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Small Project #2
Elizabeth Irvin Johnson
CISL 562-131
December 6, 2015
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Unit Lesson Plans: Solar System 4th grade. This project is embedded with actual object
files that would be used for this lesson.
Modifications for ESL student (Level 2)
Duration: 1-2 Weeks

Building Background: Flash Cards ( Days one and two)

-find out what the student is familiar with and what areas of content need to be the focus and
which need to be review.
Find out what the student knows: Pass out Solar System Sheet
Directions; In activity: Students will use flash cards of different pictures that may or may not be
associated with the solar system. Students will take the cards and put them into two separate
crates: One crate has the words Solar System and the other says NOT. Instruct the student to
look at the cards and put the cards in the correct crate or box from what they are familiar with.

-For ESL students, the level of knowledge in different content areas will vary. Teachers need to
form a baseline to establish what areas will need to be focused on and which areas will just need
reviewed. This will ensure the students get the most effective lesson time and can extend the
lesson in areas the student may be struggling in.
With a level two, English is very broken and flash cards allow a visual representation of a
possible past learned lesson without the misinterpretings of language.
The flash cards include very basic content ideas such as the names of planets. Pictures of the
stars, planets and sun, constellations, and other ideas, statements that they may not have seen.
Some random pictures and words have been selected as well.

Once completed. Go through the crate labeled Solar System and let them discuss how they are
able about each card.
-Make note of any cards that are put into the NOT crate that is associated with the Solar System.
These may need to be a focus.
SCHEMA (Optional): Students can be given a blank sheet where students can take the flash card
activity and any additional information they have to form a poster like drawing where they can
draw pictures or write random words that come to mind about the SOLAR System.
(Schema): This can be a great additional activity to help provide essential background
knowledge before the lesson.

-ESL students should be given the opportunity to explain and supply reasoning for choosing
different cards. The information through verbal communication can be another clue to
background information that will help build a foundation for the lesson itself. Cards that are
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distributed to the NOT crate that deal directly with the solar system will be KEY clues that there
is no prior knowledge to those objects or words and will need to be especially worked on.

Day Three and Four

POWERPOINT: Visual aid presentation that can be viewed whole class.

ESL students benefit from different types of technology integration within the content specific
areas especially with a focus of visual stimulation.
This PowerPoint was created with the LESS is MORE approach. The PowerPoint does not
spend a lot of time on multiple areas of each section and describing in detail characteristics or
differences in the titles. The presentation rather summarizes the entire ideas of content
standards for fourth grade science. It specifically spells out areas of content focus and
eliminates the additional facts and figures that are often accompanied with lessons for higher
grades in Elementary.
Each Slide has visuals that help connect the words and the pictures which helps an ESL student
with connections to prior knowledge and language.
Some slides contain videos with songs that will add an additional element of learning with
friendly animation and catchy tunes that offer in addition to simplified language and visual
pictures that correspond with the wording.
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Comprehension activity: Interactive Notebook: Student will have photocopies of the slides and
different scenes from the videos from each of the headings. Students will be instructed to take

solarsysteminotebo
ok.docx
their notebooks and put the slides together.

Continuing Scaffolding teaching strategies for the ESL student so they can slowly comprehend
what they are learning through explicit lessons, simplified concepts and reviewing background
and comprehension before adding new content. Students should will be able through this
activity to re watch, ask questions and review what they have learned through this visual and
hands on activity on the Solar system.

Day Five and Six

Vocabulary and Dictionary Note booking
Directions: Students will be given a list of vocabulary words that will need to be added to their
dictionaries. Each student keeps a dictionary of new words and definitions that help connect
their native language and English. In addition to the words from the dictionary and translations,
students are encourage to research pictures that will help to connect the material and add
illustrations within their dictionary notebooks.

New Dictionary Words:

Energy
Heat
Rotation
Earth
Moon
Planets
Sun
Solar System
Constellation
Star
Meteoroid
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The more exposure to new vocabulary words and the exposure to different formats of the word
and meaning will help to make sure the word sticks.

Day Seven and Eight

Writing:
Directions: Using the new vocabulary words and dictionary notebooks. Students will write
a series of sentences using the new words. Students will also be encourage to add
illustrations to each of the sentences.
Students will use the document attached to write the word, sentence and draw a picture in
the box provided.

ESLdictionarywritin
g.docx

-This activity helps ESL continue to build knowledge through scaffolding. Slowly instructors can
allow students to become independent in thinking and using the skills gained during the lesson.
ESL students during the writing process will be able to connect real ENGLISH sentences using
the knowledge and information obtained through the dictionary activity to help understand more
deeply the content about the Solar System. In addition, students can add visual learning through
illustrations that can be used as an additional reference tool in the content unit of the SOLAR
SYSTEM.

Day Nine and Ten: Hands ON project: Solar System.

- In groups: Students will create visual representations of a planet and a short report.
Students will be in charge of doing any addition research needed to verify the
correct color and other characteristics of their planet.
- Students will present their planet or object to the class and use their report to
explain a few details they have learned about their project.
Students can use any materials from the classroom or from home to create their
project.

ESL Students will benefit from team building exercises and projects with other peers
which gives them a different perspective and learning opportunity to communicate with
peers and learn additional language skills while learning a content specific subject.
Additionally, the strategies of scaffolding are combined throughout this unit to provide
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students the opportunity to grow and learn in steps. This activity will help support the
learning content they have gained while exposing the ESL student to additional
information without bombarding them with so much detailed information. The
presentations that will be given from the rest of the class will allow the ESL student to be
exposed to additional information pertaining to the subject in a simplified format.
Additional writing skills and references could be combined through the report portion of
this activity.

Day Ten: Review and Assessment

REVIEW and REVISIT:
Students will revisit the first activity: Building knowledge with the crates; Students will take a
look at their NOT crate and decide whether there are any flash cards that may need to be moved
that now they know are directly related to the Solar System.
-If any flash cards are improperly placed and identified allow the student to explain their
reasoning and significance to why they need to be removed.
Next, students will look and review over the flashcards they placed into the SOLAR system crate
which signified they were connected in some way to the Solar System. Allow students to share
any additional information they learned during the unit.
Assessment: Students will be assessed on the material through various formats including the
revisiting review activity, visual drawings, matching vocabulary and identifying different content
areas from the lessons.
Students will be allowed to use notebooks and notes from their building background activity,
dictionary notebook, notebook slides and writing activity that were used as a study guide tool for
the assessment.

ESL students should be assessed eventually on the content but through a very slow and steady
process. Students need to be able to comprehend the most important areas of the whole group
lesson and show growth from the beginning activities where a foundation or baseline was
created. Additional writing and vocabulary support that integrates into content specific subjects
can vastly improve communication for ESL students. Content standards need to be focused on
for ESL which each lesson and unit that is taught to ESL students. The goal in mind is for
students to successful understand the content and gain a deeper understanding through various
tools and content areas.
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