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Core Standard “Cite strong and thorough textual evidence to support analysis of what the
(CCCS) text says explicitly as well as inferences drawn from the text, including
(CELDS) and multimedia formats, using increasingly detailed sentences, and a range
2012, p.137).
Learners
English At the expanding level they are able to respond in short sentences and
Language initiate simple conversations (CDE, 2014). As they exit this level they will
Learner at be able to express more complex thoughts and using more complex
Expanding sentence structure and vocabulary (CDE, 2014). They will begin to be able
Level to read lower levels without pictures but will still need the support of
visuals to utilize more complex texts (CDE, 2014). As they exit this level
they will be drawing more from context and prior knowledge than the
visuals (CDE, 2014). Their exchanges with others will grow past the small
talk they utilized as an emerging student (CDE, 2014). As they exit the
level they will be able to write and vocalize their ideas to meet the
expectations of most social and academic settings (CDE, 2014). While they
may still have some fairly frequent errors in pronunciation and grammar;
these errors will not impede communication as their errors in the emerging
Standard Students who are Standard English Learners will have some similar hurdles
English as the English learners. While they speak a different dialect of English, the
Learner grammar and vocabulary can be vastly different. At the same time, they
should have an easier time learning Standard English than the English
Learners because “the greater the linguistic proximity, the easier it should
be for people to learn each other’s languages” (Lems, Miller, & Soro, 2017,
p. 35). They might have more fear to learn Standard English for perceived
peer pressure to not reject their culture or for fear of the stigma surrounding
their dialect (Jones, 2014). This would negatively impact them because fear
caused by perceived peer pressures can deter growth (Lems et al., 2017).
There will be times that test results may not reflect their knowledge because
their struggle is with the Standard English rather than the content (Hobbes,
2017). It will be common for them to answer in “the language (s)he speaks
The text of this lesson is the short story called “A Rose for Emily” which is written by
Ernest William Faulkner. I will be giving background information about the southern gothic
style that it is written in prior to their reading the text. Since this class has both English
Learners and Standard English Learners I will have them cycle through reading and then
discussing.
While they read the first section they will be asked to annotate the text with a higher to
mark important details and to write comments and questions in the margin. When the first
round of discussion begins we will open with any questions. If they ask few questions I’ll ask
some prompts such as what do we know about the main character, her problems, her town. I
will also ask if they know anyone who is a recluse to help relate the story to today’s society
and the view her community might have of her. This cycle of reading and then discussion will
continue until the end of the short story. The basis of this lesson is written by Martha Soto
Learners
English At the expanding level they are able to respond in short sentences and
Language initiate simple conversations (CDE, 2014). As they exit this level they will
Learner at be able to express more complex thoughts and using more complex
Expanding sentence structure and vocabulary (CDE, 2014). They will begin to be able
Level to read lower levels without pictures but will still need the support of
visuals to utilize more complex texts (CDE, 2014). As they exit this level
they will be drawing more from context and prior knowledge than the
visuals (CDE, 2014). Their exchanges with others will grow past the small
talk they utilized as an emerging student (CDE, 2014). As they exit the
level they will be able to write and vocalize their ideas to meet the
expectations of most social and academic settings (CDE, 2014). While they
may still have some fairly frequent errors in pronunciation and grammar;
these errors will not impede communication as their errors in the emerging
English as the English learners. While they speak a different dialect of English, the
Learner grammar and vocabulary can be vastly different. At the same time, they
should have an easier time learning Standard English than the English
Learners because “the greater the linguistic proximity, the easier it should be
for people to learn each other’s languages” (Lems, Miller, & Soro, 2017, p.
35). They might have more fear to learn Standard English for perceived peer
pressure to not reject their culture or for fear of the stigma surrounding their
dialect (Jones, 2014). This would negatively impact them because fear
caused by perceived peer pressures can deter growth (Lems et al., 2017).
There will be times that test results may not reflect their knowledge because
their struggle is with the Standard English rather than the content (Hobbes,
2017). It will be common for them to answer in “the language (s)he speaks
Bloom’s This lesson plan requires a lower level of cognitive performance as it falls
Core Standard “Given two figures, use the definition of similarity in terms of similarity
(CELDS) and multimedia formats, using phrases, short sentences, and a select set of
seems that).
p.137).
Learners and Literary Expectations
English Students who are considered emerging are very limited in what they can
Language understand and produce in English (CDE, 2018). At the beginning, they will
Learner at use more gestures and single words or short phrases to communicate (CDE,
Emerging Level 2018). They will first usually learn “basic social conventions” like please
and thank you (CDE, 2018, p. 21). They will first start to comprehend the
(CDE, 2018). Often, text with graphics or visuals will help them interpret
but may have frequent errors in pronunciation and grammar (CDE, 2018).
They usually progress through this stage quickly and when they are exiting
this level they “have basic English communication skills in social and
English Students who are typical English speakers should be proficient at locating
Speakers and providing information that supports a main idea or defend their position
of symbols and domain-specific terms and then use those terms in their
(CDE, 2013a). At this point they should also be able to write clearly in a
manner that is suitable for the task and audience (CDE, 2013a).
which provides support by having students use their prior knowledge of changing the size of a
photo to the concept of dilation of a shape on the coordinate plane and review the fact that
dilation produces an image or shape that is not congruent to the original image.
Second is a text designed for students to read and work on as a pair. I would provide
additional support by pairing my English language learners who are at the emerging level with
my English speaking learners to help with language barriers as they work with the text. This
text has visuals next to the new mathematical vocabulary terms. It also asks the students to
“Do now”
warm up
Pair-Share
Activity
Cognitive Performance Requirements
Bloom’s In order to suceed with these texts and content the students must meet the
(Revised) “Analyzing: Breaking materials or concepts into parts, determining how the
parts relate to one another or how they interrelate, or how the parts relate to
an overall structure or purpose. Mental actions included in this function are
https://betterlesson.com/lesson/525141/transformations-similarity
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Report-Guide-Summative.2017-18.English.pdf
Hobbes, M. (2017) What America Got Wrong About Ebonics. YouTube. Retrieved from
https://www.youtube.com/watch?v=J3D2iyBqlCk
Lems, K., Miller, L., & Soro, T. (2017). Building Literacy with English Language Learners, 2nd
NAEP. (2015). The NAEP Reading Achievement Levels by Grade. Retrieved from
https://nces.ed.gov/nationsreportcard/reading/achieve.aspx
Owen Wilson, L. (2018). Anderson and Krathwohl – Bloom’s taxonomy revised: Understanding
revised/
Soto, M. (2018). Introduction to Faulkner’s “A Rose for Emily”. BetterLesson. Retrieved from
https://betterlesson.com/lesson/607561/introduction-to-faulkner-s-a-rose-for-emily