Lesson Plan

SIOP LESSON PLAN TEMPLATE

Unit/Theme Title: Landforms
Description: This Unit Plan is based on teaching vocabulary with ESL students. Vocabulary is one of the contextual factors garnered from chapter 1 in our textbook Curriculum Development in Language Teaching. Vocabulary is one of the most obvious components of language and one of the first thing applied linguists turned their attention to.
Goals and Objectives: Content Objectives Students will be able to: -              Identify high land and low land by classify them into groups -              Know the names of the different kinds of landforms by saying their names -             Categorizing landforms according to their features Language Objectives Students will be able to: -              Discuss the differences between high land and low land -              Write sentences using each of the vocabulary words. -              Invite volunteers to read aloud their sentences -              Share with the class their understanding of the vocabulary words using the four corner chart (show the class their chart) -             Search the net to look for important information for specific topics given using computers
Grade Level: 2nd Grade
Common Core State Standards: Vocabulary Acquisition and Use: CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrase based on grade 2 reading and content, choosing flexibly from an array of strategies. -        CCSS.ELA-Literacy.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase GDOE Content Standards: Educational Technology: Standard 3: Research for Problem Solving and Decision Making -        Students plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.          - 2.3.3 Select relevant bookmarked websites from a teacher collection of online resources           to support a decision, solve a problem, or answer a research question.          - 3.3.3 Locate information using teacher-selected digital media (e.g., search engines, bookmarks, website links).          - 3.3.4 Input and organize information and images into an appropriate application (e.g., table, text document, database form template).
Duration: 30 – 45 minutes for 1 week
Skills Addressed: Be able to characterize landforms and bodies of water according to similar features. Be able to understand vocabulary words using Representational Imagery (Mental Image) learning strategy Be able to use adjectives to describe certain objects or things Be able to use the computer to search and do the activities on the recommended sites from teacher
Key Vocabulary:  landforms, desert, forest, hill, island, mountain, peninsula, plain, valley
Materials: -        Books(Harcourt), Photographs and pictures of landforms and bodies of water, graphic organizers (T-Chart), Markers, Crayons, Glue, Scissors, pencils, papers, Drawing papers, Index cards, smart board, laptop, speaker, and computers.
Resources: 2nd Grade Harcourt Textbook, Internet resources: http://www.corestandards.org/ELA-Literacy/L/2/ https://sites.google.com/a/gdoe.net/curriculum-and-instruction/ http://www.lincoln.dubuque.k12.ia.us/School-Wide/internet_resources/expeditions/3rdgrade/landforms.htm http://www.quia.com/mc/109706.html
SIOP Features* (See 6 components below and checkmark boxes that apply.)
1. Preparation xoAdaptation of content xoLinks to background xoLinks to past learning xoStrategies incorporated 2. Integration of Processes xoReading xoWriting xoSpeaking xoListening	3. Scaffolding xoModeling xoGuided practice xoIndependent practice xoComprehensible Input 4. Application xoHands-on xoMeaningful xoLinked to objectives xoPromotes engagement	5. Group Options xoWhole class xoSmall groups xoPartners xoIndependent 6. Assessment xoIndividual xoGroup xoWritten xoOral
Lesson Sequence: Start the lesson by playing some youtube videos from the net so that students can have some ideas on landforms before you start the lesson. https://www.youtube.com/watch?v=LwNfvyCXh1k https://www.youtube.com/watch?v=KWTDmg8OI_Y Define landforms. What is a landform? A landform is a natural formation or area of land, such as a continent. In this movie, you'll explore flat areas of land, such as plains and prairies. You’ll   learn about raised areas of land, such as hills, mountains, and plateaus, and lower areas of land, such as canyons and valleys. You’ll also explore landforms near water, such as bays, coasts, islands, and peninsulas. What landforms can you find in your community?   Today we are going to learn about different kinds of landforms. Write the word Landforms on the board. Use web diagram to explain it. Write the word landform in the circle positioned in the middle. •             Distribute index card to students to write the vocabulary words at the back of the card •             Ask students to open their social studies book to page 112 and write the vocabulary words at the back of each index cards (one card for each vocabulary word) •             After they’re done copying the vocabulary words, open up the link https://en.wikipedia.org/wiki/Landform#External_links to show them pictures of the different kinds of landforms. While showing them the pictures, ask the ESL students to write down the name of each landform shows in the picture next to the vocabulary word at the back of their index cards in their own language (if they have any). While your showing and say the name of the landforms in the picture, continue to form the web diagram on the board by write down the words in the other circles attached to the circle positioned in the middle.  •             On the front of the card, ask them to draw a picture of the landform they see or something that can help them understand the vocabulary words •             Read the story out loud “ Tulip Sees America “ •             Provides the following sentences after reading the story 1.            I know it is a ___________ because there is no place to hide and I see cactus. 2.            Piles of rocks as high as the sky and a river running under them, so I know it is a __________. 3.            I reach the top of the ________ and when I look down things look smaller. •             Read pages 112 – 115 together with students. After reading and showing pictures of the landforms, introduce the T-Chart to the students and the purpose of using it. •             Put up the T-Chart on the wall and label one side low land and the other side high land. Distribute pictures to students and ask them to post it on the chart under each category •             Ask students to pick a picture of a landform and writes one or two sentences using adjective word(s) to describe the landform they pick (adjectives in size, shape, colors, quantity and how it feels : e. g, big, flat, brown, dry) •             Volunteers share/read  to the class their sentences Group Project: Divide the class into small groups (4 groups of 3) Library Visit: The class will visits the library to search the net to continue their learning on landforms. They will work individually on the computers in the library and work in group when they get back to class.  Each group will come up with a diagram to use to categorize different kinds of landforms after their library visit. (make sure they have knowledge about the different kinds of graphic organizers). Class will be heading to the library after the groups decide which diagram to use. Give each student the site http://www.lincoln.dubuque.k12.ia.us/School-Wide/internet_resources/expeditions/3rdgrade/landforms.htm to explore during their library visit. They may log down important findings and even print out pictures according to their group assignment. The group project will present to the class on a presentation board. Each group will present their project to the class and post up their project on the wall in the classroom or outside their class. Extension Activities Two choices: Four Corner Chart or Create Riddles Students will show their understanding of the vocabulary words by using the four corner chart. In the four corner chart, each student will write the word in the first corner, draw a picture of the vocabulary word in the next box across the first corner, write the opposite of the word in the third corner on the bottom of the first corner, and use the word in the a sentence in the last corner.  This is how the chart looks like.                   Sample of four corner chart Sample of Riddles: (Teacher does some with students before students come up with their own) When you look at surface of Earth you'll agree that landforms are interesting features to see almost all involve water to some degree or from geological activity. See if you can figure out these landform riddles: What kind of landform has a vent at the top, spews lava and steam and pieces of rocks? VOLCANO What kind of landform has very steep sides that were cut by a river's erosion and time? CANYON Going over this landform will make you shiver. It occurs when there's a sharp drop off in a river. WATERFALL You get to this landform when oceans run dry. They're broad, flat spaces under the sky. PLAINS What kind of landform is tallest of all with a spiky top where snow may fall? MOUNTAINS What kind of landform always runs downhill and can be used to turn turbines that power a mill? RIVER Landforms like this are often times found in the side of a mountain or as a hole in the ground. CAVE What kind of landform is a huge chunk of water that takes up three-fourths of the Earth, and is salty? OCEAN This landform is found at the bottom of mountains and very tall hills; it's the low land between them. VALLEY To get to this landform, a boat you may ride since water surrounds it on every side. ISLAND Triangle-shaped landforms like this often sit near the ocean where a river finally runs into it. DELTA Which type of landform stretches into the tides; surrounded by water on three of its sides? PENINSULA This large body of water is surrounded by land. It's a great place to fish and swim, if you can. LAKE When the wind and the rain wear a mountain away, the mound that is left is this landform, they say. HILL Which type of landform is just one of seven? It's a really big place split up into nations. CONTINENTS When you look at surface of Earth you'll agree that landforms are interesting features to see there are many more out there that you'll want to know like mesa and harbor, gulf and plateau, fault, ford and an archipelago. Extra practice for students on their own free time: http://www.quia.com/mc/109706.html
Reflections:

References :

