ESOL Web Sites & a Lesson Plan!

Back in Spring 2010, while taking the course Empowering ESOL Teachers at my university,  I had an assignment that required me to find 15 web sites that could assist teachers who have English Language Learners (ELLs) in their classroom. These were the following web sites that I compiled into a list, in addition to a lesson plan that I had to write, using one of the web sites from my chosen list. Feel free to check out those web sites, or use the lesson plan for a science project in your classroom!

1. ABC Teach - http://abcteach.com/directory/basics/

          This web site offers tools and resources for k-8 teachers in teaching subject categories like ABCs, phonics, word walls, and word families. Some materials on the web site are only offered for registered members.

2. ESL 4 Teachers - http://www.esl4teachers.com/

    This website offers resources and lesson plan ideas for teachers who have ELL students.

3. ESL Flash Cards - http://www.eslflashcards.com/

     This website offers a wide variety of flash cards that teachers can use with ELL students.

4. ESLFlow - http://www.eslflow.com/Index.html

     This website offers countless links to websites that teachers can use to teach ELLs, and all links are categorized according to topics or subjects.

5. ESLHQ - http://www.eslhq.com/

     This website offers great resources for ESL teachers. It also is a forum so that ESL teachers from around the world can communicate together or share their own worksheets and other items.

6. ESL Teachers Board - http://www.eslteachersboard.com/

     This website offers job resources and classroom resources for ESL teachers.

7. ESL Teacher Talk - http://www.eslteachertalk.com/

     This website contains interviews, activity ideas, and tips for ESL teachers.

8. Everything ESL - http://www.everythingesl.net/

          This website offers lesson plan ideas, teaching tips, and resource links for teachers with ELL students.

9. Mark’s ESL World - http://www.marksesl.com/

     This website offers simple ESL resources from worksheets to website links and forum discussions.

10. MES-English - http://www.mes-english.com/

     This website offers free resource materials for teaching English to students.

11. Nada’s ESL Island - http://www.nadasisland.com/

     This website contains many resource materials for the ESL classroom.

12. The EFL Playhouse - http://www.esl4kids.net/games.html

     This website contains many game ideas for teachers with ELLs.

13. The Internet TESL Journal - http://iteslj.org/

     This website is for teachers with ELL students. The website consists lesson plan ideas and articles on how to become an effective ESOL teacher.

14. Tools for Educators - http://www.toolsforeducators.com/

     This website contains many resource templates for teachers to use in the classroom. There are creative templates that can be used by ESL teachers to create engaging activities that will involve their ELL students in learning.

15. UsingEnglish - http://www.usingenglish.com/teachers.html

     This website is designed to offer many ESL teacher resources in the form of lesson plans, handouts and quizzes, as well as online glossaries/dictionaries.

Lesson Plan Idea: Using the senses

Subject: Science

Grade: First Grade

Website used as a teaching tool: ESL Flash Cards - http://www.eslflashcards.com/

Objectives

Students will be able to gain first hand experience of observation by examining a pumpkin. 

Students will be able to examine a pumpkin using their five senses and record & write their observations.

Students will be able to compare their observations within cooperative groups.

Sunshine State Standards 

SC.1.N.1.2 - Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.

SC.1.N.1.3 - Keep records as appropriate - such as pictorial and written records - of investigations conducted.
Anticipatory Set

Ask the students if they have had a pumpkin before. Ask them if they have ever been involved with carving the pumpkin. Inform them that they are going to observe the anatomy of a pumpkin by carving it and doing observations on it by way of using the five senses. Briefly explain the concept of the senses and how one goes about using them by showing the “Body Parts” flashcards and reading a book about the five senses.

