Annotated Lesson Plan Term Paper

Length: 7 pages Sources: 5 Subject: Teaching Type: Term Paper Paper: #73267976 Related Topics: Communicative Language Teaching, Instructional Strategies, Second Language Acquisition, English Language Learners
Excerpt from Term Paper :

¶ … general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials.

Class Description

The lesson is for an 8th grade class of world history at the ABC School. There are a total of thirty students in the class and their ages range from 13-14 years. According to the information that has been provided by the cooperating teacher there are four are English learners in the class, three are re-designated English learners while two of the students have IEP's, from among these two one has auditory memory issues and the other has ADHD.

Class Background

All the students took the class of world history in the 7th grade. Therefore, the focus of this class is going to be more on the student who face difficulties with history or who have problem with the English language and are not very comfortable with it. A group of these students who are weak in history will be made and a lot of attention will be paid to Liang who is a 13 years old student from Taiwan who came here 3 years ago. Although Liang has become quite good with English but there are still some areas that he need attention at therefore, in this class Liang will be asked to take part in the discussion sessions and other activities to make him more familiar with history as well as the English language.

Lesson Description

Time and Date:

It is the fourth period that the class will be taught in, which means that it is going to be exactly before the break. The dates will be between March 1st and 22nd 2013.

Content Area:

The subject chosen is history and World War 1.

The topic that is going to be taught is the manipulation (or spin doctoring) of the masses by the Wilson administration during WW1.

Grade:

The lesson is for an 8th grade class of world history at the ABC School.

Goals and Objectives

Goals

With the help of positive and negatives examples of the spin doctoring given on the power point the students will not only be able to define spin doctoring but also list its attributes as well as identify the positive and negative examples associated with it.

With the help of the eight examples of spin doctoring being given to the student from four different countries that they were used in, in the World War One and the graphic organizer that the students will be given they will not only be able to identify the objectives but also the spin doctoring tools that were used in each of the posters (Genzuk, 2011).

Lesson Objectives

While working in a pair and completing the "what is spin doctoring worksheet" the students will be able to define spin doctoring, list its attributes as well as differentiate between the positive and the negative definitions of spin doctoring. The Power Point slides will also help the student in achieving these steps (Genzuk, 2011).

With the help of the Spin doctoring Objectives and Tools Notes Sheet as well as the exercises to write the terms and definitions the following terms' definitions will be provided by the students: name calling, demonization, half-truths or lies, emotional appeal, patriotic appeals, evocative visual symbols, catchy slogans and by participating in a group humour or caricatures (Genzuk, 2011).

Standards

Content Standards:

The arguments that were presented by all the various leaders from all sides of the Great War regarding entering into the war are discussed and analyzed in 10.5.1. Along with this the section also analyzes the roles played by the economic and political rivals, ideological and ethnic conflicts, domestic disorder and discontent as well as the nationalism and spin doctoring that was used to mobilize the civilian population towards the support of the "total war (Cummins, 2005)."

ELD/ELA Standards:

Listening and Speaking: English should be spoken in a clear and comprehensible manner, the grammatical forms that are used should be standard along with this sounds, pitch, intonation and modulation should be used (Cummins, 2005).

Listening and Speaking:...

...

This can greatly help the shy students like Liang who don't normally participate in the discussion sessions (Cummins, 2005).

Reading: knowledge of the language should be applied in order to achieve comprehension/meaning informational materials, texts in content areas as well as the literary text (Cummins, 2005).

Accommodations for ELL/Special Needs Students

Functions

Students will be required to compare and contrast (this slide has ____ characteristics, while the other slide has ____ characteristics), justification (I think this poster is an example of spin doctoring because ____), analyze and describe a variety of spin doctoring posters from World War One. The students will also be required to come up with a working definition of spin doctoring along with the attributes of spin doctoring (Genzuk, 2011).

Forms:

Brick: It is the power point that the brick terms will be shown in and they will have pictures describing them to help the student in further understanding them as, pictures are a great source of helping the students such as Liang -- whose mother tongue in not English -- to understand the terms properly. These will be mentioned on the Spin doctoring Objectives and Tools handout (Genzuk, 2011).

These terms are: soldiers, loans, recruitment, dissent, draft, home-front, conservation, patriotism, resources, caricature, war and slogan (Genzuk, 2011).

Mortar: Sentences will have to be used by the students in order to help them understand and identify the spin doctoring tools that have been used in the posters as well as the objectives of using those tools. Sentence frames ("This poster used the ____ tool to achieve the objective of ____") will be given to the student to be used during the discussion session in the class (Genzuk, 2011).

Fluency:

This will greatly help the group of students who are weak in history and English as they will be required to use the English language in their handouts and graphic organizer and well as speak in English in the discussion sessions. This will greatly help the students especially Liang in becoming fluent in not only written English but spoken English as well (Genzuk, 2011).

The handout of the students will be graded on their use of the academic language and its forms and functions. This will also give me an over view of which areas need to be focused more upon (Genzuk, 2011).

Vocabulary

Students will familiarize themselves with the following terms throughout the duration of the course:

Name calling, demonization, half-truths or lies, emotional appeal, patriotic appeals, evocative visual symbols, catchy slogans, soldiers, loans, recruitment, dissent, draft, home-front, conservation, patriotism, resources, caricature, war and slogan.

Materials and Tools:

What is Spin doctoring Handout

Envelope with definitions Paper with terms

Notes Sheet Graphic Organizer

Spin doctoring PowerPoint

World War One Spin doctoring Posters

Spin doctoring Objectives and Tools

8 spin doctoring posters Teacher's Guide to Slides

Lecture Process

Introduction to the course, Teacher Presentations and Class Activities (2-3 periods)

The program will begin with lectures related to the subject matter. However, after the lectures are completed, discussions will be conducted in the class and specific attention will be paid to the uninvolved students like Liang. They will be asked to identify the various attributes of spin doctoring and then slides will be shown from various culture for them to apply spin doctoring to. It will be a verbal discussion in which each student, when asked will have to tell the particular attributes of spin doctoring that a specific slide has or doesn't have. It is now that I will tell the students about the dictionary definition of spin doctoring after they have made their own definitions and familiarized themselves with the phenomenon (Genzuk, 2011).

The students will be given a handout for them to write the definitions of spin doctoring on. Later on another handout will be given to the students for them match a term with the definitions given in front of it, this exercise will be done in a group and I will be providing special attention to the group of student that are weak at history such as Liang. Once the exercise is finished I will ask the class about their answers which will make me understand the areas that I will need to be focusing on (Crawford, 2005).

Later on eight groups with four children in each group will be made by me and these groups will be given 8 examples of spin doctoring from 4 countries. With the help of a graphic organizer the students will first list down the country followed by the objective of the poster and the spin doctoring tool that…

Sources Used in Documents:

References

Crawford, A.N. (2005). Communicative approaches to second language acquisition: From oral language development into the core curriculum and L2 literacy. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd Edition (pp. 65117). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.

Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In C.F. Leyba (ed.) Schooling and language minority students: A theoretical framework 3rd edition (pp. 3-31). Los Angeles, CA. Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.

Echevarria, A., Graves, A. (2007). Sheltered content instruction: Teaching English language learners with diverse abilities. Boston, MA. Allyn and Bacon.

Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for language minority students. Center for Multilingual, Multicultural Research Digital Papers Series. Center for Multilingual, Multicultural Research, University of Southern California. Retrieved from http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf


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