Laura TalleyEDSL 633 Persons Lesson PlanNovember 7, 2013

Planning for InstructionESL Learners, (4th grade or higher) elementary school High beginning/Low intermediate level, Family

1.1) Content ObjectivesLearners will be able to create a family tree and use it to present their own family. Learners will be able to recognize references to the American “Goldilocks” story (just right).

1.2) Language ObjectivesLearners will be able to create and ask questions to interview their parents or adult family member to create a family tree. Learners will match at least 9 or 11 vocabulary words with pictures given. Learners will be able to correctly identify the homonyms “to” “too” and “two”.

1.3) Standards1.1: Brainstorming conversation and interview1.2: Reading “Goldilocks”1.3: Present a family tree4.2: Comparing their family with those of classmates. Comparing their different mad lib answers.5.1: Students will interview a parent/guardian outside of class

1.4) Five Dimensions of CulturesCommunication: Learners will brainstorm together, interview someone and present both their mad lib and family tree.Cultures: Learners will know the phrase “just right” and how to use it.Connections: Comparisons: Learners will compare their mad lib word choices.Communities: Learners will learn about their families.

1.5) Cultural ProductsThe fairy tale, “Goldilocks and the Three Bears” and the phrase “just right” used in the story.

1.6) Extra linguistic Features of CommunicationKinesics: gestures with vocabulary and storyProxemics: positioning of people in groups and presentations

EIS2.1) Setting the Stage Example Family Tree with presentation: Once students enter begin class with an example family tree (using your own family or a made up family) to introduce vocabulary and what will be expected.

Class Brainstorm of Family vocabulary: after the family tree example, the class will brainstorm vocabulary related to the family. Writing it on the whiteboard/blackboard/ projection for students to use as a reference or write down for themselves.

2.2) Comprehensible Input1.Family vocabulary labeled pictures with TPR activity: After completing the vocabulary list (adding any important vocabulary students did not know already) use labeled pictures to review the list while students create a gesture for each followed by a TPR activity using the student created gestures. Explaining the terms: in-law, step, grand and how they’re used/what they mean, if going well teach first/second/third (cousin) terms as well.

2. The family unit in America: A class discussion about what makes a family, the immediate family, extended family, family friends, local community.

Who is in your family? Who counts as family; friends, relatives, community members?

3. Discussion what is a generation? How many generations live in each learner’s homes, how are they different? How can you tell someone is from a different generation?

A Generation is all of the offspring that are at the same stage of descent form a common ancestor; a group of individuals born and living about the same time.

4. “Goldilocks & the Three Bears” video and reading: Students will watch the story video with stops for comprehension checks. Students will then watch a second time.

*Bring learners’ attention to “too” versus “to” and “two”To: a prepositionTwo: the numberToo: more than enough; very; as well [I ate too much and now my stomach hurts. I want to go too.]

*Bring learners’ attention to the phrase “just right” and how it is used in real life, e.g. that pie was just right for desert. VIDEO: “Goldilocks & the Three Bears” 8 minutes http://www.youtube.com/watch?v=kjKMiTX00dw

2.3) Guided Practice1. Memory Game with family vocabulary: Using cards made using the same pictures and vocabulary words, students will play Memory in small groups (3-5) matching the picture to the word.

2. Worksheet matching vocabulary word to picture: After playing Memory students will complete a worksheet matching pictures to words.

3. Simon Says with Vocabulary: gestures from the TPR activity used in the form of a Simon Says game. Beginning with the teacher as Simon during the first round with the winner becoming Simon in the next, continuing for as many rounds as desired with a new Simon/student each time.

2.4) Application and Extension1. Mad lib with “Goldilocks and the Three Bears”: students will fill in a mad lib for the story in small groups (3) and then present their new story to the class. Each student taking roughly equal turns reading from the story.

2. Parent Interview: Students will interview a parent, guardian, grandparent or adult in their family to find out about their extended family for a couple generations. The information is to be used to create the family tree. To know whom to include, full names and have a fact or two about each.

Example Questions to include:1. What is my ___________________________’s full name? Tell me two things about

him/her. (Grandparents, parents, siblings, aunts, uncles….)2. What did he/she do (for work or hobbies)?

3. Create Family Tree and present it: Students will create a family tree (using the same format as the example or creating their own as long as it is easily readable and organized) and present it to the class with a brief description of each family member included. At the bottom students should include a summary of their family based on their relationship to the learner with the learner giving a reason or reasons why family is important to them. Students should be encouraged to be creative (draw, color, use pictures of family or from magazines or otherwise decorate their work) while being organized and legible/readable.

