Luther King, and use a Retelling Bookmark to paired heterogeneously so they can help one another with summarize the text. the tier 2/3vocabulary. The Retelling Bookmark has sentence stems which help students retell the story in a logical sequence, as well as give their own opinions. Teams Write Around important facts they The team Write Around allows students to discuss the learned about Martin Luther King. facts and it gives them support in writing their ideas clearly. Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELLs? Our Martin Luther King unit was completed in about 8, half-hour sessions done a week before and a week after the holiday. What students learned about character and perseverance relates directly to our for behavior: P.R.I.D.E. M.L.K.’s school’s expectations (be have and We will continue to make this connection and model Prepared, Respectful, Integrity, Determination Excellence.) ourselves after Dr. King. The partner talk and partner reading will continue to enhance student learning and accountability. Use of sentence stems will aid ELLs in both speaking and writing. We will continue to enhance our learning with songs and plays because they increase student engagement and let us practice English in a non-threatening way. Lesson Integration Checklist: My Content and Language Objectives support each other. I differentiated my language objectives to accommodate my proficiency levels. students’ I used my proficiency levels when choosing my instructional strategies to support their content and language students’ learning. I chose activities that integrate speaking, writing, reading, and listening to the extent possible. I differentiated my assessment to accommodate my proficiency levels. students’ My assessment reflects the targeted language from my mentor text or source. lesson’s
Luther King, and use a Retelling Bookmark to summarize the text. paired heterogeneously so they can help one another with the tier 2/3vocabulary. The Retelling Bookmark has sentence stems which help students retell the story in a logical sequence, as well as give their own opinions. Teams Write Around important facts they learned about Martin Luther King. The team Write Around allows students to discuss the facts and it gives them support in writing their ideas clearly. Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELLs? Our Martin Luther King unit was completed in about 8, half-hour sessions done a week before and a week after the holiday. What students learned about M.L.K.’s character and perseverance relates directly to our school’s expectations for behavior: P.R.I.D.E. (be Prepared, Respectful, have Integrity, Determination and Excellence.) We will continue to make this connection and model ourselves after Dr. King. The partner talk and partner reading will continue to enhance student learning and accountability. Use of sentence stems will aid ELLs in both speaking and writing. We will continue to enhance our learning with songs and plays because they increase student engagement and let us practice English in a non-threatening way. Lesson Integration Checklist: My Content and Language Objectives support each other. I differentiated my language objectives to accommodate my students’ proficiency levels. I used my students’ proficiency levels when choosing my instructional strategies to support their content and language learning. I chose activities that integrate speaking, writing, reading, and listening to the extent possible. I differentiated my assessment to accommodate my students’ proficiency levels. My assessment reflects the targeted language from my lesson’s mentor text or source.