EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Reflection Multicultural.
The primary idea of having this lesson was motivated by the will to teach
students writing and reading with facts and details applied to science in specific
to organisms and environments, whom grade level is First.

Creation of Lesson Plan and Completion of it.

Using primarily the Sheltered Instruction Observation Protocol (SIOP) strategies to
offer instruction in reading and writing, students will have ample opportunities to
practice and review the relationships between Diurnal and Nocturnal animals,
and subsequently the anatomy of a Dragonfly. Designing a lesson plan where
Multiculturalism is in consideration, it represents and arduous task to incorporate
cultural knowledge throughout teaching. For this reason, my initial approach to
a multicultural teaching lesson, was directed to the use of basic relationships
where students can read, and write about the differences of animals and their
habitat.
In addition this lesson plan is supported by the TEKS determining what must be
covered under Reading, Listening and Speaking instruction, with a personal
meditation on how children ask, seek and locate facts and details about stories.

What do I think of the lesson?

I consider the lesson is planned on researched based delivery model, linking
content objectives to reasoning and relationships, in the same manner is pretty

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

engaging and significant to the student, in one hand the use of reading books
to introduce the topic, and emphasize that some animals are active during the
night and others during the day, likewise is fun an keep students participating.

What did you learn from the lesson?

I learned that all the approaches which include instruction in reading, writing
and the use of vocabulary associated with illustrations can improve the
participation of all students and these relationships can build a culturally
responsive teaching.

What would I do differently if anything?

Perhaps I would have included their parents as well, with a twist in the aspect of
allowing students to create a diorama using nocturnal or diurnal animals,
engaging their reading ability. Another possible modification to the second
lesson plan regarding dragonflies, assuming that we do have a predominant
Spanish speaking students, the approach will be to recite the name of liblula
and the rest of its primary parts as well.
I hope that in the near future I will have the ability to teach under a multicultural
or bilingual classroom, and promote biliteracy while doing it with extremely joy
and passion.