Creating Tables and Graphs of Guam’s Current Population
The lesson plan is based on the current Guam Public School System’s (GPSS) High School curriculum for the course in History of Guam. Its organization and formation is based on the Sheltered Instruction Observation Protocol (SIOP) Model of lesson preparation (Vogt & Echevarria 2006).
The idea of incorporating technology in the lesson delivery is best fitting in the SIOP Model for the model itself addresses both content and language objectives. The content objectives of the lesson focus on the students’ opportunity to explore the usage of technology by creating tables, and graphs. In this case, students will create tables and graphs of Guam’s current population and the various ethnic groups that compose the total population.
The language objectives focus on the development of language skills which is enhanced by the provided opportunities for students to discuss, negotiate, argue, write, explain and report in both small and large groups and the acquiring of new vocabulary words. The opportunity of using the language skills embraced certain goals and objectives of the Teachers of English to Speakers of Other Languages (TESOL) standards (TESOL 1997)
Reflecting on the lesson plan that I created, I didn’t realize how abundant the opportunities of using the targeted language (English) among students. This lesson plan can benefit both mainstream and English Language Learners (ELL) classrooms. I can see the higher order thinking skills or many refer to as the Bloom’s Taxonomy being utilized in every step of the lesson. Students will have the opportunity to synthesize, evaluate, analyze, apply, comprehend and gain new knowledge. Students can construct similar tables and graphs on another topic (synthesis), justify or verify the tables and graphs (evaluate); distinguish, compare and contrast their findings (analyze); show, illustrate or calculate numbers from the tables (apply); discuss, explain and/or describe their work (comprehend); tell name, write, state and/or list matters relating to their project (knowledge.
In addition, the language objectives address all components of literacy skills including, listening, speaking, reading, and writing. There are lots of opportunities given in this lesson plan for student to talk with partners and small groups; listening to speakers in both small groups and the whole class; reading is also practiced by reading information from both tables and graph charts, and writing skills is practiced as each individual is required to submit a page written summary of the project. So without a doubt, I will use this lesson plan in the near future for it provides opportunities of engaging among students.
The part of the assignment that I like the best is the fact that the end product of the use of the technology is not the end of the lesson but rather the beginning of the whole. The graph charts are used to trigger the students’ minds to explore and employ the higher order thinking skills or the Bloom’s Taxonomy. And overall, I like it because it clearly states both the GPSS and TESOL standards to be covered in both content and language.
The challenging part of the assignment is the evaluation. I had to make sure that every objective of the lesson has to be assessed. The only way I can think of assessing each of the objective is to have a rubric. Creating the rubric is time consuming but I think it pays off at the end for it is very easy to look at the rubric and give a point to it. One doesn’t have to guess of what grade to be given or assign to each student.
Citation
Echevarria, J., & Short, S (2004). Making content comprehensible for English language learners: The SIOP model. Boston, MA. Pearson Education, Inc.
Social Sciences Standards, Guam Public School System (1997). A Publication of GPSS.
TESOL. (1997). The ESL standards of pre-k-12. Alexandra, VA: Teachers of English to Speakers of Other Languages.
The lesson plan is based on the current Guam Public School System’s (GPSS) High School curriculum for the course in History of Guam. Its organization and formation is based on the Sheltered Instruction Observation Protocol (SIOP) Model of lesson preparation (Vogt & Echevarria 2006).
The idea of incorporating technology in the lesson delivery is best fitting in the SIOP Model for the model itself addresses both content and language objectives. The content objectives of the lesson focus on the students’ opportunity to explore the usage of technology by creating tables, and graphs. In this case, students will create tables and graphs of Guam’s current population and the various ethnic groups that compose the total population.
The language objectives focus on the development of language skills which is enhanced by the provided opportunities for students to discuss, negotiate, argue, write, explain and report in both small and large groups and the acquiring of new vocabulary words. The opportunity of using the language skills embraced certain goals and objectives of the Teachers of English to Speakers of Other Languages (TESOL) standards (TESOL 1997)
Reflecting on the lesson plan that I created, I didn’t realize how abundant the opportunities of using the targeted language (English) among students. This lesson plan can benefit both mainstream and English Language Learners (ELL) classrooms. I can see the higher order thinking skills or many refer to as the Bloom’s Taxonomy being utilized in every step of the lesson. Students will have the opportunity to synthesize, evaluate, analyze, apply, comprehend and gain new knowledge. Students can construct similar tables and graphs on another topic (synthesis), justify or verify the tables and graphs (evaluate); distinguish, compare and contrast their findings (analyze); show, illustrate or calculate numbers from the tables (apply); discuss, explain and/or describe their work (comprehend); tell name, write, state and/or list matters relating to their project (knowledge.
In addition, the language objectives address all components of literacy skills including, listening, speaking, reading, and writing. There are lots of opportunities given in this lesson plan for student to talk with partners and small groups; listening to speakers in both small groups and the whole class; reading is also practiced by reading information from both tables and graph charts, and writing skills is practiced as each individual is required to submit a page written summary of the project. So without a doubt, I will use this lesson plan in the near future for it provides opportunities of engaging among students.
The part of the assignment that I like the best is the fact that the end product of the use of the technology is not the end of the lesson but rather the beginning of the whole. The graph charts are used to trigger the students’ minds to explore and employ the higher order thinking skills or the Bloom’s Taxonomy. And overall, I like it because it clearly states both the GPSS and TESOL standards to be covered in both content and language.
The challenging part of the assignment is the evaluation. I had to make sure that every objective of the lesson has to be assessed. The only way I can think of assessing each of the objective is to have a rubric. Creating the rubric is time consuming but I think it pays off at the end for it is very easy to look at the rubric and give a point to it. One doesn’t have to guess of what grade to be given or assign to each student.
Citation
Echevarria, J., & Short, S (2004). Making content comprehensible for English language learners: The SIOP model. Boston, MA. Pearson Education, Inc.
Social Sciences Standards, Guam Public School System (1997). A Publication of GPSS.
TESOL. (1997). The ESL standards of pre-k-12. Alexandra, VA: Teachers of English to Speakers of Other Languages.
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