Teaching: Input

Read the story Our Five Senses by Alyse Sweeney. (The pre-reading strategy can be connected to reviewing certain body part flash cards such as the eyes, hands, nose, ear, and mouth). During reading, have each student touch their eyes, mouth, ears, nose, and rub their hands together during parts of the story that mention the certain sense connected to the body part. Even consider holding up the particular flash card during those moments as well. After reading, discuss a moment where the students may have used one of their senses recently.
Teaching: Modeling

After reading the story and having the discussion, gather everyone around the pumpkin to observe how it sounds and smells, and what they see when the pumpkin is being carved open. Instruct the students to include careful, useful observations of the pumpkin. Divide everyone in groups and split the pulp and seeds (in containers) amongst the groups. Chop pieces of the pumpkin and distribute amongst the groups. Ask that they label their observations, the objects observed, and the senses used. (ESOL & ESE: Assist them during their observations when needed, and assign a working buddy to help record their finding if they are incapable to, or have them draw representations of what they see.)
Teaching: Checking for Understanding

Keep reinforcing the students to use their senses. Ask students (especially ESOL and ESE) what they think about an observation. Ask each group what they found in their observations. Test their knowledge of the senses by asking, “If I felt the pulp and it was squishy, would I be using the sense of hearing or touch?”
Guided Practice

Walk around the room to see if the kids are using their five senses. Keep them on target by having them writing or drawing every unique thing in their science journal.
Closure

Clean up and choose a few students to share their observations with other students from other groups.

Independent Practice

Students will work in groups to observe the pumpkin. They will individually draw their observations in their science journals and label them. They will use their senses to make detailed observations about what the pumpkin smells like, how it feels, how the pulp feels, how the seeds feel, etc.
Materials

1. Pumpkin.
2. Carving utensil.
3. Book: Our Five Senses by Alyse Sweeney found at www.readinga-z.com.
4. “Body Part Flash Cards (Set A)” found at http://www.eslflashcards.com.
5. Rubber disposable gloves for everyone.
6. Students’ science journals to record their observations
7. Document camera (optional) when reading.
8. Paper towels for cleanup.

Duration

Should take about 45 minutes in one day.

Annotated Book List of Newbery Award Winners

   

     Back in Spring 2010, when I took the class Methods of Teaching Language Arts at my university, I was assigned to a list of Newbery Award Winning books between 1956 to 1966. My assignment was to read at least five books from a list of choices between the given year-range and write an annotated bibliography detailing a synopsis of the books and my opinion of the books. Though the following books are over 50 years old, they still have decent qualities relevant to today's readings...even if there may have been one or two books that weren't my favorite. I definitely feel that just because a book is old doesn't mean it is outdated and can't entertain today's youth. Certainly, if a story is told in such a way that it can still impact readers after 50 years, then it deserves to stay alive in the hearts of new readers! The following were my five choices.

1.      Carlson, N.S. (1958). The Family Under the Bridge. USA: Harper & Row Publishers.

     Set in Paris, France, the story of The Family Under the Bridge is about an old tramp, named Armand, who discovers that a mother (Madame Calcet), her three children (Suzy, Paul, and Evelyne), and their stray dog (Jojo) are living under the bridge he usually visits. Armand becomes attached to the family and takes the children (while the mother is at work) on a tour around Paris to see all of the Christmas sights, and to beg people for money. As Christmas approaches, what the kids long for the most is for a warm, stable home to live in with no worries of being separated from their mother and their newly inducted grandfather (Armand). Therefore, it is up to Armand to make sure that the kids will not be disappointed by their wish.

     The Family Under the Bridge is a heartwarming story that has likeable characters and sends a message of love and honor. The story even has Christian undertones that even a secular reader would not mind being present. I would definitely have this book in my classroom library, and while I think it could be appropriate for all levels, I will tag this book as a great 3^rd grade novel.

2.      Enright, E. (1957). Gone-Away Lake. USA: Harcourt Brace Jovanovich, Publishers.

     Gone-Away Lake is about a young girl (Portia Blake) and her brother (Foster) traveling to her cousin (Julian Jarman)’s house for the summer and embarking on a strange discovery. Portia and Julian go exploring in the woods one day when they come across a swamp surrounded by crumbled houses. It turns out that an elderly brother and sister of old time still live in two of the run-down houses and informs the kids that the swamp use to be a beautiful lake inhabited by several families. Intrigued by the swamp’s unique characteristics and the discovery of two very unique acquaintances, Portia and Julian agree to keep their new discovery a fun little secret until Foster becomes suspicious and chooses to follow them one day.

