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What are the specific vocabulary and concept demands? 

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What are the specific vocabulary and concept demands? 

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What background information would ELLs need to know? How might you provide that?

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What background information would ELLs need to know? How might you provide that?

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What other types of group/pair work options might work here? (Hint: Click on the Group Learning Routines for ideas)

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What other types of group/pair work options might work here? (Hint: Click on the Group Learning Routines for ideas)

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What common misconceptions do you anticipate about the reintroduction of wolves? How can you help ELLs express their thoughts? What frames, graphic organizers, and/or protcols could you put in place to help?

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What common misconceptions do you anticipate about the reintroduction of wolves? How can you help ELLs express their thoughts? What frames, graphic organizers, and/or protcols could you put in place to help?

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How could you modify this activity to engage ELLs?

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How could you modify this activity to engage ELLs?

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I will make connections with their own countries or places of interest. Maybe the rumor is about a place of interest.

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Needs visual cues to assist in what is happening in the scenario.

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Like one person said in the engage piece, provide a culturally relevant case study if possible for the student to draw comparisons from. 

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Like one person said in the engage piece, provide a culturally relevant case study if possible for the student to draw comparisons from. 

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Pre-teach vocabulary to access these documents and group them heterogeneously. Sharing the document using Microsoft so they have access to immersive reader.

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hand out a series of pictures and verbal concepts and have students try to match them up to find their partner.  Then they can answer a basic question concerning that concept/picture together

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One of my ENL students this year confused cladograms and food webs. They tend to include similar features, of different species and arrows, however represent very different concepts. We need to make sure students are really comfortable using and separating diagrams. Pictures are only helpful if students know how to correctly engage with them.

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Provide them with other forms to understand the concepts. Some videos, images and texts at various grade levels. The Sort it Out activity could be useful for this.

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This seems like a reading heavy series of lesson (5-8 days). Perhaps a lab or hands-on activity would help students who are still connecting ideas.

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show video clips

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group work

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I would use google images to show shots of before and after pics and ask them to describe what happened and how it happened.