World 101

Uses “The Rising Tide of Diabetes in Mexico” from world101.cfr.org

Class: University Program for Intensive English Writing Class // Various L1s // Class of 20 // 75 mins.
Unit: Personal Writing
Theme: The government’s role in non-communicable disease
Language Objectives:

• Students will be able to demonstrate an understanding of vocabulary necessary to express one’s opinion

• Students will write an opinion article

Content Objectives:

• Students will be able to identify the components of an opinion article

• Students will be able to explain the purpose of an opinion article

Materials:

1. Power Point with grammatical forms

2. Power Point with

3. Template of opinion essay

4. Example opinion essay

Vocabulary:

Words Related to Opinion Essay Writing:

1. Introduce

2. Summary

3. Express

4. Points

5. Reason

6. Conclusion

7. Free-write

8. Evidence

9. Organize

10. Structure

11. Purpose

Develop Words to express Opinion: http://www.franglish.fr/methodo/opinion

Pre-Class Assigned Work Have watched the video/ read transcript:

• Have memorized the assigned vocabulary- terms from video and about Global Health

• Answered Comprehension Questions in short answer format

Class Outline:

1. Introduction of Class Objectives [2 mins]

2. Homework Check: Watch Video in Class + Discuss [10 mins]
   a. Watch “The Rising Tide of Diabetes in Mexico” from world101.cfr.org
   b. Go Over Homework Comprehension-Check Questions

Goals: Warm up the class/refresh memory of the video, address any content related concerns, set foundation for later use of vocabulary about global health

3. Lecture: Expressing one’s opinion [10 mins]
   a. Introduce vocabulary and grammatical structures for expressing an opinion

Goals: Provide students with the strategies for talking about their opinions and supporting vocabulary they may already have

4. Practice Discussing Opinions [10 mins]
   a. Break into small groups of 4-5
   i. discuss what students thought about the video and Mexico’s response to diabetes

Goals: provide students a casual way to practice the forms that will be used in writing later

5. Lecture: What is an opinion article [15mins]
   a. Introduce what an opinion article is
   b. Discuss purpose/ where can be found- news site, blog, etc.
   i. “Why might someone want to write”, “How can one use an article”
   c. Introduce the format + template
   i. Give each student a template
   ii. Discuss what each part using past class knowledge (e.g. “what is a summary”)
   iii. Show an example + identify parts of the article

Goals: Provide students with an overview of what they will be writing, conventions for the writing style, and provide a real-life connection for using and reading similar articles

6. Introduce assignment + topic for student’s opinion article [2 mins]
   a. “Do you think the government should tax foods that might lead to an individual becoming diabetic?” Why or why not?
   b. Each student will write a paragraph stating their opinion and explaining why they think that

Goals: Introduces assignment

7. Free Writing [10mins] (as introduced in previous classes)
   a. Have students free write their opinion with no regard to language or “correctness”

Goals: Allows students to think through their own opinions, narrow their focus, and have a casual knowledge of what they know/ need to research

8. Have students pick 2-3 points they want to make in their essay [5mins]
   a. Ask students to decide upon which points they want to expand on at home
   b. Ask students to imagine what they are writing their essay for

Goals: Helps students keep in mind the purpose of what they are writing and provides them with the next step for their homework

9. Discuss in small group what they are writing, where they are stuck, ways to get around [7 mins]
   a. Divide into groups of 4-5 and ask students to discuss with one another
   b. Teacher circulates and answers any questions and checks-in with individual students

Goals: Student interaction and problem-solving strategies provided by peers

10. Assign homework [3mins]
    Draft an opinion paragraph in response to the video following the format provided in class

Goals: Allows students to work at home at their own pace, and prepares students for peer review

Reference
Hinkel, Eli. (2006). Current Perspectives on Teaching the Fours Skills. TESOL Quarterly, vol. 40(1). 109-131.

Uses “Julia Moves to the U.S.” from world101.cfr.org

Level: Low-intermediate proficiency

Skills: Writing/Literacy Topic: Immigration and Identity

Duration: 45 minutes over 2-3 days
Dates: Beginning on 03-23-2020, Concluding on 03-28-2020

Guiding Questions: Foundational/overarching questions associated with the lesson:

• What are my identities?

• How do I see myself? Is it the same way others see me?

• How are we different from one another?

• How are we the same?

• What is immigration?

• What is an immigrant?

• Why do people immigrate to other countries

Standards/Indicators:

3.RV.2.1 Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words

3.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases

3.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.

2.W.3.2 Write a paragraph or paragraphs on a topic that introduces a topic, provide facts and details about the topic, and provide a concluding statement.

Essential Skills (Objectives) worked on in this lesson:

Students will be able to (SWBAT):

• Apply context clues to find meanings of unknown or unfamiliar words

• Apply reading standards to write in response to literature and nonfiction texts

**Procedures:

Community Bulletin Board:

1. Explore nonfiction formats.

2. Determine how to group bulletin board contributions. While the entire product can be assembled as a class, individual components can be produced individually, in pairs and in small groups.
a. We are going to be allowing students to choose which way they want to do this project.

