ESL Content Environments

Content Objective:Exploring trees' life.

Language Objective:What is a tree for you and me?
Vocabulary concept:nutrients, support, dormant,Environment
Environmental factor,Germinate,Organism,Terrarium.
Supplementary materials:urdanext.illnios.edu/trees.2
LarryFerlazzo,teacher
http://www.fossweb.com
smartboard
Activities from the websites above

ESL Content Environments(Measurements)

Content Objective:Welcome to the Measurement Module! Here you can practice estimating metric distances. Measure large distances on a map or small distances on a bug. Estimate the distance from city to city as you take a trip across the United States.

Language Objective:Investigation 1: The First Straw
Arm span Measurement standard
Centimeter Meter
Comparison Width
Distance
Estimate
Height
Kilometer
Length
Supplemental materials:
www.fossweb.com (Multimedia visual aids measurement activities from this web.)

Period 4 &5 ESL Content

Content Objective:Terrestrial Environment
Language Objective: Experiment words
-Potting soil
-basin
-plastic cup
-sticky notes
-containers
-clover seeds
-radish seeds
-barley seeds
-corn seeds
-peas
-yard long bean
-egg plant seeds
1.We are experimenting growing plants from seeds.
2.We need:
-potting soil(or dirt)
- a container to put the seeds and dirt in
-a lid that has holes in the top so that the seeds can breathe.
-sunlight
3.We will watch then grow.
4.Once a week , we will measure their growth.

ESL Content Environments

Content Objective:Environments Module! Learn which factors are important for the survival of living organisms and conduct experiments to determine what these factors are. Set up a virtual aquarium (Aquarium activity) and try to create a good environment for three different fish.
Language Objective:Science is a rich content area for developing language concepts and vocabulary. While conducting FOSS investigations, students are involved in observing properties, comparing and organizing their observations, and identifying relationships from their observations. In order to effectively communicate the results of their investigations, it is important to use concise and appropriate vocabulary.

ESL2/P3 Using the Internet

DIRECTIONS How do you use a search engine? Answer the questions.
1.What is a search engine? It is an on-line service that you can use to find information on the internet.
2.Each search engine has its own Web site. How do you go to a specific search engine?__________________________
3.What is the first thing you do to find information with a search engine?_________
4.What do you do next?_________________________________________
5.How do you go to a Web site that the search engine has found?_________
6. What do you do when you find a useful Web site?________________________

Work with a partner. Use a search engine to learn about the African slave trade that brought Africans to North America.
7.Write information about you search.
search engine address:____________________________
key words:______________________eg: Amistad
8.Write the address of a useful Web site you found. Describe the information it has.
Tell about the topics, graphics, and links._____________________________________________________________________________
(When you enter keywords, a search engine shows a list of Web sites that have those words in them. ENTER SEARCH TERMS IN THE BOX. HIT :GO!"

Team Teaching( Ms. Banlang & Mr. Perterson) ESL2/P3

Wellstone International High School 2009
ESL Student:_____________Teachers:Ms.Banlang & Mr. Peterson
Subject: Technology connection
ESL with the introduction to Basic Technology Literacy

Content Objective: SWBAT manipulate the key board, do word processing, use the spelling check tool , create a PowerPoint presentation for class.
Students will also be introduced to use Destiny search,Google DocsIntro. &Quia Intro.

Language Objective: SWBAT say, read,spell,define, and write basic vocabulary relating to computer and internet.
Examples:
a)return key, caps lock for upper case and lower case, space bar...
b) search engine, web site,google search, image,information,fact...

Procedure:
*On Tuesday and Wednesday, students go to the computer lab to type their finished hand writing assignment the day before.
Examples: (choices from your)
1. Assignment from your Language work book
2.Any specific assignment given specifically to you
*Students must check the rubrics against their writing complete sentences.
*Raise your hand when you need help.
*Please be kind and patient because your class mates need help from the teachers too.
Notes: *You must finish your sentences first before looking for images to illustrate your sentences.
* Save frequently!

February is the month for Celebrating African Americans

ESL2 P3Martin Luther King Jr.

Grade level: 9-12 ESL 2
Length of Activity: 3 sessions
Performance Expectations:
The students will recognize the chronology of Martin Luther King's life.
The students will become familiar with the speech "I Have a Dream."
Materials Needed: books discussing Martin Luther King Jr.
High Point Basic


Procedures
Introduction: I would begin my activity by asking the children if they knew who the first black American to be honored by a National Holiday was. Next I would read them a brief introduction about Martin Luther King's life (attached).
Development
Provide a variety of books discussing Martin Luther King, Jr. These will be used to refresh the students on information they have already learned from previous research.
Ask the students to prepare a timeline marking significant dates in his life. Give the students a list of important events you want included in the timeline. Discuss with the students Martin Luther King's contributions to the civil rights movement.

After viewing a video of Martin Luther King's speech "I Have a Dream" give each student a copy of the speech. Read the speech and focus on the following topics:
What was King's dream?


Do you feel his dream has come true? Why? Why not?
Closure: Have the children think about king's dream. Then have them consider their own dreams. Have them write a story filling in one of the following.
I have a dream for myself….
for my family….
for my community….
For the world….
Assessment: Look at each student's timeline to make sure they have the correct order.
Assign each student a part of "I Have a Dream" to memorize for a classroom choral reading.
Adaptations/Considerations: Perform the choral reading for the entire class.
Have the students do a play acting out Martin Luther King's life as they view it.
References
Graves, Curtis M. & Hodges, Jane A. (1986). Famous black Americans: Folder games for the classroom. Silver Springs, MD: Bartleby Press.