A mini-Lesson on Bartolome de las Casas

Here is a mini-lesson on Bartolome de las Casas and his work defending the rights of Indigenous People.
Click the link to access the free Powerpoint Mini Lesson. 

Find the POV for the song FLOWERS by Miley Cyrus (ESL/ENL)

 

Lesson: Finding Point of View for the song Flowers by Miley Cyrus

Time: Approximately 40-45 minutes

Lesson Targets: 

LT1: I can find the meaning of new words. LT2: I can analyze lyrics to determine the artist's point-of-view.

Lyric Video is included. Lyric Text is included.

Bonus: Kahoot assessment

Link to Google Slides Lesson

FREE Lesson Worksheet: The Gift of the Magi

 

The Gift of the Magi is a perfect short story for ELLS. 

Here is a free Lesson Worksheet that contains the following activities:

• Vocabulary
• Comprehension Questions
• Summary response
• Identify Literary Device
• Cloze it 
• Free write
• Read Along in English
• Videos in Spanish and Arabic
• Text in Spanish and Arabic
• Multiple Choice quiz

INVISIBLE, a graphic novel for ELLS!

 

"Invisible" is an entertaining graphic novel that perfectly captures the struggles and triumphs of a group of English Language Learners. The characters of George, Sara, Dayara, Nico, and Miguel are all unique and well-developed, and their diverse backgrounds add depth and complexity to the story.

What I love most about this book is the way it handles issues of diversity and inclusion. The characters have to navigate their differences and find a way to work together, and in doing so, they learn to appreciate and value one another. The themes of friendship and teamwork are woven throughout the story and make for a heartwarming and uplifting read.

The illustrations in "Invisible" are beautiful and add an extra layer of emotion to the story. The panels are well-paced and the dialogue is engaging, making for a quick and enjoyable read.

Overall, I highly recommend "Invisible" to teens and anyone looking for a thought-provoking and inspiring graphic novel. It's a must-read!

You can find more info here: AMAZON

Inspiring Story of a Determined ELL Student from Honduras

Arleht Castro is an 18-year-old who has faced challenges and is now preparing to graduate from Mt. Vernon High School. She was born in Honduras and grew up without the presence of her mother and father. Despite these challenges, she is determined to continue achieving success in the future.

Read the story here:

Why do ELLs Take the MAP Test?

In New York City, the MAP test, or Measures of Academic Progress, is a standardized assessment that is given to English language learners (ELLs) to assess their language proficiency and academic progress. The test is used to identify the language skills and academic needs of ELLs and to help educators plan instruction and support to meet the needs of these students.

ELLs in New York City are required to take the MAP test because it is one of the tools that the school district uses to measure the progress of these students and to ensure that they are receiving the necessary support and instruction to succeed academically. The results of the MAP test can help educators determine which instructional strategies and interventions are most effective for ELLs, and can also help them track the progress of these students over time.

It is important to note that the MAP test is just one tool that is used to assess the language and academic skills of ELLs in New York City. Other assessments, such as classroom assignments and assessments, teacher observations, and other standardized tests, are also used to measure the progress and needs of these students.

Click here for more information: NWEA

VIDEO POEM: Why are Muslims so...

 

VIDEO POEM: Light Skinned Latinas

 

LESSON PLAN: Creating Found Poems

Lesson Plan: Creating Found Poems

Objective: Students will be able to create their own found poems by selecting and arranging words and phrases from a provided text.

Materials: Examples of found poems
A variety of texts (e.g. newspaper articles, poems, speeches)

Warm-Up:

Begin the lesson by asking students what they already know about found poems.

• Explain that a found poem is a type of poetry that is created by selecting and arranging words and phrases from a pre-existing text to create a new poem.
• Show students examples of found poems to give them an idea of what they might create.

Direct Instruction:

• Provide students with a variety of texts from which they can create their found poems.
• Explain that students should read through the texts carefully and select words and phrases that resonate with them.
• Demonstrate how to arrange the selected words and phrases into a poem, paying attention to the rhythm and flow of the language.
• Encourage students to experiment with different arrangements and to use their own creativity to make the found poem their own.

Guided Practice:

• Have students work in small groups to create their own found poems using the provided texts.
• Encourage students to share their found poems with their group members and provide feedback on each other's work.

Independent Practice:

• Have students create their own found poems individually using a text of their choice.
• Encourage students to share their found poems with the class and discuss their creative process.

Closure:

• Ask students to reflect on the process of creating their found poems.
• Ask them to share what they enjoyed about the activity and what challenges they faced.

Assessment:

• Evaluate students' found poems based on their creativity, use of language, and ability to effectively convey a message or emotion.
• Use a rubric to assess students' work and provide feedback on areas for improvement.

Extension:

• Have students create a found poem using multiple texts, blending the language and ideas from each to create a unique poem.
• Encourage students to share their found poems with a wider audience, such as by publishing them on a class blog or website.

How Do You Create a Welcoming Classroom Environment

 

There are several things you can do to make a classroom inviting for English language learners:

1. Create a welcoming and inclusive classroom environment. Greet your students with a smile, use their names, and encourage them to participate.
   
   
2. Use visuals and other multimedia resources to support language acquisition. Display pictures, charts, and videos to help students understand new concepts and vocabulary.
   
   
3. Differentiate instruction to meet the needs of individual learners. This may involve providing additional support, modifying assignments, or using different teaching methods.
   
   
4. Encourage student interaction and collaboration. Pair or group students together to work on projects or activities that allow them to practice their language skills.
   
   
5. Use authentic materials and resources, such as real-life videos, articles, and podcasts, to engage students and expose them to authentic language.
   
   
6. Provide opportunities for students to use their home language in the classroom. This can help them feel more comfortable and supported as they learn a new language.
   
   
7. Offer extra support and resources, such as tutoring or language clubs, to help students feel more confident and successful in their language learning journey.

How to Write Language Objectives

 

ENL GRATITUDE LETTER LESSON

This is a Google Slides lesson perfect for ELLs at the Entering, Emerging, and Transitional level. The lesson targets are:

LT 1: I can define the word grateful

LT 2: I can identify things or people I am grateful for.

LT 3: I can write a letter to someone expressing my gratitude.

The lesson can take up to 45 minutes.
This lesson has both Spanish/English translations.
This lesson works well for ENL standalone classes.

Click the graphic to take you to Teachers Pay Teachers.

Lesson: My Life Project for High School ELLs

Click on the link to the MY LIFE project which will take you to the Teachers Pay Teachers site. This is an excellent project that High School ELLs really enjoy. They get the opportunity to write and speak English through out this project as well as share their unique backgrounds with peers.

• This lesson can be extended for 4 days. Day 1 and 2 ELLs will complete their slide presentation.
• Day 3 ELLs can present to the class. This is an excellent opportunity to practice speaking.
• Day 4 ELLs can complete a reflection based on their experience with the project.
• Reflection Google Form