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ESL Lesson Plan Assignment

Meredith Daley

Class Overview
This is a class of 24 grade 9 students. They are following grade nine English
Language Arts. Classes are 65 minutes long and we will conduct this lesson
over two periods.

In this class, we have two ELL students at the A2 level and two students at
the B1 level. Each of the ELL students are from different countries; one A2
learner is from China, the other from Guatemala, one B1 learner is from Iran,
and the other is from Mexico. Each of these learners presents their own
difficulties within the system, yet they can also learn from each other
(Vygotskys Zone of Proximal Development).
Some of the ELL learners each speak Spanish and are at different levels,
therefore the A2 student can learn from the B1 student as they learn and
progress in their English language. The rest of the class is of capable English
language speakers, two of whom are very capable in their English language.

Below are some definitions of each category of our ELL learners to explain
how the teaching will adhere to their needs:

A2: Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas
of immediate need (University of New Brunswick, 1).

In this sense, students can follow guided questions and sentence structures
surrounding their opinion. For example, they can answer the modeled
question such as: My opinion about --- is _______, because ______________.

B1: Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal with
most situations likely to arise whilst travelling in an area where the language
is spoken. Can produce simple connected text on topics, which are familiar,
or of personal interest. Can describe experiences and events, dreams, hopes
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and ambitions and briefly give reasons and explanations for opinions and
plans (University of New Brunswick, 1).

Students can answer, more generally, questions about their opinion while
following the Oreo model. For example:
What is your opinion on _________? Can you give me a reason and example
of each?

Background:
Students have worked through the below diagram to help shape their
understanding of their opinion while accurately defending their position.

To practice giving an opinion in this regard, students have answered

questions as exit slips (written), orally (with peers), and have read texts to
identify their opinion or the authors. Because the topic is new to all
students, scaffolded learning is done to form opinions. This is included with
guided questions (mentioned above specifically for ELL learners) and by
prompting sentences (also mentioned above). As learners become more
comfortable stating their opinion, they should be able to move about their
understanding of the topic at their own rate. Some ELL students may still
need their scaffolded sentences and questions, whereas the other learners
can continue giving their opinion in different forms (using brainstorms, word
webs, working towards the final project).
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Curriculum Outcomes
[Content]

#1 Students will be expected to speak and listen to explore, extend, clarify,

and reflect on their thoughts, ideas, feelings, and experiences.

SCO: Listen critically to analyse and evaluate ideas and information in

order to formulate and refine opinions and ideas (p. 24).
I can listen to an idea to find information to use to form my own
opinion.

#6 Students will be expected to respond personally to a range of texts.

SCO: articulate personal responses to texts by expressing and

supporting a point of view about the issues, themes, and situations
within texts, citing appropriate evidence (p. 54).
I can personally respond to a text and express my opinion about the
idea, situation, or issue presented.

#9 Students will be expected to create texts collaboratively and

independently, using a variety of forms for a range of audiences and
purposes

SCO: Surround students with a variety of forms of writing and

representing (business letters, opinion editorials, personal essays,
poems, cartoons, non-fiction articles, etc.) (p. 70).
I can create a text with other students to form an opinion together.

All curriculum taken from the Atlantic Canada English Language Arts
Curriculum: High School (1998).

[Language]

I can use the keywords to give my opinion: opinion, examples, reasons.

I feel comfortable using these words. I have practiced these words with a
friend, with the class, and on my own.
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Lesson Plan
Materials:
Oreo diagram
Formative Assessment checklist on opinions
Chart paper
Four square organizer
Computer (for showing work of students and to show examples)
Projector (for showing work of students)
Handout of opinion questions and assignment
Summative assignment checklist
Lesson Description:
The current unit of study is Perception. They can demonstrate their opinion
on equality by using this assignment that has students showing us the issues
with equality that are in the world today and how we see it equal or unequal.
(See assignment, attached)

[65 minute lesson Day 1]

Students will partake in an introduction to the lesson by reviewing key words
and the overall concept of giving an opinion.

[65 minute lesson Day 2]

Students will then use one class to create their own representation of their
opinion. This will be conducted through the assignment examples and
reference to the Oreo diagram on giving an opinion.

Boo was about six-and-a-half feet tall,

judging from his tracks; he dined on raw
squirrels and any cats he could catch,
thats why his hands were bloodstained
if you ate an animal raw, you could never
wash the blood off. There was a long
jagged scar that ran across his face; what
teeth he had were yellow and rotten; his
eyes popped, and he drooled most of the time (To Kill a
Mockingbird, Lee 14)
Before:
Lesson Plan for Day 1
[Key vocabulary: opinion, examples, reasons]

To assure all students understand well the concepts of giving an opinion, key
words of the Oreo diagram will be further discussed. For example, we want to
make sure students are fully aware of what it means to give an opinion, and
what are considered effective examples and reasons.