3. Talk to students about their intended audience. Determine the audience for the community newsletter (other classes, other grades, families, larger school community, outside community members, etc.).

4. Instruct students to choose nonfiction-writing styles for their contributions.

5. Direct students to plan and draft their art and written work. Allow time for feedback, revisions and finalization.

6. Have students prepare decorations and illustrations that connect to bulletin board themes and topics.

7. As a class, plan out how the bulletin board will be arranged.

8. Assemble the bulletin board.

9. Invite visitors to see and/or comment on the bulletin board.

Read “Julia Moves to the United States”:

1. Read the article

2. Have students break up into their small groups to discuss the article

3. After 15 minutes reconvene as a whole class and have a large group discussion
a. Talk about first thoughts, what confused them, similarities to own stories, any new vocabulary, outstanding questions.

Journal Responses (Individual):

1. Have each student write for 15 minutes continuously about what Juila’s story made them think about. Or students can choose to write about their own personal migration story.

2. Teachers will then read the responses to gain a sense if the story impacted them or if they had any outstanding questions that could be responded to.

Culturally Responsive Instruction Observation ProTocol (CRIOP)

This lesson hits on the all of the following CRT:

• Identity

• Diversity

• Activism

• Justice

Modifications:

Students can write and speak in any language that they are most fluent in if they want.

Students also have the benefit of having a teacher or other classroom helper to proofread their papers instead of peers.

Materials:

• https://world101.cfr.org/global-era-issues/migration/migration-today (Link to the Article)

• Paper

• Computers (typing for the bulletin board)

• crayons/markers/ colored pencils

• journals

Resources/Inspiration/Activities websites:

● https://www.tolerance.org/learning-plan/immigration-100

● https://world101.cfr.org/global-era-issues/migration/migration-today

● https://www.tolerance.org/learning-plan/family-stories-2

● https://www.tolerance.org/node/121905

● https://www.doe.in.gov/standards/englishlanguage-arts

Assessment:

● Journal Responses

● Community Bulletin Board Project

● Discussions

Uses https://world101.cfr.org/global-era-issues/migration

Teacher reflection and justification

My students are from Honduras, Guatemala, and Mexico. However, the students I work with in small group, with little to no English proficiency, are all female students from Honduras. The issues of migration are at the forefront of their daily lives. One young lady, specifically, worries about it regularly as her younger brother is still in Honduras, moving from family member to family member, not yet being able to get to the United States. Therefore, I chose the “Migration” chapter from World 101. One of the featured resources is an article from The New York Times entitled “‘The Daily’: Carlos’s Secret.” I felt as though this story would really resonate with my students. I would like to use the reading of Carlos’s story to lead into writing a personal narrative in which the students could relate their stories of migration and the feelings associated with them to those of Carlos. In addition, the article has a political aspect to it, showing how the exact policies that Trump campaigned on (which Carlos’s town voted on), had such an effect on the town. The lesson will include needing to understand those policies and commenting on them and how they affect the girls personally. This lesson provides real content for the girls, gives them a purpose for writing, and displays organizational skills and vocabulary skills. In addition, while the final product is a personal narrative, the students will have to utilize reading comprehension skills as well in the reading of Carlos’s story.

How Migration Affects My Life Personal Narratives

Audience: Intermediate level.

Length: This lesson is designed for three class periods of 50 mins. each.

Language Objectives:

Students will be able to use vocabulary to express feelings and emotions.

Students will be able to use vocabulary to understand and express political policies (specifically dealing with migration).

Content Objectives:

Students will be able to use organizational tools to create a personal narrative.

Students will be able to write at least one paragraph in compare/contrast format.

Materials:

Barbaro, Michael. “‘The Daily: Carlos’s Secret”. The New York Times. 17 February, 2017.

Paper/art supplies

Graphic Organizer-Personal Narratives Worksheet

Computers

Vocabulary: List of emotions/feelings, migration, immigration, campaign rhetoric, policy, deportation, unauthorized, empowerment, identity, narrative, compare, contrast

Lesson:

Day 1

10 mins-bellringer (to be completed during attendance and other housekeeping needs) journal-In their notebooks, students should answer the following question (freewrite): How does it make you feel to live in Indiana when some of your close relatives live in other places? Explain why you feel this way.

20 mins-Popcorn read the article and background stories connected to the article on The New York Times website.

10 mins-Think/Pair/Share using guiding questions given by the teacher. Focus on what Carlos was feeling and what Carlos’s neighbors and community members were feeling.

10 mins-Brainstorming part 1-on a Google doc, create a t-chart. On one side list Carlos’s feelings. On the other side, students will list what they would feel if they were in the same situation. They should highlight the ones that are the same.

Day 2

15 mins-Bellringer-Word Wall-each student is assigned one of the words from the vocabulary list-define, use in a sentence, and show in a picture and place it on the word wall

17 mins-Audio from The Daily. Listen to the audio that is Carlos’s Secret. While listening, students should write down any feeling or emotion word they hear.

15 mins-Brainstorming part 2-students should freewrite a story from their personal lives that hearing Carlos’s Secret makes them think of. They should freewrite for the entire 15 mins, not worrying about spelling, grammar, etc.

