Supporting English Language Learners 3-Day Lesson Plan

1. Supporting English • Language Learners • 3-Day Lesson Plan

2. RATIONALE • Why 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

3. OUR Fantastic Grade 2 Class!!! • Middle class London area • 20 students • 2 ELL students (L1: Mandarin) • 1 bilingual student (L1: Mandarin)

4. 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

5. 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

6. 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

7. CELEBRATIONS & TRADITONS • Grade 2: Social Studies • 3-Day Lesson Plan

8. Curriculum objectives • 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

9. Lesson 1 (Introduction) • Lesson Overview: • Read "The Party" by: Barbara Reid • Ask students to talk with a partner about some celebrations in their families, and what traditions they follow • 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 • 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 ) • Students will present their poster to the class (each student is required to explain 1 picture or word)

10. Lesson 1 : Accommodations for ELLs • 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 redandgreen) • 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

11. Lesson 2 : Chinese new year • 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 • Read “Nick’s New Year” by Rosa Drew and Heather Phillips • After reading the story, invite Jin, Chao, and Bonnie to share their traditions and experiences with Chinese New Year • 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) • Students will get an opportunity to compare and contrast Chinese New Year with Canadian New Year

12. Lesson 2 continued • On a Venn Diagram, teacher will model by dragging a picture that shows a tradition in Chinese New Year into the appropriate section • Students will receive a sheet with pictures of traditions, and a page with a Venn Diagram • 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) • Answers will be taken up on the SmartBoard

15. Lesson 2 : Accommodations for ELLs • 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)

16. Lesson 3: artifact • Lesson Overview: • Teacher will show an example of a Dragon Dance on YouTube • http://www.youtube.com/watch?v=njn8o769fTE • Students will be creating an artifact that represents Chinese New Year (Chinese Dragon Mask) • Teacher will model how to create a Chinese Dragon Mask • 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 • Students will present their Dragon Dance to the class

17. Lesson 3: accommodations for ells • A video will be shown to give ELLs an opportunity to see the Dragon Dance in action • 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) • Use pictures and words of the supplies needed to complete the activity so ELLs can make connections • Order the steps clearly and concisely on the board with pictures so students can refer to them

19. In Closing • 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.

20. "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

21. references • 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 anguagelearning • 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