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Intended Audience:  Developmental Language Arts through ESOL

Grades:  9-12

WIDA ELD level:  5 Bridging

WIDA ELD standard from CPALMS:
Standart 2 Language Arts

CUTOUT has been added to the lesson plan.

See Lesson Plan for detailed instructions.

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Assessing Cultural Relevance Exploring Personal Connections to a Text.docx

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Understanding Stereotypes | Free Lesson Plans | Teachers

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Free U.S. History lesson plan for grades 9 to 12.

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Grade Level:
ELD Level:

https://app.discoveryeducation.com/learn/videos/4568e6ae-774c-4a65-9028-e338f67a9a94/

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https://app.discoveryeducation.com/learn/videos/4568e6ae-774c-4a65-9028-e338f67a9a94/

https://app.discoveryeducation.com/standards?standardId=2a00365c-74f7-11df-80dd-6b359dff4b22#tab=model-lesson&genre=881866D9-A7D4-44BA-8C4F-61E76CE57A8B&section=lessonoverview

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Grades

9 - 12

Lesson Plan Type

Unit

Estimated Time

Fourteen 50-minute lessons

Lesson Author

Publisher

Featured Resources From Theory to Practice
OVERVIEW

This unit for secondary English-language learners (easily adaptable for reluctant readers) is designed to develop students' confidence and sense of autonomy in reading through the intellectually substantive graphic novel Maus. Maus deals with the traumatic history and enduring legacy of the Holocaust through multiple narratives of a father, mother, and son.

Ongoing lesson activities involving vocabulary study and reading strategies support students' comprehension of the novel. Since Maus is the story of a son telling his father's story, students make personal connections to the text as they interview a family member and retell a story about that person's past. Students use websites listed in the lesson resources for research into World War II, the Holocaust, and human rights. Structured discussion encourages students to relate human rights concepts to events in the novel, historical events, and events in their own experience.
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FEATURED RESOURCES
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Maus (Vols. I & II) by Art Spiegelman (Pantheon Books, 1986; 1991)

Teaching graphic novels can be an alternative to traditional literacy pedagogy, which ignores the dynamic relationships of visual images to the written word.

The multimodalities of graphic novels such as Maus and Persepolis, along with their engaging content reflecting the diverse identities present in many classrooms, work in tandem to help deepen students' reading engagement and develop their critical literacies.

Making connections between these stories and students' own experiences, and drawing on their outside multiliteracies practices aid literacy development.

FROM THEORY TO PRACTICE

Students' engaged reading is "often socially interactive" (p. 4). These interactions are clearly evident in the reading club, chat room, blog, and posting activities that have flourished in the wake of recent phenomenally popular books among adolescent and adult readers.

Students' increased engagement with particular genres (in this case, graphic novels) can facilitate their entry and apprenticeship into important social networks that amplify opportunities for academic success in mainstream classes.

Chun, C.W. (2009). Critical literacies and graphic novels for ELLs: Teaching Maus. Journal of Adolescent & Adult Literacy, 53(2), 144–153.

Guthrie, J.T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1–30.
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New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.

One approach that fosters reading engagement involves a pedagogy of multiliteracies with its four dimensional instructional framework:

Situated practice, which draws in part from students' own life experiences

Overt instruction that introduces meta-languages to deconstruct the myriad and multimodal ways in which meaning is constructed

Critical framing of the cultural and social context in which meaning is disseminated and understood

Transformed practice that aims to re-situate all of these meaning-making practices to work in other cultural sites or contexts

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Making It Visual for ELL Students: Teaching History Using Maus - ReadWriteThink

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Grades 9 - 12 Lesson Plan Type Unit Estimated Time Fourteen 50-minute lessons Lesson Author Publisher Featured Resources From Theory to Practice This unit for secondary English-language learners (easily adaptable for reluctant readers) is designed to develop students' confidence and sense of autonomy in reading through the intellectually substantive graphic novel Maus.

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Variety of speaking lessons in one unit

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The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information). The student uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-and-effect relationships).

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I did NOT have access to Imagine Learning since I was only assigned LEVEL 4's last school year :o(

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I did NOT have access to Imagine Learning since I was only assigned LEVEL 4's last school year :o(

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Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology - ReadWriteThink

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Students develop their reading, writing, research, and technology skills using graphic novels. As a final activity, students create their own graphic novels using comic software.

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Learning Objectives

Students will be able to:

Understand the importance of public speaking.

Recognize traits of effective public speaking.

Implement positive public speaking traits.

Length of Lesson

1 to 2 hours

Standards

CCSS.ELA-LITERACY.SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.7.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-LITERACY.SL.7.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Materials

Handouts of vocabulary words

Videos of good and bad public speakers

Public speaking rubric with focus on vocabulary terms

Presentation software (for Activity 1)

Video recorder (for Activity 1)

Copies of a famous speech (for Activity 2)

Video of the famous speech, if available (for Activity 2)

Internet access (Activity 3)

Vocabulary

Volume: level of softness or loudness of the voice.

Clear pronunciation: speaking words in a way which is easily understood.

Inflection/tone: use of the voice to convey feeling.

Eye contact: looking at an audience to engage participation.

Instructions

Show two videos of people public speaking, easily found with a quick online search. One should be exemplar and one should be terrible.

Discuss, as a class, what was good and bad about each, introducing the vocabulary within the context of the discussion. Possible discussion questions are listed below:

Was one of the speakers better than the other? Why or why not?

Explain why you liked one speaker more than the other.

Was it easy to hear the speaker? Were they too loud or too quiet?

Was the speaker looking at the audience? Did they seem to focus in one area?

Did the speaker clearly pronounce their words throughout the entire speech?

What did the speaker want you to feel when they were talking?

Ask students to prepare a speech related to their heritage, country of origin, or something about their culture others may not know.

Have students give their speech to the class.

Record this speech (optional).

Ask the class to provide feedback using the vocabulary words.

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esl public speaking lesson plan | study.com

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ESL Public Speaking Lesson Plan | Study.com

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Students will be able to: Understand the importance of public speaking. Recognize traits of effective public speaking. Implement positive public speaking traits. 1 to 2 hours CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.