Using Music for English Language Learners

I was remembering my childhood and as an English Language Learner I remembered how much music helped me. I think I might have known every song that came out in 1988! Billy Ocean's "Get out of my Dreams, get into my car" still plays in the back of my mind sometimes. :-) thinking of this I wondered if anyone had any music that could be incorporated into the ESL curriculum. I found this wonderful website with Beatles songs which are appropriate for use in the classroom.

http://www.miscositas.com/materials.html


I now have an urge to investigate if there are any current songs that might be typed out for ESL students to sing along with. I think this would be a great listening/reading center!

Thematic Social Studies Lesson to go with Persuasive Writing

Teacher: Leticia Sitler

Subject Area:  Social Studies

Grade Level:  2^nd Grade

Unit Title:  Producers and Consumers

Lesson Title:  Tortillas for me and you!

Time required:  45 minutes

Objectives:

The student will be able to: distinguish the difference between consumers and producers.

 The student will be able to brainstorm possible producers and consumers. 

The student will be able to pair appropriate producers with consumers. 

The student will be able to create a product that we can get consumers to buy. 

 TEKS §113.13. Social Studies 10(A), 10(B), 10(C) distinguish between producing and consuming;  identify ways in which people are both producers and consumers; and  examine the development of a product from a natural resource to a finished product.

ELPS
C(1)(A)use prior knowledge and experiences to understand meanings in English;
C(2)(D)  monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
C(3) (E)  share information in cooperative learning interactions;

MATERIALS/RESOURCES NEEDED:

BOOK “LA TORTILLERIA” BY GARY PAULSEN

POSTER BOARD

MARKERS

HOT PLATE

BAG OF TORTILLAS

SOCIAL STUDIES JOURNAL

Anticipatory Set:  Prior to lesson I will have the hot plate warming tortillas.  I will ask the student to do a quick write in their social studies journal about their favorite food they buy with their parents at the grocery store while I heat the tortillas out.  They will snack on tortillas while we read our book.  Teacher script:  Boys and girls, today we are going to read La Tortilleria.  Does anyone know what this title means?  (wait for possible explanations then elaborate)  La Tortilleria is a place where tortillas are made in mexico.  This book will talk about the process of making tortillas and explain how we as people are consumers and producers.  Those are our content vocabulary words for today.  I know you do not know what they are yet but as we move on in the lesson I think you will find out the answer. 

Objective/Purpose:  By the end of our lesson we will be able to distinguish the difference between consumers and producers.  We will be able to brainstorm possible producers and consumers.  We will be able to pair appropriate producers with consumers.  We will be able to create a product that we can get consumers to buy. 

Input:  It is essential for students to have shopping experience.  In this way they are able to relate to being consumers.  Teacher script:  Boys and girls, now that you have written in your social studies journal about going to the grocery store with your parents, we are going to share the favorite foods you like to buy.  Every time one of us goes to a grocery store we become Consumers, or people who buy goods and services.  Your stories have just described how you were a consumer with your parents to buy your favorite food. 

Model: I will demonstrate an example of producers and consumers by playing the commercial by Verizon where the little girl sells pink lemonade.  http://www.youtube.com/watch?v=6B9kUnl9k9c&feature=results_video&playnext=1&list=PLDB0DA323F2DF48B9

Teacher script:  Watching this video do you think we are watching a video of consumer s or producers?  What makes you think so?  What does the little girl do that makes you think this?  Our story and our commercial both have things in common.  Producers, consumers, income, goods and services. 

Teacher Behavior:  Once students begin Activity 1 teacher will monitor student pairing and ask as to the reason for their pairing. 

All Students:  Teacher will show content vocabulary on PowerPoint with pictures included. The content vocabulary will be discussed. 

www.rockingham.k12.va.us/resources/.../files/Economics2ndb.ppt

Special populations: Teacher will provide students with a word list and definition of content vocabulary as well as examples to glue on to their journals.

ELL/Bilingual Populations: I will attach illustrations along with vocabulary so that the students can correlate the illustration to the word.

GT Populations:  Students will generate a mural of different producer/consumer relationships that their parents and students may be part of using computer research and create a PowerPoint presentation or poster using magazines to portray the consumer/producer relationships.

