Notes to Teacher

Subject: ESL Intermediate / Advanced / Sheltered English

California English Language Development Standards Addressed

Reading Comprehension

Intermediate

English-Language Arts Standards
*English Language Development Standards

Comprehension and Analysis of Grade Level Appropriate Text

  • Understand and follow simple written directions for classroom related activities.

  • Read and orally identify the main ideas and draw inferences about written text using detailed sentences.

  • Read and identify basic text features such as title, table of contents, and chapter headings.

  • Respond to comprehension questions about written text, using detailed sentences (e.g., "The brown bear lives with his family

  • in the forest.").

  • Structural Features of Information Materials Identify the basic sequences of events in stories read, using key words or phrases.

Reading Comprehension

Advanced

English-Language Arts Standards   
*English Language Development Standards

Comprehension and Analysis of Grade Level Appropriate Text

  • Read and orally respond to familiar stories and other texts by answering factual comprehension questions about cause and effect relationships.

  • Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas.

  • Explain how understanding is affected by patterns of organization, repetition of key ideas, syntax, and word choice.

  • Write a brief story summary (two or three paragraphs).


 

*If you are a teacher outside of California, you may want to use ExplorAsource to search for content standards for your state.

Literacy Area(s): Observing, listening, speaking, reading

Skills: Purposeful viewing/listening; Gathering and organizing facts

Literacy Strategy(ies):

Guided Viewing/listening ; Directed research; Organizing ideas and information

Culminating Task and Student Outcomes: 

Students will produce and present a multimedia slide show to demonstrate comprehension of spoken and written directions.

Materials:

  1. Video “The Amazing Panda Adventure”

  2. CR & TV or (projector & screen)

  3. Viewing/Listening guide

  4. Graphic organizers worksheets (timeline, storyboard, Venn Diagram, open mind)

  5. Slide show planners

  6. PowerPoint template

  7. Writing utensils

  8. Computers with Internet Access & PowerPoint Program

 

Procedure(s):

 

Part One - Introduction

  1. Teachers explains the purpose of the lesson

  2. Students are divided into groups of four and given a set of viewing/listening guides.

  3. Teacher assigns a specific task to each member of the group and provides each with a worksheet for his/her respective task.

  4. Teacher explains the purpose of each task and how students are to use the graphic organizers.

 

Part Two – Viewing/Noting/Discussing

  1. Students view film “The Amazing Panda Adventure” and use their worksheets to record their observations in words and pictures.
  2. Teacher stops the film at strategic spots to check for comprehension.
  3. At the conclusion of the film team members review all of the information they have recorded.

 

Part Three - Research

  1. Students access pre-selected sites on the Internet to gather information for completing their respective tasks
  2. Students assist one another in their groups to complete the worksheets.

 

Part Four - Review

  1. Whole class discusses the film.
  2. Teacher solicits ten statements about events in the film, records and displays student responses in a list.
  3. Together the class arranges the 10 statements in sequential order and determines their cause/effect relationship

 

Part Five – Preparing the Slideshow

  1. Each group is given a set of slideshow planning guides and teacher explains the assignments as related to the four tasks (see #3 of part one)
  2. Each group works together to plan their slideshow using the guides.
  3. When the group is satisfied with their plan they will use the PowerPoint template to create their slideshow.
  4. Teacher demonstrates a PowerPoint presentation to show students what they are about to produce.
  5. Using the Template, teacher demonstrates (as students follow) how to name and save a file in a specific location.
  6. Teacher demonstrates (as students follow) the various views of the PowerPoint Program.
  7. Teacher demonstrates (as students follow) how to work with each individual slide to input information in text boxes.
  8. Teacher demonstrates (as students follow) how to copy an image from the web and paste it into their document.
  9. Teacher demonstrates (as students follow) how to cite the source of information and/or graphics they gather from the Web.
  10. Once all of the information and graphics are inserted into their documents, teacher demonstrates (as students follow) how to apply a design to the slide show.
  11. Teacher demonstrates (as students follow) how to apply animations and sounds to their documents.

 

Part Six – Presenting the projects
  1. Teams come the front of the room together to present their slideshow
  2. Each person explains the portion that he/she contributed to the production.

Enrichment / Extension:

Students may use the PuzzleMaker to create a word puzzle using vocabulary from the unit. Then exchange and solve one another’s puzzle.