*Adapted from the SIOP Model for English Language Learners

SIOP Lesson Plan sample:  http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9178/SIOP_Plants_lesson_plan.pdf

Quia Web Subscriber. Java Games: Flashcards, matching, concentration, and word search: Retrieved from http://www.quia.com/mc/109706.html

Dostal, J. (2013, January 25). Internet Resources. Retrieved from http://www.lincoln.dubuque.k12.ia.us/School-Wide/internet_resources/expeditions/3rdgrade/landforms.htm

Wikipidia (2015, May 20). Earth’s Landforms: The Free Encyclopedia Retrieved from https://en.wikipedia.org/wiki/Landform#External_links

makemegenius. ( 2013, September 23). Types of Landforms for kids –a Video Lesson: Retrieved from https://www.youtube.com/watch?v=LwNfvyCXh1k

DeMaio, M. (2013, November 25). Learning About Landforms: Retrieved from https://www.youtube.com/watch?v=KWTDmg8OI_Y

Summary & Reflection : Enabling Dreams

Technology comes in many different shapes and have played many fascinating roles in life. It could be as simple as a cell phone that made communication easily accessible from remote distances, or an electric chair that had helped disabled people move from one location to another. It could be a simple portable laptop or a computer in the classroom that serves many purposes. The video, “Enabling Dreams” provides both positively and negatively advantages to students especially those with physical impairments with learning which is the essence of this reflection that I would want the parents, administrators, or all the educators, like myself, to be aware of.

According to the video, assistive technology helps students to do their homework and it saves them time. It enables students to do researching and exploring the net quickly. Furthermore, it has been proven productively, and a major foundation of life. Dell, Newton& Petroff (2012) refers to assistive technology as a device to use to increase, maintain, and improve students’ capabilities for the disabled.

Other devices have important results which include laptops and other tablet devices. They are appropriate apparatus and are portable and can be used both in and outside of classes. It is a good way to those whose handwriting are poor and sluggish and the quality of their note-taking improved as well (Vaughn & Bos, 2009). It improved spelling, and expressive writings and reduce distraction. It improves student’s ability to read and academic outputs. Furthermore, it is an amazing tool to improve math skills instead of memorizing facts. Lastly, it provides immediate feedback.

Assistive technology can provide enough time for students focusing on communication bypassing the aspect of writing by using spell check and grammar features. The output of the paper is more in a neat condition than in a handwritten style or output. In the classroom, when students are writing their journals or classwork with sloppy handwriting, teachers often missed the essence of the writing or spent a lot of time trying to figure out what is the intended point.

Some of the technologies include text-to- speech software that can read out digital or printed text. This is important because it gives students more time to pick up the correct pronunciation of each word as they are read to them. It also gives positive effect of decoding and word recognition (Rasskind & Higgins, 1999). Text to speech helps to retain skills in listening, catching their mistakes as it reads to them, and helps them to revise their work quickly and easily. Still many types of assistive technology / instruction include: speech to text, word production, mid tech devices, graphic organizer, calculators, and etc. These advantages of assistive technology if used properly during instruction may bring accelerating results with my students, which I had missed in teaching.

For the pass years, the department of education in Guam continued to perform poorly. What had happened to students’ learning when we are learning that technology had helped in improving learning?

According to the video, students will continue performing lower because the implementation of technology was not implement properly or not included in the planning process. This process as well as practice is not consistent either.

Another prominent obstructions is that its a hard learning process and takes time for the processing process to actually works. All personnel must be trained with learners to be equipped with the proper documents that parents might have difficulties funding.

It is my recommendation that all stakeholders work diligently to find possible means to equipped children not only those with physical impairment but all learners so that all this dream cannot just be a dream but a reality to all learners, that is, improved learning result.

References:

Edutopia. (2010). Assistive Technology: Enabling Dreams. Retrieved from: https://www.youtube.com/watch?v=rXxdxck8Gic

Morrin, A. (2014-2015). Text-to-Speech Software: What It Is and How It Works. Retrieved from: https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics

Raskind & Higgins (1999). Assistive Technologies: Concepts, Methodologies, Tools, and Applications. Retrieved from: http://booksgoogle.com/books?isbn=146645032