Monique Kartchner and Shyleigh Scott

LRC 417: Methods of Structured English Immersion

Benchmark Assignment
Developing and Teaching an Effective Sheltered Content Lesson
Rationale
The students in our kindergarten class were working on centers and activities under the theme of
St Patricks Day. For this reason, I chose to create a lesson (Read Aloud and Game) centered on
the theme of St Patricks Day that taught academic vocabulary (lexicon). The words that I
taught were from the story, "The Night before St. Patrick's Day; this story lent itself to the
lesson because it featured the vocabulary words that we would be learning within the text of the
book.
FOR THE WRITTEN LESSON PLAN
Required Contents
I.
Shyleigh
-Introduction to the lesson
We will first ask the students what they know about St. Patricks Day in order to activate prior
knowledge.
We will read the story, "The Night before St Patricks Day," in order to introduce the students to
the story vocabulary
Monique
-Explanation:
St Patricks Day is approaching, and we have recently had a student from Ireland join our class.
He has been excited to share information about where he is from and the upcoming holiday. For
this reason, we have chosen literature based around the theme of St Patrick's Day but that can
also lend itself to building vocabulary
Monique
-Justification:
We will be addressing the kindergarten college and career readiness standards (K.L.4) to
determine or clarify the meaning of unknown and multiplemeaning words and phrases based on
grade kindergarten reading and content to:
a. Identify new meanings for familiar words and apply them accurately and
b. English Language Learner objectives forming a sentence using a given subject and verb.
II.
Content area taught: Vocabulary/ Lexicon
III.
Description of the students taught:
-Grade: Kindergarten
- - Type of ELL class: Mainstream with ELLs 18 native English speakers, three students who
are ELLs


Shyleigh
-Proficiency levels: Native English speakers are proficient in conversational and academic
language at a Kindergarten level. The student who speaks Italian as his first language is
proficient in conversational English and is beginning to grasp academic language. The child who
speaks Spanish as his first language has a grasp on conversational English but does not know
how to read or write in English or Spanish. The student from Ireland speaks English but is shy.
Language backgrounds: English, Italian, Spanish
IV.
Arizona State Content Standards, InTASC and ISTE NET-S standards.
(K.L.4) Determine or clarify the meaning of unknown and multiplemeaning words and phrases
based on grade kindergarten reading and content.
a. a. Identify new meanings for familiar words and apply them accurately
Monique
V.
Content objectives:
Objective: Students will listen to a Read Aloud of "The Night before St Patrick's Day",
Play a game using academic vocabulary, and create a sentence given the subject and noun, in
order to gain understanding of the meaning of the following wordse word meanings:
Vocabulary
Caught
Coin
Whisper
Vanish
Clasp
Trinket
Monique
VI.
Language Objectives:
ELL Stage I: Kindergarten Language Strand
Standard 1: The student will identify and apply conventions of Standard English in his or her
communications.
Basic:
The student will demonstrate knowledge of parts of speech by: B-2: forming a sentence using
a given subject and verb (S-V). .
VII.
Vocabulary words or academic concepts:
English

