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E-Portfolio for the ELL

Module by: Melissa Fleming. E-mail the author

Summary: Welcome! I have created this E-Portfolio as a guide for Elementary and Middle School ESL teachers (as well as myself), with the intention of utilizing any and all resources available to foster the development of my students, specifically in two areas: Culture and Language Literacy. My hope is that educators, parents, and students add to this website, thereby creating a professional development tool for all to use.

Lesson Plans

Bullying

Merrium Webster defines a bully as, “one habitually cruel to others who are weaker.” The act of bullying entails one to hurt another by physical, psychological, and/or social means. The intention is a power struggle, humiliating and weakening one while the other appears stronger. For those students whose first language isn’t English stand out more so than others, and the perception that they don’t know or understand social and cultural happening may cause them to be a target of bullying - more so than others. So, what are the challenges ESL students and educators face? How can educators inform their students about bullying and what resources can be provided? There are a lot of resources available to parents, teachers, and students on the issue; one large challenge the ESL teacher faces are varying levels of their students’. It has been my experience that song, video, games (via online, class, or board), and role plays help bridge this gap. These types of interactive lessons encourage participation, are fun, relevant, and meaningful; all components to meeting the objectives of the lesson and the needs of the students. Below you will find one such example lesson plan on bullying followed by links to additional resources.

Grade: 5-6 ESL Class Periods: 1

Introduction: Ss will learn about bullying; what it is, why it happens, and how to work out problems associated with it. Objectives: * Ss will: * Know, understand, and define bully * Show how to work out bullying issues (conflict resolution) through a role-play. * Use in real life situations Materials: * Paper * Pencils * Dictionary Activity: Ask the kids to think about one thing they would each like to change about themselves and explain why. If children are reluctant to share, you, as the leader, should go first. Be sure your example is something that you have been teased about by your peers. Give your students time (if they feel comfortable) to share or write in their journals a couple of things about their friends they like/admire; for example: I admire my best friend Sabrina’s kindness. Ask the children to define teasing and bullying. Then ask them to give examples. Point out key terms/vocabulary. If the kids have questions about whether a certain behavior or situation qualifies as bullying, have them write those down, too, and explore why those situations were distressing or made them feel uneasy. Children should come up with working definitions of teasing and bullying. Share varying definitions the students came up with. Ask your students to identify places or a situation where they have been teased or bullied. In groups, have your students discuss and answer the questions below. For further practice, ask your students if they can come up with other questions related to the topic. * What happened when you were teased/bullied? * How did the bully threaten you? What words did the bully use and how did he or she say them? * How did you feel when this happened to you? * Why was this situation unsafe for you? Explain to the children that any time they do not feel safe, they should go tell an adult whenever possible. When their safety is at stake, an adult should step in and support the child. Procedure: 1. Look at each response given by the children. Put the students in groups of four, have them vote on a scenario they would like to play out in a role-playing exercise. 2. Give each group about 10 minutes to come up with a skit dealing with their chosen situation. Encourage all children to think about different ways to address the issue. Let children know that later they are going to make a handbook to help kids learn how to deal with teasing and bullying, and that they may use these strategies and others in their handbook entries. Additionally, assist students in their language, keep the language simple - at level but encourage the use of dictionaries and review key bully terms to increase vocabulary, make corrections as needed. Example Dialogue: Tommy: Hey stupid what do you think you are doing? Bill: Nothing, just playing computer games. Tommy: Whatever Stupid!! (Pushes Bill) Move, I want that computer Bill: Come on, someone help me out here. Nick: Tommy, leave him alone. I am going to get (Fill in the name of your teachers) Mrs. Astle. Assessment: * Ss in-class discussion participation and journal writing * Role Play Resources: 1. http://www.thirteen.org/edonline/afterschool/activities/health/teasing.html 2. http://www.mlms.logan.k12.ut.us/Safety/bully lessons/Lesson 4 First Year.doc

Family and Community Life

"What greater thing is there for human souls than to feel that they are joined for life - to be with each other in silent unspeakable memories.” ~George Eliot What is family and why is it important? A family comes with a sense of belonging and aside from learning vocabulary, it’s important that ESL be able to express their family bond through a variety of means. Family makes up who we are and who we will one day be. We are all members of different families and just as we learn in different ways, our families teach in different ways. It’s important for the ESL student to be able to not only make the standard connections with family but with others as well. This allows for students to become aware of cultural differences and family differences.

Grade: 6 ESL Period: 1 to 2

The students will be able to draw at least 4 pictures about his/her family * The student will write at least 3 sentences describing each picture.The students will be able to complete a family tree * Introduction: Review family vocabulary, show examples of family tree, show family pictures. Compare and contrast chart of families (cultures). Materials: # A diagram of your family tree, and pictures of your family. # Student Handouts: A Family Tree Procedure: The class will brainstorm possible ideas to write and draw about. Use the handout A Family Tree to get students familiar with the words. Ask students what other words they know about families. Activity: Have pictures of family members, draw 4 pictures (small size is okay) complete with 3-5 sentences (each) describing their pictures. Once that activity is completed, the students may start on their family tree. Invite students to talk about their family trees and pictures. Assessment: The albums and family tree as well as discussion questions below: 1. Who do you include when you use the word “family”? 2. Where were your parents and grandparents born? 3. Is the size of your family common in your country? How is it similar to other countries? How is it different? 4. Is the way your family lives in the United States similar to the ways other families live in your country? In what ways is it similar or different? 5. What did you learn about your view of families? 6. Why are there differences in the way families are structured? Resources: http://www.eastsideliteracy.org/tutorsupport/ESL/ESL_Families.htm http://www.eslflow.com/ESLfamilylessonplans.html http://www.halcyon.com/marcs/album.html

MEDIA LITERACY

Mass media is very prevalent in our society today, we often take their persuasiveness and influence for granted. Television, radio, the Internet, newspapers, and books are some of the tools that surround us; these are not often analyzed critically. With all that is out there, all that surrounds us, for the ESL student it can be sensory overload. Additionally, they may not be aware or have the resources available to navigate their way around media. Lessons on media literacy assists ESL students in not only building their vocabulary but building their awareness and critically thinking skills.

