English Lecture Plan From 4th to 5th Levels

Course

4th -5th level inclusion ELA lecture

Ela Siop Criteria

Level 1: Pupils will listen, write, and interpret information and understand the nature or implication of a written or printed substance
Level 3: Pupils will listen, write, and interpret information and understand critical examination and assessment (Echevarria, Vogt, & Short, 2008).

Nys Standards

English Language Arts; Standard 1: Language for Information and Understanding. Students will listen, speak, read, and write for information and understanding.

Health, Physical Education, and Family and Consumer Science; Standard 2; A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

NYS ESL STANDARDS: Standard 2: Students will listen, speak, read, and write in English for literacy response, enjoyment, and expression.

Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation (NYS. 2009)

Wida English Language Aptitude Standards

Level 1: English language learners converse for Social and Instructional aims within the school view
Level 2: English language learners converse information, views, and concepts essential for academic success in the content area of Language Arts (WIDA, 2007).

Subject

Students will discover the nutritional value of other preferred cafeteria foods

Program Concepts

Students will take part in a joint investigative project. Students will use technology resources to present their results. Students will comprehend key dietary vocabulary terms.

Objectives

substance

Students will take part in a joint learning mission
Students will use efficient investigative methods for the reasons of creating an educational class presentation
Students will comprehend and be acquainted with nutritional values infrequently served food
Students will comprehend key nutritional vocabulary terms

communication

Students will successfully use language in group scenery of their peers to orally communicate information
Students will restate their study results through a class presentation
Students will illustrate nutritional values using suitable content terminology both through conversation and the writing of the presenters notes

Learning Schemes

Initial Lecture, leading notes, joint group research, review of the research project and PowerPoint, self-evaluation.

Major Vocabulary

Calorie, carbohydrate, protein, saturated fat, monounsaturated fat, poly-unsaturated fat, fiber, sodium, vitamin

Materials

Recipe cards or books, internet materials, classroom laptops, PowerPoint, computer projection screen, teacher-created graphic organizer.

Inspiration

(building background):

(Using expertise resources) Teacher will use the classrooms Promethean board to generate a bar graph that exemplifies the class preferred cafeteria list of options of items. The teacher will ask for student volunteers to explain both the x and y-axis of the graph. Following the completion of the graph, the teacher will call on ELLs to identify which menu item has the majority votes, which menu item has the smallest amount of votes, and which menu items have the equal number of votes. The teacher will then notify students that they will be finishing a group resource project that involves investigating the nutrition values in the various classes with concise clarification about what proper nutrition means.
(Activating prior knowledge) Session will commence with a discussion of preferred cafeteria foods. Each student will identify his or her preferred cafeteria food. Students will explain why they like that particular menu item. The teacher will broaden this activity and stimulate previous facts by asking students to spot cafeteria food items that may be similar to their cultures.
Teacher will present an introductory talk on the significance of nutrition in the lives of students. The teacher will explain the procedure of making school lunches that enhance appropriate nutrition by giving fruits, vegetables, grains, dairy, and meat options every day. The teacher will demonstrate a food pyramid chart and explain the appropriate everyday value.
(KWL) Teacher will generate a KWL chart and facilitate a discussion on correct nutrition. The teacher will request students to give examples of what they previously know about correct nutrition, and what they would like to know about correct nutrition. Student discussion topics and results will be exhibited on the chart in a summarizing but clear method.
(Leading notes) Teacher will give out a teacher-produced leading notes worksheet with the vocabulary terms; calorie, carbohydrate, protein, saturated fat, monounsaturated fat, poly-unsaturated fat, fiber, sodium, and vitamin. The teacher will also give out a copy of a nutritional values label taken from a cereal box. Students will recognize where each vocabulary term appears on the nutritional value label and document the values. Lastly, the students will use the classroom laptops and dictionary applications to record the definitions of each word.

