sample lesson plan with esol...

FLE 4317 January 2008

Erin PollackTopic: Figurative Language- PersonificationSubject Area: Language ArtsGrade: 6th Objectives: Content, linguistic, and cultural.

Content

- Students will:o Identify personification and its uses in writing samples.

o Act-out common behaviors and emotions that appear in examples of personification.

o Distinguish between examples and non-examples of personification through guided practice writing activities.

o Create samples of personification in cooperate learning groups.

- Pre-production students will:

o Actively listen and view examples of personification through gestures, repetition, visuals, modeling, and demonstration.


o Distinguish between examples and non-examples of personification through guided practice (underlining) activities.

o Actively listen and participate in creating samples of personification in cooperative learning groups.

- Early production students will:

o Identify personification in given writing samples.


o Distinguish (verbally) between examples and non-examples of personification through guided practice (yes/no, either/or) activities.

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o Help to create samples of personification in cooperative learning groups.

- Speech emergence students will:

o Identify personification and its uses in writing samples.


o Distinguish (verbally) between examples and non-examples of personification through guided practice (open-ended prompts) activities.

o Create samples of personification in cooperative learning groups.

- Intermediate Fluency:

o Identify personification and its uses in writing samples.


o Distinguish between examples and non-examples of personification through guided practice writing activities.

o Create samples of personification in cooperative learning groups.

Linguistic

- Pre-production students will: o Understand new grade and content appropriate vocabulary.

o Understand basic concepts about personification and respond to verbal/non-verbal cues, and yes/no questions.

o Be exposed to language that focuses on conveying meanings and vocabulary development.

o Directions on hand-outs will be in student’s native language.

- Early Production students will:

o Understand appropriate grade and content level vocabulary.

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o Understand the basic concepts about personification and respond through yes/no questions, either/or questions, and one/two-word responses. (Correct responses will be modeled in context.)


- Speech emergent students will:


o Understand the basic concepts about personification and respond using simple sentences.

o Respond to compare/contrast questions as well as open-ended questions that stimulate further language production.


- Intermediate fluency students will:


o Understand the basic concepts about personification and demonstrate near-native or native like fluency.

o Participate in reading and writing activities that foster further development.

- Cultural

o This lesson does not require any background cultural knowledge.

o Students will learn a concept from a 3 lesson unit relative to figurative language.

o Future activities could incorporate culture by exploring the use of figurative language in works of different parts of the world.

o s

- Sunshine State Standards:

o LA.A.2.3.1: Determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization.

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o LA.C.1.3: The student uses listening strategies effectively.

o LA.C.2.3.2: Uses movement, placement, juxtaposition, gestures, silent periods, facial expressions, and other nonverbal cues to convey meaning to an audience.

o LA.B.1.3.1: Organizes information before writing according to the type and purpose of writing.

o k

- Materials :

o Markers

o Butcher paper

o Overhead projector

Personification in pictures transparency

Personification in music transparency

o Personification in poetry handout

Emily Dickenson

Mother Goose

(See modified)

o Group Personification worksheet

o CD player

o “I’m a believer” by Smash Mouth

o Comic strip paper (for illustrations of poems)

o Colored pencils

Instructional Procedures

Initiating activities/motivation:1. Using large pieces of butcher paper or poster board and markers,

write the word “People” large in the center. * Have students

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gather their desks or sit on the floor in front of you with the ELLs in the front.

2. Explain to the class, “We are going to make a word web of things that people do.”

3. Provide a couple of main ideas related to the topic as category headings. (Make it a point to suggest vocabulary that will come up later in worksheets.) Examples: Laugh and walk.

4. Encourage students to add suggestions, ask them about emotions and things that humans can do. Have students think of as many related words as they can (prior knowledge) and list them by categories on the paper. * After the semantic map has been developed, ask students (as a class) to act-out the words on the word-web. All ELL students will benefit from this. Non-verbal communication will put both the English and non-English speakers at equal advantage. In a low-risk situation, students who are unfamiliar with the new vocabulary will be able to emulate their peers. Copying others is learning, not cheating in this case. They will be able to learn the vocabulary by observing each other and the teacher.

