Artifact 1B: Delivery

 

Lesson Plan 3 03/31/22

                                                                                                                                                                                   

Essential Literacy and Related Curricula	Procedures and Activities	Minutes Daily Instruction
How can we use our conversational skills in Spanish to develop writing skills in English?	-          Greeting and conversations about new quarter and overview (learning more about his language in speaking) -          Review RAFT writing activity completed in previous lesson	20 min.
Ohio Standard - SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.	-          Quickly reviewing close cognate flash cards and slide visuals in both English and Spanish -          Reviewing common English heuristics and rules for spelling -          Lesson on writing formats and media types to gauge which are most familiar and comfortable to Julian (typing, pen and paper, text-to-speech, etc.)	30 min.
Ohio Standard - SL.7.1 Engage effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly	-          Journal entry and partner writing – finish the story “Into the Woods” predicting -          Flashcard phonics practice for English digraphs and blends  (y-, ao-, oi-, ch-)	20 min.
Ohio Standard - W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	-          Story structure map and plot diagram – “Encanto” -          Writing cliches and tropes lesson – Mexican-American dramas and depictions -          Quick review/knowledge check -          Conclusion	50 min.
		Total hours/minutes: 2 hours. 3p.m. – 5 p.m.

 

Materials: writing journal, vowel blend flashcard, RAFT writing project, plot map/story structure artifact, Chromebook (visual aides “Encanto” excerpts and drama depiction, close cognate flashcards, “Into the Woods” predicting story)

 Reflection:

 Lesson time: 3 p.m. – 5 p.m.

Essential question: How can we identify and create key elements of story writing using our foundational English and Spanish skills?

Differentiation: Included visual, kinesthetic, auditory, and conversational directions and prompts. Engaging Julian with his interests – primarily Mexican culture, technology, and soccer. Scribing for Julian when necessary. Also allowing for read-aloud. Multiple demonstrations of expectations and pacing in writing.

Main lesson: Trying to build off of last lesson, we are now looking at elements of storytelling that match both the 7^th grade Ohio ELA standards or writing and the current level of scaffolding that Julian finds himself in. In this way, the lesson is a logical progression in what we have focused sharply on before while also being supplemental and in conjunction with what we are currently covering in class as well. We are focusing on story structure, plot-mapping, perspective, and avoiding cliches. This was done to the tune of media Julian would be comfortable and familiar with like “Encanto.” Our goal for the following lesson will be to use this knowledge to create our own narrative. We also reviewed previous concepts from class and our after-school lessons such as our RAFT writing activity and writing journal prompts.

Reflection: Julian has demonstrated great progress in automaticity when it comes to identifying double consonant sounds in English and simple blends. This week, I tried to consider more carefully how much input Julian has in his own education and modes of delivery. We took some time to identify the comfort and familiarity level of each mode of writing that we may use in class – typing, notating, and text-to-speech. This helped me to better understand what works for him in these contexts and why. Julian recalled seeing a plot diagram sometime in the 5^th or 6^th grade but had never applied it himself in any meaningful way. He seemed to grasp elements of story pretty quickly, but since many of these writing words are only specific to that context it will take him time to recall terms like “climax” or “rising action.” We are building a rapport in speech synthesis similar to many of the working strategies employed by Fu during her time in New York (2009). Working together, we were able to complete an open-ended adventure story pretty quickly. Julian is a creative learner and even if his vocabulary can at times be limiting to him. I thought this lesson was a success because Julian seemed to be at ease even when he was being challenged, and seemed enthusiastic to learn. While it can take him time to recall well-rehearsed concepts at times, we are still able to build on previous knowledge. As noted in Helman’s chapter four, bilingual students also tend to learn differently and face different challenges than their native peers (2016). 

Lesson Plan 4 04/05/22

                                                                                                                                                                                   

Essential Literacy and Related Curricula	Procedures and Activities	Minutes Daily Instruction
How can we transfer our knowledge of 7th grade writing skills and conversational English to develop a personal short story fiction text?	-          Greetings/ Today’s overview/ Julian’s spring break and cultural Easter exchange -          Spring prompt write-out warm-up -          Review predicting story	20 min.
Ohio Standard - W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstruct	-          Combining previous lessons to create a writing portfolio (plot maps/character graphic organizers/story structure/ writing journal entries) -          Practicing and reviewing English consonant sounds through Blooket –“sh-, br-, tw-, th-“	15 min.
Ohio Standard - W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience	-          Figurative language partner review – focus on hyperbole, simile, metaphor (charade cards/slide review, quick cards)	20 min.
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.	-          Narrative text development: graphic organizer demo and exchange, partner write, review, and edit -          Create media visualization	40 min.
Data Collection	-          Project survey/Julian self-evaluation -          Conclusion/Quick Review/Any questions	25 min.
		Total hours/minutes:   2 hours. 3 p.m. – 5 p.m.

 

Materials: chromebook for creating media representation and playing Blooket, project survey/self-evaluation, graphic organizer, writing journal, quick cards/charade cards

Reflection: 

Student name: Julian (pseudonym)

Lesson time: 3 p.m. – 5 p.m.

Essential question: How can we use our conversational skills in English and Spanish, our knowledge of structure, and writing conventions to craft a personal narrative?

Differentiation: Included visual, kinesthetic, auditory, and conversational directions and prompts. Engaging Julian with his interests – primarily Mexican culture, technology, and soccer. Scribing for Julian when necessary. Also allowing for read-aloud. Multiple demonstrations of expectations and pacing in writing.

Main lesson: This lesson began shortly after our return from spring break and Julian was amped to describe to me how his family celebrates Easter, so I allotted some time for him to do so. We also worked through a journal entry concerning the topic. We played a round of Blooket on the Chromebook to get a break from phonics cards and created a guide for writing narratives using our old graphic organizers and resources. At this point, we brainstormed and organized some pre-writing strategies before beginning our narrative. Julian decided to form a spooky story about a haunted soccer field. Later, I sought to have him complete a self-evaluative survey that also addressed our lesson style and confidence level. As read in Literacy Development chapter four, “students have very little say in how they are assessed” (2016).

Reflection: In previous meetings, the difference between metaphor and simile has been challenging for Julian. We focused on these and hyperbole with a game of charade cards and while we had fun, Julian’s score on the following assessment cycle in figurative language was a huge improvement. Julian understands the concept and performs significantly better in Spanish. He enjoys sharing examples in his native language, but I am also trying to prepare him for the Ohio state test. Julian is a student who typically performs better during homework and classwork exercises, than exams and quotes. 

References

Chapter 4 in Helman, L. (Ed.). (2016) Literacy development with English learners: Research-based               instruction in grades K-6  (2nd ed.). New York, NY: The Guilford Press.

Fu, D. (2009). Writing between languages: How English language learners make the transition to                        fluency. Portsmouth, NH: Heinemann Publishers. Ch. 3, 4, & 5. Khuder, B. &                                              Harwood, N. (2015). L2 writing in test and non-test situations: Process and                                                product. (Links to an external site.) Journal of Writing Research, 6(3), 233-278.

Kuder, B. & Harwood, N. (2015). L2 writing in test and non-test situations: Process and                                     product. (Links to an external site.) Journal of Writing Research, 6(3), 233-278.

Pray, L. (2005). How well do commonly used language instruments measure English oral-language                    proficiency? (Link will open in new tab.) Bilingual Research Journal, 29(2), 387-                                          409; 500.