1st) Idea Activity: “Ingredients of Me” is an activity for individuals to write about their interests.

Students would need to produce a list and

I would place another handout to help them brainstorm such as guided questions like: where did you grow up and how many siblings do
you have? What do you like to do for fun outside of school? What is your interest like hobbies (something you do every day)? What is
your favorite sport and why do you like this sport? What is your favorite dish to make at home? Do you have any pets, how many and
what kind of pets? Do you use technology at home? What is your favorite movie and why is it your favorite? Do you like to read books
and if you have a favorite book what is the name of the book? What do you prefer more, playing games, going outside, watching
television, or reading a book, and why do you like this the most? After listing , they would write a percentage of how much they feel that
“ingredient” is. After the questions- students would walk around and music will play. Once the music stops, the closest student next to
someone will be partners and share what they wrote and explain a little bit of why that is their interest. I would do this a couple times until
everyone has had a chance to meet and get to know others in class.

Rationale: Allows ELL students to

communicate and be open to one
another by sharing and reflecting
their interests. This also allows
them to see they do have
similarities between others and
appreciate differences of one
another in a classroom community.

Reference:
https://www.edutopia.org/discussio
n/3-activities-try-your-english-lang
uage-learners
2nd) Idea Activity: “Word cloud” is an activity where students can create a list of words from a character they choose. Before reading, I
will explain students they are going to pick a favorite character and will need to write some character traits that describes and doesn’t
describe who the character is. I would give students a list of words to choose about 8-word traits. A book I would use for ell students
around ages 8, is “James and the giant peach” by Roald dahl. This is a nice book about adventure and exploration. After reading, students
will go online to this site https://www.abcya.com/games/word_clouds so they can create a word cloud. Students will type the words and
place a number next to it to rate the character, such as 1 being not describing the character well and a 10 being very well described.
Students can change the color, font and layout of the words arranged. The higher the rating, the bigger the word is. The students will print
their word cloud. I will place character names with an index card on a bulletin board. Students will use Velcro to place their word chart
under the right character. Lastly, students will write a short paragraph of 2 to 5 sentences of the traits and volunteers of students will talk
about one trait, what they rated it as and why.

Rationale: Ell Students are able to

build skills such as making
connections between concepts. It
also promotes creativity, engages
students and increases vocabulary.

Reference:
https://www.lauracandler.com/
wp-content/uploads/2018/06/
CharacterWordCloudsTeacher.
pdf
3rd) Idea Activity: “Plants Mania” is a science activity for young ELL students around 5 years old. Materials are construction paper, labels of
plants, crayons, scissors and glue. For students to learn about sun, air, water and soil, I would read them a book called “Lola Plants A Garden”
by anna McQuinn. This shows children how flowers are growing. During the book, questions can be asked to ELL students such as, how do
plants grow? What do flowers need to have to survive? Would you like to plant a garden, and why? How would you know if a plant needs
water? Next, I would show a diagram of a flower that has labeled parts- flower, petals, seeds, leaf, stem and roots. Then materials are provided,
and students draw a flower and examples of pictures of flowers are shown. Students will use safety scissors and the class sings a song to help
hold scissors “two fingers on the bottom and the thumb on top. Open the mouth and go chop, chop, chop.” Next, show step by step on how to
glue the parts. Glue a rectangle cutout piece that represents soil and a soil label. Next is roots and they draw curvy lines on the bottom and glue
the label roots. Then glue and label the stem, leaves, and flower. Students glue a yellow circle and label titled sunlight. Students glue the word
air anywhere on the paper, then draw a cloud with water falling and glue a label titled water.

Rationale: This provides ELLs

a way to understand nature and
how flowers grow as well as
labels to help them identify
parts. Visuals also help students
to remember words and connect
to language.

Reference:
http://teacherkimbo.blogspot.co
m/2011/08/plants-mania.html
4th) Idea Activity: “Charades” is an activity for the class to cover language. Verbs is the mini lesson that would be used to understand endings of
different letters of verbs which will help students with their writing. Such as endings with the letter “s” with words with different first letters like
analyzes, awakens, breathes, borrows, calls, claims, discusses, enters, gobbles, magnifies, etc. Endings with “ing” can be jogging, sitting, offering,
listening, hoping, writing. Endings with words of “ed” is rained, cleaned, decided, travelled, targeted, sobbed, poured, wheeled, laughed, raged,
hugged. Other cards included more actions like rake leaves, riding a, bike, etc. The verbs are written on notecards and the class would be divided
into teams of 4. Cards will also have pictures on them to help with the action. One person from the group will come up to the front of class and the
other 3 people from group will have to take a guess at what the student’s word is and I will hint what ending letter is being practiced. After each
member has done a card, then the next group of students is next and keeps going until all teams have practiced with charades. Afterwards, I would
go over verbs such as “ed” this means past tense. Students will be writing a short essay that includes verbs and have at least 2 to 3 paragraphs to
write about a topic like “If I could go have one day of fun, I would…”. Then students will share what they wrote with their groups.