5. Create another word-web concerning things that are not human. Examples for headings: animals, food, nature, and so on. Encourage students to add to the lists. (After the semantic maps are developed, share the list orally with students. Ask students to repeat the words after you. This will provide a good model for the ELL students and provide further repetition.)

6. Introduce the concept of personification: “When human characteristics or behaviors are given to non-human things; personification can be used in pictures, music, and poetry.” *Hang the word-webs on the wall or in a place where students can refer to them while they do further activities.

Lesson Development Personification in pictures and music:

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1. Using an overhead projector and transparencies, display the following pg.

2. Discuss each of the images with students. Ask questions like, “Are any of these pictures of a human?” “What are the things in the pictures?” “What are the things doing in the pictures?” (When addressing each

picture, pointing to the image and stating what it is together with students will re-enforce any vocabulary for PP and EP as well as SE

students.)3. Present the following questions to students verbally.

4. Ask students to fill in the blanks verbally with a word based on

the pictures. (Reading the statements out loud and making gestures when you reach the blanks will re-enforce vocabulary and give students cues as to what the answer may be.)

5. After sufficient time has been given for the picture activity, put up the song lyrics transparency.

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6. Give a brief introduction to the songs and their artists. 7. Play “I’m a believer” by Smash Mouth. Ask students to pay close

attention to the lyrics, reading them as the artist sings them. 8. Play only the verse shown above. Re-read the lyrics to the

students. Pause at the underlined parts and ask students to put up one finger if they think it’s an example of personification, and two fingers if they don’t think it’s an example. (Using these non-verbal gestures allow for the teacher to get instant feedback as to whether ELL students are following along.)

9. Repeat the same activity with the second song. This time only read the lyrics to the students, it’s not necessary to play the actual song.

Guided practice worksheets (individual)1. Pass out “Personification in Poetry” worksheet with Emily

Dickenson and Mother Goose. 2. Allow adequate time for students to complete their activities.

(See modified worksheets below.)3. Circulate the room and help to stimulate students by asking

yes/no, open-ended questions about the handouts.Cooperative learning group activity

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1. Place students into groups of four. 2. Hand out Group worksheets, “Creating Personification” and

materials. (See modified versions below.)3. Do the same as before, asking comprehension check questions

and modeling correct answers for students.

ESOL Modifications for HandoutsIndividual guided practice worksheets- “Personification in Poetry”

Personification in Poetry ( For Intermediate fluency students and Native English Students)Directions: Underline examples of personification in each poem. When you’re done, write your answers to the questions at the bottom of the page.

After reading Emily Dickenson’s poem, what is your opinion of the clouds and the wind? Why do you feel this way?

Personification in Poetry (For Speech Emergence Students

Directions: Underline examples of personification in each poem. How are these poems like the examples we saw earlier?(Same poems, except question is answered verbally to the teacher).

Personification in Poetry (For Early Production Students) Are the underlined words examples of personification OR non-examples? (Directions on this page are given in native language for clarification.) Asked and answered verbally. These students’ handouts appear as follows:

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Personification in Poetry (For Pre-production students): Directions - Underline examples of personification. Use the pictures and word bank to guide you. (Directions on this page are given in native language.) Has same images, w/ addition of a word bank.

ESOL modifications for cooperative learning handouts- “Creating Personification” (2 activities)

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FLE 4317 January 2008Creating Personification (For Intermediate fluency students and Native English speakers). (Directions are both on paper and read out loud, examples are modeled.)

Activity 1 directions:

o Take a look at the list of behaviors and human-characteristics in list 1.

o As a group, read aloud the behaviors and act-out the words like we practiced earlier. (All students will participate in this part of the activity.)

o Next, read the sentences in list 2.o On a clean piece of paper, replace the blanks with words you

see in column 1 and write it as a new sentence. (individual)o Discuss how do the words in List 1 change the meaning of

sentences in list 2.o Be creative!

Activity 1- (For Speech emergent students.)- Speech Emergent Production students will:

o Complete Activity 1 in his/her group verbally. o Instead of writing them down, he/she will participate by verbally stating

which words should go together. o Take frequent comprehension checks and ask open-ended questions.o Ask questions like, “Why do you think those two should go together?” or

“How would you change this part?”o This activity will expand the students’ vocabulary and stimulate language

production.

