Documente Academic
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ELP (ELL Stage IV: Grades 68 Listening and Speaking): A student at this level is able to comprehend
information shared in social and academic conversations. The student initiates and responds to conversations
using expanded vocabulary in varied sentence structures.
Objective (Explicit):
Students will be able to demonstrate their learning of Afghanistan and Vietnamese refugees by
taking on their perspective by participating is class discussions and writing a twitter conversation between
refugees and the United States.
Evidence of Mastery (Measurable):
Students will be able to participate in a class activity discussing and reviewing key
points of the unit
Write down what they learned from the unit and any questions they still have on a
poster paper
Actively participate in creating a twitter conversation as a class
Collaborate with groups member and create a twitter conversation
Go around and leave comments on their classmates creation (twitter conversation)
Share their twitter conversation to the class
Understand and make connections of what is going on with Refugees today
Fill out an exit ticket (question: If you could ask any refugee a question from the
primary sources what would it be and why?)
Key vocabulary:
Materials:
Butcher paper
Tape
Markers,
Color pencils
Post it notes
Index Cards
Twitter and brainstorm template (30
copies)
Twitter link:
https://twitter.com/barackobama?
lang=en
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will state the objective for the day so students are aware of expectations. Then
engage the students into a class discussion. Students will use their knowledge and the
primary resources from day three lesson to participate in the discussion. The teacher will
ask the students what was their favorite primary source and why. The teacher will pull up
the padlet to refresh the students on what they have learned and explored in this unit.
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Teacher Will:
Student Will:
Co-Teaching Strategy
Walk around to help students if they are struggling with coming up with something learned or a question.
Help keep students on task when they are waiting for their turn to write on the butcher paper.
Differentiation Strategy:
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Have a sentence frame on the board to help students come up with questions or
ideas
- What I learned from the refugee unit is
- A question I have from the unit is
Have an example of a comment and question up on the board
- What I learned from the unit is both Afghanistan and Vietnamese refugees
migrated to the US.
- A question I have from the video from the primary sources is what is the Talban?
Have a word bank of the vocabulary words up on the wall to spark ideas within the
students
Teacher Will:
Student Will:
ideas
Brainstorm with the whole class on
the board different ideas they can
write about
Provide students with a
brainstorming template to help
guide their ideas
As a class fill out a twitter
conversation template
Then read out loud their finish
conversation
Ask students Why they chose to
add those ideas to the conversation?
What can they learn from this
conversation they made?
Co-Teaching Strategy
Help write down ideas on the board and make sure students are listening by walking around
Differentiation Strategy
Provide examples and questions up on the board of things they can include in the twitter conversation
- Why refugees wanted to leave their country?
- Why they chose to come to America?
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Teacher Will:
Student Will:
Co-Teaching Strategy
Go around and help groups with their twitter conversation when needed
Differentiation Strategy
Provide multiple options for students to demonstrate their learning
- They can draw or act out their conversation
Have questions up on the board to help students come up with ideas with their
group
Provide students a graphic organizer that has fill in the blanks to help them fill out
their ideas