2.5) Assessment and EvaluationMatching Vocabulary Activity: At least 9 out of the 11 without spelling errorsMad lib readingFamily Tree with interview and Presentation

Reflection3.1) Identify the specific knowledge, skills and insights that you have developed as the result of writing this lesson.During this lesson I wanted to create a plan to teach about family and have students think about their own and what makes a family. Comparing their own family and whom they include with those of their classmates, to better understand differences, possibly expanding their idea of what makes a family. I also wanted to include a fairy tale, I chose “Goldilocks” because it included the Bear family but wasn’t too obviously focused on family. I enjoyed including the story as a different activity that could be used as a reading but also has a video that includes writing to assist. 3.2) In what ways has your appreciation and understanding of the culture teaching and culture learning changed?It is challenging to explicitly include larger cultural concepts when teaching younger learners, while they are willing to learn and explore new ideas the more abstract ideas about family, what makes a family can be difficult to teach since they probably don’t have the vocabulary and associated comprehension to make sense of certain ideas. It is important to include a least an attempt, to make sure they begin thinking about it and learning how to have those type of discussions.

3.3) How has this assignment contributed to your professional growth in relation to culture teaching and learning?This plan included my first attempt to use a fairy tale, as I have been reading about them for the research paper, and I liked how it fit in. With the story reading or video (as there are many options for videos online) as a base and then expanding into different activities.

Mad Lib Grading RubricA – Exceeds minimum requirements of assignment (All blanks are filled in, uses not only vocabulary already given but new words as well). Shows much effort, is grammatically correct with few to no errors. Is neatly organized and presented, turned in on time or early. All students take equal turns reading and read comprehensibly and with enthusiasm.B – Meets minimum requirements of assignment and shows effort, has few grammatical errors and is organized and cleanly presented. Students take equal turns reading, are comprehensible and enthusiastic. C – Meets minimum requirements of the assignment, has some errors but is easily understood, average organization and presentation. Students take mostly equal turns reading, comprehensible but without enthusiasm. D – Does not meet requirements, is incomplete and/or is late. Is sloppily written and has multiple errors that interfere with comprehension. Unequal turns reading. F – Is incomplete, late or not done at all, has many errors that make comprehension difficult or make it incomprehensible. Is dirty or sloppily organized and written, not presented/read to class.

Family Tree Grading RubricA- Family Tree exceeds expectations, is organized and clearly legible. It shows much creativity and effort (is colorful, decorated, with pictures or images). Each family member is clearly labeled with 1-2 facts, or more, about them, writing is clear with few grammatical errors.B- Family tree meets or exceeds requirements, shows effort and creativity. Is organized and easily readable, family members are clearly labeled with 1-2 facts for each. There are few grammatical errors.C – Meets minimum requirements of the assignment, has some grammatical errors, average organization and presentation, minimal creativity.D – Does not meet requirements, is incomplete and/or is late. Is sloppily written and has multiple errors that interfere with comprehension. F – Is incomplete, late or not done at all, has many errors that make comprehension difficult or make it incomprehensible. Is dirty or sloppily organized and written.

Family Tree Presentation Grading RubricA – Student presents with enthusiasm, they are understandable and can be heard by the entire class, making few errors that don’t interfere with comprehensibility. They present fluidly with only minor pauses and without reading from script, 1-3 minutes long. Interview notes including the questions asked and answers received, are attached to presentation notes, with who interviewed, when and their signature as proof of participation. B – Students present with enthusiasm, they are comprehensible, make some speaking errors or occasionally reading from script without greatly impairing fluidity. Interview information includedC – Students present comprehensibly, often reads from script without greatly impairing fluidity. Interview information includedD – Students present poorly, incomplete, late or incomprehensible due to errors or articulation/volume. Interview not done or incompletely doneF – Students make no attempt to present work, excessively late, sloppy and with many errors.

(Example) Talley Family Tree (Generations color coded)Grandparents’ (oldest) generationParents’ generationMy (current) generationNext (youngest) generation

Grandpa Steven --- Grandma Nell Grandpa Bob --- Grandma Viva

Aunt Pat ---Uncle Philip Warren-x- Nancy (mother)--- Dean (father)

Eddie --- Vikki Stephen Laura (me) Michelle

Savannah Emma Abbie

Grandpa Steven and Grandma Nell had two children, Philip and Nancy. Philip is my uncle. He married Pat. Nancy, my mom, married Dean, my dad. He is Grandpa Bob and Grandma Viva’s son and their only child. Nancy and her first husband, Warren, had Vikki, my half-sister. She married Eddie and they have three daughters. My sister’s daughters are my nieces Savannah, Emma and Abbie. Nancy and Dean, my parents, have three children, one son and two daughters, Stephen, my older brother, me Laura and then the youngest Michelle, my sister. Family is important because they take care of me and we take care of each other. My brother and sister are my friends and we all do things together.

