Embedding the ELPS With E’s: H I G H S C H O O L E n g l i s h L a n g u a g e A r t s

Embedding the ELPS W

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P r o d u c t i d : 5 0 1 - 1 5 8 2

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Embedding the ELPS With E’s: High School English Language Arts

Introduction 1

Engage Defining the Problem 5

Explore Exploring Highly Effective Instructional Strategies and an Instructional Model for Embedding

the ELPS 15 Sample Lesson 1: Outwit, Outplay, Outlast: Survivor Classroom 16 Explain Examining Elements of Highly Effective Instructional Strategies and the 5E Model 45 Elaborate Using Highly Effective Instructional Strategies and the 5E Model to Maximize Instruction 83 Sample Lesson 2: If the Opinion Fits, Wear It 86 Evaluate Adapting a Textbook Lesson to Include the ELPS, Highly Effective Instructional Strategies,

and the 5E Instructional Model 109 Sample Lesson 3: Symbols of Hope, Images of Catharsis 122

Appendix A: Glossary 188Appendix B: Common Word Parts 192Appendix C: English-Spanish Cognates 200Appendix D: Lesson Planning Tools 206References 216

Table of Contents

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Th e purpose of the Explore phase is to provide the reader an opportunity to become directly involved with a lesson developed to make the academic content and language accessible to English language learners.

Explore Reader Activity 1: Lesson Scavenger Hunt

Become familiar with the lesson components while completing the scavenger hunt for the lesson that follows.

Scavenger Hunt Lesson Feature Page(s) PurposeContent Objective

Lesson Vocabulary

Highly Eff ective Instructional Strategies

English Language Profi ciency Standards

Materials

Advance Preparation

Mode(s) of Instruction

Scaff olding Questions

Tips

Lesson ImplicationsAft er examining the lesson features and each phase of the lesson, refl ect on the following questions, which speak to long-term ramifi cations for instruction:

• How do the tools and strategies embedded in the lesson make content comprehensible for ELLs?

• Which of the tools and strategies embedded in the lesson would be helpful for non-ELLs?

• How does the 5E model impact students and teachers?• How do the ELPS cross-curricular second language acquisition

strategies align with content objectives?• What is the value of utilizing high-yield instructional strategies with

ELLs?

Explore

Become familiar with the lesson components while completing the

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Content ObjectiveTh e student will comprehend, make inferences, and draw conclusions about the structure and elements of fi ction and provide textual evidence to support his or her understanding.

Lesson Scaff olding at a GlanceHighly Eff ective

Instructional StrategiesEnglish Language

Profi ciency Standards

Enga

ge

Nonlinguistic RepresentationsThe visual appeal of the sights and sounds of the island setting helps facilitate connections between the text and the real world for students and concretizes the abstract concept of setting.

Cues, Questions, and Advance OrganizersUtilizing a unit question that remains consistent helps students to focus on the critical elements of study, while also engaging students in higher-order thinking with regard to theme.

Cooperative LearningAllowing students to share journals within a small group setting increases confi dence and comfort levels for risk taking and contribution to class discussion.

Setting Objectives and Providing FeedbackProviding specifi c feedback on students’ journal entries helps to clarify expectations for student output and promote collaboration within the classroom.

c1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

c2E Use visual, contextual, and linguistic support to enhance and confi rm understanding of increasingly complex and elaborated spoken language.

c5G Narrate, describe, and explain with increasing specifi city and detail to fulfi ll content-area writing needs as more English is acquired.

c3H Narrate, describe, and explain with increasing specifi city and detail as more English is acquired.

c3G Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

Lesson Vocabulary setting

sensory language

Modern Language

Association (MLA)

format

textual evidence

confl icts (man versus

man, man versus

society, man versus

nature, man versus

himself)

survivor/survival

point-of-view

(omniscient, third

person, fi rst person)

hypothesis

prediction

scenario

exemplar

rubric

Sample Lesson 1: Outwit, Outplay, Outlast:Survivor Classroom

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Title of Activity Mode of Instruction Materials

Enga

ge

Incongruous image presentation

Triad gallery walk

Class debrief

Whole class, triad, whole class

• Pictures and/or items compiled from any of the following sources: teen magazines, Internet images, catalogues, a personal collection of images

• Timer (an online timer may be utilized)

• Chart paper or butcher paper (possibly 10–12 sheets)

• Sticky notes

• Markers

• PowerPoint®-type slide show of images with a “more than meets the eye” theme

Expl

ore Discussion of beliefs

Explanation of Philosophical Chairs protocol

Philosophical Chairs activity

Debrief of activity

Whole class • One essay sample per student. Essays may be utilized from one or both of the following or a combination therein:

• This I Believe: Personal Philosophies of Remarkable Men and Women by Jay Allison and Dan Gediman, Ed.

• This I Believe II: Personal Philosophies of Remarkable Men and Women by Jay Allison and Dan Gediman, Ed.

Expl

ain

Discussion of good essays

Personal Philosophies chart

Debrief of essay sample investigation

Brainstorm for philosophy topics

Completion of Personal Philosophy Planner

Whole-class discussion,

Same triads, whole class, individual

• Student copies of the selected essay

• Additional essay exemplars from This I Believe or This I Believe II, one per student

• Handouts: Personal Philosophies, Personal Philosophy Planner, one of each per student

• Exemplar for Personal Philosophy Planner (one for projection)

• Chart paper or visual display

Elab

orat

e

Personal Philosophy

Peer Conferencing Form modeling

Peer conferencing

Explanation of Personal Philosophy Rubric

Reconstituted groups of six, whole class

• Personal Philosophy Planner completed by students

• Handouts: Personal Philosophy Peer Conferencing Form and Personal Philosophy Rubric

• Timer (an online timer may be utilized)

• Highlighters

• Sticky notes

Eval

uate

Review of Personal Philosophy Rubric

In-class essay composition

Peer assessments of completed essays

Whole class, individuals, pairs

• Personal Philosophy Planner and Personal Philosophy Peer Conferencing form completed by students

• Personal Philosophy Rubric

Instructional Plan at a Glance

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R E P R O D U C I B L E PA G E

Exemplar for Revolutionary Character Trait ActivityMinerva Mirabal

March 2, 1926–November 25, 1960

Courageous “. . . I was the one always standing

up to him” (Alvarez 12).

Free will “I was the one hurting her, insisting

that she be free” (Alvarez 11).

Confi dent “. . . I would have argued with

anyone who told me I was just a

kid” (Alvarez 13).

Independent “‘So?,’ I challenged the giggly

girl . . . she shut up real quick”

(Alvarez 14).

Ethics and Morals “I don’t think it’s fair if you just

make an exception for us”

(Alvarez 14).

Epiphany “And that’s how I got free. I don’t mean just

going to sleepaway school on a train with a

trunkful of new things. I mean in my head after I

got to Inmaculada and met Sinita and saw what

happened to Lina and realized that I’d just left a

small cage to go into a bigger one, the size of our

whole country” (Alvarez 13).