1. Providing Facts and Personal Experiences About Culture and/or Country in an Email
Enhancing Classroom Instruction with Technology: Technology Based Instruction for English Language Learners Monica Traverzo Texas Woman’s University

2. Rationale The basis of the lesson plan through conducted research of literature review
Technology can play an integral part in providing ELL students with valuable language experiences as they learn and acquire a new language.
Emphasis should be placed on promoting access to technology and developing computer awareness (Wrigley, 1993).
Technology can be utilized in the classroom by enhancing traditional approaches of instruction with new technological approaches. Using these new technology tools creates new possibilities for literacy learning with ELLs (Vacca, 2009).
In this lesson: using vs. letter writing and word processing vs. handwriting.

3. Rationale The basis of the lesson plan through conducted research of literature review
Study supporting lesson plan development included in research for literature review
Language skills and writing as an inspiration for this lesson plan (Yabarra & Green, 2003)
The study used electronic mail ( ) as a medium of instruction to improve writing in the student’s second language.
Students were not graded on their messages, rather teachers wanted to allow students to improve their writing skills in a comfortable approach.
One student kept the message from the teacher on the screen as she replied to use a guide in her written response. This allowed her to use vocabulary from the , scroll up and down to ensure she replied to everything contained in the message, and used the teacher’s message as a model, or format, for her own message as well.
Findings indicated that using was effective implication in the classroom. Giving opportunities to students to be expressive with communication tool allowed students to use as a language learning activity that creating meaningful experiences with authentic text.

4. Goal
“To provide authentic opportunities for English language learners to develop literacy skills through the use of technology by supporting their culture.”

5. Objectives
Read and research online information and identify relevant information about students culture/country.
Provide ELLs opportunities for expression in writing an to the teacher while supporting students cultural background.
Demonstrate understanding of the basic parts of a personal letter in sending electronic mail.
Depict details discovered in research along with own personal experiences in .
Practice literacy writing and computer skills in conjunction.

6. TEKS §128.5. English as a Second Language (ESL), Grade 3.
(10)  Reading/literary response. The student responds to various texts. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(B)  demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);
(12)  Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(D)  use multiple sources including print such as an encyclopedia, technology, and experts to locate information that addresses questions (2-3)
Source:

7. TEKS §128.5. English as a Second Language (ESL), Grade 3.
(18)  Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(E)  use available technology for aspects of writing such as word processing, spell checking, and printing (2-3)
(20)  Writing/inquiry/research. The student uses writing as a tool for learning and research. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(D)  compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).
Source:

8. Materials Student access to computer and internet.
Established Gaggle.net account for students and teacher.

9. Procedure
Prior to beginning this lesson, students should have an understanding how to use , basic online navigation skills, and familiarity with their own culture/country and experiences within.
Begin the lesson by asking the students to think about their experiences in another country. Have a discussion group about different countries within the classroom. Ask student what they might want to learn more about their specified country. Cover such topics as where they lived, what experiences they had, what it looks like (geography), what food is popular, etc.
Explain to students that they are going to write an to the teacher about their country explaining facts and personal experiences about their country and culture.
iStockphoto®

10. Procedure Provide students with the following instructions:
Open the Internet and go to (Provide shortcut on students' desktops).
Click on World, then Countries, then find country (in alphabetic order).
Click the country, read the information about it, and write in an to the teacher the answers to the following questions. (Write on the board for reference)
1st paragraph:
What country are you researching?
In what year did it become a country?
What is the population?
2 interesting facts you found in your research.
2nd paragraph:
Where did you live?
What was it like?
What did you like to eat?
Fun experience you had.

11. Procedure
Open up Gaggle.net and log in. (Provide shortcut on students’ desktops).
Start off by typing in TO: and SUBJECT: Student’s name – country (i.e. Carmen – Mexico)
Note: In the body of the text remember that formatting is not as important as content for ELLs. Get students excited and motivated about writing about their country and own experiences while supporting their cultural heritage.
When finished, click on send.
If time permits, invite students to share their discovered information with others in the class. Students can also voluntarily, in a free-form formatting and content, share experiences with other students in an (teacher can view all students communication with Gaggle.net).

12. Assessment Informal assessment: Observation/Participation
Ability to use available technology and use/navigate the Internet and .
Ability to identify relevant information on a kid-safe search engine.
Understanding and communication of research and personal experiences
Completion of the assignment based upon received

13. Conclusion
Recall from the rationale of this lesson plan that in a case study, findings indicated that using s was an effective implication in the classroom. Giving opportunities to students in this format allowed them to use as a language learning activity that create meaningful experiences with authentic text.
In using technologies to enhance instruction for ELLs allows for new opportunities to develop literacy skills (specifically, writing here) in using information technology to achieve academic success.
Additionally, communicating about a country they have lived in before make ELLs feel motivated, appreciated and supported when you recognize there cultural heritage.