Activity 1 – (For Early production students.)- Early Production students will:

o Complete Activity 1 in his/her group verbally. o Instead of writing them down, he/she will participate by verbally stating

which words should go together. Two to three-word sentences would be expected with the help of pictures or clipart and his/her team members. (Example: “Hair dances.”)

o A teacher or partner can transcribe for the student.o The small group environment is a low-anxiety setting where they can

produce new language in a class location.

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o Frequent modeling will be given.

Activity 1- (For Pre-production students.)o All Pre-production students will use the same table of words as the rest of

the class to create examples of personification.

o Pre-production students will have the addition of clipart or pictures to demonstrate the words’ meaning (similar to the independent worksheet.)

o Instead of re-writing the personified sentence, pre-production students will match a word from list one to a sentence in list two by drawing a line from List 1 to list 2.

o Using what they’ve discovered in the initiating activity, the word banks provided, and the pictures: Students will be able to accomplish the same objective as his/her English speaking peers.

o Again, directions for this activity are in the student’s native language.

Activity 2 (Conclusion) directions : (For Intermediate fluency students and Native English speakers). (Directions are both on paper and read out loud, examples are modeled.)

o This time each of you will create your own poem like Emily Dickenson did in The Sky is Low.

o For each line of your poem, take one word from List A and one word form List B.

o Example: Stone Listenso Expand the two words into a sentence for your poem.o Example: The stone listens carefully to the grass as it grows. o Create at least 5 lines in your poem.o Afterward, pass your poem to someone in your group.o Once you get a team member’s poem, illustrate it using the

colored pencils and paper sitting out.o Share your work and discuss how the poem painted a picture

for the reader’s mind.

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Activity 2 - (Layout of handout for PP, EP, SE)

o The remaining ESOL students (PP, EP, SE) will use the same list of words as the rest of the class to create their personification poem.

o Instead of a table like the one above, the words will be given to PP, EP, and SE students in the form of flashcards.

o To create their poem, students will be instructed to link cards together from different piles to form simple sentences that will become the lines of their poem.

o Example: “The sun listens to the sea” would appear as the following:

- Pre-production Students: o Because the pre-production students wouldn’t have the ability to read a

peer’s poem, they will illustrate their own poem. Or they could glue the flashcards in order of the lines in their poem.

o Being able to be in the group setting and still participate in the process of creating a unique poem will be beneficial to the student. His or her lack of language doesn’t mean a lack of concept development.

- Early Production students will:o Complete activity two the same way as pre-production students with the

addition of verbal prompts given by the teacher as he/she circulates the room.

o For instance, with the same flashcard arrangement as above- a teacher could ask things like, “What is the sun doing?” “Is listening something people can do?” “Do you see why that is personification?”

- Speech Emergence students will:

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o Complete Activity 2 the same way as pre and early production students, with the addition of further open-ended questions asked by the teacher.

o “Can you tell me about that line of the poem?” “Why is that an example of personification?” “How is this like the poem we read earlier?”

o Asking questions like these gives frequent opportunities for the students to focus on key concepts and practice speaking the language at the same time.

Evaluation/Assessment:

1. Active participation in initiating activities. (Gestures, thumbs up/thumbs down.)

2. Successful and accurate completion of individual and group worksheets. Did they share ideas? Did they make the connection between human and non-human things? Does their poem sound logical? Did they observe group member poems and drawings?

ESOL Modifications for evaluation/assessment (add as many steps as needed) Add a copy of modified rubric or checklist or test that will be used for ESOL students.

Pre-Production & Early Production: (performance based)

1. Active listening and participation in initiating activities.

2. Successful completion of individual worksheet: (Correctly underlined examples using word bank and pictures.)

3. Successful completion of group activity: (Demonstrated an understanding of concept by creating a logical poem using flash cards.) Shared work with his/her group members. Observed group members.

Speech Emergence& Intermediate Fluency: (Performance Based)

1. Active listening and participation in initiating activities.

2. Successful completion of individual worksheet: (Accurate response to verbal and/or written prompts.)

3. Successful completion of group worksheet: (Demonstrated an understanding of the concept by creating a logical poem using the

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FLE 4317 January 2008word lists. (Note: Grammar and spelling errors would not count against them.) Accurate response and participation in verbal prompts.

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