Rationale: This gives young ELLs the

opportunity to develop teamwork,
collaborate, and improve communicating
skills such as verbal and non-verbal. This
also helps students to think about
vocabulary words with actions, have
patience and can increase self-confidence.

Reference:
https://savvyappleblog.com/charades-
for-kids-ideas-playing-charades-in-th
e-classroom/
5th) Idea Activity: “Debate” activity is allowing students to discuss and research topics to find information for their viewpoint. Such as the
topic given to students- I would have 3 different topic and two groups are assigned one topic. Each group has 4 people. The topics are: is
traditional education better than homeschooling? Do kids need recess? Do we need to ban cell phones in classrooms? For the two teams,
one team will need to provide information to support the “pros”(why it is good) and other team will defend their side stating about the
“cons” (why it’s not good). I will also show a video to help ells see an example of a debate https://www.youtube.com/watch?v=lwxzisyeqzs
students will be given a few days to gather information and work with their team. An outline will also be given. Such as a checklist like, 1)
form a thesis statement. 2) have evidence to support your reasons. 3) practice using a persuasive tone of voice. 4) why is this topic important
to me? 5) what are the strengths of this topic? 6) begin your argument with a strong point such as focusing on what helps describe your
position. 7) if you find you are repeating yourself to defend on one point then move on to the next one. 8) try your best not to read directly off
your notes, try to summarize so you are able to respond in a timely manner to your opponents.

Rationale: This will help ELLs

to reason, increase self-esteem
and improve thinking skills.
Debates also promotes innovative
thinking which helps students to
build upon words and ideas to
connect meaningful concepts.

Reference:
https://www.childfun.com/recom
mendations/debate-topics-for-kid
s/
6th) Idea Activity: “Sandwich book report project” is an activity that helps students with story elements. There are graphic organizers to help with the layers
of the book. Before students begin the activity a good book to read that has story elements is “Fire on the Mountain” by Jane Kurtz. The first worksheet draft
is to write the title, author and genre which is the top “bread” layer. Next worksheet is setting which will be the tomato layer, third is the characters that are
major and minor characters which is the “onion” layer, fourth is the problem of the story and this is the “lettuce,” fifth is the story climax and this is the
“cheese” layer, sixth is the solution and conclusion which is the “meat” layer, and seventh is “my favorite part” in which students write what they really liked
the most about the book and this will be the bottom “bread” layer. After doing the draft they will edit and then transfer their drafts to the sandwich book
worksheet that they will color each layer, and after writing, they will staple it together and this will be their flip sandwich book.

Rationale: Ells are able to

learn about literary elements
in a fun and creative way of
having their own book they
made. This also helps
support their learning as they
learn to use key details and
see how a story is developed
with important elements.

Reference:
http://www.uniqueteaching
resources.com/sandwich-b
ook-report.html
 
7th) Idea Activity: “Donut contest” is a creative writing exercise that uses persuasive writing. This activity can be spread out into a few days to give ELL
students time to complete. I will provide an example for persuasion using “Oreo” which is opinion, reason, examples and opinion. Students will be given
a handout that is in the shape of a donut. They are creating a unique donut. Other materials such as glitter, glue, crayons, markers, and stickers can be used
to decorate. I would go over each step. First instruction after decorating is to use words that describe a delicious donut. A word list will be provided to help
students. Second instruction is to color the donut. Then on a different worksheet, students will think about their 5 senses about the donut such as
brainstorming for sight, smell, touch, taste and hear senses for the donut. Students will use adjectives and as a class we will brainstorm, and I will write
adjectives on the board. Third instruction on another worksheet is choosing 3 reasons with details to pick for the donut with written explanation using
sentences in the boxes for detail #1, 2 and 3. Fourth worksheet, students will begin a topic sentence for a paragraph then write a closing sentence. 5th
worksheet, students write their rough draft and edit. Examples will be given to go over how to edit. After I check approve rough drafts, the final worksheet
is given to write their final draft on why their donut should win the creative donut contest. This is good activity for third grade class.

Rationale: This will help ELLs to use

persuasive writing that encourages
their creative word choice, develop
reasons and a strong summary. This
also guides children’s practice of
writing skills.