     Gone-Away Lake is a fascinating story that is very well written and has characters whom any reader will immediately want to become invested into. I definitely would consider having this novel in my classroom library. I tag this book appropriate for children between grades 4^th and 5^th.

3.      Gipson, F. (1956). Old Yeller. New York: Harper Trophy.

     Old Yeller is a frontier story about a boy who learns to love a dog at a terrible price. While Papa is away, young Travis has to become the man of the house and watch after his baby brother and mother while doing the chores. One morning he discovers that a thief has stolen his family’s pig meat, only to discover that a yellow-looking dog was the culprit. Unimpressed by the dog (and originally against his inclusion into the family), Travis eventually learns to accept the dog and value him as a loyal friend and protector. However, the dog’s loyalty and bravery leads to Travis having to make a hard decision when a rabid wolf endangers the family and Old Yeller is left injured from his battle wounds.

     You. Will. Cry. This age-old classic is notably famous for its final chapters, which will tear the reader’s heart to pieces after spending the entire story seeing the relationship between Travis and Old Yeller form and grow. The novel is a great source to use when teaching a social studies lesson of the frontier life, and it is a great source to admire the simplicity of the language used in the story (for that reason, I recommend teachers read in a southern accent). I definitely will try to have this in my classroom library, and I think it is most appropriate (because of the themes and content) for 5^th through 7^th grade students.

4.      L’Engle, M. (1962). A Wrinkle in Time. USA: Farrar, Straus, and Giroux.

     A Wrinkle in Time is a science fiction novel about a girl (Meg Murray), her younger brother (Charles Wallace), and a friend (Calvin O’Keefe) joining three strange beings (disguised as Mrs. Whatsit, Mrs. Who, and Mrs. Which) on a cosmic search for her father. While traveling through time and space, and venturing onto strange planets and worlds, the three children discover that Meg’s father is being held captive by a dark, evil force that plans to engulf their own planet (earth). Though Meg has insecurities, she must face them in order to save her father, but more importantly, also save Charles Wallace from the evil entity known as IT.

     A Wrinkle in Time has interesting characters that invites the reader to become invested in them, and the story has a nice flow in structure. However, I  personally did not like the reference in the story that seemed to include all of the other religions on the same scale as Jesus and Christianity – it seemed to mold them all together in an accepting manner. With that said, I tag this book appropriate for the 5^th to 8^th grade level.

5.      Wojciechowska, M. (1964). Shadow of a Bull. New York: Atheneum Macmillan Publishing Company.

     Shadow of a Bull is about a young boy (Manolo Olivar) who lives under his late father’s shadow. The whole town of Arcangel expects Manolo to become a great bullfighter like his father was, and he instantly becomes the town hero, though all he wants to be is a normal boy who has no fears. Though he agrees to enter a bullfighting contest, he soon discovers that his destiny probably lies outside of the bullfighting ring, and worries that he will end up disappointing his mother and townspeople by failing at what his father was best known for – being the best bullfighter around.

     Shadow of a Bull is a great novel to have in a classroom library, and I hope to have it in mine. The story was great, and the characters were all top-notch. From the very beginning, the reader cares for Manolo and hopes he succeeds in whatever he wants to do. I tag this novel as being appropriate for children in grades 4^th and 5^th.  

A New Teacher's Prayer

Dear Lord,

I now know the timing just wasn’t right now.

But I am patient and can wait a little longer.

Prepare me a classroom which will be like a home.

Make it huge, make it comfortable, and supply it

with all of my needs!

Father, let my students enjoy their current teachers.

Let them strive beyond their goals.

Take good care of them and keep them safe.

But remind them to be ready for me!

Thank you for the journey so far.

I’ve cherished the moments that have gotten me here.

Ready my mind, and give me courage, as I

prepare for the fall’s new beginning!