3 mins-pass out and assign homework-graphic organizer for personal narratives-student should fill it out based on their freewrites and bring it back to class the next day

Day 3

10 mins-Bellringer-Shoulder Partner Share of graphic organizers-assist with any piece they struggled with or left blank

10 mins-Instructional notes on personal narratives and compare/contrast

5 mins-read a sample personal narrative to the class

5 mins-highlighting activity-highlight the essential components of a personal narrative on the example (doc on the computer)

20 mins-writing time for students to use freewrite and graphic organizers to produce their own personal narratives

This lesson achieves the language and content objectives through vocabulary development, modeling, and freewriting. Students are able to demonstrate reading comprehension, vocabulary development, organizational skills with the aid of a graphic organizer, and writing skills. They are able to do this all while making personal connections, seeing a purpose in writing, and focusing on content over grammar and spelling. In future days I would include peer editing, teacher editing, revision, and final drafting in the writing process.

Uses https://world101.cfr.org/global-era-issues/climate-change/teaching-resources

Level: Low-intermediate ESL Course

Unit/Theme: Climate Change

Content Objective(s):

Ø Students will investigate climate change; what it is, and what factors contribute to it

Language Objective(s):

Ø Students will be able to explain climate change, what contributes to climate change, and how they contribute to climate change through their carbon footprint

Key Vocabulary:

Ø Climate change, emissions, greenhouse effect, greenhouse gases, fossil fuels, carbon footprint, Paris Agreement, renewable energy

Supplementary Materials:

Ø Word cloud created from NASA article

Ø National Geographic video “Causes and Effects of Climate Change”

Ø Video explaining the Carbon Footprint

SIOP Features:

PREPARATION

☒Adaption of content
☒Links to background
☒Links to past learning
☒Strategies incorporated

SCAFFOLDING

☐Modeling
☒Guided practice
☒Independent practice
☒Comprehensible input

GROUP OPTIONS

☒Whole class
☒Small groups
☐Partners
☒Independent

INTEGRATION OF PROCESSES

☒Reading
☒Writing
☒Speaking
☒Listening

APPLICATION

☒Hands-on
☒Meaningful
☒Linked to objectives
☒Promotes engagement

ASSESSMENT

☒Individual
☒Group
☒Written
☒Oral

Lesson Sequence:

Ø Teacher begins by separating class into groups of 3-4 students. Each group receives a print-out of the word cloud (word cloud additionally displayed on projector/screen for whole class to see).

Ø Groups will get three minutes to brainstorm the subject of the word cloud, then groups will share their ideas to the class.

Ø Students will be presented with the following video regarding the causes and effects of climate change (https://www.youtube.com/watch?v=G4H1N_yXBiA).

Ø In-class discussion: Who is familiar with the term “climate change?” Is this new information, or have you heard of “climate change” before? How do you feel about climate change?

Ø Students will be presented with the following video explaining the carbon footprint (https://www.youtube.com/watch?v=8q7_aV8eLUE).

Ø Students will be put into new groups of 3-4 students and will receive three minutes to discuss/collaborate how they believe they can reduce their carbon footprint.

Ø One member from each group will write one example on the board of how they believe a carbon footprint can be reduced.

Ø Students will select one of the statements written on the board and write two paragraphs: one explaining whether they agree or disagree with the statement and why, and the other explaining why they believe it is important or not important to reduce one’s carbon footprint.

Ø Students will be assigned homework – draft a three-paragraph paper. 1st paragraph should explain climate change and the carbon footprint. 2nd paragraph will be taken from in-class writing assignment where students explained whether they believed it is important or not important to reduce one’s carbon footprint. 3rd paragraph should reiterate the student’s thoughts and conclude the paper.

Ø Optional – students asked to find online carbon footprint calculator and calculate their carbon footprint with their parents’/guardians’ help.

Summary:

It was my intention to integrate reading, writing, listening, and speaking into my lesson plan, with a primary focus on developing students’ critical thinking and application of that critical thinking into creating opinion-based writing with personal reasoning to back-up their statements. I believe the choice of “climate change” as the topic is appropriate for elementary aged students because educating younger audiences to the impact we have on our planet is of utmost importance in building a more sustainable future. Of the topics listed on World101, climate change seemed to be the most relevant to my selected student demographic, where students can more directly see their impact/contributions. This lesson plan will fulfill my objective by presenting the students with facts and collaborative discussions that will help lead the students to craft or further opinions regarding climate change, and then form those thoughts and opinions into coherent, written statements.

Council on Foreign Relations. Climate change. https://world101.cfr.org/global-era-issues/climate-change/teaching-

NASA. (2019, September 30). The effects of climate change. https://climate.nasa.gov/effects/

National Geographic. (2017, August 28). Causes and effects of climate change | National geographic. Retrieved from https://www.youtube.com/watch?v=G4H1N_yXBiA

Simpleshow. (2012, December 18). Simpleshow explains the carbon footprint. Retrieved from https://www.youtube.com/watch?v=8q7_aV8eLUE