Reference:
http://www.blessedbeyondadoubt.com
/free-persuasive-writing-packet-the-a
nnual-creative-donut-contest/
8th) Idea Activity: “Butterfly life cycle” is an activity for young ELL students. The book “the very hungry caterpillar” by Eric Carle will be read to
the class. Questions before reading are- what do you think this story will be about? During reading questions are- how many things does he eat on
Saturday? How many more things is that than he ate on Friday? After reading, I would ask what other things in nature grow? Materials provided is a
paper plate and students draw a line in the middle and across to make 4 sections. Then children practice writing labels. I will show one letter at a time
to spell eggs, caterpillar, cocoon, and butterfly. Next, cut a piece of green construction paper to make a leaf and use a crayon or black marker to put
lines on it. They have small white pompoms to show as little eggs to place onto the leaf under the section of their paper plate that says eggs. Then
students choose two different colors of pipe cleaners and cut them in half. Using a pencil, wrap and twist pipe cleaners around and then slide off. It’s
placed under caterpillar label. For cocoon, students have tissue paper that they fold and twist top and bottom to form the shape. A twig is given, and
they place these items under the label cocoon. Finally, students choose two colors of tissue paper and place them together and round the corners with
scissors. Afterwards, they use a pipe cleaner to rap the middle of both pieces of tissue paper, twist and place the butterfly on the plate.

Rationale: This helps ELLS

learn that living things have life
cycles. It helps show them
understand that growing is a
part of life just as humans grow,
all insects on earth develop and
grow.

Reference:
https://buggyandbuddy.com/butt
erfly-life-cycle-craft/
9th) Idea Activity: “Travel brochure” is an activity for students to design and create a brochure of places with important information after covering a
geography lesson. Getting started, questions provided help children to think about travel stories like- where did you go, how did you decide to get to the
place, your favorite moments in travels, best places to eat and to stay, what activity was fun for you? For children that have not traveled much, I would
differentiate questions like- what place would you like to visit, what do you know about it, where would you look for information? Then, we cover what
makes a travel brochure successful. Examples of brochures are given like destinations/road trips. Class looks closely to examine maps, photos, diagrams,
language, vocabulary, how text is presented, has bullet points and specific highlights. Then, focus on audience for brochure and purpose. Students have a
checklist to know points to cover like- brief summary of setting, highlights of important places, location with a map/ geography, major cities, well-known
places, historic sites and landmarks, recreation/outdoor activities, entertainment, climate/weather conditions, transportation, art and culture (museums,
theaters, places to visit, etc.) language, food, any additional information (like fun facts about place). Students research about the place, they can talk to
others who have visited like interviews, book searches, or magazines. Students provide visuals and have a week to complete it. Material is construction
paper, and they can print their text and pictures to glue on brochure. Then, class presents their brochure to the class.

Rationale: This help Ells to develop

research skills, adding sensory detail
and recalling information. This also
gives them an opportunity to do book
searches or interviews to gather
information and practice with writing.

Reference:
http://www.readwritethink.org/resourc
es/resource-print.html?id=30297
10th) Idea Activity: “Make A Poem” is an activity that uses figurative language such as similes and metaphors for 5th grade. Before starting
the activity, examples are given for each of the figurative devices. Visuals such as videos also helps ELLs to understand similes and
metaphors https://www.youtube.com/watch?v=uosbvnuo2lu then, I would use posters to show an example such as: “Joe is like a horse”. A
simile uses the words “like” or “as”. If the phrase is “Joe is a horse.” Then it’s a metaphor that uses words “is” or “are.” To understand the
meaning is looking at the characteristics and qualities of comparing two things together. With an activity to help with the poem is using
music such as song lyrics like- “firework” by katy perry. As a class, we read aloud and volunteers read lines of the song. Students have a
worksheet with two boxes that says simile and metaphor at the top. Ask students where they see the similes and where are the metaphors in
the lyrics. Students write the lyrics in the boxes. Below the boxes is another box that says interpretation which students think of what the
similes and metaphors mean in this song? What do the words mean to you? What is the writer trying to say and their message to the
audience?” Afterwards, students write a poem using at least three similes and three metaphors. Students can work in partners to create a
poem on a half sheet poster board and decorate it. The topic for the poem is to write anything about nature.

Rationale: ELL students learn to making

comparisons, convey emotion and
visualize their words. Writing poems
with figurative language is creative and
gives them a chance to share ideas and
create word structures that can be
colorful, vivid and has a poetic style.

Reference:
https://www.schoolnotes.com/files/dma
tal/KatyPerryFirework.pdf