Check for understanding: I will have students find their pair using illustrations, words and content vocabulary (consumer, producer).  The students will then need to justify why they paired with that person. (i.e. baker student with producer)

Guided Practice:  Students will be shown a PowerPoint in which various producers and consumers  in action will be shown.  Students will need to analyze the photograph and justify which person is in which role and why. 

http://www.slideshare.net/sitlerl/producer-or-consumer

Activity 1  I will have students find their pair using illustrations, words and content vocabulary (consumer, producer).  The students will then need to justify why they paired with that person. (i.e. baker student with producer)Teacher script:  Boys and girls now that we’ve discussed producers, consumers, services and goods we are going to play a match up game.  Each of you will be either a consumer or a producer.  The goal will be for you to pair yourself up with your consumer /producer.  You will have to talk to your partner to make sure you match up.  Do you provide a service a good.  Does your consumer want this service or good?  These are questions you will have to discuss. 

http://www.slideshare.net/sitlerl/producer-and-consumer-matching-game

Activity 2  I will create a center in which students create a product (bracelet) and create advertising to put up in the school.  All proceeds will go to the school library.  Teacher script:  For this center boys and girls we will practice becoming producers by making bracelets.  This center will be done in pairs.  Once you are done with your bracelet I want you and your partner to brainstorm possible ways to advertise selling your bracelets.  In your Social studies journal write down who you would sell your bracelet to and why?  Make sure to use your content vocabulary in your writing.  (Teacher will teach one student to properly knot bracelets just in case students have trouble tying them)

Activity 3 A computer center will be set up where students can review and test their knowledge about what they know about consumers.  I will encourage my special population and ESL to do this center as it is very elaborate and will help reinforce concepts taught in the lesson.  Teacher script:  For this activity boys and girls you need to click on the play button and listen to the narrator.  The words are highlighted for you and you can replay as many times as you need.  There will be an activity at the end to test your knowledge of what kinds of products consumers buy. 

http://www.econedlink.org/lessons/index.php?lid=457&type=student

A premier source of classroom tested, Internet-based economic lesson materials for K-12 teachers and their students | EconEdLink

Closure  We will go back to the story and talk about how we are consumers and the tortillas we are about to enjoy were made by producers.  We will do a quick write with the question being, which is more important being a producer or a consumer? 

Independent Practice   Student will create a foldable with consumers and producers illustrated.

Works Cited

Bonner, P. (2004, March 30). Econedlink. Retrieved from http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=em457_story1.swf

Bilash, O. (2011, January 1). Krashen's 6 hypotheses. Retrieved from http://www2.education.ualberta.ca/staff/olenka.Bilash/best of bilash/krashen.html

Paulsen, G. (1995). La Tortilleria. (First ed.). San Diego: Harcourt Brace

Peters, B. (n.d.). Second grade economics. Retrieved from www.rockingham.k12.va.us/../elementary/files/Economics2ndb.ppt

Schütz, R.  (2007).  Stephen Krashen's Theory of Second Language Acquisition. English Made in Brazil Retrieved from http://www.sk.com.br/sk-krash.html

Super Teacher Worksheets. (2007). Multiplication memory match game. Retrieved from http://www.superteacherworksheets.com/

USATechnologies. (2011). Usa technologies featured in verizon wireless commercial . [ [Print Photo]]. Retrieved from http://www.youtube.com/watch?v=4v1AB9Yz0_g

Persuasive Writing Lesson Plan

Teacher: Leticia Sitler

Subject Area:  Language Arts

Grade Level:  2^nd Grade

Unit Title:  Persuasive writing/Time 1.5 hours

Lesson Title:  Bling for Sale!! 

Objectives:

The student will be able to generate ideas and plans for writing by using brainstorming, and clustering

TEKS §110.13. English Language Arts and Reading

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

 (20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

ELPS

C(1)(A)use prior knowledge and experiences to understand meanings in English;
C(2)(D)  monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
C(3) (E)  share information in cooperative learning interactions;

MATERIALS/RESOURCES NEEDED:

BOOK “LA TORTILLERIA” BY GARY PAULSEN

Sticky notes for revising, adding descriptive language

Writing Journal

15 Min Anticipatory Set:  Prior to the lesson the students will discuss what bracelets they have created at their social studies center.  They will brainstorm ideas as to why anyone would want to buy their product.  If they feel that they can brainstorm a better product we will hear those out at this time.  Students will have to defend why their product should be sold.    Teacher script:   Boys and girls, during Social Studies today we discussed the roles we have as consumers and producers.  We had the chance to make our own product.  What makes our product so special.  How could we talk other students in the school and maybe even teachers and parents to buy our bracelets?  (Teacher props:  web to organize ideas.)  With your elbow partner try and think of different reasons as to why students, teachers and parents should buy our bracelets.  Let’s use our web now to write down any reasons why you like your bracelets.  Is it their color, are they the school colors?  What will we do with the money?  Are we selling our product for a good cause?  Do they fit just small wrists or will they fit anyone?  (Continue prompting questions until web is filled) 

Objective/Purpose:  By the end of our lesson we will be able to brainstorm reasons and ideas as to why a product should be sold.  Students will be able to distinguish writing as persuasive writing.  Students will also be able to draft, edit, revise and publish a persuasive essay to complement our advertising posters in social studies. 

