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Unit: ImmigrationText: The Bilingual Education DebateCycle: 2 Day: 2 Lesson: Text & SemanticsLesson Objectives:CCSSLesson Objectives HYPERLINK "" CCSS.ELA-LITERACY.RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text. HYPERLINK "" CCSS.ELA-LITERACY.RI.4.8Explain how an author uses reasons and evidence to support particular points in a text. HYPERLINK "" CCSS.ELA-LITERACY.RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject SS.ELA-LITERACY.L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.Students will analyze and discuss the words policy and proficient.Students will inference and summarize while viewing the end of the video Immersion in order to find evidence for the pros and cons of bilingual education.Students will make connections between The Bilingual Education Debate text and the Immersion video.Materials:TeacherStudentsIntroduction and Vocabulary PowerPoint Vocabulary CardsThe Bilingual Education Debate textImmersion Video Chart paper or white board MarkersStudent WorkbookPre-Reading: Review of Text & Vocabulary (6 minutes)Introduction and Vocabulary PowerPoint + Vocabulary CardsState lesson objectives. Orally summarize the text from Day 1.Show PowerPoint to introduce remaining vocabulary. Follow steps below for each word.Show slide with target word, read word aloud, and have students say the word. Display matching Vocabulary Card.Discuss word parts and definition. Ask students: What do you know about this word? What word parts do you notice in the word? Do you know what those parts means? Explain how putting those parts together leads to the definition.If applicable, PowerPoint includes the Spanish cognate. Have students notice similarities between English and Spanish words.Use PowerPoint slide to preview word in the text and ask student what they think that means. For teacher reference:Target Word Word Part DefinitionCognateContextPolicy (noun)---A policy is a set of rules or a plan, especially in government or business.---In some states, there is a policy that students will be taught in English only.Proficient(ly)(adj/adv)-ly (a suffix that forms an adverb out of an adjective)To be proficient means to be good at something as a result of a lot of practice.---Moises was not proficient in English. He did not speak English proficiently.Multimedia Text (14 minutes)Immersion VideoShare listening goal with students for video:Find evidence for how the English only policy is affecting Moises. Review the beginning of the Immersion video. Explain that students will watch the end of the video and make connections between the video and The Bilingual Education Debate text they read in the previous lesson.Play Secondary Multimedia Text, “Immersion” (5:11-11:45) and pause as needed in order to ask the questions below. You may access the video on the CLAVES website, on youtube (), or on your zip drive. Suggested During Listening Questions:After 6:01: Summarizing: What does the principal say about the language policy of the school and district? Inferencing: Why is the principal worried about “5% proficiency last year”? What does he think will happen if the proficiency level doesn’t improve? After 6:43: Inferencing: How does Moises’ proficiency affect how he gets along with other kids? After 8:24: Summarizing: What is Moises’ classmate’s plan? Inferencing: Why does he want to skip the test? Do you think Moises should skip the test?After 9:18: Inferencing: What is Moises thinking about? Why do you think he is thinking about when he and his mother immigrated to America? How is Moises affected by thinking about that experience? After 9:55: Inferencing: Why do you think Moises decides to take the test?At the End: Summarizing: What happened during the test? Inferencing: How did Moises feel during the test?Suggested After Listening Questions:How did the school’s immersion policy affect Moises? How do you think his experience would be different if he had been in a bilingual education program instead?Negotiation of Meaning: Bilingual Education, Immersion, Policy (10 minutes)Chart paper or white board + MarkersStudents will first discuss policies in general and then they will compare an immersion policy versus a bilingual education policy using a T-chart. Part 1. (5 min)Review the definition of policy. Ask students what policies they have in their school about clothing, food, behavior, etc. Ask students who made those policies (district, school, teacher) and why they think those policies are in place. Ask students if they are proponents or opponents of the policies, and what are the advantages and disadvantages of the policies. Part 2. (5 min)Tell students that now they will consider the pros and cons of an immersion policy versus a bilingual education policy. Use the following hypothetical situation to explain the two policies: Two students just like Moises and Ana recently arrive to the U.S. They are proficient in Spanish, but not English. Their parents can enroll them in one of two schools. Consider how each school might help the new students learn English:School 1: School 1 is an English-only immersion school. The new students would be in a classroom in which English is the only language so they learn English quickly. School 1 is an example of a school with an Immersion Language Policy in which students learn in English only.School 2: School 2 is a bilingual education program. If the new students go to School 2, they will learn in English and in their native language so that while they are learning English, they can continue to improve their Spanish and learn subjects like math and science in their native language. School 2 is an example of a school with a Bilingual Education Language Policy in which students learn in English and in their native language.Create a T-Chart on chart paper or white board. Label one side “Immersion Language Policy” and the other “Bilingual Education Language Policy.” Ask students to discuss the following two questions. During the student discussion, record student responses on the corresponding sides of the T-chart.Why would districts, schools, or teachers need or want a language policy?How do such policies affect students like Ana and Moises? Remind students that they are not being asked to be a proponent for one policy or another just yet. The purpose of this activity is to discuss what policies are, how they are made, and how they affect people. Prompt students to draw on examples in the text, video, and other resources for their inferences. ................
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