ESL Practicum Lesson Plan

Date: 05/07/2018 Grade: 9-12 (mixed)

Subject: ELA Unit/Theme: N/A
Lesson Title: “Writing an Introduction” Length: 30-45 minutes
Standards: Prior Knowledge:
CCSS.W.9-12.2b: Develop the topic with The students have worked on developing
well-chosen, relevant, and sufficient facts, introductions using the triangle method and
extended definitions, concrete details, the STAR thesis method. The students have
quotations, or other information and examples written full introductions and have received
appropriate to the audience’s knowledge of preliminary feedback, and are set to receive
the topic. more constructive feedback during this
CCSS.W.9-12.2.c: Use appropriate and varied lesson. They are ready to move on to working
transitions to link the major sections of the with the full body paragraphs at this time.
text, create cohesion, and clarify the
relationships among complex ideas and
concepts
Content Objective: Language Objective:
Students will be able to write a body Students will be able to write a full body
paragraph using the SEXI paragraph method. paragraph of 4 or more complete sentences,
Students will be able to develop and organize including a topic sentence, explanation,
ideas for a full essay (3 main ideas). example, and conclusion sentence.
Key Vocabulary: Materials:
statement whiteboard and markers
topic sentence paper and pencils for students
explanation SEXI paragraph model handout (attached)
example outline handout (attached)
interpretation
Resources
SVSU Writing Center. (2016). SEXI paragraph [handout].
SIOP Features
Lesson Preparation Scaffolding Grouping Options
☒Adaptation of Content ☒Modeling ☐Whole Class (N/A)
☒Links to Background ☒Guided Practice ☒Small Groups
☒Links to Past Learning ☒Independent Practice ☒Partners
☒Strategies Incorporated: ☒Comprehensible Input ☒Independent
(Graphic Organizers)
Integration of Processes Application Assessment
☒Reading ☒Hands-On ☒Individual
☒Writing ☒Meaningful ☒Group
☒Speaking ☒Linked to Objectives ☒Written
☒Listening ☒Promotes Engagement ☒Oral
Anticipatory Set:
1. Write the content and language objectives on the board to prep for the lesson. Call the
students down to the ESL classroom, and have them sit at the same table. Pass back
their introductions from the previous lesson and give them time to look through the
feedback they received and ask any questions that they might have.
2. Inform the students that we will be taking the next step with these essays by
developing our body paragraphs, and will be learning a new strategy for doing so. Read
the objectives to the students and field any questions they have about them or the
expectations for today’s lesson.
3. Ask the students the following questions to facilitate discussion:
a. What information goes in a body paragraph?
b. How do you typically write a body paragraph?
c. How many ideas do you put into one paragraph?
d. How do you start a body paragraph? End it?
Body:
1. Introduce the students to the outline handout. Ask them to think about the three (or
more) main ideas they want to write full paragraphs about. Stress that we will only put
one idea in each paragraph, so as to help our readers get through the paper smoothly.
Model writing down the three ideas for the teacher’s paper (about elephants, based on
the introduction written before). Then, ask the students to do the same. Give the
students a chance to share out their main ideas and receive feedback on if they are
specific enough.
2. Introduce the students to the SEXI paragraph handout, and explain each section. Model
the creation of a topic sentence, explanation, example, and interpretation session,
asking questions to ensure understanding throughout. Ask the students to complete the
outline for at least one paragraph and work with the students one-on-one to ensure
understanding and completion.
3. Encourage the students to complete the rest of the outline, and begin putting it together
to write a full paragraph with complete sentences. While they work, provide one-on-
one help, answer questions, and write a paragraph of your own in real time.
Closure:
1. Bring the students back together and allow them to share one of their body paragraphs
aloud, if they want to.
2. Read your paragraph aloud and ask the students to determine the effectiveness of each
sentence and to ensure that the order of the paragraph is clear and flows nicely.
3. Encourage the students to complete their essays as the lesson extension. If there is time
left in the period, they can continue to work on this or they can work on other work and
get help from the ESL teacher and the ESL student teacher on their other concerns.
Assessment Plan/Grading Criteria:
Students in this small group receive grades as pass/fail. These lessons/mini-lessons are
designed as enrichment and extension to help solidify what they are learning in the ELA
classroom. As such students’ grades as pass/fail will be determined by their participation in the
lesson (answering questions, watching and responding to the video, using the handouts, etc.)
and their creation of an introduction. Students will receive feedback on their completed work
in order to improve for future writing.
Lesson Extension:
Students are not assigned additional homework from their ESL pull-out settings, but the
resources and practice provided in this lesson will be utilized as the students work on rewriting
their essays for their ELA coursework, over the next few weeks. Students will be encouraged
to complete their essays before the next lesson, but will not be required to do so.
Adaptations/Accommodations/Modifications:
This lesson is taught in a small group of six students in a pull-out setting in order to better
address the individual needs and questions of the students. Students are taught using the SIOP
lesson and strategies developed and shown to be effective for developing and writing
introductions and solid thesis statements – something that they need extra attention in outside
of their general education classes in order to meet the expectations of their ELA teachers. The
students will be taught through modeling, visual models and graphic organizers and practice
and application on their own, with immediate oral feedback and slightly delayed written
feedback from the teacher. This lesson incorporates graphic organizers and pair/small group
work, as well as hands on practice, to a large extent.
Lesson Reflection:
This lesson went well, although it could have been significantly better in terms of both SIOP
and just general teaching. I only had a small amount of time to teach because half of the
students showed up close to 10 minutes late. The students will all be in the first hour class
instead of being called down to the ESL room in the middle of the day next year, but for now,
it is difficult for me to gauge whether the students are going to be on time in lessons/future
lessons. Unfortunately, I managed to leave some of the materials I needed at home. I was able
to make do, and fell back onto plan B, but it prevented me from giving back the students’
introductions with feedback at the beginning of the lesson – so I definitely need to make sure I
have everything before leaving in the morning! However, I know that this will happen from
time to time, and as long as I have a backup plan, I am able to turn situations like this around.
It gave me a chance to think on my feet and make the lesson work anyway. As for the lesson
itself, the delivery was strong and the students were engaged, but we were cut significantly
short because of the tardiness of the students, and this prevented me from executing the full
lesson. Outside of this, I think this lesson could have been improved with some other audio
visual and a more explicit attention to vocabulary.
 SEXI Paragraph Model

Statement
Write a mini-thesis for your paragraph.
What is the main idea of this
paragraph? What should your readers
expect to learn?

Give your reader background

Explanation
information, definitions, and any
other information they need to
understand the main idea and the
upcoming example.

eXample
Give a quotation, real life example,
hypothetical example, or in some way show the
readers your idea.

Wrap-up your paragraph.

Interpretation
What should readers have
learned from this paragraph?
How does this idea connect
to your thesis statement?
Name: _______________________ Date: _______________
Complete the outline to develop your paragraphs. We will work on this
together!

Paragraph
1 Main Idea:
• Statement:

• Explanation:

• Example:

• Interpretation:

Paragraph
2 Main Idea:
• Statement:

• Explanation:

• Example:

• Interpretation:

Paragraph
3 Main Idea:
• Statement:

• Explanation:

• Example:

• Interpretation: