Creating Bilingual Newspaper Ed 200: Analyzing Schools Sunny Park

Content 5 th grade Bilingual classes 5 sessions for an hour everyday Involved writing skills (in both English and Spanish) and social studies

Objectives… Students will compare and contrast their own cultural background from those of the others Students will learn to express their thoughts freely in writing (both English and Spanish) without being restricted to particular writing formats Students will evaluate each others’ writings Students will communicate with each other and argue on each others’ idea to finish the group project

Activities Creating bilingual newspaper In a paragraph, both English and Spanish are used every 2-3 sentences

Daily Schedule… MondayTuesdayWednesdayThursdayFriday Gathering info parents’ story & facts from the textbook Divide the class into small groups (mix of ESL students and English- speaking students) Deciding words & terms that should be used in the Newspaper Start to writ e the first draft (if there is time) Write up the first draft Peer review Final draft & Organize the newspaper

Monday Gather information –Parents’ immigration stories –Social studies textbook –Pictures on their own culture Divide into small groups –Mixture of ESL students and English- speaking students –Similar interest  same topic

Tuesday Make list of words and terms that should be used in writing –Decide as a class –Example Not only…but also… Use irregular verbs Synonyms

Wednesday Write an article per a group In small group: –Decide the specific topic and writing style –English-speaking student  Spanish writing –ESL students  English writing –Each students help each other on writing

Thursday Peer review –Make copies for writings for each students –Exchange the writing with different groups

Friday Finish the final draft Organize the order of articles and pictures Schedule “publication party” –Parents, students, and teachers –Students present their writing

Evaluations “Publication Party” – sharing the newspa per with other students, parents, and teachers. Survey by readers – good point of the newspaper and what should be improved Teacher – usage of given words and terms

References English language learner framework – sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848http://www. sde.ct.gov/sde/cwp/view.asp?a=2618&q= Carroll, P. S. and Deborah J. H., “Helping ELLs Look at Stories through Literary Lenses.” Voices from the Middle 11.4 (May 2004): Dong, Y. R., “Don’t Keep Them in the Dark! Teaching Metaphors to English Language Learners.” English Journal 93.4 (May 2004): Hirvela, A., “ESL Students and the Use of Literature in Composition Courses.” Teaching English in the Two-Year College 33.1 (September 2005):

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