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Students will write a narration of historical events in poetic form, using metaphors and making personal connections to moments in history.

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Students will be able to research online, brainstorm on Padlet, and present their ideas in poetic form via google docs using dual languages.

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L.6.1e. 6-8th grade:
Write informative/ explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

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WHST.7.1–2,4–10; L.7.1–6
Procedure- Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

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Translanguaging is the use of different languages together. The simultaneous use of known languages, ideas, and concepts with learned language, ideas, and concepts.

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Collaboration
-Using "Think-Pair-Share" pair up students based on home language.
Writing partners
-In partners brainstorm and construct your writing together in any language. Option: After reading each other's writing, write it in the other language.
Cognate Charts
- Students make connections between new English vocabulary and vocabulary in their home languages based on common Greek and Latin roots.

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                                                                                                                       Enter your own Translanguaging Ideas below . . .

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                                                                                                                       Enter your own Translanguaging Ideas below . . .

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LIVE Q & A Sat at 12: live poster session Q & A, go to the lobby  DO NOT CLICK on POSTER SESSIONS.  Instead, scroll down below the concurrent sessions to find the live Q & A and look for us!

Student overview:
Both students were a part of a combo 7/8 ELD pull-out group that meets twice a week.

Focus Student 1- J.G
7th-grade female. Bilingual Spanish/English (R-FEP last year). J. G.
feels challenged by both languages. She is very dedicated to school and sports.

Focus Student 2- B.R.
8th-grade male. Mixteca, Spanish speaking parents.
B.R. is English dominant and has some Spanish knowledge. He does have an IEP -- needs collaboration between teachers, professional development, increased verbal response time, extended time for tests & assignments, directions given in a variety of ways, vocabulary supports (visuals, word bank, examples, explanation, etc.), frequent checks for understanding, preferential seating, peer buddy, small group or one-on-one instruction, audiobooks, graphic organizers/ checklist for editing,
speech-to-text and other dictation tools

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POEM PROCESS: click below to view lesson plan.

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POEM PROCESS: click below to view lesson plan.

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"I Saw Anne Frank at the Park Today" - by student J.G.

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"I Saw Anne Frank at the Park Today" - by student J.G.

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I saw Anne Frank in the park today.

Hoy v i a Ana Frank en el parque.

She was sitting on a park swing. She seemed to be so calm and at peace. Swinging back and forth just letting the cold wind touch her warm skin.

Estaba sentada en un columpio del parque. Parecía estar tan tranquila y en paz. Balanceándose hacia adelante y hacia atrás dejando que el viento frío toque su piel cálida.

I knew her from the way she was dressed and the way she wore her hair. She was wearing a long navy dress. Her hair was half up and half down with a red bow holding it in place.

La conocía por la forma en que vestía y por la forma en que llevaba el pelo. Llevaba un vestido largo azul marino. Su cabello estaba medio recogido con un lazo rojo que mantenía en su pelo en su lugar.

I called out her name and she looked up at me, with a face that I knew she was happy to see me. I could tell that she was happy to have a friend around. Her calm face changed into a big smile.

Grité su nombre y ella me miró, con una cara que sabía que estaba feliz de verme. Me di cuenta de que estaba feliz de tener un amigo cerca. Su rostro tranquilo se transformó en una gran sonrisa.

She said hey J what took you so long?
I shrugged my shoulders and we shared a laugh.

Ella dijo oye, ¿por qué tardaste tanto?
Me encogí de hombros y compartimos una risa.

She is very talkative and loves to interlock arms as we go for a walk. Anne loves life and she loves saying hello to strangers we pass by.

Ella es muy habladora y le encanta entrelazar los brazos mientras salimos a caminar. Anne ama la vida y le encanta saludar a los extraños con los que pasamos.

She loved to crunch leaves. She likes to race me and see who can crunch more leaves before we reached the finish line.

Le encanta triturar hojas. A ella le gusta correr conmigo y ver quién puede triturar más hojas antes de que lleguemos a la meta.

Anne is a great friend who cares about everyone. She makes sure to be kind even to a fly or an ant.

Anne es una gran amiga que se preocupa por todos. Ella se asegura de ser amable incluso con una mosca o una hormiga.

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"I saw Cantinflas at the grocery store last Saturday"- by Student B.R. 

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"I saw Cantinflas at the grocery store last Saturday"- by Student B.R. 

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I saw Cantinflas at the grocery store last Saturday,

Vi a Cantinflas en la tienda el sábado pasado,

He was looking at the oranges. He was squeezing them and smelling them. He would toss them and catch them. It looked like he was studying the oranges. Juggling the oranges.

Estaba mirando las naranjas. Las apretaba y las olía. Las arrojaba y las atrapa. Parecía que estaba estudiando las naranjas. Haciendo malabares con las naranjas.

I knew him from his hat. He had a straw hat on that was a little torn. He was wearing a white T-shirt and jeans that were rolled up to his ankles.

Lo conocí por su sombrero. Tenía un sombrero de paja que estaba un poco roto. Llevaba una camiseta blanca y unos pantalones remangados hasta los tobillos.

I called out his name and he was surprised that I recognized him. He didn’t expect to have a young friend.

Grité su nombre y se sorprendió de que lo reconociera. No esperaba tener un amigo joven.

“I like your hat.“

Me gusta su sombrero.

“Thank you, I have had many adventures with it.”

Gracias, he tenido muchas aventuras con él.

“Are you on an adventure right now?”

¿Está en una aventura ahora mismo?

“Yes, on an adventure to make delicious orange juice.”

Sí, en una aventura para hacer un delicioso jugo de naranja.

I laughed. Every time I run into Cantinflas he makes sure to give me a good laugh.

Me reí. Cada vez que me encuentro con Cantinflas, él se asegura de hacerme reír.

“Hey, Mr. Cantinflas how do you do it? How are you so funny all the time?”

Ey Sr. Cantinflas, ¿cómo lo hace? ¿Cómo es tan gracioso todo el tiempo?

“Well B, life is about laughing. It keeps life fun.”

Bueno B, la vida es para reír. Mantiene la vida divertida.

I was surprised that he wasn’t much of a talker. He liked to keep quiet. I followed him around the store in silence.

Me sorprendió que no hablara mucho. Le gustaba quedarse callado. Lo seguí por la tienda en silencio.

He was a simple guy. He wasn’t buying much at the store, just a few oranges.

Era un tipo sencillo. No compraba mucho en la tienda, solo algunas naranjas.

I followed him until he reached the check out lane.

Lo seguí hasta que llegó al carril de salida.

He carefully set his oranges down and gave me a salute goodbye.

Dejó con cuidado sus naranjas y me dijo adiós con un saludo.

I felt happy seeing Cantinflas at the store last Saturday.

Me sentí feliz de ver a Cantinflas en la tienda el sábado pasado.

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                                                                                                TRANSLANGUAGING IN AN INTEGRATED ELD SOCIAL SCIENCE CLASSROOM: SAMPLE LESSON

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                                                                                                TRANSLANGUAGING IN AN INTEGRATED ELD SOCIAL SCIENCE CLASSROOM: SAMPLE LESSON

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Translanguaging in an integrated ELD Social Science class 