
using
real
life
pictures
to
describe
(level
1)
this
will
help
students
understand
what
we
are
talking
about.
Hopefully
with
the
book
chosen,
they
will
feel
incorporated
and
know
some
of
the
background
knowledge
about
the
food
described
in
the
book.
This
is
a
great
way
to
ask
student
if
he/she
has
ever
had
tamales
or
do
they
eat
tamales
around
the
holidays.
Participate
in
whole
group
discussions
(level
1)
Although
the
EL
students
might
not
be
contributing
in
long
sentences;
they
can
contribute
with
representing
their
culture.
Making
predictions
(level
3)
Having
the
book
represent
there
culture
students
could
use
background
knowledge
to
represent
what
might
happen
3. What
background
knowledge
will
students
need?
How
will
it
be
activated?
We
will
be
reading
and
discussing
beginning,
middle,
and
end
through
the
book
Too
Many
Tamales
By:
Gary
Soto.
Students
will
need
a
background
of
what
the
title
actually
meansWhat
is
a
Tamale?
This
is
where
students
of
this
culture
can
speak
up,
if
confortable.
As
a
class
we
will
discuss
what
a
tamale
is
and
have
a
picture
to
represent
it.
We
might
discuss
the
ingredients
and
see
how
many
students
would
like
to
eat
tamales.
As
the
teacher
I
will
have
done
my
research
to
bring
it
to
the
students
and
have
a
discussion
about
the
heritage,
culture,
and
when
this
food
is
usually
cooked.
Pulling
books
to
get
students
engaged
in
the
Latino
culture.
We
might
also
bring
in
a
holiday
discussion
because
the
book
talks
about
Christmas
and
other
holidays
that
we
might
celebrate
as
a
class.
Having
students
discussing
as
whole
group,
small
group,
and
partners
will
get
them
thinking
about
the
culture
and
ready
for
fully
understand
the
text.
4. List
key
terms,
words,
idioms,
and
phrases
(TWIPs)
to
be
pre-taught.
Include
simple,
student-friendly
definitions.
Identify
words
that
are
likely
to
be
used
outside
class
as
well
as
academic
words
that
are
content-specific.
Dusk
growing
dark;
becoming
night
Glittered
shine
or
to
sparkle
Tamales
a
Mexican
dish
of
meat
wrapped
in
dough
that
is
baked
in
cornhusks.
Masa
dough
made
from
corn
flour
Kneading
squeeze
or
massage
with
hands
Chattered
talk
very
quickly
5. Design
one
or
more
of
the
following
activities
for
TWIP
instruction:
Matching
vocabulary
with
definitions
Drawing
and
labeling
As
a
first
activity
to
introduce
sequencing
to
the
class,
after
we
have
talked
about
it
as
a
group,
student
will
be
able
to
label
and
draw
the
beginning,
middle,
and
end
in
this
story.
For
EL
students
it
will
help
to
be
able
to
discuss
first
and
then
do,
typically
following
the
model
teacher
does,
all
do,
I
do.
During
this
activity
students
are
listening,
speaking,
reading,
and
writing
throughout.
Students
who
are
ELs
will
be
able
to
retell
a
simple
story
by
using
pictures
and
labels
and
identify
what
the
beginning,
middle,
and
end
is
through
this
activity.
Labeling
maps
Filling
out
simple
charts
Sequencing
activity
This
will
be
the
last
and
final
activity
that
students
do
on
their
own.
Students
will
have
been
introduced
to
beginning,
middle,
and
end
and
what
these
things
mean
in
a
story.
Students
will
then
represent
the
beginning,
middle,
and
end
on
their
own
graphic
organizer.
To
differentiate
the
instruction
students
will
be
able
to
draw
pictures,
write
words
or
sentences
depending
on
their
level
of
development.
As
a
teacher,
I
will
walk
around
and
converse
with
the
students
about
the
book
and
what
they
are
describing
as
the
beginning,
middle,
and
end.
As
the
teacher
this
discussion
will
give
me
an
idea
of
how
many
students
understand
and
if
we
need
to
revisit
this
strategy.
Group
vocabulary
activities
and
games
To
enhance
all
students
in
the
classroom
ability
on
the
vocabulary
used
throughout
this
book,
I
will
have
students
in
groups
play
charades.
This
requires
students
to
look
at
the
word
and
act
out
the
word
in
different
ways.
For
some
of
the
words
students
will
be
able
to
draw
them
out
(those
words
will
have
a
drawing
symbol
next
to
the
word
to
allow
students
to
recognize
that
they
can
draw
there).
For
the
EL
students
in
my
classroom
this
allows
them
with
visual
aids,
symbols,
and
able
to
communicate
with
their
peers
in
there
assigned
groups.
This
activity
can
take
place
before
reading
or
after
reading,
but
the
vocabulary
has
to
be
pre-taught
by
the
teacher
so
the
students
know
what
the
words
mean.
Student-generated
word
walls
6. Check
which
of
the
following
strategies
you
will
use
in
class:
Buddies
&
Cooperative
Groups
This
is
done
throughout
the
learning
process
through
learning
about
vocabulary
to
learning
about
and
having
conversations
about
the
context
of
the
book.
For
ELs
having
them
included
in
the
discussion
will
make
them
feel
included.
Discussing
with
their
peers
is
such
a
powerful
moment
for
them.
Students
learn
from
each
other
and
I
believe
that
this
lesson
is
perfect
for
that.
It
is
actually
a
time
for
the
ELs
to
teach
our
class
about
their
culture.
Graphic
Organizers,
Graphs,
charts,
photos,
drawings
As
the
teacher
I
will
have
an
anchor
chart
to
pre-discuss
vocabulary.
This
will
be
a
visual
for
all
the
students
but
will
especially
help
the
EL
student
in
my
classroom.
I
will
also
have
a
graphic
organizer
to
organize
our
thoughts
with
the
students
about
the
beginning,
middle,
and
end.
The
teacher
will
have
one
to
describe
what
each
one
is
and
how
to
determine
it
but
also
one
to
fill
out
specifically
about
the
story.
Students
will
then
use
their
own
drawings,
and
graphic
organizers
to
depict
and
sequence
the
story.
Using
body
language,
skits,
storytelling,
music,
videos
Body
language,
skits
will
be
apart
of
the
activity
for
vocabulary
by
having
the
kids
demonstrate
N/A
9. How
will
you
modify
assessments
for
ELLs?
N/A