[15 minutes]
As an opening activity, students will be grouped into 6 groups around the
class (4 students each). The ELL students will be dispersed among these
groups so that they can learn from their peers. Each group will be given a
key word, either opinion, examples, or reasons. On chart paper, they create a
four-square grid (see attached model as an example). In each square, they
will write, respectively, the word, a synonym for the word, an example, and a
drawing. They will present their ideas to the group. While this is going on, the
teacher will listen for accurate descriptions of each word and work to identify
possible problem areas for each word.

Teacher Talk:
[20 minutes]
On another piece of chart paper, students will be given a topic to which they
must collectively form an opinion. Topics will be generic and authentic (are
cats or dogs better? Is pizza or tacos better party food?) With each question,
students must give their collective opinion, stating reasons and examples to
support their stance. Each student will be given a checklist for their
participation in the group discussion (see attached Formative Assessment
checklist students will be given one strip of the assessment for the
discussion). As you are talking to their peers, students will guide their
participation by checking off when they have or have not completed aspects
of their opinion. Each student is encouraged to give their opinion, regardless
if it is the same or different from their peers.

Student Work:
[15 minutes]
Once the discussion portion of class is complete, students will use their chart
paper to create their own Oreo diagram, based specifically on their opinion of
their given question. Students will present their opinion with their group, to
the class.

Teacher: complete Formative Assessment checklist as students present.

Note their ability to effectively give their opinion.

Teacher Talk:
[10 minutes]
The teacher will explain the final assignment on giving an opinion, which will
be worked on in class for day 2.

Student Work:
[5 minutes]
Students will complete an exit slip where they will identify whether they feel
comfortable giving their opinion using the Oreo diagram. Do they have any
questions about the process? Are they unclear on some vocabulary? Were
they able to give their opinion on the given group topic?

Teacher: The teacher will use this information to guide their involvement on
students activities the next day in class. If students 4/6 of the formative
assessment slips (done throughout the unit, over 4 weeks) completed
positively by the teacher, then they are ready to begin the summative
assessment. However, if they have below 4/6 positive reviews, the teacher
should give them some special attention and go over key points with them at
the beginning of the next lesson. The exit slips will help confirm or deny the
students level of comfort with this topic in relation to their readiness, as
well.

The balance of group and individual work will help students learn from
others, but also practice their own ability to give opinions. Groups can be
changed for the varying activities, but should remain demographically
similar to the groups outlined above.

During:
Lesson Plan for Day 2
Teacher: During the two classes, the teacher will use the formative
assessment checklist to monitor students learning and understanding of
giving their opinion. This can be done through conversation, written exit
slips, or demonstration through group presentations. The teacher will be
circulating around the class during the work period to monitor student
progress.

Teacher Talk:
[5-10 minutes]

Everyday we see people and we walk by them and out of habit, without even
noticing, we will think of something about that person. We could think: they
look nice, they look like they need a shower or I cant believe they did
that!. A lot of the time we are just thinking these things or even saying
them because of what we saw or heard. Perception, as explained by Webster
is a result of perceiving, Observation,awareness of the elements of
environment through physical, Color, perception, quick, acute, and intuitive,
A capacity for comprehension. These are all things the relate back to the
person, how we see things.

In the world today, we have a lot of people that are trying to win over the
perception of people or issues by trying to make what they say make sense.
When it comes down to it, perception is all about what you believe, know or
stand for and that is what this assignment will be all about.

With a group (2-4 people), you will pick a subject area that you have an
opinion on and would like to share. The focus should be on if you feel it is
equal or not in your opinion (perception) and what you believe should be
done, changes or improved on. There are a lot of issues you can pick from:
Donald Trump (really anything), gender equality, LGBTQ rights,
enivronmental, etc.

With your group you will create a 4 to 5 minute multimodal presentation to

show and give your perception on how you feel in a subject of your choice
(approved by teacher). There should be a clear understanding of what the
issue is and there should be some sort of research done to help support how
you feel. Each person in the group must have something to say. There should
be phrases like What do you think?, What's your opinion?, What are your
ideas?, Do you have any thoughts on that?, How do you feel about that?
when asking for opinions and when you are giving opinions, you should be
saying phrase like: I think, I don't think, I believe (that), I don't believe (that),
In my opinion, I feel that, I don't feel that
Before starting your assignment, in your groups you should complete this
handout (see sheet attached to assignment) to get the ball rolling on giving
your perception or opinion.

[45 minutes - end of class]

Students will work on given assignment. They can look through examples
and begin their own project.

Teacher: complete Formative Assessment checklist as students work. Note

their ability to effectively give their opinion, give feedback for improvement
to assure success on summative assignment.

After:
[Assessment for Day 2]

Formative Assessment:
[On-going]
Formative Assessment will be conducted throughout the lesson using the
Formative Assessment checklist, provided. The teacher will have used this
throughout the whole opinion unit plan; therefore students will be familiar
with its use both by the teacher, as self-assessment, and as peer-
assessment.

