Siop Lesson Plan 361a2z

English Language Learner Differentiated Lesson Plan

Topic: Introducing Personal Narrative Writing by re-reading and talking about Patricia Polacco’s The Keeping Quilt. Grade/Subject: 3rd Grade/ ELA Content Objectives: Students will be able to demonstrate general knowledge of what a personal narrative is by discussing and creating their own “quilts” from construction paper that shows what matters most to them: family, holidays, friends, hobbies, particular family stories they’ve heard, particular experiences, special events, etc. that will be used later on in the narrative writing unit as ideas and influences for each students’ individual personal narrative. Language Objectives: Students will be able to discuss what a personal narrative in groups of 3 using the : personal narrative, keepsake, and generation and then be able to demonstrate their understanding of the word “quilt” by making their own personal quilt. Through the making of the “quilt” and subsequent discussion, students will have demonstrated understanding and usages of the word “experience”.

General Lesson: I will ask the students to think (using “quiet”- finger on lips hand gesture and “thinking”hand gesture of pointing to my head) about some event in their lives that was very important- to

access background knowledge (and of course give some waiting time). I will give some examples: performing in a talent show, moving to a new country, a sibling being born, etc. I will then introduce The Keeping Quilt as an important story in the life of a girl named Anna. This is a book that has already been read the day before, so that the students will be familiar with the storyline. Students will do a turn-and-talk about what the important event in the girl’s life might be. I will then explain that this book is a personal narrative- an important story from her life. Together, we will come up with a definition of personal narrative on a piece of chart paper. I have chosen to start this unit with a real world model- a book that is a personal narrative. I will skip to the usage of the words: “generation”, “quilt” and “keepsake”. I will write “quilt”, “generation” and “keepsake” on the same chart and together we will come up with definitions of these words. The students will then be directed to do a quick turn and talk about what makes The Keeping Quilt a personal narrative. We will share out. We will do another turn and talk and subsequent share out about how the quilt is a keepsake of her memories. I will give students the instructions that our class will be making our own Keeping Quilt! Each student will then make their own quilts of what matters most to them. I will explain that by making this quilt we will have a chance to explore what matters most to us: family, holidays, friends, hobbies, particular family stories they’ve heard, particular experiences, special events, etc. I will show an example of the quilt square that I made. I will project my example on the whiteboard for all to clearly see.

I will use the table captains to out piles colored of construction paper, scissors, colored pencils, and tape to all the table clusters. I will explain that by making this quilt we will have a chance to explore what matters most to us. The last part of this lesson will be to have a pair and share about 1 of the most important experiences to you and why it is so important in your life, and then an opportunity for a few people to tell the whole class their answers from the pair and share and a discussion (with ideas listed on a big piece of paper, that I would later tape to the wall) about what the word “experience” means. Although most of the strategies I’ve used are strategies given in the SIOP model specifically for ELL students, as you can see, during the lesson, I use almost all the strategies for the students with English as their L1 because these strategies and goals (Comprehension, Interaction, Connections to Culture, HOTS) are useful and so important to any type of learning.

Scaffolding for Level 5 ELLs Content Objectives: Students will be able to demonstrate general knowledge of what a personal narrative is by discussing and creating their own “quilts” from construction paper that shows what matters most to them: family, holidays, friends, hobbies, particular family stories they’ve heard, particular experiences, special events, etc. that will be used later on in the narrative writing unit as ideas and influences for each students’ individual personal narrative. Language Objectives:

Students will be able to discuss what a personal narrative in groups of 3 using the : personal narrative, keepsake, and generation and then be able to demonstrate their understanding of the word “quilt” by making their own personal quilt. Through the making of the “quilt” and subsequent discussion, students will have demonstrated understanding and usages of the word “experience”.

Strategies-Comprehension: Comprehension has been increased and aided in this lesson through the use of body language/ hand gestures- although perhaps unnecessary at this level will still be helpful, choosing a visual and oral (the first of the 4 Ps to develop) method (reading a book). The quilting project will help the students create their own brainstorm of ideas (a kind of word bank) of what matters most to them, which will be used later on in the narrative writing unit as ideas and influences for each students’ individual personal narrative. The visual of having the ideas of what an experience is will also aid in comprehension.

