1. Teacher: G. Anthony Galdamez (Mr. Galdamez) ACP Grade: 4 th -6 th, low motor skills and multilevel proficiency School: Fontenelle Elementary Academic subject & unit: ESL, Bound for Oregon By Jean Van Leeuwen Content Standards: OPS district-ESL reading/03 Writing: Produce a variety of writing samples of different types and forms, follow writing process utilizing elements of six traits of writing. Language Standards: WIDA general Content Standards: OPS district-ESL reading/03 Writing: Produce a variety of writing samples of different types and forms, follow writing process utilizing elements of six traits of writing. Language Standards: WIDA general Content Objective: Use traits of writing (organization, ideas, word choice, voice, sentence fluency, and standard English conventions) Language Objective: -Beginner proficiency– Gathering keywords for further educational enrichment -Intermediate proficiency– Organizing keywords to develop brainstorming ideas -Advanced proficiency– Sentence fluency and developing writing methods Bound for Oregon Unit Content Objective: Use traits of writing (organization, ideas, word choice, voice, sentence fluency, and standard English conventions) Language Objective: -Beginner proficiency– Gathering keywords for further educational enrichment -Intermediate proficiency– Organizing keywords to develop brainstorming ideas -Advanced proficiency– Sentence fluency and developing writing methods Learning Strategy Objective: Have student fill out a wagon worksheet that would allow them to write in items they think they would need for a bound to Oregon. Introduction/warm-up: If you only had room in your car to take any personal items and drive across the US what would you take? Keep in mind that there are no stores open and the only way to get stuff is to trade (if possible) or hunt for your own food. Presentation of new material: Students will read over the beginning of the chapters where the main character explains what kind of equipment they carry on with them on their covered wagon. Closure: Student would have filled in their covered wagon sheet and explained what they have chosen to take with them and why. The student will have a rubric on what they need to include (food, clothing, hygienic and entrainment wise). Assessment: -Students will be assessed according to the worksheet rubric with an 80% accuracy Content Objective: Participate in conversation regarding survival topics; Give and follow simple directions; Articulate well enough to be understood by others in conversation Language Objective: -Beginner proficiency– Beginning conversation -Intermediate proficiency– read off a script to conversate with peers -Advanced proficiency– Write your own script and role play Learning Strategy Objective: Student will ask questions and conversate with others in their group, This relate to everyday conversations that students will encounter daily. Introduction/warm-up: Back in the days of covered wagons and the wild West people could not just text their friends or send an email they had to talk to each other and understand each other. Presentation of new material: Students will be placed in a scenario where they will have to interact with other townsmen and need to explain that they need equipment for their trip, They cannot just buy something off the internet so they need to brain storm what equipment they will need. Closure: Students will observe that if you cannot conversate correctly, with members of your society you will struggle to accomplish everyday task. Assessment: -Students will be assessed on their Scripted or non-scripted play, which their group has put together according to the rubric with an 75% accuracy Content Objective: 06 Speaking & Listening: Present in semi-formal speaking situations and apply listening skills to learn new information for understanding. Language Objective: -Beginner proficiency– counting/recognizing money -Intermediate proficiency– Using math to collect or use money -Advanced proficiency– understanding what tools you need to purchase Learning Strategy Objective: Students will been given fictitious money and ask to purchase items they will need on their trip bound to Oregon. Introduction/warm-up: If you only had a limited amount of funds and were ask to purchase items that will help you go across the US and into Oregon, what would you buy? And would you have enough money? Presentation of new material: Every one in groups of 4 will get $50 and will be expected to purchase items at three different spots laid out around the classroom. This will simulate different stops on their way to Oregon. The student can save their money but will receive random flash cards about event that will happen to them. Closure: Students will observe that if you cannot conversate correctly, with members of your society you will struggle to accomplish everyday task. Assessment: -Students will be assessed on their Scripted or non- scripted play, which their group has put together according to the rubric with an 75% accuracy Content Objective: Participate in conversation regarding survival topics; Give and follow simple directions; Articulate well enough to be understood by others in conversation Language Objective: -Beginner proficiency– Beginning conversation -Intermediate proficiency– read off a script to conversate with peers -Advanced proficiency– Write your own script and role play Learning Strategy Objective: Student will ask questions and conversate with others in their group, This relate to everyday conversations that students will encounter daily. Introduction/warm-up: Back in the days of covered wagons and the wild West people could not just text their friends or send an email they had to talk to each other and understand each other. Presentation of new material: Students will be placed in a scenario where they will have to interact with other townsmen and need to explain that they need equipment for their trip, They cannot just buy something off the internet so they need to brain storm what equipment they will need. Closure: Students will observe that if you cannot conversate correctly, with members of your society you will struggle to accomplish everyday task. Assessment: -Students will be assessed on their Scripted or non- scripted play, which their group has put together according to the rubric with an 75% accuracy Content Objective: 06 Speaking & Listening: Present in semi-formal speaking situations and apply listening skills to learn new information for understanding. Language Objective: -Beginner proficiency– counting/recognizing money -Intermediate proficiency– Using math to collect or use money -Advanced proficiency– understanding what tools you need to purchase Learning Strategy Objective: Students will been given fictitious money and ask to purchase items they will need on their trip bound to Oregon. Introduction/warm-up: If you only had a limited amount of funds and were ask to purchase items that will help you go across the US and into Oregon, what would you buy? And would you have enough money? Presentation of new material: Every one in groups of 4 will get $50 and will be expected to purchase items at three different spots laid out around the classroom. This will simulate different stops on their way to Oregon. The student can save their money but will receive random flash cards about event that will happen to them. Closure: Students will observe that if you cannot conversate correctly, with members of your society you will struggle to accomplish everyday task. Assessment: -Students will be assessed on their Scripted or non- scripted play, which their group has put together according to the rubric with an 75% accuracy