ESL Lesson Plan Jessica Bates EDBE 5143: ESL Methods Incorporating Technology into the ESL Classroom

English Language Arts / ESL 2nd Grade The purpose of this lesson plan is to incorporate technology into an English Language Arts (ELA) lesson for English Language Learners (ELLs) using email for reading, writing, speaking, and listening skills. My critical literature review paper Incorporating Technology in the ESL Classroom states email is a very useful tool in the English as a Second Language (ESL) classroom as it promotes occasions for communication (academic and social), information sharing, and collaboration (Manson, 2007). Student/student communication provides valuable collaboration, and builds language and writing skills in addition to learning about cultural nuances. Combining this activity with technology further motivates the ELL.

Theme/Topic The theme/topic is using technology to communicate in writing with an ELL partner from a different school via email in an ELA/ESL lesson. Communicating via writing to pen pal. Students will be paired with those from the cooperating school by language and grade because they will be communicating in L1 and L2 in an effort to build their proficiency in both. In addition, they will be using social and academic language. Communicating in class with peers. In cooperative groups, students will be communicating with their peers throughout the editing process. Students will revise their letters based on the feedback they received from their peers and send the email to their pen pal.

Content/Objectives Appropriate social language to communicate on grade level via email. How to use social language and academic language in writing. Further English proficiency. Further develop writing, reading, speaking, and listening skills in L1 and L2. Technology use.

Language Objectives The students will learn by modeling and hands on experience with the technology application. Language proficiency will be learned by explicit instructions, using graphic organizers, working in cooperative learning groups, and utilizing a personal dictionary from previous content to communicate their email correspondence (Echevarria, Vogt, & Short, 2006). Using meaningful activities, background knowledge, personal experience, cooperative learning groups, and oral and written language skills to maximize the impact of the lesson (Echevarria & Vogt, 2010).

Texas Essential Knowledge & Skills TEKS It is important to see the lesson as part of the unit because it will be reinforcing much of the work done to date. As such, this lesson is part of a unit plan which focuses on the writing process as defined by TEKS §110.13.(b)(17)(A), (B), (C), (D), and (E); §126.2.(b)(10)(A) and (B); §126.2.(b)(11)(A) and (B); and §126.2.(b)(12)(A) and (B). This lesson specifically addresses: §110.13.(b)(17) Writing/Writing Process. Students use elements of the writing process )planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric, and (E) publish and share writing with others. §126.2(b)(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and (B) publish information in a variety of media including, but not limited to, stored files or video. §126.2(b)(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (B) evaluate the product for relevance to the assignment or task.

English Language Standards ELPS The following ELPS will be addressed in the unit and as this lesson ties together previous work from the unit the case is made that all of the following are addressed through the students reading, comprehending, and editing process of peers materials. 74.4(a)(2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.

ELPS continued (1)  Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A)  use prior knowledge and experiences to understand meanings in English; (B)  monitor oral and written language production and employ self-corrective techniques or other resources; (C)  use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; (D)  speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known); (E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; (F)  use accessible language and learn new and essential language in the process; (G)  demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and (H)  develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.

ELPS continued 74.4(c)(5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English; (B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary; (C)  spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; (D)  edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; (E)  employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i)  using correct verbs, tenses, and pronouns/antecedents; (ii)  using possessive case (apostrophe s) correctly; and (iii)  using negatives and contractions correctly; (F)  write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and (G)  narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Procedures/Techniques/Strategies The teacher will use whole group instruction to explain the objectives and review specifics in detail while using a projector. The students will edit each others email drafts in cooperative groups and use these tools: Rubric: clearly shows what the assignment includes, the elements that need to be present, and details for each element. Email example from previous whole group exercise serves as a visual tool and reminder. Translation dictionary and personal dictionaries. Textbook for content confirmation of student’s second paragraph. The students will make appropriate changes, as determined through the editing process, to their draft and will send the revised email to their pen pal.

