Lesson Ideas Catered to ESL Students

Portfolio of Teaching Activities

In this portfolio I am going to present a variety of different lessons and activities that are relevant for middle level language arts and social science classes. These assignments will also be constructed with the unique needs of ELL students in mind. It is my goal to provide activities that will not just be beneficial to English speaking students, but also students who come from from diverse backgrounds and are on the road to learning a new language.

Message Boards and Thematic Instruction

Chapter 9 of Teaching English and Language Content in Mainstream Classes talks about some of the ways we can teach writing to ELL students. One of the ideas is to set up message boards and mailboxes in your classroom, which encourages the importance of writing alongside allowing students to learn more about their classmates. In chapter 12, it talks about the benefits of thematic instruction, as it gives students the opportunity to learn concepts in depth, participate in a wide variety of activities that foster learning, and develop the academic language skills necessary to read and write about the new learning. My lesson would work to combine both these concepts. After each book, half the students in the classroom would write about something from the book that they can relate to. For example, if we were reading "Little Women," a student could write about how they relate to having all sisters. The students would then go up to the bulletin board and post their reflections (without their names on it). The students who did not write anything would take turns going up to the bulletin board and taking a piece of paper that interests them. They would then find the person who wrote it, and have 10 minutes to talk to them about their experiences. When the time is up, they would compose a question that expresses any further inquires they have about the experiences and concepts discussed. They would turn in those questions to me, and I'd take their interests into consideration when discussing the themes and concepts in the book. The next day, the students who didn't write anything the previous day would write about their relations to the book, and the roles would be reversed.

I think that this activity would be great for students to learn more about their classmates. Not everyone is comfortable raising their hand in class and talking about their own experiences to such a big group of people. By allowing them to have a 1 on 1 discussion with a classmate, they'll be able to make connections to students they may not have thought to talk to before. It is important that the students don't put their names on their writing in order to allow students to meet with new people instead of just picking their friends. This can be extremely beneficial for ELL students, as they will have time in class dedicated to making connections with peers. It will also allow them a chance to talk about their unique cultures and experiences. This lesson also allows for aspects of thematic instruction to take place. By having my students hand in questions related to the themes and concepts in the book, I'll be able to cater my lessons to their interest while also still teaching the content I need to. Additionally, it will help with the level of engagement in my classroom, as I take my students inquires into consideration while planning my lessons. Let's take the example of the student who related to having all sisters while reading "Little Women." The student may talk with the person who chose her topic about the struggles and benefits of having all sisters. A student may then form a question such as: "Do you think the outcome of the book would have been different if the girls had a brother?" I could then take this question and formulate a lesson where we pick out evidence that supports the girls feelings towards their sisters, and have the students use that evidence to determine how having all sisters effected the characters development throughout the book.

Incorporating Games Into The Classroom

In TCH 237 we spend a lot of time talking about how to incorporate fun games into your classroom while still teaching the concepts that are required. This lesson will incorporate the game "Would You Rather" into a lesson about argumentative writing. I would begin by assigning the students a partner to work with. Each group would each get a small stack of cards that contain a would you rather questions. One student would draw a card and pick what they would rather do. They would then have to construct a sound argument as to why they picked the option they did. I would set a timer for 2 minutes and have the student present their argument. After the 2 minutes is up, the other partner would have 2 minutes to construct an argument as to why the other option is better. After they have played for 30 minutes, they will then pick one of the cards they had chosen and write an argument as to why it's the better option. They would be required to include something their partner said about why the other option is better, and then proceed by refuting their stance. This will help them understand the importance of addressing counterarguments in their writing.

I think this would be a great way to make writing enjoyable. The students would be learning about an important aspect of argumentative writing while having fun doing so. Similar to the message board activity, ELL students would benefit by having 1 on 1 time with peers. Additionally, in TCH 207 we learned that speaking English is often easier for ELL students than writing is. By allowing the students to speak instead of write their arguments, ELL students will have an easier time expressing their ideas. It will help them to be able to understand the importance of constructing counter arguments in their writing. This way, students who are still struggling to write will not miss out on the important aspects of argumentative writing. Even if they are not able to write a solid argument, my hope is that they will remember how important counterarguments are when their writing skills are more advanced.

Cultural Competency Lesson

This lesson is going to be based around making a social studies lesson that is culturally relevant, which is something I've learned about through Golden Apple and many of my classes. This lesson would be based around a geography lesson where we're exploring the different countries and their unique customs and cultures. Each person would be assigned a group member at random. They would then choose a country we're talking about in class. From there, they would do research about the different cultures and customs their country practices. Next they would make a Venn Diagram which highlights some of the similarities and differences between that country and the US. The next day they'd make a PowerPoint highlighting some of the similarity and differences and present them to the class.

