lesson plan example - Kielburger 1 Gerald Kielburger ENED...

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Kielburger 1 1 Gerald Kielburger ENED 3338 Dr. Kanno November 30, 2012 SIOP Lesson on ELL Field Experience CONTEXT Where: Olney Charter High School, Room 439 Grade Level and Course: 9 th Grade World History Total Students: 19 Gender Ratio: 7 Girls, 12 Boys Race and Ethnicity: 14 Hispanic, 4 African American, 1 Asian Linguistic Background: 7 students with Spanish as first language, 1 student with Korean as first language and 1 student with Haitian-Creole as a first language. 1 student with English as a first language has an IEP. There are 9 ELL students with the level range of 1 to 4. The reading proficiency of the students varies from three grade levels below to the current grade level. A couple of the ELL students have very high proficiency in reading Spanish but are struggling with English and need simplified English texts. Some of the accommodations for struggling readers are highlighted texts, step-by-step organization directions, simplified texts, texts in Spanish and are in conjunction with Miss DeGory giving them extended time to complete work and receive repeated directions. OBJECTIVES Content: - Students will be able to utilize the Roman Republic form of government to create and vote on certain laws for the classroom - Students will be able to know how two different sections of the Roman Republic would work to decide what is best for the people Language: - Students will be able to defend positions on why they agree or disagree with a proposed law LENGTH OF LESSON This lesson will be thirty minutes long, but additional time is available to make sure complete understanding of the activity and content objectives is established.
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Kielburger 2 2 MATERIALS - Six proposed law worksheets - Six voting worksheets - Two voting worksheets with already proposed law PROCEDURES 1. Introduce myself that I will begin teaching the class for the day and what the lesson will revolve around; in this case, the Roman Republic. Although the students have seen me and worked me for the past nine weeks, some of them I have not had the chance to converse with. Someone that they have never seen teach before will be surprising for them and I must ensure that they are comfortable with me before I try to proceed into the lesson. To establish a sense of respect that I have for the class, I ask the students if they have questions for me about school, Temple or other things about me. (3 minutes) 2. The next segment of the lesson will be to set time aside to split the class into two groups and explain the activity I will incorporate today. This will be most effective by splitting the left and right sides of the classrooms. From my field experience so far, the classroom is evenly spaced out in columns, allowing me to easily facilitate the class into two groups. (5 minutes) 3. I will begin teaching my lesson, but first modeling what the expectations are. Using an example of a law that I already created, I will pass out a worksheet for each group. My law is about extending the school week and school day significantly, something I know will grasp the attention of the students since it is meaningful to them. At the top of the
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