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- Directions: Create an appropriate CBELD Lesson for a course you are teaching that has Beginning to Early Intermediate ELs in it. (If you do not have ELs in your class, please make arrangements to guest teach in a class that has this level). Use the checklist below as a guideline to demonstrate your ability to understand, select, modify and use appropriate literacy and instructional strategies in the content area of your teaching assignment. Use additional paper if necessary. Make sure your name is on the assignment, and submit it to your instructor upon completion.
- Did you include both content & language objectives?
- Did you include an appropriate ELD Standard?
- Did you address appropriate grade level standards?
- Did you use age/grade level/multicultural materials?
- Did you access students' prior knowledge or provide it if necessary?
- Did you provide rigor?
- Did you include reading, writing, listening and speaking in your lesson?
- Is there a technology piece? (Not necessary in every lesson)
- Is grammar involved? Is it explicitly or implicitly taught? (Not necessary in every lesson)
- Are content specific discourse skills addressed?
- Did you allow time for student collaboration (structured interaction)?
- Did you include additional ways for students to access materials (e.g., primary language resources)?
- Did you include formative and summative assessments that are authentic and not entirely based on language but allow students to demonstrate understanding in a variety of ways?
- Did you scaffold the lesson using at least five ELD/SDAIE strategies (please make one of those five TPR, Natural Approach or LEA).
- Check here if this is the Lesson Plan will have a multi-cultural emphasis: (If this one does not, than your SDAIE LP must have it).
Teacher: Janette Bauchou
Grade & Content Area: 9-12
Briefly Describe Lesson: Introduction to Chat rooms: These four lessons are aimed at students who have never used a chat room before. Students will learn to access a chat room and will participate in an online chat with the instructor and their peers. They will consider the benefits of online chatting as a venue for sharing ideas and information. The interview activities as well as the transcripts will be used to reflect and improve language.
EL Student Proficiency Level: Early Intermediate EL
ELD Domain (circle one): Reading/Writing/Listening & Speaking
ELD Strand (subtopic of domain above): Strategies and Applications
ELA Sub-Strand (to left of standard, separate box): Organization and Focus
ELD Standard (choose one): Create simple sentences or phrases with some assistance.
ELD Content Objectives:
- Students will be familiar with chat room vocabulary.
- Students will be able to utilize all relevant chat room functions.
- Students will be confident in asking and answering questions.
- Students will engage in discussions with their teacher and classmates.
- Students will know how to use tools such as Microsoft Word and dictionaries to improve their chat entries.
- Students will learn how to use the chat transcript to identify language problems and improve their English.
Content/CTE Standard: Information and Technology Industry
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Content Objective(s): Students will be able to:
- Students will become familiar with how a chat room works as well as the usefulness they serve.
- Students will post messages and identify the benefits of chat rooms as a language learning tool.
- Students will be able to discuss the different types of questions they can ask and how to reply to other students.
- Students will compare and contrast mistakes made via the use of a printed transcript.
- Students will read and write replies in an effort to check their work before posting them.
Students will discover chat room terms by identifying primary language with secondary language vocabulary. Students will use the correct use of the principles of punctuation, capitalization and spelling sentence and paragraph structure. Students will use critical thinking to evaluate transcripts. Through dialogue with classmates students will promote understanding amongst peers.
Write out Details of Lesson below/on next page.
- How chat rooms work
- Posting a message
- Using a chat room as a language learning tool
- Chat room vocabulary
- Communicating in a Chat room - Questions
- Asking and answering questions.
- Reply to a question.
- Printing transcripts.
- Learning from their mistakes.
- Interviewing the Instructor
- Prepare wider range of questions.
- Read and write longer replies.
- Check their work before posting it.
- Learn from their mistakes.
- Guessing Game
- Ask questions in a chat room.
- Reply to a question.
- Printing transcripts.
- Learning from their mistakes.
Target Vocabulary: Vocabulary will be taught and reinforced using a PowerPoint Display, handouts and online demonstration.