I know my classroom waits beyond this hill,

and I’m walking as quickly as I can!

For not only my classroom waits for my appearance;

My students and school-family are gathered there too!

Soon, dear ones, we will meet at last.

Just be patient, because I am going by God’s timing.

But oh, what a day that day will be!

We will have fun and learn plenty; our brains will grow strong!

And we’ll be there together, especially when rays of sunshine 

turn into cloudy storms.

Dear Father, I can’t wait for our new journey – when I officially 

call myself ‘Teacher.’

Keep me safe and give me wisdom along the way.

And let me follow the examples you gave.

Because, if anyone wants to be a great teacher, all they have 

to do is model after you – the best Teacher there ever was!

Amen! :)

Art I Created: A Look Back!

My Created Art

     Way back in the beginning of R. Andrew's Corner, I posted about art that I had created in the past. I believe the web site that I had my photos uploaded to ended, because I remember deleting the post altogether due to the links no longer working. Well, I was looking back at my photos and I thought I'd share them again, especially ones that I never got around to showing. 

     Drawing is special to me, but it is hard! I love creating with my hands, but drawing comes at a difficult price just like writing does - it takes a toll on me. I don't know why but tapping into my creative self is a challenge, and the stubborn person that I am tries to procrastinate until I force myself into drawing or painting or even writing stories. I mean, I can see the art, or hear my characters and know their stories, but even beginning them is a trial because there is this blockage that attempts to stand in the way of myself and the creation in my mind. So, when there's finally an opportunity to open up this skill, I cherish the product that came out of it, no matter if others find little worth from it. 

     I know I'll never be an artist or an illustrator, but I'm still proud of what was created from my mind to my hands. These are just a few! 

One of my originals. I'm in the blue chair!

Characters in love...or in feud. Originally done with charcoal but improved from a software program. Was a potential art project for Art Appreciation class in Spring 2008.

A baby donkey I drew in Children's Literature class in 2010.

Backside of my Final Exam project for Art Appreciation class in Spring 2008.

Front side of my Final Exam project for Art Appreciation class in Spring 2008.

Randomness created from a software program...Circa probably 2004/2005?

Another randomness created from a software program...Circa probably 2004/2005?

Art project for my Creative Expression class in Spring 2010.

Illustration of a portrait of my great-grandmother, for her 77th or 79th birthday. Made probably in 2000 or 2002...

Recoloring and improvements of the original drawing. Done in 2010 from a software program.

Drawing of my left hand during my Art Appreciation class in Spring 2008.

Sequel to the drawing that I did below...

Made this in 2006...Was shocked myself at his face after finishing it...

Created from a software program in 2007.

Updated version from the above. Revised in March 2012.

Illustration from my children's book that I wrote in 2010.

Random drawing during Children's Literature class in Spring 2010.

A place dear to me. Created in 2009.

First Days Project

     Way back a year ago, I took one of my final college courses before starting my Student Teaching semester last fall. The course was titled Classroom Management and we education majors were required to create a display revolving around the "First Days of School" theme. I randomly chose third grade, since it was my go-to grade level when writing lesson plans, and I called my hypothetical students Shining Stars. Until recently, I had forgotten about some unique things I created in this PowerPoint presentation, most notably my Classroom Creed. 

     The Creed was a set of rules I had created for a previous assignment, but this time around I wanted the classroom rules to be more than just written expectations. I wanted them to mean something, so I rearranged the rules into a simple creed which still means something to me, even after a year of revising it. I truly feel that one day, if given the opportunity to be blessed with a classroom and students to care for, I will hang this very creed on my wall! Well, the thought of my Creed sparked an interest in capturing some of the PowerPoint slides from the project and share them on this blog. Therefore, feel free to view the following images, especially my Classroom Creed!

Baking cupcakes

Yesterday, I was in the mood and decided to make some cupcakes. Unlike a few days ago, when I made some marble-cupcakes, I decided to make these special by applying frosting on them and using the frosting tools aside from just a spoon. The cake mix was red velvet, and the frosting was strawberry icing. They tasted okay. The end!