ESL Lesson Plan: Beashua Spearman

Adapted from "Learning Activity Organizer," from Dean, G. J. (2002) Designing instruction for adult learners (2nd. ed.) Malabar, FL: Krieger.

Title Time Needed Subject Area Educational Functioning Level(s) Addressed Content Standards to be Addressed

Understanding the U.S. Constitution 1 class period (1 hour & 20 minutes) ESL Citizenship/ ESL Social Studies 9.0-12.9

Kansas: L6 Comprehending informational discourse: L6.4 Respond to common requests for assistance or information and record important facts, directions, and appointments discussed in person and on the phone See Prezi Presentation 1. Step One: (10 minutes) Begin the class with a brief review of the previous lesson and assignments. Introduce the current lesson: Understanding the U.S. Constitution {Show Prezi slide 1} State the lesson objectives Begin the lesson Introduce the lessons key terms {Show Prezi slide 2} See the example below: Good morning/ afternoon/ evening, today/ tonight we are learning about the U.S. Constitution, the Constitutional Convention, the Three Branches of U.S. Government, in addition, to an introduction to the term amendment and the Bill of Rights. The lesson objectives for this lesson are: The U.S. Constitution

Description of Learning Activity (Include order and methods to be used to introduce content.)

Step Two: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4}

A. Lecture (Begin Lesson)

1. State the history of the U.S. Constitution 2. Define and explain the key term Constitutional Convention 3. (Prezi Slide # 2): What is a Constitution?- Define the

4. 5. 6. 7.

U.S. Constitution Explain the U.S. Constitution and its purpose View the What is a Constitution? video Define and explain the key term Preamble View the Preamble video

Lesson example: Step Three: Five Minute Paper: Step Four: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4} Step Five: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4} Step Six: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4}

Evaluation or Assessment Procedure(s)

Step Seven: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4}

Reflection and Closure

Step Eight: The History of the U.S. Constitution: Lecture (15 minutes) - {Show Prezi slides 2-4}

Technology, Equipment, Materials and Facilitates Needed Adaptations or Accommodation s for Students with Learning Disabilities or Differences 1. Adult Learners with ADHD, ADD, and Dyslexia will receive an alternate classroom setting created for private learning, testing, and is clear of any interruptions and distractions of other students. 2. Classroom behavior rules and guidelines are enforced but the instructor will reward positive behavior. Adult Learners with Dyslexia and Dyscalculia will receive additional help: for example, he or she may receive additional help from a strong reading/math student

during group assessments. In addition, additional time given to the student is to ensure he or she completes the assignment. 3. Adult Learners with Dyslexia, Dysgraphia, Dyscalculia, and other learning disabilities will receive additional time to complete their evaluation/assessment, and assignments. The instructor should pair these students with students who are strong in reading, math, and writing to encourage a positive learning atmosphere. 4. Assistive Technology such as audio books, word prediction, electronic translators, website translators, electronic dictionaries, or spell check is encouraged for student use. 5. Adult Learners who are visually impaired will receive assistive technology such as a large print text, screen reader, tape recorder (to record the lesson), or a Braille text reader; learners who are verbally impaired will receive extra time and the instructor will repeat instructions that are not clear to the student. If an adult learners is hearing impaired, he or she will receive a note taker and a sign language interpreter. In addition, the instructor will locate or create a mathematics video with close captioning.

Notes and Comments

References Brady, M. & Lampert, A. (2007). A Handbook for Teachers of Adult Learners (2nd ed.) (pp 63-75). Old Orchard Beach, ME: New Teacher Concepts. Literacy & Learning Disabilities (2006). Adaptations, Accommodations, and Technology. Retrieved June 26, 2012 from http://ldlink.coe.utk.edu/adaptations.htm#what Bernstein, V. (2003). Americas Story Book One to 1865 (2nd ed.) (pp 65-70). Austin, TX: Harcourt Achieve Inc. Resources ESLBasics. (Jan 12, 2011.) What does the Constitution do? - U.S.

Citizenship Test. Retrieved July 2, 2012 from:

http://www.youtube.com/watch? v=FcQcaEORitY&feature=BFa&list=SP36FA592A5D40DF0D

FauxTaux. The Preamble to the U.S. Constitution (2012) retrieved July 2, 2012 from: http://www.youtube.com/watch?v=pIKhRERqPS4

HowCast. (Nov 30, 2010.) How to Understand the 3 Branches of Government. Retrieved July 2, 2012 from http://www.youtube.com/watch? v=T6K_BnUkQt4 USCIS. (2012). U.S. Citizenship and Naturalization Exam Questions and Dictation Practice. Retrieved July 2, 2012 from the U.S. Naturalization Study Guide. Notes: The target audience for this lesson is the ESL Citizenship students of the Literacy Council of Western Arkansas. The purpose of this lesson is to prepare the students for the U.S. Citizenship and Naturalization Exam. The group dictation and the guided practice are a part of the United States Citizenship & Immigration Services study guide. The USCIS requires potential exam-takers to know Basic English in order to perform the basic writing, reading, and reciting oral answers in English.