Duration: 4 class periods
- Day 1: Demonstrate how chat rooms work. Using two computers compose a message on one computer and send it to someone. Have that student respond by typing a reply. Use a projector to show the two computer screens and conversation to the class. Group the students together and prompt the students in a discussion to find out what they know about chat rooms, if they have ever used one before; how chat rooms can improve English skills, and what problems they think they will have interacting in the forum. Students should start thinking about the benefits of using a chat room as a language learning tool. Following the discussion, get feedback from the students and indicate key points presented on the board. Provide clarification and information on how they chat with anyone in the world in real time and compare it to having a conversation by typing on their computer. It would be a good idea to explain how they can practice chatting with native speakers and improve their writing and reading skills. They will learn new words and expression in addition to focusing on their spelling. Another benefit will be improving keyboarding skills. Recommend using a dictionary in order to check their spelling before posting something in a chat room. After group discussion and demonstration students will be paired together and assigned a username, walked through the process of creating a profile, posting a message and exiting a chat room. Together they will try using a chat room by exploring the chat room. Encourage students to post messages in their native language. After working together, students will return to their original seats and reveal any new vocabulary they may have encountered. (Accessing Prior Knowledge, Contextualization, Listening, Speaking, Writing, Collaboration, Formative Assessment, Primary Language Resoure)
- Day 2: Have the students prepare questions using Microsoft Word that will be used to interview other students in the class via a chat room. In groups students will have to come up with about six questions. It is not necessary to correct their grammar but encourage the use of a dictionary to support their vocabulary and spelling. This will encourage independence. During the latter half of the class, show them how to print the transcript from the chat room. When finished students will return to their original group and review the transcripts. Together they will find examples of grammatically correct and incorrect questions as well as spelling mistakes. As a group students should correct any mistakes and seek help if needed. Other ideas are to have them identify an interesting question and answer, a confusing question or a new word. Each can be written on the board and the class can correct them. (Collaboration, Clarification checks, Formative Assessment, Reteaching, Reflection)
- Day 3: Students will interview the instructor. This activity is builds on the previous lesson but allows students to interview the instructor. The focus will be more on accuracy as well as asking different types of questions. Students will be getting individual teacher attention. Multiple chat rooms will be setup and 3-4 students will be assigned per room so they get plenty of opportunity to ask questions and get answers. This is fast and fun. Students are going to interview you by asking questions they typed in MicrosoftWord. Brainstorm with them they types of questions they should ask such as where I am from, what I like to do, what foods I like to eat, etc. Encourage them to read the questions that other students post. In the chat room, students will post their questions and you will give them feedback about the questions they ask and mistakes they made. At the end of the class, they will print off the transcript and return to their original groups. Together they will identify a few errors and correct them as well as note any new vocabulary. Use one of the errors as an example on the Interactive Whiteboard and work with the class to correct the mistakes. Review the objectives at the end of class and observe if they feel if they have met them. (Collaboration, Clarification Checks, Formative Assessment)
- Day 4: Students will have to guess who someone is based on asking a series of questions they will ask. Each student will be given a nickname. I used movie stars. They are instructed to keep their nick name a secret from their classmates. Remind them not to tell anyone their real name once they enter the chat room. They will reveal their identity when the activity has finished. They must enter the chat room using the name you have given them. Dedicate a few minutes to writing questions they are going to ask in the chat room. Write some examples on the board. Examples might include "Do you have short hair?"; "Are you wearing a blue shirt?", "What country are you from?"; "What is your native language?". Inform them that they must ask at least one question to determine someone's cultural identity. They cannot ask the person's name. Assist students in entering the chat room reminding them of their username/nicknames. When the student is able to guess another's students identity they will print the transcript and return to their group. Start a discussion within each group prompting them to guess who they thought everyone was. Review the transcript as before and pick out examples to demonstrate on the Whiteboard. (Collaboration, Writing, Summative Assessment, Culture Reference)
- Group observation which is done as I walk around the classroom determining the level of understanding and communication (formative).
- Group and individual work as students review transcripts (formative).
- Instructor review of transcripts and activity in the chat room. (summative).