Italian

Spanish

Caught

catturati

atrapado

Coin

moneta

Moneda

Whisper

sussurro

Susurro

Vanish

svanire

desaparecer

Clasp

fermaglio

corchete

Trinket

ciondolo

Baratija

VIII. Supplementary Materials:

Book: The Night before St Patrick's Day
Visual Vocabulary Word Cards
Rainbow pointer
Coins/Currency (Quarter, Dime, Nickel, Penny)
IX.
SIOP Components
a.
Preparation: We will first ask the students what they know about St. Patricks day to
activate prior knowledge. We will then read the book in order to find complex vocabulary within
the text. We will select specific words from the story that will be new or unfamiliar words to the
students and that can be added to their developing vocabulary. We will create visual word
representations of each word in order to help build understanding. We will discuss and plan role
modeling/ act out representations of each word. We will plan a game that supports vocabulary
development through modeling and repetition and gather materials based on this game.
b.
Building Background: We will build background by conducting an initial overview of
the vocabulary words. We will have a group discussion of the vocabulary words meanings. We
will ask students about their knowledge of the word meanings and prompt them to derive
meaning based on the picture clues on the vocabulary cards. This could help students develop
an initial understanding of the vocabulary in their own words. For instance, we will show the
students actual coins and the coin vocabulary card and ask what they know about coin. After the
students have provided their understanding of each word we will provide additional explanations
and help them extend each words meaning.
c.
Comprehensible Input: using speech appropriate for students proficiency level, clear
explanations of academic tasks, and a variety of techniques to make content concepts clear.
We will use slow and enunciated speech throughout the lesson and provide a very clear
explanation of tasks. Students will be able to catch on quickly to tasks as many of them are
repetitious. We will be using visuals and modeling in order to support students learning. We
will provide opportunities for large group and small group work. We will incorporate a variety
of learning strategies such as large group instruction, game play to incorporate content, and
application of content through a writing and an oral presentation.
d.
Effective Strategies: During the activity we will summarize what each of the vocabulary
words means. At the end of the lesson we will present the activity of completing the sentence If
I were a Leprechaun I would ______________________________. The students will have to
use higher-order thinking while they complete the sentence using a word from the word
bankbank (we will give each pair a page with a box to draw a picture and the sentence frame
above).
e.
Interaction: We have provided opportunities for large and small group student
interaction. We have incorporated wait time into our end of lesson review assessment, and we

have incorporated Italian and Spanish translations of our words if needed for clarification (we
will not teach them explicitly to the whole group).
f.
Practice/Application: (A variety of hands-on materials and activities for students to
apply content and language knowledge and to integrate all language skills.)
-Reading: The teacher will read The Night before St. Patricks Day. The students will read their
sentence frames and how they completed their sentence to their small group of peers and a
teacher who will be rotating around the classroom.
-Writing: At the end of the lesson the students will be broken into pairs to complete a fun writing
activity. They will draw a picture of a Leprechaun and one or more of the vocabulary words
provided in the word bank and then will complete the sentence If I were a Leprechaun I would
________________________________________________.
-Listening: The students will listen to the teacher read The Night before St. Patricks Day, the
explanation of the game, and to each other as they share out their completion of their sentence
frames.
-Speaking: After students complete their Leprechaun sentence and picture they will present it to
their small group of six to seven peers.
Shyleigh and then Monique
g.

Lesson Delivery:

- We will first ask the students what they know about St. Patricks Day to activate prior
knowledge.
-We will start the lesson by making connections, gaining the students interest, and explaining
the content and language objective.
-We will mention that we will be reading a book and playing a game in order to learn more about
St Patrick's Day and learn the meaning of a few complex or descriptive words.
-We will read the book aloud to the students.
-We will then explain that we will be playing a game called "Leprechaun, Leprechaun,
Where's your Coin?" (Similar to, Doggie, Doggie Where's your Bone?)
-We will explain that they should take turns playing the role as the Leprechaun (wears the
Leprechaun hat) and that while one student (Leprechaun) is sitting with their body pointed away
from the students so they cannot see with which child the coin is hidden. The rest of us will be
working together to try to trick the Leprechaun.
-We will explain that we will be trying to trick the Leprechaun by hiding a Coin from him or
her. We will then ask the students to say the word "Coin" and we will pose the question: What
is a coin?
-We will use the students responses in order to help guide our instruction. We will
explain/clarify that a Coin is "a piece of metal, usually round with an official stamp that is used
as money/currency. We will show them a few coins from our pockets (quarter, dime, nickel,