5-7 Min Input:  It is essential for students to understand the different types of writing and what the elements of persuasive language consist of.    Teacher script:  Boys and girls, we have written stories before and we’ve discussed the difference between Fiction and Nonfiction.  Now we are going to talk about one kind of kind of Non-fiction.  Writers who write to persuade or talk someone into buying, trying, or doing something are using persuasive writing.  Good writers want to make sure they include all the reasons why the reader should buy, try or do what the writer wants them to.  People who sell goods have to do this to sell their products.  They have great writers describe the product, show how easy it is to use and why the reader should have their product.  Let’s watch an example of how persuasive writing is in our television every day!

3 Min Model: I will demonstrating an example of what a persuasive writer does by showing a youtube video of Billy Mays selling a product. http://www.youtube.com/watch?v=9KBXcpJfmj4&feature=related

Teacher script:  A typical persuasive piece is divided into three parts:

·        A clear statement of opinion

·        Arguments (save the best for last)

·        Conclusion

* Please remember boys and girls that this persuasive writing  will have facts about our bracelets and also include thoughts and feelings or Opinions as to why we think they should buy our bracelets.  What is the opinion Billy Mays is trying to get us to accept?  What arguments does he have to back it up?  What is the conclusion of his product, what will happen if we use his product? 

All Students:  Teacher will allow students to brainstorm together in groups. 

Teacher Behavior: Teacher will monitor the room and observe and listen to student conversation.  The teacher will intervene only to pose questions to further discussion along. 

Special populations: Teacher will provide students a graphic organizer with titles for each section to organize their ideas as they interact within their groups.

ELL/Bilingual Populations: Teacher will provide key vocabulary that can be used during their discussion and writing process.    Vocabulary to be used:  Persuasive, Opinion, Fact, Argument, Conclusion.  List of adjectives and their meanings with pictures.  Allow students to write in their native language if they need to.

GT Populations:  They will use their brainstorming and persuasive essay to make their own infomercial such as the one shown of Billy Mays.

Check for understanding: I will conference with students and discuss their position in the writing process.  At the end of the lesson the writing piece should depict their understanding for persuasive writing.  Teacher Script:  Students as I call you up to my table please bring your writing journal so that we can discuss how your persuasive arguments are coming along.

15-20 Min Guided Practice:  In groups the students will brainstorm and as a class we will discuss how we can arrange our reasons to best persuade our readers using the computer lab and writing our persuasive map. 

Activity 1  Using their graphic organizers students will be in groups of 4 for the brainstorming .  They will discuss the reasons why their product should be sold, to whom it should be sold and what makes it appealing. 

Activity 2  I will create a center in which they select their own topic (out of possible topic box) and write a persuasive quick write using blank persuasive writing map. 

5 Min Closure  We will go back to the story and talk about how we as the class have become producers and whom are consumers will be.  We plan and discuss the next step in our writing process.  Teacher script:  Boys and girls, today we talked about persuasive writing and how important it is for us to persuade others to buy our product.  Working in groups is really important to brainstorming our essays and tomorrow we will put all of our thoughts together in our essay using our arguments. 

40 Min Independent Practice   Students will select products or ideas by selecting a strip of paper from a box in our writing center during centers and create a web listing reasons why we should buy, think or do what the prompt tells us.    

I've Included links to my Persuasive Center as well as a link to the Oreo Template.

http://www.slideshare.net/sitlerl/persuasive-writing-center

Oreo Template

I'm also including a link to where you can find the publishing paper and writing paper.

http://betterlesson.com/document/339331/5b-publishing-paper-1112-v1-docx

http://donnayoung.org/penmanship/handwriting-paper-bw.htm

Works Cited

Crbenesch. (2008). Billy Mays -- Big City Slider . [[Web Video]]. Retrieved from http://www.youtube.com/watch?v=9KBXcpJfmj4

Maxwell, A. (2012, January 10). [Web log message]. Retrieved from http://2ndgradeias.edublogs.org/projects/

Paulsen, G. (1995). La Tortilleria. (First ed.). San Diego: Harcourt Brace

Third Grade Teacher, T. (2011, October 23). [Web log message]. Retrieved from http://our-cool-school.blogspot.com/2011/10/persuasive-writing-oreo.html

Wall, H. Hall county schools persuasive units. Retrieved from

http://www.hallco.org/literacy/index.php?option=com_content

Wolochow, J. (2011, December 02). [Web log message]. Retrieved from http://betterlesson.com/document/339331/5b-publishing-paper-1112-v1-docx

Young, D. (2011, July 17). [Web log message]. Retrieved from http://donnayoung.org/penmanship/handwriting-paper-bw.htm

Book to use with this lesson or with integrated Social Studies Lesson

All the resources included in the center.

 The folders are number to let the students know which order to use them in.

This center is made to be portable for those that do not

have room for permanent centers.