Supporting EnglishLanguage Learners

3-Day Lesson Plan

RATIONALEWhy Integrate ELLs into the Classroom?

Support cultural identity and development as bilingual learners (learning English as an additional language, not a replacement

Full immersion offers constant exposure to English

Avoid isolation so students feel they are part of the classroom like everyone else

Help shape their place in society as they grow to become Canadian citizens

Middle class London area

20 students

2 ELL students (L1: Mandarin)

1 bilingual student (L1: Mandarin)

OUR FANTASTIC GRADE 2 CLASS!!!

Bilingual Student (Bonnie)

Born in London, Ontario

Bonnie is fluent in both Mandarin and English English literacy skills are at grade level

Mother and father are fluent in English but speak primarily in Mandarin to Bonnie

Family is part of a small Chinese immigrant community where Mandarin is spoken among friends and select stores

* Made-up Student

2 ELL Students(Twin Boys: Jin & Chao)

Immigrated to London with their mother and father from Beijing 3 years ago

Understand some words and short sentences in English; often looks to Bonnie and other peer mentors for guidance

Mother and father speak primarily Mandarin to the boys; very little English spoken at home

Jin and Chao attend an English speaking daycare for 3 hours after school each day (developing oral communication)

* Made-up Students

EXISTING ACCOMODATIONS

Dual language dictionary Personal picture folder (pictures and

words are added throughout the school year)

Key words in both English and Mandarin are taped to their desk

Class is very picture and word oriented (i.e. daily schedule, calendars, month/season, alphabet, etc.)

Book center is sorted into levels based on difficulty with a special bin that contains a few dual language books in Mandarin and English

CELEBRATIONS & TRADITONS

Grade 2: Social Studies3-Day Lesson Plan

Social Studies Curriculum Guide 1-6 (Grade 2)

Application: compare some of their traditions and celebrations with

those of their peers’ families

Knowledge: describe some significant traditions and celebrations of their

families, their peers, and their own communities, as well as

of some other communities in Canada

CURRICULUM OBJECTIVES

LESSON 1 (INTRODUCTION)

Lesson Overview:

1) Read "The Party" by: Barbara Reid

2) Ask students to talk with a partner about some celebrations in their families, and what traditions they follow

3) Using a mind map, teacher models “Birthday” as the celebration, and notes the traditions that follow this celebration (Students use cues from the book, and their own experiences with Birthday’s) * On SmartBoard

4) In table groups of 5, students will be asked to write OR draw pictures of traditions that follow the celebration on their tables ( Selected celebrations: Christmas, Halloween, Thanksgiving & Valentine’s Day )

5) Students will present their poster to the class (each student is required to explain 1 picture or word)

Teacher models the group activity on the SmartBoard before getting students to work in groups

ELLs (Jin & Chao) will be strategically grouped with supportive students that can provide language support (one ELL will be paired with Bonnie) **student-student talk is important because students learn better through peers, and it encourages social interactions

The celebration will be written using colours that represent that celebration (e.g. Christmas will be written in red and green)

Teacher will allow students to use pictures on their posters Teacher will circulate around the classroom to check-in with the

students During presentations, ELLs will be allowed to point at 1

picture, and only say the word (e.g. Christmas tree) Group or teacher support will be allowed if ELL struggles

LESSON 1 : ACCOMMODATIONS FOR ELLS

Lesson Overview:

* Chosen Celebration Chinese New Year (Gong Hey Fat Choy) 中国农历新年 Have Jin and Chao teach the class how to pronounce Chinese New Year in Mandarin

1) Read “Nick’s New Year” by Rosa Drew and Heather Phillips

2) After reading the story, invite Jin, Chao, and Bonnie to share their traditions and experiences with Chinese New Year

3) Have pictures on the SmartBoard of traditions for Chinese New Year (as the teacher points to each picture, students will be asked to guess what is happening in each picture)

4) Students will get an opportunity to compare and contrast Chinese New Year with Canadian New Year

LESSON 2 : CHINESE NEW YEAR

4) On a Venn Diagram, teacher will model by dragging a picture that shows a tradition in Chinese New Year into the appropriate section

5) Students will receive a sheet with pictures of traditions, and a page with a Venn Diagram

6) Students will be put into pairs to complete the Venn Diagram (cut the pictures and glue them into the appropriate section on the Venn Diagram)

7) Answers will be taken up on the SmartBoard

LESSON 2 CONTINUED

Teacher will use a lot of pointing while talking, and repetition

ELLs will be paired with strong supportive students (one ELL will be paired with Bonnie)

Model the worksheet on the SmartBoard before getting into pairs (this will give ELLs the opportunity to see what has to be done visually)

Have students repeat instructions back to you before starting their work

Teacher will give positive feedback while circulating through class

While taking up the answers, teacher will use a lot of pointing at the pictures while talking (this will give ELLs the opportunity to make connections between pictures and words)

LESSON 2 : ACCOMMODATIONS FOR ELLS

Lesson Overview:

1) Teacher will show an example of a Dragon Dance on YouTube

http://www.youtube.com/watch?v=njn8o769fTE

2) Students will be creating an artifact that represents Chinese New Year (Chinese Dragon Mask)

3) Teacher will model how to create a Chinese Dragon Mask

4) Once students are finished making their Chinese Dragon Masks, teacher will play music, and students will be asked to create a Dragon Dance in groups

5) Students will present their Dragon Dance to the class

LESSON 3: ARTIFACT

1) A video will be shown to give ELLs an opportunity to see the Dragon Dance in action

2) Teacher will model how to create a Dragon Mask by breaking it down step by step (this will allow ELLs to use visual cues to follow instructions)

3) Use pictures and words of the supplies needed to complete the activity so ELLs can make connections

4) Order the steps clearly and concisely on the board with pictures so students can refer to them

LESSON 3: ACCOMMODATIONS FOR ELLS

An integrated classroom would be established through the various strategies that we have

presented. The lessons would be interactive and engaging for all students. Some of the essential strategies used in the classroom are modeling,

the use of repetition, scaffolding, and visual aids. Another very important aspect within the classroom will be frequent positive feedback from the teacher to the students. With all of these ideas and accommodations, a cohesive

and nurturing environment would be created.

IN CLOSING

"This country is your country. It's up to you to give it your imagination, your talent, your view of the world. And you know what? I believe that nothing is impossible for children like you...who have courage, heart and a head brimming with ideas.“

- Michaëlle Jean, Governor-General of Canada

Genesee, F., Paradis, J., & Crago, M.(2004). Chp. 8 Assessment and Intervention for Children with Dual Language Disorders. Dual language development & disorders: A handbook on bilingualism & second l anguage learning

Ontario Ministry of Education. (2013 Revised). The Ontario Curriculum Grades, Social Studies: Grades 1-6. Retrieved from http://edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf

Ontario Ministry of Education. (2008). Supporting English language learners: a practical guide for Ontario educators Grades 1 to 8. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf

REFERENCES