penny, euro) we will also show them a dollar bill. We will explain that it is also money but is
made of paper, and that it is not considered a coin.
-We will move back into the game instructions/vocabulary lesson. We will explain that in order
to trick the Leprechaun we will have to make the Coin Vanish. We will asked them to say the
word Vanish and ask "What does vanish mean?" We will discuss that it means to disappear.
-We will explain that we will have to make the Coin Vanish by Clasping the Coin in our hands
behind our backs. We will then ask the students to say "clasp" and ask "What does Clasp
mean?" We will explain that clasp means to hold tightly in one's hand.
-We will explain that we wanted to clasp the coin behind our backs so that we do not get caught
by the Leprechaun. We will ask them to say the word "Caught". We will ask what caught means
and elaborated on its multiple meanings, but we will direct them to the meaning in this particular
context by referencing the story we read at the beginning of the lesson.
-We will then explain that while the "Leprechaun" is turned around, and when we finish making
the coin vanish behind someone's back by the student clasping it in their hands, we will whisper
"Leprechaun, Leprechaun, Where's your Coin?" We will ask the students to repeat the word
"whisper", in a whisper voice. We will also ask them to explain what a whisper is. We will
expand/elaborate on their responses.
-We will explain that after we whisper the phrase "Leprechaun, Leprechaun, Where's your
Coin?" that the Leprechaun could turn around and make two guesses as to who they believed had
the coin, and then other students will have turns being the Leprechaun. We will explain that at
the end of the game that they will each get a trinket to keep. We will ask them to say the word
"trinket" and we will ask what they think it means. We will clarify and expand on this
definition with them as well.
Monique will demonstrate now
-During each round we will repeat phrases such as "OK, Clasp the Coin in your hand, and make
it vanish, so that we can fool the Leprechaun! We will also model and explain that we had to
whisper to the Leprechaun each round so that we did not scare him/her away. During each turn
we will model whispering with the students "Leprechaun, Leprechaun, Where's your Coin?"
during each turn in order for the students to become even more familiar with the word
meanings. Throughout the lesson we will also reference our ELL first languages and provide L1
support of the lesson's vocabulary words. At the end of the lesson we will give out trinkets to
keep.
Shyleigh
h.
Review/Assessment: Reviewing key vocabulary and content concepts, providing regular
feedback, and using a variety of assessments of student comprehension and learning throughout
lesson.
Throughout the Leprechaun, Leprechaun, Where's your Coin?" game we will ask the students
what they think the different vocabulary words mean and then explain the definition of each.

Along with the definition of the word we will check to see that the students understand what the
words
mean
by
observing
their
actions
during
their
game.
Monique
After the students complete their sentence frame we will walk around and listen to each peer
present their sentence to see if they use a vocabulary word/words correctly.
At the very end of the lesson we will review the vocabulary by having students come up and use
the word wand to point to the vocab words on the board, say the word, and give or act out the
definition.. ( I did not make a power point but thought that if you put together the beginning of
the lesson on PowerPoint where you explain the rules and how we are going to play the game
then I can put in the sentence frame page and explain what we would do with it.) Let me know
what you think???
A final reflection on your lesson demonstration, that is, how effective you believe it was
and what you would do differently if you teach it again.
InTASC 3, 4, 5, 6, 7, 8; ISTE NETS-T 1, 2, 4, 5
FOR THE LESSON DEMONSTRATION
Rationale
Research on teaching and learning with English language learners has consistently demonstrated
a relationship between the effective use of sheltered instruction and improved student
comprehension of content material, acquisition of English, and improved academic achievement.
Teachers need to become familiar and comfortable using sheltered strategies. LRC 517 will
provide you with multiple opportunities to practice sheltered teaching throughout the semester.
The final lesson demonstration is an opportunity for you to teach a lesson in your content area
using as many sheltered instructional strategies as possible.
Required Within the Lesson Demonstration
I.
Your lesson should include all 4 language skills/abilities listed below:
listening speaking reading
writing
THE SHELTERED STRATEGIES THAT WE ARE USING ARE HIGHLIGHTED BELOW.
II.
You will need to include at least 12 of the following 21 sheltered strategies:
Content and language objectives displayed
Different grouping configurations
Vocabulary words defined or clarified

Opportunities
for
interaction
Connections to students prior knowledge
Appropriate wait time
Speech is appropriately controlled (slow, clear)
Clarification of key concepts
Step-by-step instructions
Hands-on activities
Adapted text
Use of manipulative or
realia
Modeling, demonstrating of concepts
Opportunities to apply
new knowledge
Positive feedback or other encouragement

Repetition

Graphic organizers
Gestures,
drama
other visual support (photography, posters, etc.) L1 support
Authentic assessment

You will also be evaluated based on the following questions:

facial

expressions,

a.
Were your lesson content objectives clear? (That is, did you actually teach
your objectives?)
b.
Did your lesson support the language objectives you listed?
c.
Were the students engaged at least 90 percent of the time?
d.
How creative, fun, or goofy was your lesson?
e.
Was student learning assessed in any way (formal or informal checks for
comprehension?)
f.
Did you review your objectives with students upon completion of the lesson?
g.
How academically challenging and sheltered -- was the lesson?