Students explore the idea of ńcrossing boundariesî through bilingual, spoken-word poetry, culminating in a poetry slam at school or in the community.
ELL students create and share a botanic field guide incorporating depiction, measurement, description, and classification of common Minnesota trees, shrubs, wildflowers, and plants.
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Help Spanish-speaking English-language learners unlock the mysteries of their new language by using a bilingual book to recognize unfamiliar words and construct meaning from the text.
Spark the engagement of English-language learners or reluctant readers with the graphic novel "Maus". The visual information provided by the genre serves as a support for reading and critical engagement.
Creepy crawlers, hoppers, and fliers are the focus of this lesson in which students chorally read poems about insects and use the Internet to locate facts about their assigned insects.
Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.
Make connections across genres and across cultures to engage students in the study of literary voice and themes. Comprehension skills and vocabulary also come into play, especially for English language learners, as students read a novel and related poems, then write and perform original poems related to the novel.
Looking to help students practice "reading" images for a variety of contextual meanings while engaging in content area study? This lesson uses images of the Boston Massacre to deepen students' comprehension of both the event and the effects of propaganda. Students begin by completing an anticipation guide to introduce them to Boston Massacre, propaganda, and British/colonial reactions to the massacre. They then complete an image analysis to make inferences about various images of the massacre. The culminating activity-a presentation about students' observations and inferences-demonstrates students' knowledge of the Boston Massacre and propaganda in a variety of ways. This lesson benefits English-language learners (ELLs) and struggling readers because it involves viewing images, participating in discussions, working with peers, and listening to a read-aloud that reinforces the lesson content and vocabulary.
In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.