This lesson would be good for ELL students because they would have the opportunity to provide information regarding their home culture and way of life. It would help raise their self confidence since they'd be able to be the "experts" on the topic. It would also help the cultural competency of the whole class, as they're able to learn about different countries and cultures around the world. Working with a partner will help everyone by allowing them to build relationships with their peers, while also sharing their own customs and cultures and exploring other countries. By starting with a Venn Diagram, it may be easier for ELL students to sort out their ideas, as we learned about how helpful graphic organizers can be for ELL students.

This English lesson would work to incorporate different forms of media into the classroom. Last year in TCH 235, I learned about the importance of allowing students to express their knowledge in other ways besides just writing. In this project, the students would create a movie trailers after reading a book. Before the students are expected to make their trailers, we would go over the main themes and ideas in the novel that need to be highlighted in the trailer. I would let students pick their groups, composed of about 5 people, and then give them a class period to plan what they're going to do. I would bring in some props the next day, and let students know that they're welcome to bring in their own props as well. The next day, I'd take the students outside and allow them to spread out and begin recording their trailer. I would then inform the students on all the different platforms that can be used to make and edit videos. The students would have the next day to put together their trailer, and anything they didn't finish would be expected to be completed outside of class.

Using Different Forms Of Media In The Classroom

I believe this is a great lesson for ELL students because it allows them to express their knowledge in ways other than writing, which is one of the hardest skills for ELL students to master. By creating a movie trailer, they are able to understand the main themes and ideas of the text while being able to express their knowledge in a fun and creative way. This will help the students to be more engaged and be able to form solid relationships with peers as they work together to create a fun movie trailer. I think that this lesson will benefit all my students, including ELL's, because it will be a new way of expressing ideas and knowledge and give students who may struggle with writing an alternative to show their mastery of content.

The Benefit of Podcasts

This social studies lesson would work to incorporate a new form of media into the classroom. I've learned a lot about multiple intelligences in TCH 207 and how valuable podcasts can be in TCH 130. I think this lesson would be a great way to introduce a progressive form of media. The lesson would take the people we are learning about and allow the students to make a podcast from that person's point of view. For example, if we're learning about the Civil War someone may be making a podcast from Abraham Lincoln's point of view. They would be expected to take the things we've learned about Lincoln and keep his opinions in mind while forming their own ideas about certain events in history. The students would then post their podcasts and I'd assign each student a peers to watch. The students would be expected to respond to their peers podcast, while staying in character.

I think this is a great lesson for everyone, including ELL students. ELL students are oftentimes better at speaking the language in comparison to writing it. Consequently, they may feel more confident making a podcast instead of writing an essay. This would also help students to learn more about the person they're assigned, and understand why that person has the opinions they do. It would also encourage critical thinking, as students have to reply to events in history while keeping their characters opinions and thoughts in mind. I think this lesson would be really fun and would encourage students to learn more about important people in history.

We All Have Baggage!

This lesson is inspired off something I saw on Facebook, and highlights the importance of getting to know your students on a personal level, which is something we learn about in TCH 207. The lesson would be based off a book we read where the main character struggles with their demons and character flaws. We would first analyze how the characters insecurities impact her throughout the novel. I would then have every student take out a piece of paper and write something they struggle with, without including their names. I'd then have the students crumble up the paper and close their eyes. Every student would throw their paper somewhere in the room. The students would then open their eyes and go pick up a piece of paper. We would take turns reading what the students wrote. If the student who wrote the baggage wants to talk about it, they'll be welcome to, but it will not be required. At the end of class, everyone would take the piece of paper they picked up and throw it in the garbage, representing letting go of the baggage that holds you back.

I think this would be a great way for students to feel better about themselves and their struggles. By seeing that all their peers are going through things, they may feel less alone in their battle with themselves. This would be great for ELL students because moving to a new country and learning a new language is not easy, and it may give them a chance to let go of some of the struggles that are holding them back. This would allow students to be emotional and vulnerable, while still being anonymous. If the student chooses to talk more about their baggage, they'll be welcome to share in a safe space. This can help me to get to know my students better and help remind me that these aren't just students, but young developing children who are going through an array of changes and struggles.

Poetry Slam!

