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ELL LESSON PLAN

Name: Stacy Ruzich

Date: 11/29/10

Grade Level/Subject: 3rd Grade Science

Prerequisite Knowledge: none

Approximate Time: 50 min

Student Objectives/Student Outcomes: The students will be able to…

✓ Write down three things that happen when a hurricane occurs.

✓ Answer questions about a reading selection.

✓ Add productive information about hurricanes to class discussions.

Content Standards:

12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).

Materials/Resources/Technology:

➢ Copy of reading selection for every student w/ ELL copies (See attached)

➢ Copy of reading questions for every student w/ ELL copies (See attached)

➢ Video clip from online

➢ Quick write worksheet

Implementation:

Time

| |Opening of lesson: |

| |This lesson will focus on hurricanes and effects of natural disasters such as hurricane Katrina. To introduce this|

| |lesson, the teacher will show a short video that shows the destruction of hurricane Katrina, one of the worst |

| |hurricanes the United States has ever seen. An example might be this video: |

| |. This will hopefully open the eyes of the students and show them the |

|5 min |true destruction a natural phenomenon can do. This will launch our discussion into what happens when natural |

| |disasters do occur. (Death, money loss, no food, no water, no home, etc.) |

| |Procedures: |

| |We will finish our discussion about what happens when natural disasters, such as hurricanes, occur. |

| |The teacher will write down the class ideas on the board, so the students can reference them during the rest of |

| |the lesson. |

| |The teacher will then hand out the reading about a hurricane. |

| |Before the students read the selection, we will go over key vocabulary words from the reading. This will help |

| |ensure that the students, especially the ELL students, understand the more difficult and important words. |

| |The teacher will write the words and the definitions on the board. |

| |This will allow the students to hear, see and read the definition. It is important to have multiple modes of |

| |learning in the lesson, so the students, especially the ELL students, can learn using more than one skill. Many |

|30 min |times ELL students have are better learning using a specific mode so using a variety of modes with the information|

| |will make it easier for them to comprehend the material. |

| |Then the teacher will instruct the students to read the selection and answer the questions on the worksheet. For |

| |the ELL students, there will be given the option to have a copy of the selection in their native language. This |

| |will help ensure that they understand the reading. They will be asked to answer the questions using Standard |

| |English, but they can use the native language copy to assist in their understanding of the selection and |

| |questions. |

| |The teacher will make sure to allow an adequate amount of time for the students to complete the selection and |

| |questions because ELL students might need longer to translate, comprehend and respond. If a student finishes |

| |early, they know they can quietly read. |

| |When all the students are finished, the teacher will go over the questions as a class. Before starting the class |

| |discussion, the teacher can give the ELL students a heads up, so that they can prepare what they want to say |

| |during the discussion. This will make the class discussion less stressful and make them more confident in their |

| |answers because they were not put on the spot. |

| |If the ELL students do not participate in the discussion, the teacher can also say “Okay , start thinking of|

| |your answer to the next question because I am going to ask you next.” This will still give them time to prepare, |

| |but it also forces them to participate without the added stress. |

| |After we go over the correct answers and discuss our personal experiences, we can then discuss how the narrator’s |

| |story might have been different if he was closer to the coast. This will lead into the closing discussion. |

| |Summary/Closing: |

| |As a class, we can brainstorm ideas about what might have happened in the story if they lived closer to where the |

| |storm hit land. The teacher can write some of the ideas on the board, mainly focusing on key words. Then the |

| |teacher will have the students do a quick write that talks about three things that we talked about during our |

| |discussion about the story that related to the Katrina video shown at the beginning. The students can use the |

| |notes written on the board, anything that was said during the lesson or anything from the reading selection to |

|15 min |formulate this response. In order to accommodate the ELL students, the teacher will also have a copy of the quick |

| |write question in their native language. |

| |Student Assessment: |

| |The questions that the students answered about the reading selection will be collected and graded. This will help |

| |the teacher determine who understood the selection as well as the class discussion that they had. The teacher will|

| |also collect the quick writes that the students wrote during the closing in order to determine their comprehension|

| |of the lesson. |

This is another lesson that combines literacy and science, but also includes accommodations for ELL students. Many of the strategies that are used in the lesson can be used throughout the whole unit to meet the needs of the ELL students. The teacher used many strategies such as giving them information in their native language, allowing them more time to complete assignments and even giving them a heads up when they need to prepare an answer to participate in a discussion. In this lesson, the focus was on understanding the concepts about hurricanes; therefore, the teacher was allowed to give the students the readings in their native language. If this lesson was mainly focusing on literacy skills, then the students might have to do the reading in only Standard English. Throughout the unit, it is also important to allow ELL students an adequate amount of time to complete their work. It might take them a little longer because they need to translate, comprehend, and then answer questions. Their comprehension process is longer than most Standard English speaking students. It is also beneficial to give ELL students a heads up about what is coming next in a lesson, especially when a discussion is coming up. This allows the ELL students time to prepare what they are going to say, so that they are less stressed. If the ELL students are always anxious about being called on or not knowing what they need to do next, then their learning will be strained. Our goal is to make the learning environment as comfortable as possible for ELL students.

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