VocabularyIs/are To = the preposition; I will go to the store.In-law Two = the number; 2By marriage Too = more than enough; very; as wellMarried I ate too much and my stomach hurts.Youngest (the baby) I want to eat ice cream too. OldestOnly childMiddle childGenerationRelatives

Family titlesGreat-grandparents (Great Grandma/Grandpa) - Uncle/Aunt*Great added to mean more than two generations olderGrandparents (Grandma/Grandpa or Grandmother/Grandfather)Grandson/daughter*Grand added to mean more than two generations apartParents (Mom/mother and Dad/father)StepmotherStepfatherSonDaughterStepsonStepdaughterBrotherStepbrotherHalf BrotherSisterStepsisterHalf sister *Half= same mother or father (but not both)*Step= by marriageAuntUncleCousinNieceNephew

MomMother

Aunt

DadFather

Uncle

Brother Grandma

Sister Grandpa

Matching Worksheet:

1. Mother _________

2. Brother _________

3. Aunt__________

4. Uncle _________

5. Sister _________

6. Father _________

7. Grandma ________

8. Grandpa _________

9. Baby______

10. Parents_______

11. Grandparents_______

A. B. C. D.

E. F. G. H.

I. J. K.

Goldilocks & the Three Bears

Children this is the story of Goldilocks and the Three Bears. Once there was a Bears family who lived in a cottage in the jungle. There was a Papa Bear, a Mama Bear, and a little baby bear. One morning, Mama bear prepared some porridge for their breakfast. The porridge was very hot and the three Bears decided to take a walk in the forest while it cooled.

The Bears family lived in a cottage?Mama bear made porridge or cereal?The bears decide to do what while the porridge cooled?

They had not gone long when a little girl named Goldilocks came along. She had flowers in her hands, when she saw the three Bears cottage she happily clapped her hands. She found it pretty and was curious to know who lived there. She stood on her toes and peeped inside a window. She found nobody inside.

The little girl is named Goldilocks?She had flowers or a basket in her hands?What did she peep inside?

She opened the door and went inside the cottage. She saw three bowls of porridge on the table. She cried with joy, “oh, that porridge smells good!” She was feeling hungry. So she picked up a spoon to taste the porridge in the big bowl. She cried, “ouch! That porridge is too hot to eat!” After that she tasted the porridge in the medium sized bowl, but that porridge was too cold to eat. At last she tasted the porridge in the tiny little bowl, this porridge was just right for her to eat and she ate it all up.

Goldilocks cried with joy?She felt hungry or sad?The porridge in the medium sized bowl was….

Then she found three chairs set before the fire and decided to sit there. First she sat on the big sized chair. She said, “That chair is too hard to sit” After that she sat on the medium sized chair, she said “oh! No! That chair is too soft to sit.” At last she sat on the tiny little chair. She said with a smile, “wow! This chair is just right” At that same moment, the little chair broke.

Goldilocks found three chairs in front of the fire?The big sized chair was too hard or too hot?The tiny little chair was…

Goldilocks stood up and dusted herself. Then she went towards the bedroom. There she saw three beds. “Oh, I am feeling sleepy”. She pulled down the covers and climbed into the big sized bed to sleep. But she immediately jumped down. She said, “that bed is too hard to sleep.” She climbed into the medium sized bed to sleep. But she found it too soft to sleep. At last, she climbed into the tiny little bed. She found it just right. She was soon fast asleep.

Goldilocks went towards the bedroom?Goldilocks felt happy or sleepy?What did she do in the tiny little bed?

After some time, the Bears’ family came back. They were very hungry and decided to eat the porridge. Suddenly Papa bear cried out, “Someone has eaten my porridge!” Mama bear cried out, “Someone has eaten my porridge!” Baby bear cried out “someone has eaten my porridge and it is all finished.” Then they saw their chairs. Papa bear said, “Someone sat on my chair” Mama bear said, “Someone sat on my chair” Baby bear said, “Someone sat on my chair, and it is broken”

The Bears family was hungry?Papa bear cried out “someone has eaten my porridge” or “thrown my porridge”?What happened to Baby bear’s chair?

Then they went towards their bedroom. Papa bear shouted, “Someone slept on my bed!” Mama bear shouted, “Someone slept on my bed!” The baby bear said, “Someone is sleeping in my bed. And here she is” Goldilocks immediately woke up and seeing the three bears she jumped out of the bed and ran out of the door as fast as she could. She didn’t stop at all till she reached her home. The three bears never saw Goldilocks again.

Someone slept in Papa bear’s bed?Goldilocks jumped or walked out the door?Goldilocks ran until she reached what?

