Cavanaugh, M. P. (1996). - Weebly



Grade Level: 6-7th gradeSubject: English for English Language LearnersTeacher: Sharon SmithClass: 20 Native Spanish Speakers; 10 Students have low comprehension of the English Language and 10 have a moderate understanding Duration: 30-45 minutesEducational Standards: Writing Early Intermediate ELD Level Grade 6-8 “Write simple sentences or brief responses to selected literature to show factual understanding of the text.”Reading Beginning ELD Level Grade 6-8 “Identify orally different characters and settings in simple literary texts by using words or phrases”3837305-11430000-457200-228600A Bad Case of Stripes: Short Story Unit0A Bad Case of Stripes: Short Story UnitLearning Objectives Provided the book, A Bad Case of Stripes, the students will be able to identify the setting and main characters within the story accuratelyWithout assistance, students will be able to describe the plot, theme, and conflict of the story using complete sentences without grammatical errorsRequired MaterialsVideo: Short Story ElementsShort Story Elements PosterShort Story (A Bad Case of Stripes by David ShannonShort Story Elements activity sheetDiscussion QuestionsProceduresPair up students in the class, one who has low understanding of the English Language and one who has moderate comprehensionWatch “Short Story Elements” videoDiscuss the vocabulary words presented in the video: Any questions?Show the students examples and sentences related to the vocabulary words using the “Short Story Elements” posterPass out the “Short Story Elements” activity sheet to the studentsRead the book A Bad Case of Stripes by David Shannon aloudThroughout the reading and after, have the students complete the activity sheetOnce the students have completed their worksheets, have them share their work with their partnersOpen the class up for discussion: Review the setting, characters, conflict, plot, and theme of the provided short storyAssessment“Short Story Elements” Activity SheetClass DiscussionClosureStudent pairs will share with one another 2 things that they learned during the lesson and then all the groups will share their answers as a class1295400Annotated BibliographyAnnotated BibliographyCavanaugh, M. P. (1996). History of Teaching English as a Second Language.The English Journal, 85 (8), 40-44. ? History of Teaching English as a Second Language highlights the major changes in attitudes regarding the integration of immigrants into education systems across the United States. Social issues, such as crime, that quickly followed times of war brought on a wave of discrimination and fear against immigrant students. Prior to and during the Americanization Movement, immigration cultures were meant to be assimilated rather than retained. Teaching English as a second language was thought to be the best method for immigrant students to “learn the U.S. Constitution, understand the government of their new country, and become assimilated into American Culture” (Cavanaugh, 1996). By researching the history of what has already been done, new approaches to integrate ESL students into schools can be developed. Morley, H. J. and Lawrence, M. S. (1971). The Use of Films in Teaching English as a Second Language. Language Learning, 21 (1), 117-135. doi: 10.1111/j.1467-1770.1971.tb00495.xIn this century, the emergence of new technologies has allowed for the integration of films to be used in the teaching of English as a second language. Surveys used in this article reveal that films are an excellent tool for teaching aural comprehension in students. Using films will allow the four skills of listening, speaking, writing, and reading to be developed in these students. The main roles of films are the encouragement of exchanging ideas and opinions and the “real-life” experiences that can gauge interest in the classroom. This article brings light to the benefits that accompany the usage of technology in teaching ESL students and encourages the integration of technology in teaching. ??00Discussion Questions00Discussion Questions0-635Discussion Questions00Discussion QuestionsWho is the main character in this story? How would you describe her?What is the main setting(s) in this story? Is there more than one?What is the conflict in this story? Why doesn’t Camila want others to know she like lima beans?Who is the conflict with? Is it with herself, someone, or something else? What do you think the theme of this story is?Do you think that this theme relates to what Camila learned from having a bad case of the stripes?We learned earlier the different parts of the plot. Can someone tell me what the resolution of this story was?How do you think the woman knew to give Camila lima beans, something that she secretly loved?-571500-22860000-571500-22860000-457200-22860000 ................
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