Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography Teacher Name: Grade Level: 2 nd Grade Date: Materials/Technology Document Camera LCD Projector Inter Write Pad Desktop computers Laptop computers Overhead projector Overhead transparency Television/DVD Classroom Library Media center Content Texts ESL Texts Educational Software Sensory Supports Realia Manipulatives Pictures/Photos Illustrations Magazines & Newspapers Physical activities Video/film Broadcasts Models or other visual displays Cartoons Audio Songs/chants Graphic Supports Charts Graphic organizer Tables Graphs Timelines Number lines Common Core Standard: CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Content Objective: Students will be able to identify differences between and examples of goods and services. Language Objective: Students will be able to write compound sentences about how producers and consumers work together in the making and using of goods and services. Essential Question: Who provides the goods and services in our community? Key Vocabulary and language structures: Goods, services producer, consumer, product A producer is ______. A consumer is ______. A ______ is important because ______. Goods and services are different because ______. Grouping Strategies: Students will work in mixed-level pairs and cooperative groups for the first and second sections, respectively. Students should be grouped based on language proficiency level Questions: What are goods and services? Who provides goods and services? Why are they important to our community? Build Background and Make Connections How will you engage students in the lesson and activity? How will you connect to students’ knowledge and experience? Divide the class into pairs. Provide a picture (see resources) of different stores (e.g. salon, clothing, grocery) for each pair. Ask the students What do you see in the store? What would you do in the store? What does this picture remind you of? Does this store remind you of a place you been to? I do How will you introduce the objective to students? How will you model or demonstrate for students? Show the Goods and Services video (https://www.youtube.com/watch?v=fxfbvQsCeTE). Use the information from building background to explain the difference between goods and services. DAILY LESSON PLAN Build Background • Demonstration • We Do • You Do Together • You Do Alone • Reflection
Transcript
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Content Objective: Students will be able to identify differences between and examples of goods and services.
Language Objective: Students will be able to write compound sentences about how producers and consumers work together in the making and using of goods and services.
Essential Question: Who provides the goods and services in our community? Key Vocabulary and language structures:
Goods, services producer, consumer, product A producer is ______. A consumer is ______. A ______ is important because ______. Goods and services are different because ______.
Grouping Strategies: Students will work in mixed-level pairs and cooperative groups for the first and second sections, respectively. Students should be grouped based on language proficiency level
Questions: What are goods and services? Who provides goods and services? Why are they important to our community?
Build Background and Make Connections How will you engage students in the lesson and activity? How will you connect to students’ knowledge and experience? Divide the class into pairs. Provide a picture (see resources) of different stores (e.g. salon, clothing, grocery) for each pair. Ask the students What do you see in the store? What would you do in the store? What does this picture remind you of? Does this store remind you of a place you been to? I do How will you introduce the objective to students? How will you model or demonstrate for students? Show the Goods and Services video (https://www.youtube.com/watch?v=fxfbvQsCeTE). Use the information from building background to explain the difference between goods and services.
DAILY LESSON PLAN Build Background
€
• Demonstration
€
• We Do
€
• You Do Together
€
• You Do Alone
€
• Reflection
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Notes:
We Do What will you model for students? What will students be able to do together?
Interactive Supports Pairs Whole group Small group Internet or
Software Native language Teacher Evaluation Documentation Setting
instructional outcomes
Designing coherent instruction
Establishing a culture for learning
Managing Student Behavior
Using questioning and discussion techniques
Engaging students in learning
Communicating with families
Construct a T-chart with two headings: “Goods” and “Services.” Conduct a picture sort in cooperative groups using the T-chart. You may reuse the pictures from building background. Higher level groups can come up with their own examples of goods and services after they completed their sort. You Do What will students be able to do independently following lesson and modeling? Students will take pictures of “goods” and “services” in the school and community. They may use their own camera and send them through e-mail or they may bring pictures from magazines and other print sources. After they bring their examples, they will use a template or organizer to write write about each picture explaining how each photograph is an example of good or a service and how it is important for the community. Review and Assessment How will students demonstrate their learning?
Students will create a PowerPoint slide, with audio, to describe the goods or services photo(s) they wrote about. Writing will be assessed using the writing rubric, powerpoint will be assessed using the content rubric
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
CONNECTION:
CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. EXAMPLE CONTEXT FOR LANGUAGE USE: Students will write about goods and services in their community.
COGNITIVE FUNCTION: Students will ANALYZE examples of goods and services.
DO
MA
IN:
WR
ITIN
G
Level 1 Entering
Level 2 Emerging
Level 3 Developing
Level 4 Expanding
Level 5 Bridging Level 6 - R
eaching
CLASSIFY pictures into goods and services using a graphic organizer.
WRITE simple sentences for each picture of using sentence frames.
WRITE two sentences for each picture using sentence frames.