This lesson is going to focus on including fun games into the classroom, while also still teaching the content that is required. In TCH 237, we learn about a variety of different games that we can incorporate into the classroom to make learning fun and engaging. This game would focus on writing poetry, especially while using metaphors. I would first split the students up into 5 groups. I would then explain the rules of the game. You start by pulling one card from each of the three colors, blue red and white. Next, you would take each of the cards and make a metaphor using those three words, while adding any other auxiliary words needed to form a complete metaphor. I would advise students to take notes during the game, and jot down things they may want to include in their poem. The next day, I'd give students some time to create their short poems. The following day, students would be encouraged to share their poems to the class, or in small groups.

This lesson is great for ELL students because poetry is relatively easier to write, since there's not as many rules as when writing an essay or other forms of academic writing. Additionally, they wouldn't have many guidelines they need to follow, and they'd be able to write the poem about whatever they want. This will allow students to have the chance to talk about personal issues and topics that interest them, or anything else they desire. By sharing in small groups, the students will be able to learn more about their peers and connect on a more personal level. Playing the game beforehand will also make the lesson more engaging, and help students who don't like to write poetry develop some ideas.

Let's Learn About You!

This lesson would help middle school students learn about their own unique development. In TCH 130, we talk a lot about young adolescents physical, social, cognitive and emotional development. In many of my blog posts I've said that the book we read in TCH 130 called "What Every Middle School Teacher Should Know" could also be called "What Every Middle Schooler Should Know." It is really important that my students know about themselves and what's going in their bodies. The lesson would start by relating young adolescents development to a character in a book that is around the same age as them. We would spend a day learning about some of the social, emotional, physical, and cognitive changes that middle schoolers go through. The next day we would discuss some of the things they notice in their own life, and how it relates to the changes they're going through. I would divide the students into 4 groups: social development, physical development, cognitive development, and emotional development. The students would then have time to share some of the issues they're facing in the classroom, and offer suggestions to me for ways that I can improve. For example, If a student is talking about the physical changes they're going through, they may say that sitting in a seat all day is uncomfortable and suggest more interactive lessons.

I think this would be a good lesson for everyone, including ELL students, because it gives the students the opportunity to explore their own bodies and have a say in how lessons and activities are carried out in the classroom. This may be especially beneficial for ELL students because they'll feel like they have a say in what's going on in the classroom, and it will help them remember that they are not invisible and their voices are being heard. It would also help students recognize the changes their bodies and minds are going through, and hopefully help them feel less alone in their struggles and realize that what they're going through is normal.

Let's Draw!

This social studies lesson will help to stress the importance of expressing knowledge in different forms, while also focusing on vocabulary. In TCH 207 I have learned about the importance of vocabulary, especially when talking about ELL students. I would start by creating a list of vocabulary words from the unit. I would then put the students in groups of 6- 3 people per team. I would cut the vocabulary words into little pieces and place them in a bowl. To begin, one of the players from the first team would pull out a vocab word and be told to draw a picture that helps their teammates to guess the word. We would continue doing this for 20 minutes, with each of the teams switching roles every turn. After the 20 minutes is up, the teams will continue to play, except now they'll have to act out the word instead of drawing it. We'll do this for 20 minutes and then spend the last 10 minutes talking about terms that are still confusing.

This lesson would be good for ELL students because if they are having trouble defining terms they'll be able to express their knowledge in a different way. In TCH 207, we spent a week on learning about the importance of vocabulary for ELL students. Just because a student can't express what a term means through words doesn't mean they don't understand, so it is only fair that we give them a chance to express their knowledge in a different way. This will also be good for English speaking students because they'll be able to learn the vocabulary in a more fun and creative way.

TikTok Challenge!

This social studies lesson would incorporate something the students are interested in while still working to teach content. In many of my classes we've learned about the importance of catering your lessons to your students interests, which can really help the level of engagement occurring in the classroom. This lesson would occur when we're talking about the Civil War. Students would be given a side, either for or against the war. Each student would have to make a creative TikTok which expresses why or why not the Civil War should be fought. The students would be asked to make a TikTok between 30 seconds to a minute. When all the students have created their TikTok, we will have a viewing party where we eat snacks and watch everyone's TikToks.

This lesson would be good for ELL students because it would help them to be able to connect with peers their age through a popular social media platform. This day in age, young adolescents spend a lot of time on the internet. Oftentimes, it can be hard for ELL students too make friends and form lasting connections to peers. By allowing them to explore a popular social media site, they may be able to network with more students their age and get accustomed to some of the "trends" that are so popular in middle school. This could help them to feel less outcasted and develop a better sense of belonging with their new classmates. This lesson is also good for English speaking students because it takes something they're interested in and incorporates it into the classroom.