Goldilocks & the Three Bears MAD LIB

Pick words to put into the story to change it, fill in the list below and then the blanks in the story. REMEMBER: a NOUN is a person, place or thing. An ADJECTIVE is a word that describes a noun. A VERB is an action word [past tense ends with –ed or is irregular, for example: ate or jumped] [present progressive ends with –ing, for example: running].

1. (Noun)_________________________________________

2. (Noun)_________________________________________

3. (Noun)________________________________________

4. (Adjective)____________________________________

5. (Verb)_________________________________________

6. (Adjective)________________________________________

7. (Verb)_________________________________________

8. (Adjective)______________________________________

9. (Verb in past tense)_______________________________________

10. (Noun)_________________________________________

11. (Adjective)_______________________________________

12. (Adjective)______________________________________

13. (Adjective)_______________________________________

14. (Verb)__________________________________________

15. (Adjective)________________________________________

16. (Adjective)________________________________________

17. (Verb in past tense)______________________________________

18. (Adjective)____________________________________________

19. (Verb past tense)_______________________________________

20. (Present progressive verb)___________________________________

21. (Verb)___________________________________________

22. (Noun)__________________________________________

Mad lib Story

Children this is the story of Goldilocks and the Three (#1)___________________. Once there was

a (#1)____________________ family who lived in a cottage in the jungle. There was a Papa

(#1)_____________________, a Mama (#1)_________________, and a little baby (#1)___________________.

One morning, Mama (#1)__________________ prepared some (#2)_______________________ for their

breakfast. The (#2)_________________ was very hot and the three Bears decided to take a walk

in the forest while it cooled. They had not gone long when a little girl named Goldilocks

came along. She had (#3)_________________________in her hands, when she saw the three

(#1)_____________________ cottage she happily clapped her hands. She found it (adjective

#4)________________________and was curious to know who lived there. She stood on her toes

and peeped inside a window. She found nobody inside. She opened the door and went

inside the cottage. She saw three bowls of (#2)____________________ on the table. She cried

with joy, “oh, that (#2)________________________ smells good!” She was feeling hungry. So she

picked up a spoon to (#5) the (#2)__________________ in the big bowl. She cried, “ouch! That

(#2)__________________________ is too (#6)_____________________ to eat!” After that she

(#7)_______________________ the (#2)__________________________ in the medium sized bowl, but that

(#2)_____________________ was too (#8)_________________________ to eat. At last she tasted the

(#2)_____________________ in the tiny little bowl, this (#2)_________________________ was just right

for her to (#9)______________________ and she (#9)_______________________ it all up. Then she found

three (#10)__________________________ set before the fire and decided to sit there. First she sat

on the big sized (#10)_________________________. She said, “That chair is too

(#11)______________________ to sit” After that she sat on the medium sized

(#10)_______________________, she said “oh! No! That (#10)_________________________ is too

(#12)_________________________ to sit.” At last she sat on the tiny little (#10)__________________.

She said with a smile, “wow! This (#10)_______________________ is just right” At that same

moment, the little (#10)_________________________ broke. Goldilocks stood up and dusted

herself. Then she went towards the bedroom. There she saw three beds. “Oh, I am feeling

(#13)____________________________”. She pulled down the covers and climbed into the big sized

bed to (#14)____________________________. But she immediately jumped down. She said, “that

bed is too (#15)______________________ to sleep.” She climbed into the medium sized bed to

sleep. But she found it too soft to sleep. At last, she climbed into the tiny little bed. She

found it just right. She was soon fast asleep. After some time, the (#1)______________________

family came back. They were very (#16)___________________________ and decided to eat the

porridge. Suddenly Papa (#1)_____________________________ cried out, “Someone has eaten my

porridge!” Mama (#1)_________________________ cried out, “Someone has

(#17)________________________ my porridge!” Baby (#1)____________________cried out “someone

has eaten my porridge and it is all finished.” Then they saw their (#10)_______________________.

Papa (#1)________________________ said, “Someone sat on my (#10)___________________” Mama

(#1)_______________________ said, “Someone sat on my (#10)________________________” Baby

(#1)________________________ said, “Someone sat on my (#10)_________________________, and it is

(#18)_______________________________”. Then they went towards their bedroom. Papa

(#1)____________________________ shouted, “Someone (#19)__________________________ on my bed!”

Mama bear shouted, “Someone slept on my bed!” The baby bear said, “Someone is

(#20)__________________________ in my bed. And here she is” Goldilocks immediately woke up

and seeing the three bears she (#21)__________________________ out of the bed and ran out of

the door as fast as she could. She didn’t stop at all till she reached her

(#22)_______________________. The three (#1)__________________________ never saw Goldilocks

again.