WRITE three sentences for each picture using a word bank.
WRITE a paragraph for each picture.
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words such as: goods, services, producer, consumer
GRADE: __2nd _
ELD STANDARD: Language of Social Studies EXAMPLE TOPIC: Goods and Services
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Example Language Features
Level 1-3 Level 2-4 Level 3-5 Level 6- R
eaching
Linguistic Complexity
Discourse Level
This is a good.
This is a service.
I went to the grocery store.
This is a good because _______.
I saw a baker baking cakes.
The hair salon provides a service because they do something for someone else, instead of selling a product.
5 I have used several types of sentences of different lengths. I have a full paragraph or more. My writing is well organized.
I have used many different vocabulary words. I used technical words related to the subject area.
I have few, if any, errors in my writing. My writing is easy to understand.
4 I have used several types of sentences of different lengths. I used details to make my ideas clear. My writing has a sense of organization.
I have used specific vocabulary and some technical vocabulary related to the subject. I sometimes do not know the vocabulary to fully communicate my ideas.
I may make some mistakes, but they do not change the overall meaning of what I have written. My writing is generally easy to understand.
3 I have used some simple and some long sentences. I have tried to provide detail. There may be some organization to my ideas.
I have used general vocabulary and some specific vocabulary related to the subject. I might sometimes be unable to find the correct vocabulary.
My sentences are usually easy to understand. Mistakes may make my writing harder to understand when I write longer texts.
2 I have used phrases and short sentences. Some of what I have written may be copied. My ideas may need more organization.
I have used general vocabulary related to the subject. I might not know all the vocabulary to fully communicate my ideas.
My writing is easy to understand when it comes from an example or sentence frames. I do not include many of my own words. Mistakes make my writing hard to understand.
1 I have used single words or phrases that I have been taught. Some of what I have written may be copied.
I have only used words that I have learned from friends and classes. I do not have all of the vocabulary I need to communicate my ideas.
My writing is easy to understand when copied or when I am following an example. I include few, if any of my own words. Mistakes make my writing very hard to understand.
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Goods and Services PowerPoint Rubric for Assessment of Content
Criteria 4 3 2 1 Format of Presentation
The student followed the correct format for the presentation they created.
All Criteria is Met
Most Criteria Is Met
Some Criteria Is Met
Little or No
Criteria Is Met
Final Product Each picture that the author took as a
caption that matches the picture.
All Criteria is Met
Most Criteria Is Met
Some Criteria Is Met
Little or No
Criteria Is Met
Photographs At least two pictures taken, collected or
found by the author are included.
All Criteria is Met
Most Criteria Is Met
Some Criteria Is Met
Little or No
Criteria Is Met
Peer Editing Student edited a peer’s work and had their
own work edited by a peer
All Criteria is Met
Most Criteria Is Met
Some Criteria Is Met
Little or No
Criteria Is Met
Publishing Student shared his/her work with at least one
other student in the class.
All Criteria is Met
Most Criteria Is Met
Some Criteria Is Met
Little or No
Criteria Is Met
Student Name ________________________________ Grade _____/ 24 = ______
Teacher Comments:
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Editing Checklist
Self check Peer check Did you include a picture in your
slide? /1 /1 Did you identify whether it was a
good or service? /2 /2 Did you check your writing for
capitalization, punctuation, and grade-level spelling?
/2 /2
Did you include the writing required for your activity? /5 /5
TOTAL /10 /10
Editing Checklist
Self check Peer check Each slide includes a picture.
/1 /1 Each picture is identified as a
good or a service. /2 /2 Each picture has a caption.
/2 /2
Writing does not have errors in capitalization, punctuation or
spelling. /5 /5
TOTAL /10 /10
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
What do you see? What would you do here? This picture reminds me of:
What do you see? What would you do here? This picture reminds me of:
Name _______________________ Class ___________ Date ________
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Name _______________________ Class ___________ Date ________
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
______ is a (good / service) because ______________
Name _______________________ Class ___________ Date ________
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Goods and Services Planner
Introduction
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 2. Is your picture an example of a good or service? How do you know?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 3. How is the good or service you mentioned in number #2 important to the community?
Name _______________________ Class ___________ Date ________
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
4. Is your picture an example of a good or service? How do you know?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 5. How is the good or service you mentioned in number #4 important to the community?
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Sports Store
T-‐Shirt Pants Shorts Shoes Jersey
Book Store
Books
DVD
CD
Magazine
Paper
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Grocery Store
Food
Cans
Fruit
Bread
Vegetables
Drinks
Hair Salon
Chair
Cut
Hair
Wash
Braid
Scissors
Apron
Comb
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Restaurant
Food
Chef
Cook
Server
Plate
Menu
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
Created by ESOL Teachers from Prince George’s County Public Schools (Maryland) “Our Lives, Our Words”: Improving Student Writing Through Digital Photography