Reflection

To be honest, before taking TCH 207 I hadn't really thought about ELL students in my classroom. I came from a majority white neighborhood, where there is a lack of diversity and immigration. Consequently, I have never been in a class with someone whose first language wasn't English. I am extremely grateful that I took this class, because I now understand that the unique needs of ELL students are important for every teacher, across every content area, to know. When planning these 10 lessons, I kept the needs of ELL students in mind, while also making sure that my lessons were beneficial to English speaking students. Since I want to work in low income schools, I will likely have language learners in my classroom. When I'm a teacher, I want to make sure that all my students are given the resources they need to succeed. I can only imagine how hard it would be to move to a new country, and having to learn a completely new language would make it even more difficult. In my lessons I tried to include a variety of different ways to showcase knowledge. Every child is unique, and not everyone likes to write. This is sometimes hard for me to wrap my head around, since I have always loved to write. However, not all my students will share my love for writing, and that's okay. Reading and writing are extremely important skills, and it is my job to help my students develop these ever so important skills.
Although reading and writing are important, we need to offer alternative ways for students to learn and showcase their knowledge.

I tried to create multiple lessons that focused on other ways to display content, such as acting, drawing, videos, and podcasts. Academic language is something that takes time, patience, and practice to develop. We cannot overwhelm language learners by constantly forcing them to read and write, without giving them the resources they need to succeed in these areas. If a student is trying to learn a new language, while surrounded by teachers and peers that have already mastered it, they may feel extremely self conscience and have a hard time having any type of confidence. Consequently, they may just give up and not bother to even try, which would be not be the worst scenario. It is important for us to present important aspects of academic writing through other means besides just simply writing. For example, the would you rather lesson works to ingrain an important concept in argumentative writing, without actually forcing them to write. It is my hope that through lessons like these ELL students will remember these aspects and understand their importance, even if their academic writing skills are not developed enough to be able to write a full paper. Another example is the lesson where you make a movie trailer. This allows ELL students to showcase their comprehension through speaking and acting as opposed to just writing. As a result, they may feel more confident about themselves and their ability to comprehend and succeed in school. I think poetry is an amazing start for ELL students to develop academic language and writing skills. Poetry does not have as many rules, which can be beneficial for ELL students as they try to comprehend all the complex rules of the English language. Writing poetry will hopefully allow them the time to experiment with social and academic language. I believe that these methods are not only extremely important for ELL students, but for all different types of learners.

One of the most important things we need to remember when working with ELL students is that they are unique individuals with their own opinions, knowledge, and experiences. When you move to a new country, you need to completely adjust your way of life as you learn to fit in a completely new environment. Although learning American culture is important, it does not mean that their native culture is not important. Through reading "The Reflexivity of Pain and Privilege," I have learned that trying to change someone or tell someone who they're supposed to be can be extremely damaging and counter productive. We need to take the time to learn about our students cultures, while also helping them learn about ours. I do not want ELL students in my classroom to feel like they don't have a voice. In fact, I don't want any of my students to feel that way. Consequently, I tried to create a variety of lessons that celebrated different cultures, while also teaching about American culture. For example, the lesson which included the message boards offers ELL students the opportunity to talk about their own unique experiences while connecting with their classmates. The lesson where students were able to research different countries also gives ELL students a chance to lead conversation and be the "expert." In my classroom, I want to make sure that ELL students are not just acknowledged, but celebrated. It is important to celebrate my students unique cultures while also teaching them more about America. Middle school is a time of self discovery for children, and self discovery does not just happen through learning content. Middle school students crave social interaction, and for ELL students this may be difficult. One of the main goals of the TikTok lesson is to help students feel more included outside the classroom. Social media is a big part of everyone now a day, and it's a great way to connect with people and form relationships. In order to connect with someone, you need to have something in common. My hope is that by introducing ELL students to a rising social media platform, they won't feel so left out inside or outside school.

In TCH 237, we spend a lot of time talking about how to make learning fun and engaging. I feel like some people have the notion that school is not fun, and if we center lessons around games, we won't be able to teach the students what they need to know. However, after taking TCH 237 I have realized that this is not at all true. There are plenty of ways to incorporate games into the classroom while still teaching important concepts. In fact, I think that by making learning fun students will be much more engaged than if I was to simply lecture at them all day. Another thing that is extremely important to remember is to make sure that students interests are reflected in lessons. In my lessons I tried to provide a variety of different opportunities for students to make suggestions about what THEY want to learn. Ultimately, I am extremely happy I had to take this class because it has helped me understand the unique needs of ELL students. When I am a teacher, I will make sure to spend 1 on 1 time with ELL students alongside implementing activities that help them develop their language skills. Every student deserves attention, and every student has potential. As teachers, it's our job to recognize that potential and help them turn it into success. We cannot forget about ELL students, in fact they should be a priority.