Differentiated ELL Lesson Plan

Name

Instructor

Course

Institution

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1. Students: Students: Students are a group of 5 students between the ages of 11-13 years of age. Two of the 5 students are from Punjab, India. The other 3 students are from Chile, Dominican Republic and Ecuador. All 5 are English Language Learners (ELL), Level 2. The New York State Identification Test for English Language Learners (NYSITELL) defines a “level 2” ELL student is at the “emergent” level. According to the placement charts for English Students of Other Languages (ESOL) by NYSITELL, the student is capable of:

Using simple sentences Communicating limited information in routine situations Using memorized phrases or groups of words Understanding simple sentences and phrases Understanding and using simple yet academic vocabulary Understanding and using familiar or colloquial expressions

Additional Information:

The ethnic background of the ELL students in this lesson is Punjabi and Hispanic. They are all immigrants to the U.S.A, which is why I want to teach this lesson, so that they can connect the concept of immigration to their own life stories, and understand how others go through the same thing.

The students are legal immigrants. The parents of the Punjabi students are medical professionals who came from India to work in the Emergency Room (ER) of the local hospital. They are middle to upper class students and the parents expect them to learn English without an Indian accent. The Hispanics are also immigrants who lived originally in their countries of birth. One of them lives with his mother, and the other ones have both parents living with them. Also, they are middle class and come from working, blue-collar families.

2. Lesson Context: Being that the students are immigrants, we will apply personal knowledge to the reading by using the strategy by Zygouris-Coe & Glass(2004) of making text-to-text, text-to-self, and text-to-world connections. The idea is to talk about the topic of immigration, how it affects people and how it influences society. The best way to understand such concepts is by using their own schema to accommodate new information (Piaget, 2001)

**Piaget, Jean (2001). Robert L. Campbell, ed. Studies in Reflection Abstraction. Sussex: Psychology Press. ISBN 1-84169-157-7.

3. STANDARDS: NYS Common Core Standard- Social Studies (March, 2016)

NYS Common Core Standard- Social Studies (March, 2016)

8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH)

8.2a Technological developments changed the modes of production, and access to natural resources facilitated increased industrialization. The demand for labor in urban industrial areas resulted in

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increased migration from rural areas and a rapid increase in immigration to the United States. New York City became the nation’s largest city, and other cities in New York State also experienced growth at this time.

4. Objectives:

By the end of the lesson, students will be able to (SWBAT)

Students will compare and contrast immigrant experiences in locations such as ethnic neighborhoods in cities, rural settlements in the Midwest, Chinese communities in the Far West, and Mexican communities in the Southwest.

Identify the qualities and traits that make up an “immigrant”

Examine the reasons for migration.

Paraphrase and retell the purpose of Ellis Island and Angel Island

Answer basic questions about themselves as immigrants

Show verbal evidence of text-to-text connections, text-to-self connections, and text-to-world connections.

Language Objectives

By the end of the lesson my ELL students will be able to

1. Use graphic organizers, technology, thesauri and other writing tools to properly describe their own experiences as immigrants.

2. Use their language learning tools (thesaurus, dictionaries and translators) to create their narratives using simple language.

4. Verbalize what makes someone an immigrant, and what are the descriptors of someone considered an “immigrant”

5. Anticipated ESL language difficulties, based on the NYSITELL level 2, “EMERGENT” ELL descriptor

Producing basic grammar errors during code switching Confusing emigration with immigration. In Spanish, both terms sound very much alike and may be wrongly used interchangeably. Punjabi students are not here with the same expectations as Hispanics. They may not share in the same experiences of the Hispanics, and there may be a disconnect. May transfer expressions idiomatically (literally) from one language to the next. May not be able to acquire multiple-step directions May not be able to understand complex language or extended descriptions

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6. Cultural Notes: 6-minute introduction

Teacher will explain the word IMMIGRATION and ask students whether they consider themselves immigrants or not.

TEACHER WILL HAVE THESE IN FLASHCARDS

Moves to another country Comes from another country Has to pass a test and inspection.

Teacher will show that two key places received people from Europe into the United States. One, was Ellis Island, off the coast of New York, for people from Europe and the other Americas and rest of the world. Asians, such as Indians and Punjabis, normally reached the US through Angel Island, off the coast of California. This is because California is out West and easier to reach for Asians.

Teacher will show the words:

IMMIGRATION – IMMIGRANT- INSPECTION- INTERVIEW- ELLIS ISLAND- ANGEL ISLAND

Teacher will show students the presentation “Through Ellis and Angel Island” (addendum included)

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.

I. Teacher will use this graphic to look at the picture, and point out the words “immigration”, “immigrant”, “inspection”, and “interview”

II. Teacher will show the main differences between Ellis and Angel island, focusing on the simplified vocabulary under each of the circles.

Transition: Teacher will ask students to show thumbs up if they understand. If they do she will say “EYES ON THE BOARD”

Teacher will show the Venn Diagram Graphic Organizer.

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Teacher will ask the questions: ESL methods are in red.

7. Aim: Which factors make you an immigrant and….can you pass?

Prompting questions

Let’s explore three important things that make you an immigrant:

Moves away from a country Comes to a country Has to pass an inspection

8. Do-Now: 6 minutes

Teacher will practice the sentences:

“Comes to a country, moves away from a country, has to pass an inspection”

Using mnemonics: Teacher will ask students to stand up.

Putting a chair to divide the space, the teacher will say that half the space is the USA (teacher will carry the flag) and the other half is India or Cuba, or Mexico.

Students begin to walk toward the flag and teacher show the flashcard words: “Moves away from a country” and makes them say good bye.

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Students will cross the chair and the teacher will say “Comes to a country” And before they can shake hands with the teacher, the teacher will say “STOP”- Pass the

inspection!.

Acting the role of inspector, the teacher will ask each student:

Are you sick? (touch forehead and pretend to cough?) Student says yes or no Do you have some money? Teacher produces a dollar bill? Student says “yes” Can you read this word ( teacher holds up a paper with a big “HELLO” on it). If student can

read it, teacher will say “Welcome to the USA”!

9. Procedures: 20 minutes

Using the sheet: Would You Pass? The teacher will as basic questions to students and assesses their understanding through their answers.

One question will be done verbally, the others in written form.

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TRANSITION: After writing down the different acts, the teacher will ask students to stand up and be ready to share verbally what they wrote. If the student really cannot write it down, they can verbalize.

END OF LESSON : 8 minutes

Teacher will ask students to repeat the three key elements of being an immigrant by having them repeat the three main concepts learned.

10: Follow ups: Students will be asked to use their graphic organizers to write down the three concepts and draw a picture next to each.

11: Assessment and Reflection of ELLs’ Learning:

ELLs will be encouraged to share their responses

Students will also be encouraged to use their thesauri and word bank

They can also use other media, such as pictures, if it makes sense to them.

They will have their tests shortened and teacher will look for:

1. Simpler sentence structure, but complete sentences that convey a whole meaning.2. Accurate synonyms to define immigrants and immigration3. Accurate way to illustrate the meaning of the word using a preferred medium4. Some miscues in spelling and grammar but overall understanding of what it takes to be an immigrant.

Verbally, the teacher will take the time when students are working to ask overall questions like those in the DO-NOW section to elicit answers in the student. Teacher will always speak to ELLs by sitting next to them and never singling them out. Teacher will use words slowly and will not over-use language, but the words need to flow naturally .

Addendum 1: Article Ellis Island

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ELLIS ISLANDWhat was it like on the island?

At its peak, the island was a crowded and busy place. In many ways, it was its own city. It had its own power station, a hospital, laundry facilities, and cafeteria.

Passing the Inspections

The scariest part for newcomers to the island was the inspection. All immigrants had to pass a medical inspection to make sure they weren't sick. Then they were interviewed by inspectors who would determine if they could support themselves in America. They also had to prove they had some money and, after 1917, that they could read.

The people that passed all the tests were usually done with the inspections in three to five hours. However, those that couldn't pass were sent home. Sometimes children were separated from their parents or one parent was sent home. For this reason, the island also had the nickname the "Island of Tears."

Ellis Island Today

Today, Ellis Island is part of the National Park Service together with the Statue of Liberty. Tourists can visit Ellis Island where the main building is now an immigration museum.

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Addendum 2- Article in SPANISH: ¿Cómo fue en la isla?

En su apogeo, la isla era un lugar concurrido y lleno de gente. En muchos sentidos, era su propia ciudad. Tenía su propia central eléctrica, un hospital, instalaciones de lavandería y cafetería.

Pasando las inspecciones

La parte más aterradora para los recién llegados a la isla fue la inspección.

Todos los inmigrantes tuvieron que pasar una inspección médica para asegurarse de que no estuvieran enfermos.

Luego fueron entrevistados por inspectores que determinarían si podían mantenerse en Estados Unidos. También tenían que demostrar que tenían algo de dinero y, después de 1917, que podían leer.

Las personas que pasaron todas las pruebas generalmente se hicieron con las inspecciones en tres a cinco horas. Sin embargo, aquellos que no pudieron pasar fueron enviados a casa.

Algunas veces los niños fueron separados de sus padres o uno de sus padres fue enviado a casa. Por esta razón, la isla también tenía el apodo de "Isla de lágrimas". Hoy, Ellis Island es parte del Servicio de Parques Nacionales junto con la Estatua de la Libertad. Los turistas pueden visitar Ellis Island, donde el edificio principal es ahora un museo de inmigración.

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Punjabiਇਹ ਟਾਪੂ ਉੱਤੇ ਕੀ ਸੀ?