Summative Assessment:
[After mini-lessons and 2-day lessons have been conducted]
*See assignment outlined below.
 Summative Assessment
Here are examples of people already giving their perception or hot topic and
here are ideas you can use when trying to decided how you should approach
this assignment. You can also use the checklist to monitor your progress and
see if you have any questions for your peers or teacher.

Songs:
Bob Dylan -The Times they are a-Changin: https://www.youtube.com/watch?
v=e7qQ6_RV4VQ

Bob Marley - Redemption Song: https://www.youtube.com/watch?

v=QrY9eHkXTa4

John Lennon - Imagine: https://www.youtube.com/watch?v=DVg2EJvvlF8

Macklemore and Ryan Lewis Same Love: https://www.youtube.com/watch?

v=hlVBg7_08n0

TEDTalks:
Lee Mokobe: A powerful poem about what it feels like to be transgender
(https://www.ted.com/talks/lee_mokobe_a_powerful_poem_about_what_it_feel
s_like_to_be_transgender?language=en)

Bassam Tariq: The beauty and diversity of Muslim life

(https://www.ted.com/talks/bassam_tariq_the_beauty_and_diversity_of_musli
m_life?language=en)

Clint Smith: The danger of silence

(https://www.ted.com/talks/clint_smith_the_danger_of_silence?language=en)

Billy Collins: Two poems about what dogs think (probably)

(https://www.ted.com/talks/billy_collins_two_poems_about_what_dogs_think_
probably?language=en)

Vloging:
How To Survive Exams: danisnotonfire
(https://www.youtube.com/watch?v=DUPTu_fLjZA)

6 Things I Regret Buying!: AmazingPhil

(https://www.youtube.com/watch?v=jAb6MDtLn7g)

What Do You Believe In?: JacksGap

(https://www.youtube.com/watch?v=jq7_SKjBIXo)
 SNL Short Skit:
SNL Melissa McCarthy White House Press Secretary Sean Spicer
(https://www.youtube.com/watch?v=Eaj0jqfiPbo)

SNL - Alec Baldwin as Trump in Press Conference

(https://www.youtube.com/watch?v=K1zlI6iDNkE)

Weekend Update (Full) - Saturday Night Live

(https://www.youtube.com/watch?v=nvuZ0eoG2Vc)

Podcasts:
10 Best Literary Podcasts:
http://www.thenarratologist.com/miscellaneous/podcasts/

The Bob Davis Podcasts: http://thebobdavispodcasts.com/tag/opinions/

17 news podcasts to keep you informed:

https://www.policygenius.com/blog/17-news-podcasts-to-keep-you-
informed/

Checklist:

Have you:

o Thoroughly read the assignment sheet and asked the questions you needed?
o Completed the perception assignment sheet?
o Done preliminary research to determine what an appropriate subject would be
and that it can be supported? (could include looking through publications,
doing open web online research, engaging in word of mouth discussion, etc.)
o If you used any borrowed textual materials, given proper citations?
O Given other students feedback on their research and areas of focus in the
assignment?
o Applied feedback from the professor and student peers (from conference,
workshops, and informal discussion) to your project?
o Prepared questions that you need the answers to in order to move forward on
the project?
o Made yourself sufficiently knowledgeable about the aspects of what your are
working on and the modes and media youve chosen?
o Revised the project where it was necessary?
o Made certain that you have the minimum required components:
- Everyone in the group speaks.
- Research must be shown
- Write up on what your focus is
- Presented in a multimodal form

o Made certain that youre not making an argument that will cause tensions,
and questions if it is
brought up (perhaps connections to other, and/or larger things)?

Context to Assignment:

When we use multimodal ways of presenting it opens up an opportunity to

allow everyone to express themselves in a way that makes them
comfortable. If ELLs learners can contribute to the assignment by presenting
it orally and be able to not have to do it in front of the class they will have a
chance to practice. As they will have support from other in the group, they
will also not feel alone. This assignment will also open up new vocabulary
and context for some of the ELL students.
 Follow-Up
This lesson is unique in that it offers students the opportunity to talk about
anything that students feel they can give their opinion on. In this way, if
students understand well the outcomes (likely the well speaking English
language students) then they can be pushed in their questioning of the topic.
They could easily choose something more controversial, where they are
asked to heavily justify their opinion with outside examples and reasoning. In
the same way, students with difficulties with the language (our two A2 and
B1 ELL students) can pick an easier topic, such as Malala Youssefi is
courageous because and state one example and reason to support this,
using guiding sentences if needed.

The checklist and Formative Assessment sheet are highly helpful for
checking for understanding. Through formative assessment, the teacher is
able to consider through speech, writing, reading, and listening if the student
can effectively give their opinion. Similarly, the checklist can be shared with
students before the assessment to guide their preparation. It also allows for
questions to be asked before presenting and allows room for explanation if
the student did not succeed on a given presentation task. ELL students may
reveal the need for more concentrated learning on their subject area, which
can come from both assessments methods and should inform teachers how
to proceed with further, differentiated instruction.