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Welcome students, parents, and colleagues. Thank you for visiting my blog. This blog I have designed to introduce myself and inform you about what is going on in my classes. Currently, I teach ELD inclusion for grades 6.

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Thursday, June 5, 2014

SIOP Lesson Plan: Communication Lesson 4

Teacher’s Name
Ms. Waugh
School
Fuller Middle School
Class
6th grade ESL
Date
September 2011
Topic
High Point: Unit 1 Communication
Theme 1: Messages that Matter
Theme 1 Lesson 3
Standard(s)
6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.


Language Objectives (see Assessment)
Students will be able to...
-Pronounce new vocabuary words
-Describe orally what they visualize while listening to poetry



Instructional Content Objectives (see Assessment)
Students will be able to...
-Define new vocabulary words
-Use the visualize reading strategy to guide comprehension
Higher-Order Questions
Is a poem a good way to communicate?
How does visualizing help us comprehend a poem?
Adaptations and Accommodations
Key Vocabulary
attention
concentrate
creativity
experience
inspired
inventive
memory
motive
routine
Resources and Materials (Including Supplementary and Adapted)
High Point Text Book
T-chart
Practice book p. 3
How to Visualize Transparency 2
Learning Strategies
Predict, imagine with keywords, personalize/contextualize, use imagery
Time
Building Background

     
Links to Student Background and Experience
Make a T-chart with a + heading and a - heading. Record students' ideas about how poems communicate effectively in the + column and how poems do not communicate effectively in the - column.


     
Developing/Reviewing Key Vocabulary
Learn Key Vocabulary: Introduce each key word
1. Pronounce the word
2. Define the word
3. Encourage elaboration
4. Assess students' understanding

Practice book page 3


     
Links Between Past Learning and New Learning
Have students complete the vocabulary webs on page 14 to relate the words to concepts they already know.

Time
Lesson Sequence
     
Guided practice: Learn to Visualize

Define visualize.
Read the steps for how to visualize.

Complete the transparency activity as guided practice. Model through think-aloud how to visualize the poem and complete the chart.

If time remains, have the students complete their own charts, or assign as homework.

Time
Assessment/Close

     
Ask students to defend orally why it is important to visualize as you read.

Time
Homework

How to Visualize worksheet.


SIOP Lesson Plan: Communication Lesson 3

Teacher’s Name
Ms. Waugh
School
Fuller Middle School
Class
6th grade ESL
Date
September 2011
Topic
High Point: Unit 1 Communication
Theme 1: Messages that Matter
Theme 1 Lesson 2
Standard(s)
6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.


Language Objectives (see Assessment)
Students will be able to...
-Express opinions orally and in writing

Instructional Content Objectives (see Assessment)
Students will be able to...
-Interpret a visual image
-Use complete sentences to form opinions
Higher-Order Questions
What is an opinion?
How do people share opinions?

Adaptations and Accommodations
Students will use graphic organizers to support idea organization and the think-pair-share strategy to allow all students to feel comfortable sharing.

Key Vocabulary
communication
opinion
abstract (art)
complete sentence
subject
predicate
Resources and Materials (Including Supplementary and Adapted)
High Point Text Book
Mind Map Graphic Organizer
Learn About Complete Sentences Transparency 1a and 1b
Learning Strategies
Predict, imagine with keywords, personalize/contextualize, use imagery

     
Links to Student Background and Experience
1. Hold up a silent, flat hand sign and ask the students what it means.
2. Have students close their eyes and talk for a minute and then call out "Stop!"
3. Show students a stop sign.

Ask students what each of the three messages above have in common. (They all mean stop.) Explain there are different ways people can give messages.
   

     
Developing/Reviewing Key Vocabulary
How to express an opinion:
1. Tell what you think
2. Give reasons for your opinion


     
Links Between Past Learning and New Learning
Have students share what they think about the painting in small groups.
1. Does the painting have a message?
2. Have students speculate about the painting style.

Prompt the vocabulary word, "abstract" and encourage them to share their opinions

Time
Lesson Sequence
     
Students will complete the 4 activities on page 13.

1. Take notes in a chart: they will listen to a CD and make a chart to record the students' opinions.

2. Build vocabulary by adding to the communication web

3. Learn about complete sentences:
Students will participate in a whole-class review lesson on complete sentences, identifying the subject and predicate of sentences and then producing their own complete sentences with provided subjects and predicates.

Time
Assessment/Close

     
Have students write one or two complete sentences that tell what they think about the painting.

Time
Homework

     
Students will complete sentence grammar worksheet in which they match subjects and predicates and then create sentences of their own.