ਇਸ ਦੇ ਸਿਸਖਰ 'ਤੇ, ਇਹ ਟਾਪੂ ਭੀੜ-ਭੜੱਕੇ ਅਤੇ ਸਿ�ਅਸਤ ਜਗ੍ਹਾ ਸੀ. ਕਈ ਤਰੀਸਿਕਆ ਂਨਾਲ, ਇਹ ਆਪਣਾ ਸ਼ਸਿਹਰ ਸੀ. ਇਸਦਾ ਆਪਣਾ ਪਾ�ਰ ਸਟੇਸ਼ਨ,

ਇੱਕ ਹਸਪਤਾਲ, ਲਾਡਂਰੀ ਸਹੂਲਤਾ ਂਅਤੇ ਕੈਫੇਟੇਰੀਆ ਸੀ.

ਇਸੰਪੈਕਸ਼ਨਾਂ ਪਾਸ ਕਰਨਾ

ਟਾਪੂ ਦੇ ਨ�ੇਂ ਆਉਣ �ਾਸਿਲਆ ਂਲਈ ਸਭ ਤੋਂ ਖਰਾਬ ਸਿਹੱਸਾ ਇਸੰਪੈਕਸ਼ਨ ਸੀ. ਸਾਰੇ ਇਮੀਗ੍ਰੈਂਟਸ ਨੰੂ ਇਹ ਯਕੀਨੀ ਬਣਾਉਣ ਲਈ ਇੱਕ ਡਾਕਟਰੀ ਮੁਆਇਨਾ ਪਾਸ ਕਰਨਾ ਸਿਪਆ ਸਿਕ ਉਹ ਬੀਮਾਰ ਨਹੀਂ ਸਨ. ਸਿਫਰ ਉਨ੍ਹਾਂ ਨੰੂ ਇਨਸਪੈਕਟਰ ਦੁਆਰਾ ਇਟੰਰਸਿ�ਊ ਕੀਤਾ ਸਿਗਆ ਸਿਜਹੜੇ ਇਹ ਸਿਨਰਧਾਰਤ ਕਰਨਗੇ ਸਿਕ ਕੀ ਉਹ ਅਮਰੀਕਾ ਸਿ�ਚ ਖੁਦ ਨੰੂ ਸਸਿਹਯੋਗ ਦੇ ਸਕਦੇ ਹਨ. ਉਨ੍ਹਾ ਂਨੰੂ ਸਾਬਤ ਕਰਨਾ ਪੈਣਾ ਸੀ ਸਿਕ ਉਨ੍ਹਾਂ ਕੋਲ ਕੁਝ ਪੈਸਾ ਸੀ

ਅਤੇ, 1 9 17 ਦੇ ਬਾਅਦ, ਉਹ ਪੜ੍ਹ ਸਕਦੇ ਸਨ

ਉਹ ਲੋਕ ਜੋ ਸਾਰੇ ਟੈਸਟ ਪਾਸ ਕਰਦੇ ਹਨ ਆਮ ਤੌਰ ਤੇ ਸਿਤੰਨ ਤੋਂ ਪੰਜ ਘੰਸਿਟਆ ਂਸਿ�ੱਚ ਜਾਚਂਾ ਂਨਾਲ ਕੀਤੇ ਜਾਦਂੇ ਹਨ ਪਰ, ਸਿਜਹੜੇ ਪਾਸ ਨਹੀਂ ਕਰ ਸਕਦੇ ਸਨ ਉਹ ਘਰ ਭੇਜੇ ਗਏ ਸਨ ਕਈ �ਾਰ ਬੱਚੇ ਆਪਣੇ ਮਾਸਿਪਆ ਂਤੋਂ ਅਲੱਗ ਹੋ ਗਏ ਸਨ ਜਾਂ ਇੱਕ ਮਾਤਾ ਜਾ ਂਸਿਪਤਾ ਨੰੂ ਘਰ ਭੇਸਿਜਆ ਸਿਗਆ ਸੀ. ਇਸ ਕਾਰਨ

ਕਰਕੇ, ਇਸ ਟਾਪੂ ਦਾ �ੀ ਉਪਨਾਮ "ਸਿਟਸ਼ਨ ਦਾ ਟਾਪੂ" ਸੀ.

ਐਸਿਲਸ ਟਾਪੂ ਅੱਜ

ਅੱਜ, ਐਸਿਲਸ ਟਾਪੂ ਸਟੈਚੂ ਆਫ ਸਿਲਬਰਟੀ ਨਾਲ ਨੈਸ਼ਨਲ ਪਾਰਕ ਸਰਸਿ�ਸ ਦਾ ਸਿਹੱਸਾ ਹੈ. ਸੈਲਾਨੀ ਐਸਿਲਸ ਆਈਲੈਂਡ ਦੀ ਯਾਤਰਾ ਕਰ ਸਕਦੇ ਹਨ ਸਿਜੱਥੇ ਮੱੁਖ ਇਮਾਰਤ ਹੁਣ ਇਮੀਗ੍ਰੇਸ਼ਨ ਅਜਾਇਬਘਰ ਹੈ.

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.

Comes to a Country

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Must pass inspection

Moves Away from a Country

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