Glendas ell transitions project

•Full Day Multi-Level Class•20-24 students (average attendance 18-20)•All Spanish Speakers, all women, all mothers (but 1)•Over half have children in Middle and High school•Civics is 60-90 minutes 3 times per week•Usual text for this unit comes from Voices of Freedom by Bill Bliss. It is part of one page.•Experimental text for this unit: HBJ Social Studies The United States: Its History and Neighbors. It is a high school text.•This unit is for ONE MONTH.

Introductory Photo

Introductory Introductory DiscussionDiscussion

•Tell me about this picture. (BEST Plus…and it gave me the opportunity to raise “war” vocabulary)•We are going to discuss some of the events that led to the Revolutionary War. What is a “revolution”? Did your country have a revolution? What country did they revolt against?•This is a key event leading to the American Revolution. It’s called the Boston Massacre. What is a “massacre?” •What do you know about the American Revolution?•What do you want to know?

KWLH

“reconstructed”

The French and The French and Indian WarIndian War

Notetaking Practice (first pass): •There were approximately _____________ French colonists.•There were approximately _____________ English colonists.•A dispute over land in the ______________ Valley began in 1754.•_____________________ was sent to drive out the French.•_________________ won the battle.•The French got help from __________________.•Britain sent ______________ from England to help with the war.•The French and Indian War ended in ________________.

Example lesson

Comprehension questionsComprehension questionsWhat caused the French and Indian War?Why did the Indians help the French?What caused the defeat of General Braddock? What parts of North America did Britain win from France?

Lecture ReconstructionLecture ReconstructionUsing their “notes” and comprehension questions, students reconstructed the lecture together. Students this quizzed each other.

Timelines

• As a group, we created (and recreated) a timeline as our unit progressed, adding new people and events. **This was important for their final personal projects.

Videos

• Several videos were used– “No More Kings” (Schoolhouse Rock)– “The Shot Heard Round the World”

(Schoolhouse Rock)– History Channel Videos

• Videos were used after the lecture, note-taking, comprehension, and timeline building exercises to reinforce material.

Something NEW

• After discussing the Battles of Lexington and Concord (the last lesson), we read a short biography of Paul Revere.

• We watched part of the video “The Shot Heard Round the World” which features dear Paul in the intro.

• We then read The Midnight Ride of Paul Revere by Longfellow. CHALLENGING, but worth it!

Something else NEW

• One of our lessons in this unit was on CAUSE and EFFECT. We took the following story and made it into a graphic.

• “You are hurrying to school. It is raining. The sidewalk is slippery. You are wearing shoes with slick soles. There are wet leaves on the sidewalk. You slip on the leave and fall.”

• Students then worked in small groups to graphically represent three effects of the Tea Act.

How English Works

• Two of the three groups (by levels) were studying the past tense

• We used the history lecturers to focus on pronunciation of regular past tense verbs

• We also used the history readings to focus on irregular past tense

Quick CheckReturn to KWLH

“Reconstructed”

Group Quick CheckOn a day that I was out, the students were assigned to recreate the timeline of US History through the Battles of Lexington and Concord.

Unfortunately, one of our 3 year-olds was “helping” and erased part of their timeline before I took the picture, but they did a pretty amazing job.

Extension and PBL

• Students created personal timelines using the past tense and presented them to the class.

Thank you!