SIOP Lesson Plan: Communication, Lesson 2

Teacher’s Name
Ms. Waugh
School
Fuller Middle School
Class
6th grade ESL
Date
September 2011
Topic
High Point: Unit 1 Communication
Theme 1: Messages that Matter
Introduce Theme 1
Standard(s)
6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.

Language Objectives (see Assessment)
Students will be able to...
-Engage in discussion about the importance of messages
-Use personal experiences to defend orally their opinions

Instructional Content Objectives (see Assessment)
Students will be able to...
-Interpret a visual image using a graphic organizer
-Compare and contrast messages and their importances
Higher-Order Questions
Why do people send messages?
How do people add to or take away from the meaning of other people's thoughts?
Why do some messages affect us more deeply than others?

Adaptations and Accommodations
Students will work in partners, so that the students who do not feel comfortable enough to speak in front of class on their own will have support

Key Vocabulary
communication
message
meaning

Resources and Materials (Including Supplementary and Adapted)
High Point Text Book
Graphic Organizer
Learning Strategies
Predict, imagine with keywords, personalize/contextualize, use imagery
Time
Building Background

     
Links to Student Background and Experience
Have students discuss the theme title: Messages that Matter.
Ask: If you were handed two sealed messages, one from your best friend and one from your principal, which would you open first? Why?


     
Developing/Reviewing Key Vocabulary
Have students study the image on page 10. Then complete a chart to show the messages the postage stamp sends and the potential recipients.


     
Links Between Past Learning and New Learning
Is the stamp verbal or nonverbal communication?
Is it lasting or temporary?
How do you know?

Time
Lesson Sequence
     
Discuss the Guiding Questions
Have students divide into three groups and answer the three key questions. Then have groups share what they discussed.

Time
Assessment/Close

     
Write on the board:
-Your brother has a cold
-Call me about the homework

Have the students choose the most important mesage and explain their choices

Time
Homework

     
Complete an activity describing the messages shown by common signs.


SIOP Lesson Plan Communication Lesson 1

Teacher’s Name
Ms. Waugh
School
Fuller Middle School
Class
6th grade ESL
Date
September 2011

Topic
High Point: Unit 1 Communication
Theme 1: Messages that Matter
Introduce Unit 1
Standard(s)
6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

6.SL.2 Interpret information presented in diverse media and formats (eg. visually, quantitavely, orally) and explain how it contributes to a topic, text or issue under study.

Language Objectives (see Assessment)
Students will be able to...
-Engage in discussion about communication
-Make oral predictions about the unit
-Explain a message
-Use various forms of communication to make a message

Instructional Content Objectives (see Assessment)
Students will be able to...
-Interpret a visual image
-Define verbal and nonverbal communication
Higher-Order Questions
What is communication?
How do people express messages?

Adaptations and Accommodations
Students will work in partners, so that the students who do not feel comfortable enough to speak in front of class on their own will have support


Key Vocabulary
express, message, verbal, nonverbal, lasting, preserve




Resources and Materials (Including Supplementary and Adapted)
High Point Text Book
Mind Map Graphic Organizer
Poster paper
collage supplies

Learning Strategies
Predict, imagine with keywords, personalize/contextualize, use imagery

Time
Building Background

     
Links to Student Background and Experience
1. Hold up a silent, flat hand sign and ask the students what it means.
2. Have students close their eyes and talk for a minute and then call out "Stop!"
3. Show students a stop sign.
Ask students what each of the three messages above have in common. (They all mean stop.) Explain there are different ways people can give messages.      


     
Developing/Reviewing Key Vocabulary
Have students open the text book to page 8. Discuss the title, "Get the message!" What does it mean? Have students heard the statement before?
Have students define "message" and explain the artwork on page 8.
Introduce the Mind Map graphic organizer titled Communication.
Ask students to define verbal and nonverbal communication and give examples for each.
Use those examples to complete the table headings of "temporary" and "lasting."


     
Links Between Past Learning and New Learning
Introduce the Mind Map graphic organizer titled Communication.
Ask students to define verbal and nonverbal communication and give examples for each.
Use those examples to complete the table headings of "temporary" and "lasting."


Time
Lesson Sequence
     
Students will work in pairs to create symbolic messages.
After they complete the activity, have students present their messages to the class.
Are words or images more effective in communicating a feeling? Why?
Share with the students the quote, "A picture is worth a thousand words." Have them share whether they agree or disagree.


Time
Assessment/Close

     
Have students answer the following questions:
What will this unit be about?
What are some examples of verbal communication?
Nonverbal?
What are some examples of communication that lasts?


Time
Homework


     
Watch TV or a movie for at least 15 minutes.
Make a Communication table about the messages you see.