Presentation

(language & content objectives, comprehensible input, strategies):

Teacher will make it apparent that in teacher allotted groups of five, students will be exploring and recording nutritional values of cafeteria lunches in the same manner as what had been done when recording the nutritional values from the cereal nutritional values label.
Teacher will notify students that they will be demonstrating their results in the form of a PowerPoint presentation.
Teacher will inform the class that it will be mandatory for all students to make notes on each groups presentation using a teacher fashioned graphic organizer because, at the conclusion of the PowerPoint presentations, an open notebook test will be handed out on the nutritional values of each featured and described cafeteria lunch menu item.

Implementation

(Important activities, relations, schemes, implementation/application, feedback):

( cooperative learning) Teacher will group students up into cautiously designed groups of five, variously grouping ELLs and special needs learners with elevated levels typical students, who have verified the capability to support and comprehend the needs of their classmates. The teacher will allocate each group a school lunch recipe card, or a school lunch recipe taken from a book. The teacher will also give out a graphic organizer that outlines the definite necessities for identifying the nutritional values of their procedure. (Identifying the number of calories, carbohydrates, protein, saturated fat, monounsaturated fat, poly-unsaturated fat, fiber, sodium, and vitamins)
(Jigsaw) Teacher will make clear that each faction will categorize nutritional values for all the ingredients in their recipe, and then formulate the total nutritional values of their recipe by adding ingredient values. Students will use internet and computer resources to research the nutritional values for each ingredient. The teacher will present recommended websites and methods for finishing this task. The teacher will propose splitting up the recipe ingredients and having each group member be accountable for certain items. After individual nutritional values have been concluded, the total nutritional values will be registered on the graphic organizer.
(Using technology resources) Following the conclusion of the graphic organizer the teacher will explain to each group the procedures for finishing the PowerPoint presentation. The teacher will hand out an outline of a model PowerPoint presentation for the group to initially write a rough draft on. After finishing out the rough draft, all group members will put forward their suggestions to the establishment of the PowerPoint presentation. The teacher will remind students of their previous encounters with PowerPoint and demonstrate the significance of uniqueness and creativeness. Each group member will write their own personalized speakers notes to use when presenting.
Students will be instructed to practice their individual speaking parts within their group, being certain to endeavor for proper usage of key vocabulary terms.
Subsequent sufficient practice time, students will present their research results in the format of a PowerPoint presentation, with all group members having an occasion to verbally communicate essential nutritional information about their procedure.

(With student and parent consent, all presentations will be videotaped) The rest of the class will listen carefully to each presentation and (using a teacher-created outline) document the nutritional information of each cafeteria menu item.

Assessment/evaluation

(evaluates objectives and vocabulary, appraise learning):

Preceding the finishing point of the PowerPoint presentations, students will be evaluated in regard to each recipe through a teacher-formed evaluation that models the outlines students used to verify information during peer presentations. Students will document the nutritional values of each recipe with the assistance of the graphic organizers that were disseminated during presentations. (Open notebook test)
(KWL) Teacher will go back to the KWL chart, and through class discussion, the educated section of the chart will be concluded.
(Personal evaluation) each student will be supplied with a copy of their groups recorded PowerPoint presentation.

Students will take those recordings home and examine them. The teacher will train students to list two personal areas of excellence, and at least one area for enhancement in regards to speaking, presentation content, or presentation efficiency.

Expansion

The teacher will come up with the formerly formed bar graph that indicates the class preferred lunch menu items and recognize the nutritional substance of each. A debate will be alleviated on which items are the healthiest, and which items are the least healthy. The teacher will carry out a re-vote, to see if class opinions have changed based upon nutritional standards.
A prospect obligation will engage students in tracking their individual nutritional utilization all the way through one whole day.

Reference List

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners the SIOP model (3rd ed.). Boston, MA: Pearson Education, Inc.

NYS. 2009. English Language Arts Learning Standards. Journal on English Language Arts (ELA).

WIDA Consortium. (2007) English language proficiency standards for English language learners in Pre-Kindergarten through Grade 5. Web.

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