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Evidence #2: ESOL Modified Lesson Plan |
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Evidence #2: ESOL Modified Lesson Plan
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My second assignment used as evidence for this AP is an ESOL Modified Lesson Plan done in FLE 4310 – Teaching Students with limited English Proficiency K-12. For this assignment I found a lesson plan on the internet of any subject, then I modified it to be used for all 4 levels of language acquisition: pre-production, early production, speech emergence, and intermediate fluency. Throughout the lesson plan, each of these four levels are noted with an abbreviation (pp, ep, se, and if, respectively). My lesson plan is for a first grade integrated math and science lesson where the main objectives are Noticing the different colors and shapes of animals, Pointing out the purpose of color for animals, Using colors and shapes to make pictures of animals, Becoming familiar with and learning the names of colors and animals, and Being able to answer questions related to the lesson in complete sentences. The ESOL modifications of the lesson are written in bolded text.
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My second evidence, my ESOL modified lesson plan, meets this AP in different ways. First of all, many different types of communication strategies are necessary to effectively teach all 4 levels of language acquisition. Pre-production students require a lot of nonverbal communication and pictures in their lessons. In this lesson plan, these students were provided labeled pictures of all the farm animals being discussed in the lesson, and also pictures of the colors being talked about in the lesson. This way, these students had verbal communication (saying the names of the animals and colors), written communication (the words of the animals and colors) and concrete representation (pictures of the animals and colors). Other ESOL methods used to communicate include body gestures, open-ended questions, and yes/no questions. All of these techniques can be used with ESOL students of different levels to effectively communicate the lesson to them. These ESOL modifications are also very beneficial to the native speakers of the classroom. By using verbal, nonverbal, concrete, and illustrative communicative techniques, you are reaching out to every type of learner in the classroom.
My Modified Lesson Plan has been used in my level I internship. I was in a first grade classroom at Madeira Beach Elementary. In this class, I had two ESOL students. One was early production and the other was speech emergence/intermediate fluency. I took the time to find pictures on the internet of each animal and make it into a poster to hold up for all students to see. I checked out the book from the library, and practiced asking different types of questions to adhere to all levels of ESOL students in the classroom. For the (ep) student, I used lots of yes/no questions to communicate effectively with her. If I asked an open ended question, she sometimes did not know the words to respond to me. The other student was at a level where she could communicate pretty well with me, and I could ask more challenging questions that required the usage of English. My 3-part idea of using verbal, written, and illustrative communication with my (ep) student really reinforced the ideas and words I was teaching. For example, we would say the word ‘dog’ together while looking at the dog. Under the picture of a dog was the word “dog”, which we would also put out finger on and read as we sounded out the letters. The native speakers in the class already knew how to spell and read dog, but for more difficult words, this technique really helped them too. There were words such as triangle, circle, square, polar bear, etc. This strategy really helped them to learn how to identify the word, read it, and also spell it as they were writing. The drawing activity at the end was really beneficial to the ESOL students, because they can communicate so many more ideas when they draw, and they don’t feel so out of place of ‘different’ when every student in the class is doing the same drawing assignment. To teach the ESOL students the word ‘habitat’ I took several examples of different animals and where they live. We would identify the animal, and then I would point to its habitat and say the word habitat. Continuing to ask yes/no questions and open ended questions for these two students is the best way to get them to practice their English communication and to learn how to communicate effectively in English.
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