Edu 643 week 3 complete (discussion 1 & 2, final paper)

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Week 3 – Discussion 1

Eight-year-old Giorgos Baros has moved to the United States from Greece while his father completes a five-year residency at the Johns Hopkins hospital in Baltimore Maryland.  The Baros family lives in an affluent part of Maryland and attends a public school that has an 11% ELL population.

While in Greece, Giorgos earned superior grades in a private school, was very outgoing, and had many friends. His teachers note that he is now very quiet when his Greek-speaking friends are not around; however, he will always join a sports game in progress during recess.  Giorgos’ current education environment is in the general education classroom for the majority of classes with pull-out English practice and academic enrichment from the ELL instructor.

The general educator and you, the ELL teacher, have decided to focus on speaking fluency so that Giorgos can be the extrovert he once was.  His current level of fluency as determined by the informal observation and the ELL teacher’s assessment is that has strong receptive language comprehension, uses BICS appropriately, does not use past or present tense verbs, tends to misuses pronouns, makes few pronunciation errors, and will only reply in English using the minimum number of words with you.

You now have to work with the general educator to help Giorgos prepare a speech in front of his classmates as they are concluding the “cultures” unit in social studies.  Using Chapter 6 in your textbook as a starting point and conducting your own research, write a brief plan that will prepare Giorgos over the next two weeks to give a three-minute speech to his social studies class on an aspect of Greek culture.  In addition, how will you assess his language fluency during his speech to determine his level of oral language mastery?  

Guided Response: Respond to at least two of your peers taking the role of the general educator.  How will you reinforce and integrate what the ELL teacher is doing, to practice fluency during small group instruction, into your general education class?  How might this type of activity benefit all other students in the classroom?

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

Week 3 – Discussion 2


After reading the steps of Writer’s Workshop in Chapter 7 of the textbook, read the article 
Worlds beneath the words: Writing workshop with second language learners.

Create a meaningful writing prompt.  Be sure to identify the level of education that allows your students to share their personal experiences, cultural values, and what is relevant to their lives. Your prompt should provide guidance on a particular topic to which all students need to adhere.  For example: most valued possession, favorite holiday, or biggest personal struggle.  Also include a rubric for how you will grade this assignment for writing fluency and accuracy, and topic adherence.  Feel free to use an online rubric site such as this one to inform your work.

Guided Response: Respond to at least two of your peers on how their writing prompts can be used to guide future instruction in other content areas, besides English or Language Arts.  In addition, review their grading rubrics. What suggestions can you make for improvement?

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

Week 3 – Assignment

Social Skills Lesson Plan

According to Social Constructivist Theory specific to learning English as a second language, students who use authentic communication will master the language more quickly than those who learn it out of context. This involves both listening and speaking to understand and convey meaning. 

Using the Specially Designed Academic Instruction in English (SDAIE) Lesson Plan Template, you will create a social skills lesson plan based on the Social Constructivist Theory in which students will practice understanding and conveying a message to a peer or group of peers. For this lesson, you will assume the role of the ELL teacher and create a social skills lesson plan for a small resource class (between three to seven students) of only ELL students where students will practice listening and speaking in order to convey a message which can be (but is not limited to) completing a task, following directions, or sharing information with a peer. 

The following components are required in your lesson plan:

  1. Introduction: Describe student and lesson information including: 
  • Lesson Title. 
  • Grade Level.
  • Social skill being practiced. 
  • One specific, measureable learning objective. 
  • ELL Students: Describe the population of ELL students in this social skills class (this should be based on your school district’s demographics). 


  1. Standards: Discuss the Common Core State Standard(s) (or your state’s standards) and English Language Development Standard(s) that are addressed in this lesson. 


  1. Lesson: Create a detailed lesson plan following the SDAIE Lesson Plan Template. Your lesson plan will include the following:
  • Anticipatory set (Warm Up) –Explain how you will “tap into” students’ cultural backgrounds of experience and knowledge to introduce new material.


    • Guided practice – Explain how will you introduce and guide students through new learning material. Be sure your lesson is learner-centered, meets the varying proficiency English, is culturally sensitive, and integrates standards.


      • Independent practice – Create a partner or small-group activity (please explain how the groups will be formed or partner chosen) that uses instructional technology, which can include, but is not limited, to computers, SMART board, or a tablet app. In addition, explain how will you have students document their interaction (for example a drawing following directions, written answers to interview questions, or a completed task). 


        • Closure – Describe how you will bring everyone back as a group to review the information and check for understanding.


        1. Generalization: Explain how you will provide opportunities for generalization (practice outside the classroom) at the conclusion of the social skills lesson. What tools will you use to document your students’ progress?


        1. Reflection: Reflect on the generalization practice and how it is culturally sensitive and addresses multiple learning styles. 

        The lesson plan will be three to four pages in length (in addition to the title and reference pages) using APA format. Be sure to use at least two scholarly sources in addition to the text.

        Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.


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