Interaction: Students have pair and shares and will be doing a hands-on activity. Connections to Culture: Activating background knowledge will give some connections to own culture. The actual story content will also be a form of bridging cultures- showing other immigrants’ experiences of coming to the United States and the difficulties and joys they dealt with. Additionally, the actual “quilt- making activity” will give students the

opportunity for reflection on themselves, their own culture and an opportunity to share something personal either about themselves, their culture, a difficulty, etc. Higher Levels of Thinking: Students will be accessing higher orders of thinking by using the creative process of expressing experiences and sentiments through writing and illustrating their own personal quilts.

Scaffolding for Level 2 ELLs Content Objectives: Students will be able to demonstrate general knowledge of what a personal narrative is by listening to discussions, taking part in the discussions and creating their own “quilts” from construction paper that shows what matters most to them: family, holidays, friends, hobbies, particular family stories they’ve heard, particular experiences, special events, etc. that will be used later on in the narrative writing unit as ideas and influences for each students’ individual personal narrative. Language Objectives: Students will be able to discuss what a personal narrative in groups of 3 and then be able to demonstrate their understanding of the word “quilt” by making their own personal quilt. Through the making of the “quilt”, subsequent discussion, and the visual of the students will have demonstrated understanding and usages of the word “experience”.

Strategies--

Comprehension: As is the case with Level 5 ELLS, Comprehension has been increased and aided in this lesson through the use of body language/ hand gestures that will be helpful, choosing a visual and oral (the first of the 4 Ps to develop) method (reading a book). I will also make an effort to provide level 2 ELLs with a hard copy of the book to make it slightly easier to follow along. The quilting project will help the students create their own brainstorm of ideas (a kind of word bank) of what matters most to them, which will be used later on in the narrative writing unit as ideas and influences for each students’ individual personal narrative. Having the opportunity to express the most important things to them with illustrations, as well as writing, will hopefully make the expression of their ideas easier, more comprehensive, more fulfilling and less stressful. Additionally, while the rest of the class is working I will come around and go individually over the example I have made of my most important things (which I will be sure to have illustrated as well as I am capable of). Before even reading the book, when I am talking about things that can make up a personal narrative I will focus on the immigration story (talk about what immigration is) and, depending on the personalities and characters of my ELLs might point out that we have some people in our class who have immigrated and that maybe they will find some similarities between Anna’s personal narrative and their own personal narratives. The visual of having the ideas of what an experience is will also aid in comprehension. Interaction: Students have pair and shares and will be doing a hands-on activity where the affective filter can be lowered, allowing for more engagement.

Connections to Culture: Activating background knowledge will give some connections to own culture. The actual story content will also be a form of bridging cultures- showing other immigrants’ experiences of coming to the United States and the difficulties and joys they dealt with. Additionally, the actual “quilt- making activity” will give students the opportunity for reflection on themselves, their own culture and an opportunity to share something personal either about themselves, their culture, a difficulty, etc. Also, as stated in the “Comprehension” bit, before even reading the book, when I am talking about things that can make up a personal narrative I will focus on the immigration story (talk about what immigration is) and, depending on the personalities and characters of my ELLs might point out that we have some people in our class who have immigrated and that maybe they will find some similarities between Anna’s personal narrative and their own personal narratives. Higher Levels of Thinking: Students will be accessing higher orders of thinking by using the creative process of expressing experiences and sentiments through writing and illustrating their own personal quilts.

All of these features will not only help with the 4 goals, but also bring down the affective filter, which in turn, not only helps with the goals, but also helps give the students a little bit of a break.

Materials Used: The Keeping Quilt, construction paper, scissors, tape, colored pencils, giant easel pad.

Reflections: One of the most major benefits of completing this lesson plan is the continued awareness of the difficulties that an ELL might experience even in a fairly interactive, nonstressful, introductory lesson where there is really not much written output required. I’ve gained a stronger recognition of how the SIOP model is so beneficial and possibly essential in building any comprehensive lesson plan regardless of whether or not it is geared towards ELLs.