Grade: 5-6 ESL Class Periods: 2

Introduction: Ask students to list all the different types of media they can think of. Explain that when their grandparents were growing up much of the media they have today did not exist. Define media and use in examples sentences for students to make connections to vocabulary. Propose an investigation of how much and what types of mass media are in their homes. Objectives: * Students will create and “sell” their own cereal product after observing cereal commercials and box covers. * They will become familiar with the type of language used to sell products, as well as the marketing techniques used for creating visual images on cereal boxes and in commercials. Materials: * Cereal boxes * Video of cereal commercials (you tube) * Butcher paper * Crayons, markers * Scissors * Glue * Paper * Pencils * PPT with visual examples if needed Activity: Have students observe cereal boxes in small groups. Have them brainstorm things that the boxes have in common. After doing this for a few minutes, ask your kids to look for things on the box that would make people want to buy that cereal. Talk about what ages cereal commercials are aimed at. For example: A Total commercial may be aimed at adults who worry about nutrition. Discuss target vocabulary and post on board. Watch several T.V. commercials for different kinds of cereal. Discuss what the advertisers do to make people want to buy their product. Make another T-Chart on the board with the same topics. Have your students discuss things that they noticed in the commercials. Procedure: 1. Divide students in groups of 3-4. Have them create their own cereal concept, design a cereal box, and come up with a 1-minute commercial to sell their product. 2. To make the box, they can simply cover an actual cereal box with white butcher paper and attach with tape or glue. They should include all of the features of a normal cereal box. 3. The commercial should be presented to the class in order to “sell” their product. If possible, tape these; the kids would love to watch themselves. 4. After all the groups have presented their products, have a secret ballot vote to see which cereal concept/commercial was most popular. Assessment: Which product “sold” best? Have class discuss why. Have your students write about their product: what features about it would make it “sell-able” and why. They should also address the winning product and discuss why they think it was so successful. Resources: 1. http://www.innovativeclassroom.com/Lesson_Plans/lessonplans.asp?id=34 2. http://www.medialit.org/reading_room/casestudy/lessonsactivities.htm

PEER RELATIONSHIPS

“…peer experiences significantly shape development…children come to know themselves at least partly from how they are treated by peers; that relationships with peers provide rich opportunities for learning cooperation, gaining support, or developing interpersonal skills…” (Parker, et al)

Grade: 5-6 ESL Class Periods: 1

Introduction: The class will listen to the counselor/teacher read the book: “Enemy Pie” by Derek Munson and a discussion will follow. This lesson will be summarized by listening to the students share their Friendship Recipes created from the new ideas learned from “Enemy Pie.” Students should have an understanding of the meaning of “friendships.” Create a word list on the board with definitions and refer to them throughout the lesson. Students may want to write down all definitions for recall. Objectives: Students will learn: • that sometimes we are surprised when we spend time with someone we previously thought we would not like and find this person to be very likeable and he/she may become a great friend. • not to judge someone until they really get to know them well. • that spending time with someone is the best way to get to know them. • that our friendships can fluctuate and change. Materials: • Friendship Recipe attachment • Book: Enemy Pie by Derek Munson • Index cards for grades • Bowl, measuring cups, and pie plate as props Procedure: Ask students to brainstorm ingredients (for about five minutes) for a secret recipe for creating great friends. Read the book, Enemy Pie by Derek Munson. Discuss the book, ask the students the following questions as well as ask them to create their own questions. • What does the word “enemy” mean to you? • Why do you think children have enemies? • Why was Jeremy Ross on his “enemy list”? • What did the boy learn from spending the entire day with his number one enemy? • How did he manage to turn his enemy into a friend? Activity: Show the class the Friendship Recipe below (overhead, PPT) and review the recipe for “Friendship Pie.” Tell each student that they may become famous for their new “Friendship Pie”. Encourage them to use the measurement tools they may have learned in math (example: ½ cup of love). Have the class create a class recipe and then an individual recipe on index cards. Summarize the meaning of friendships through students sharing their “soon to be famous” Friendship Recipe(s) with the class. Assessment: Students will be able to discuss and answer questions from Enemy Pie. They will be able to create at least four ingredients for their recipe for friendship. Resources: http://www.learnnc.org/lp/pages/2823 Parker, J, et all. 2005. Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective pie1 FRIENDSHIP PIE • Mix two quarts of respect • Stir in 5 tablespoonfuls of smiles for our classmates • Add one cup of sharing our toys • Stir in three gallons of compliments • Mix one liter of listening to our friends • Stir in 2 cups of taking turns • Bake at 325 for 45 min. • Cut into 25 slices and share with your class

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