Procedures/Techniques/Strategies The teacher will give explicit instructions on how to do the assignment using direct speech, nonverbal cues, and graphic organizers (Echevarria, Vogt, and Short, 2006). The students will use cooperative learning groups to look at their email drafts which have been done previously in the unit and printed. They will go over each part of the email draft to be sure they are in line with the assignment (ELPS) and correctly written (TEKS). Once the drafts have been reviewed, the students will finalize and send the communication via email to their partnering student. Direct speech: “Today we will get into groups to look at your email drafts. You will be editing each other’s drafts to be sure they follow the rubrics I have given you. After you are done editing in your groups, you will make changes to your email letter. Then you will send it to your pen pal.” Nonverbal cues: I will use direct speech and modeling by going over each step in detail the first time I explain the lesson. Nonverbal cues will be used while modeling the editing process and how to use their tools on the projector. Then, I will move around the room to group students, make sure each group has the additional materials they need and that they understand the directions. I will point to each graphic organizer as I discuss it with the individual groups. I will walk over to the computer while I talk about making the final edits and sending the email. I will model what editing and sending the email looks like as each group is ready to start that process. Graphic organizers: rubric, email example, and simplified “How to edit a saved email and how to send email” informational sheet. Cooperative learning groups: four members work together to read, edit, and discuss specified criteria. Members will be allowed to communicate in their groups by writing to each other if necessary.

Procedures/Techniques/Strategies The students will edit their letters in cooperative learning groups using social and academic language in L1 and L2. They will use a translation and/or personal dictionary as necessary. The correspondence will have the following: A short paragraph which uses social language (approximately 3-4 sentences) to introduce themselves in L1, A short paragraph which uses academic language (approximately 3- 4 sentences) to explain something they learned recently through a lesson at school in L2, and Two open ended questions about their partner in L2 using social language. Using meaningful activities, background knowledge, personal experience, cooperative learning groups, and oral and written language skills maximize the impact of the lesson (Echevarria & Vogt, 2010). The personal dictionary uses words from previous lessons and acts as a scaffold for new communication.

Materials Materials needed to complete this lesson: Computers and internet access Projector and markers Pencils and erasers Paper Translation and personal dictionaries Textbook relevant to each student’s second paragraph Printed email drafts Printed rubrics Printed informational sheets Desks and chairs

Assessment Informal Assessments will be taken with ongoing observations and brief interactions with the groups to make sure everyone is on task and understands the assignment. Authentic Assessments: performed during the explanation at the beginning of class (thumbs up/thumbs down) and while the teacher checks in with each group. Review of email submissions (teacher is copied on all correspondence).

Conclusion This lesson/unit has potential for real life application in the classroom as it addresses required knowledge (TEKS/ELPS) in a fun, motivating, and practical way. There are many benefits to the communications gained throughout these experiences. The email pen pal experience allows the students to communicate with another student who is going through some of the same things they are because they are also an ELL. Having the students communicate in L1 and L2 not only builds their base knowledge in both, it also gives them familiar ground on which to communicate. Communicating in L1 also loosens them up a bit, subconsciously making it clear to them that they don’t have to be perfect as they are both trying to learn the language. Working with their peers gives them face to face communication practice and respect for each other. Student knowledge is built through whole group, individual, and cooperative group interactions. This lesson is rich in these communication exercises. Social and academic language skills are built through reading, writing, listening, and speaking. Using all these applications really allows the student to grasp the full context of their language. Student confidence about their language abilities are raised through language skill building and working with their peers. It is important the students understand they are supported and not alone in the process of acquiring L2, and that they are not going to be put down or ridiculed in this environment. It is also important the student feels it is acceptable to make mistakes. Building confidence motivates the student to continue practicing. This lesson shows an application of email as a technological tool. Clearly, the email exercise has academic benefits; another benefit is how the students are further motivated by using technology.

References Echevarria, J., & Vogt, M. E. (2010). Using the SIOP model to improve literacy for English learners. The NERA Journal, 46(1), 8-15. Retrieved from http://online.twu.edu/bbcswebdav/courses/12SPEDBE545350/11FAEDBE545350_Im portedContent_20110829080042/Echevarria-and-Vogt.pdf Echevarria, J., Vogt, M., and Short, D. (2006). The Eight Components of Sheltered Instruction. Adapted from Making Content Comprehensible for English Language Learners, The SIOP Model. Austin, TX: Southwest Educational Development Laboratory. Manson, N. (2007). Collaborative learning via email discussion: Strategies for ESL writing classroom. The Internet TESL Journal, 13(3), Retrieved from http://iteslj.org/Techniques/Manson-EmailDiscussion/ Texas Education Agency, Curriculum Division. (2011).Texas essential knowledge and skills for grade 2. Retrieved from website: http://www.tea.state.tx.us/index2.aspx?id=6148 Texas Education Agency, Curriculum Division. (2011). English language proficiency standards. Retrieved from website: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4